& National Library of Education U.S. Department of Education 400 Maryland Avenue SW Washington, D.C. 20202 LeLti ^3e L a ^il I : . ! i'. ‘ OONC™, > /house or EEPBESEXTATIVES. | Ex. Doc. 1 M .Session. ) ’ _ - — = report OF THE SECRETARY OF THE INTERIOR; being part of the message and documents COIkIMUNICATED TO THE TWO HOUSES OF CONGRESS AT THE BEGINNING OF THE SECOND SESSION OF THE FORTY-SECOND CONGRESS. VOLUME II. WASHIHGTON; government printing office. 1872. FORTY-SECOND CONGRESS, SECOND SESSION. Congress of the United States, In the House of Eejjresentativcs, May 24, 1872. The following resolution, originating in the House on the 7th instant, has this day been concurred in by the Senate : Resolved hy the House of Representatives, (the Senate concurring,) That there be iirinted twenty thousand copies of the second volume of the Report of the Secretary of the Interior, containing the Report of the Commissioner of Education, five thousand copies of which shall be for the use of the Senate, ten thousand for the use of the House of Representatives, and five thousand for the use of the Bureau of Education. Attest : EWD. McPherson, curic. THE COMMISSIONER OF EDUCATION i CONTENTS Pago. Eeport of the Commissi ouer of Education . . 1-64 Appendix . 65-700 Abstracts from the official reports of school officers of States, Territories, and cities with other additional information . 65-401 General condition of education among the Indians . 402-411 _ _ Educational conventions and institutes . 412-426 National schools of science . 427-444 Education of the blind . . . . . 445-448 Education of the deaf and dumb . 449-452 Annual review of education in foreign countries . 453-504' Education in foreign countries aided by American efforts . 505, 506 Educational methods in Germany . 507-510 Progress of education for women . 511-518 Cooper Union....' . 519-525 Education of artisans . 526-528 The objects of the kindergarten . 529-535 ■ Musical education in common schools . . 536, 537 The relation of education to insanity . 538-547 Relation of education to crime . 548-552 The press as an educator . 553-570 '—General school statistics of the United States . 571-700 Table I. Census statistics of the area, population, and assessed valuation of the several States . 571 IL Common-school statistics of the United States . 572 III. Common-school finances. . 573 IV. School statistics of cities . 574-605 V. Normal schools . 606-609 VI. Commercial and business schools . 610-613 VII. Institutions for'secondary instruction . 614-635 VIII. Appointments, examinations, and rejections at the United States Military and Naval Academies . 636, 637 V/^IX. Colleges in the United States . 638-653 X. Agricultural and scientific schools . 654,655 XI. Theological seminaries . 656-661 XII. Law schools . . 662,663 XIII. Medical, dental, and pharmaeeutical institutions . 664-667 XIV. Principal libraries in the United States . 668-677 XV. Institutions for the deaf and dumb . 678, 679 XVI. Institutions for the blind . 680,681 XVII. Asylums for idiots . 682 XVIII. Summary of unfortunates . 683 XIX. Inebriate asylums . 683 XX. Educational benefactions . 684-687 XXI. Cost of education in the States . . . 688 XX [I. Cost of education in cities . 689,690 XXIII. Eeformatory statistics . 691 XXIV. Prison statistics . 692-695 XXV. Printed reports of city superintendents . 696,697 XXVI. Educational publications . 698-700 Index to report and accompanying papers . 701-715 . .4.1 • _ ■■ ■ • ;u#'- ^;i»:-. ■•.■. . -. ..... , . . 'T..; . .rr^^’4.- ' * .. -fO^x > Vv;.' ' , . ■ i.'i, .' ■:! w,f ,.-v-, • ■’ v-'M Vi?' v."'‘:'^'‘.*'''r' ' i ^ r > ^ t'-; ’,’v ■"■* '■ ■ •''* '■ ^‘’ '- ' ■ , . ■’ 'V<';/ '..'‘ '■‘' nx,''';,.-/..- ■. ..' j -',7^Tr • i •;.' ■,*/''"• '; ' ‘ ■ -; *rry:‘:, .;,, ., - .r ‘ ... , -‘4;’ ■ ^, V’'' =;'P' -'.'^ •■■ -' '. '■ ’- '.-''v»ilj Vx . • '• - '•■ ■' . -’.ttf ■ ^ _,'.iv,, ■: \ ; ■ ■_: ■ ' '. . ,, ,,; -r'^'l . . ... '. ' '■ " " . ■ ■,•■ ^ . ■ ' ' ' ' ■ - ■ '' ■ V ' ■ ■'.! ■ ' ■'v 4T'. ' Vv' ' ■ ■■ =' ■■ ■•■,-■■- 'V'- - ■.■ •■•%"■,'. X.;!; . ' ‘ ”' y I ■■ ••-■:■.■■ ■■ . ‘ jif.*' -, .'i ^ ,VJ.-.w..J,.-...,...r; , ,..;..y..^..^. -. /. ; ,. i, s' : ..■ ;, .:.'v^^l,„... ' ■ . ■• ,^V •'• ■'^ ^.44 -f^-yr. V.,vi^3r._ . . . . . . ■ • ,:'',!.,„-r.s. - - . .J:...^.p .,.,^., .. ■■ ' ■ ■ . ■ ■' . '■' ■' ■'■ ^ ■] . . 'In- ; , , .'- '•’*■<' . -'. jf.- ' 4Ui :r---,- .- ' ... '‘ kV't.1,* ' ■ "■‘ft*' ■‘'1' ‘ '■. < ^ , ' I .- ' ‘ t. , ■'• •' -: 'i- I',- ' . *» ' ' •>. ■'• ■' ■ -V- •^'-•- ' ■ ■ -'• .~^r\ c ^ ' . . , ,,, . „ ^ ..^. * V...-,., ..... . .Ji.ST'. V.r :.. 'haa. 4'- ' '. ; . . ... . ■^^■- ■ "■■ ' ^’<'S, !r.'iv “•■“■ ..7. . . ;.i"„./ *.,7* f ■ ■ •' ■;, ■ . ■- ' -■'.■- i — .,79:> . ' ^ .. - ;. ■■-- . ^ r>j ' - . ’. H..' .' . . ... . .V . .7 . ; 7 ( ■: ■ .v'v,^/ . M'- . -■■ f'x - "r- .■ ■ sv-'**^**: ' ■'■ -■■ ■ ife.; mi- ' .iiISS EEFORT Department of the Interior, Bureau of Education, November 15, 1871. Sir: I have the honor to submit my second annual report. The law regulating my duties requires the collecting of such statistics and facts as shall show the condition and progress of education in the several States and Territories, and the diffusing of such information respecting the organization and management of school systems and methods of teach¬ ing as shall aid the people of the United States in the establishment and maintenance of efficient school systems, and otherwise iiromote the cause of education throughout the country.” The report, if made in strict accordance with these requirements, would contain a full, accu¬ rate, and complete account of the yearly progress of the American peo¬ ple in all matters directly and remotely pertaining to education — would be, in effect, a record of the nation’s growth in intelligence and virtue. METHOD OF COLLECTING MATERIAL FOR THE REPORT. To make even an approximate statement of the progTess resulting from so many and various instrumentalities, necessitates a system of inquiry which can only be prosecuted by the action of the General Government. Our public-school systems and incorporated institutions of learning, under most div^erse control, serve alike to illustrate and to perjietuate that larger liberty regulated by law, that self-poised individuality of persons and civil units which are highly prized as a distinguishing characteristic of the American people. The furnishing of information by these State and city officials and by the officers of incorporated institutions of instruction is wholly voluntary, and, notwithstanding the perfect willingness which has been shown on their part, some time must elapse before they can become so familiar Avith the forms as to render the supplying of these educational statis¬ tics a matter of routine, while the field and scope of inquiries are stead¬ ily enlarging. Thus, the report of last year, the first publication of its kind, could hardly be more than preparatory, and while the present report Avill be found fuller and more accurate in many of its statistical details, it must still be regarded as only tentative, and but partially illustrative of the purposes of the Bureau. Last year, in making up the abstract of information in regard to the different States, the official reports of school-officers were used as the only source of information save in a few instances. This year a large amount of valuable information is added from other sources considered authentic. The preparation of this material required, as moderately estimated, the reduction of about 15,000 octaA O pages to the first 350 pages of the Aiipendix of this report. As indicating the want of uni¬ formity of plan on which the various State and local reports are made, a schedule has been prepared and will be found in the accompanying 4 REPORT OF THE COMMISSIONER OF EDUCATION. papers, and is in itself a curiosity to tlie student of educational literature. It has been the purpose in this abstract to seize the most valuable fea¬ tures of all these reports, and gather them for the benefit of the whole country. The information sought from this office in regard to school legislation in the ditferent States, it has been impossible to give fully in this report without occupying too much space. To meet these special demands a carefid synopsis of all the respective school-statutes is in the course of preparation. As fiir, however, as this information appears in the respective reports from which the abstracts are taken, it is included. USE OF SUCH A REPORT. The grouping of these facts, collected as well as may be for the entire country, gives the patriotic student and statesman an opportunity to place aright in the scale of progress each section or locality. It makes possible those most valuable suggestions which come from the diverse conditions of various communities under one Government, and trusting to the same aspirations and efforts for future success. UNIVERSAL EDUCATION ESSENTIAL TO THE REPUBLIC. As a nation, from the first, the American people have appealed to the judgment of mankind. We believe our institutions founded in the interest of human nature, and susceptible of clear and satisfactory vindication to riglifi human reason. We propose to offer to the world the best illustration of human government, promoting with equal care the welfare of every citizen. But, plainly, we can neither know nor be assured that we have the best Vvithout a knowledge of the condition of other peoples. Our civilization, following its own mode of Americaniz¬ ing everythiug that becomes a part of itself — population, ideas, institu¬ tions — welcomes all comers. Education, the great process of assimilation, evidently should receive more attention than any other function of our civil life. It should be conducted more intelligently. Our dangers, present or remote, should be kept fully and accurately in view. Moreover, our society is of such a nature, the establishment of per¬ manent caste is so impossible, the interchange, the flow and reflow of individuals through all stations, from the highest to the lowest, so con¬ stant and easy, that the conduct and character of any one man, woman, or child can in no sense become safely a matter of indifference to the other members of society. The moment of neglect is the opportunity of vice and crime. And the extent of neglect is the measure of the peril from these sources, and the index of the reduced productiveness of industry and of the losses of capital. Moreover, it should be remem¬ bered that this power of the individual, as a ])art of the whole, to affect the general well'are, arises not merely from his relation as a member of society ; he has here an additional function of direct action as a part of the governing power. He is a voter, a witness, a juryman; he maj^ be a judge, a legislator, or executive. His chiiracter is, therefore, of con¬ sequence, not merely from its silent and general influence, but especially as actually constituting a part of the government, with a possibility of being called to the duties of office in town, city, county, or state, in every civil unit in which he is embraced. If the individuals who are idle, ignorant, vicious, criminal, increase so as to constitute the majority. REPORT OF THE COMMISSIONER OF EDUCATION. the declared object and form of oiir government, so far as that unit is concerned, is perverted or destroyed, be it the civil unit of the town, city, state, or nation. We have multiplied illustrations of the possi¬ bility of this perversion of the excellence of republican institutions, in the small civil units. The great body of our people have a most abid¬ ing faith, however, in the impossibility of this perversion of the entire nation, and cite justly, with emphasis, the experience which brought the nation into existence, and has preserved it through the late most unpar¬ alleled struggle for the Union. IMPENDING DANGERS. Looking at the beneficent results of universal education under any form of government, it would seem to command the approval of all fair- minded men. In view, then, of its imperative necessity in such a repub¬ lic as ours, opposition to it from any quarter becomes vrell-nigh unac¬ countable. Yet every generation of adults, in every part of the country, in reference to the education of all the children in their midst, has, so far, in some form, to some extent, doubted, hesitated, presented difii- culties, or shown hostility. Every generation of adults needs to be thoroughly indoctrinated with the sentiment of universal education, and familiarized with the management of school systems, as much as the children of each generation require the thorough and careful train¬ ing of the school -room. The late appalling struggle in our nation was not more sharply marked by geographical lines, than were the conditions out of which it arose characterized by broad demarkations indicating very closely the differ¬ ences in systems and methods of education in the different sections. The statesman, whose confidence in the perpetuity of our institutions arises from the general intelligence and virtue of the people, on finding more than one-sixth of the adult population utterly illiterate, is appalled in view of the dangers threatened. In tracing still further the condi¬ tion of the country in this respect, he finds that three-fourths of this ignorance is sectional, and to be found in the South. EDUCATION IN THE SOUTHERN STATES. I would respectfully call attention to the carefully prepared abstracts of information from the Southern States, as they appear in the accompanying papers. They rexeal a condition of tacts calculated to awaken the most profound solicitude. No statement of them, however, can be so truth¬ ful and passionless as to pass unchallenged, so diverse are the views and so intense the feelings in regard to this subject. This diversity of feeling and action corresponds to the position of the different classes in the community. It is clear tha: the final i^eace and harmony of these communities will require the satisfaction of the just demands of these various classes. They have clearly guaranteed to them the right to represent their con¬ dition, and, according to the forms of law, to seek its improvement. It is worse than useless to thrust these representations aside without con¬ sideration. Tie reasonable examination of these difficulties is the surest and speediest way to their removal. The colored people, as a rule, seek with avidity a knowledge of letters. They instinctively associate ignorance, and the absence of opportunities to learn, wnth slavery, which has been abolished, and the privileges of 6 REPORT OF THE COMMISSIONER OF EDUCATION. learning with the freedom now guaranteed to them. All considerate minds may fitly receive this eagerness tor gaining a knowledge of letters, on their part, as the grand opportunity for their elevatioUj to be made the most of before these aspirations are checked. Instead of this reasonable treatment of the facts, there appears in many cases, a most blind prejudice against any and all efforts to improve the condition of the colored people by education. In some in¬ stances, this prejudice takes on the most violent forms of action. The con¬ ditions of poverty, and other forms of trial which followed the war, need not be rehearsed. The wide-spread absence of exx^erience in the bene¬ fits of universal education, in those sections where slavery prevailed, is well known and need not be re|)eated. In some instances, all the bitterness of a fratricidal war remains, while in other cases, men of eminence in the professions, and of the highest social position, accex}t, with a philosophy which we wish was universal, the new order of things that they find around them.* Turning their backs upon the past, which is gone, they set their faces resolutely toward a better future. Eising above the social proscrix)tiou around them, and whatever of remorseless poverty any of them may endure, they apprehend the necessity and the benefits of universal edu¬ cation. They deserve all honor and most cordial support. Joined with them in the work of education, as a rule, are those who have settled in this section from the North. The charity of the North and of Europe, the great benefaction of Mr. Peabody, and, more than all, the action of the General Government through the Freedmen’s Bureau, have set on foot the establishment of schools in accordance with the ideas of universal education. f * J. L. M. Curry, LL. D., of Richmoud College, Virginia, expressed the following views concerning education in the South, before the National Baptist Educational Conven¬ tion, at Brooklyn, in April, 1870 : “Prior to the war no generaP system of common schools existed in all the States. Alabama had a system gradually perfecting and growing into completeness. Various towns and cities had free schools in more or less successful operation. Academies and colleges for boys and girls were abundant and of a high order. Every State, except Texas, Arkansas, and Florida, had what was called a university, well equipped, well patronized, and tolerably endowed. Some opposition nnquestionaldy existed to State systems as interfering with parental control, as mold¬ ing all the youth after a prescribed model, and as interfering with the full develop¬ ment of human personality.” “The war,” the speaker said. “ suspended all the institu¬ tions of learning, and wdien we emerged and regained consciousn^s, it was to discover the dissected members of our extinguished civilization floating hither and thither with¬ out direction. A reconstruction of onr material, mental, and mqral interests became necessary. Schools and colleges were 0})ened. More enthusiasm in the cause of edu¬ cation exists now at the South than ever before. In this a'wakendl sense of the neces¬ sity of a high and nniversal education both races are included. ‘The colored people, as citizens and wards of the nation, need to be qualified for their pxalted responsibili¬ ties. Especially" do they need trained and educated teachers of iheir own race. If practicable a degraded race should be elevated and delivered by thdr own class, as the X)atronage of the superior has a tendency to degrade character.” 1 1 have endeavored to obtain an accurate statement of the expenditures from these sources in behalf of education in the South, and hox)e to make it tolerably complete, but as yet I have only the following data: [ By the American Missionary Association, as reported by W. E. Vlhiting, esq , treas¬ urer for missions and schools, for a period of ten years, from Octoljer 1, 1801, |l,G63,- 756 99. By the Freedmen’s Bureau, as reported by General O. O. uow^ard. Commis¬ sioner, from May 20, 1865, to the present time, in cash, $3,711,235 04; in other things than cash. $1,551,276 22 ; total, $5,262, 511 26. By the General Assei^ibly of the Pres¬ byterian Church, during five years, ending May 1, 1871, $220,704. B^the Freedmen’s Aid Society at Cincinnati, before this society was merged in the Amer|can Missionary. Association, Levi Coffin goneral agent, $134,340 53, besides a large ampnnt not in cash In the District of Columbia, $36,000 are reported as expended by the flaptist denomi¬ nation. I shall be greatly obliged for official information as to the amijnnts expended l)y other associations for the same object. , In rexfly to a letter to General O. 0. Howard, asking for statistics in reference to the REPORT OF THE COMMISSIONER OF EDUCATION. 7 How severe the struggle, liow bard pressed are the friends of educa¬ tion in this section, will appear from the accompanying papers. Without experience in the management of free public-school systems, without reports and publications from other localities, almost destitute of any literature upon fiee-school management and instruction, the present workers in the cause of education naturally appeal for aid to the General Government. Were the communities they represent within the limits of the States in which I'ree common-school systems are well established and efficient, the solution of their difficulty would be easy, and yet might be considerably delayed, as it was in the struggle for the establishment of free schools in some parts of Pennsylvania and Southern Illinois. But separated as they are Irom the great educational sections of the country by State lines and differences, many minds find insurmountable obstacles in extending to them any efficient aid. Are not the evils indicated by this state of things too immediate and far-reaching, too full of fatal threatenings to the existence of the liberties of the whole people, to war¬ rant me or any other in obstructing a reasonable solution of the question by any exactions of our own ? NATIONAL AID. Holding fast to all constitutional obligations and guarantees, respect¬ ing the ijrivileges of localities and individuals and the cherished tradi¬ tions in regard to our institutions, can we not afford to trample under foot all the minor dissensions of those who are agreed upon the necessity of universal education to the welfare of the individual, the municipality, and the nation ; and by a generous forgetfulness of differences of senti¬ ment between tie sections, should we not, in the form of a national aid calculated to reader successful the efforts of the friends of education scattered throng lout those sections, inspire and guide in a friendly way the establishineiL of schools and school systems that shall yield the fruit so essential to the good order, peace, and prosperity alike of the com¬ munity and of He whole country ? The more fami iar I become with the facts in the case, and all the feel¬ ings associated vith them, the more clearly’ I see, in some simple action of this kind on tie part of the General Government, tlie solution of the difficulties undei which all honest minds are ready to acknowledge we now labor. The moral aid in the way of argument and information, cal¬ culated to sustaii and disseminate educational sentiment, now within the province of this office to furnish, can be and should be greatly increased. But this plainly is not enough; something in the way of pecuniary co-operation is mperatively demanded. TIADITIONAL POLICY OF THE GOVERNMENT. From the diys of the American Confederation, antedating the pres¬ ent form of g(vernment, until now, the use of the national domain in su[)port of po»ular education, at the will of Congress, has been unques- progress of edo^atiou among the colored people, the General states that, as the ap])ro- priation for gaheriug snch statistics was expended previous to July, 1870, no official reports have siice been required from trnstees or teachers of schools, and Inmce no sta¬ tistics can he farnislied. He adds, however, that the schools established in former years under tie Freedmen’s Bureau have considerably fallen off in numbers, but in some States tie schools uuder municipal and State authorities have increased. 8 REPORT OF THE COMMISSIONER OF EDUCATION. tionecL* Mr. Clay aided in tlie passage of a bill for tbe use of the receipts from land sales to a certain extent, for the special benefit of certain speci¬ fied States. Last year, contemplating the necessity now under consid¬ eration, and wishing to avoid what to some would seem questionable legislation in the interest of certain localities or States, and in view of the effidency which could be given to education by additional funds, I recommended the appropriation of the net proceeds of the sale of the public lands for educational purposes throughout the country. From the refiections of the past year and further examination of the subject, and an acquaintance with the public sentiinentf of the coun¬ try upon this question, I again take the liberty of bringing this sectional necessity face to face with this net income of a million or a million and a half of dollars, from this source, for your examination and the consideration of the statesmen of the country. No interference with local rights is suggested. But the offer of pecuniary aid to the * I am greatly indebted to tbe lion. Willis Drummond, Statement showing the quantity ofpublie lands granted to the several States of the Union, and of the acts of Congress grant Xamesof tlie States and Territories in which public lands have been granted or reserved for educa¬ tional i)ur]>oses. 1 Ohio . Indiana . . Illinois . Missouri . Alabama . Mississippi . . Louisiana . . Michigan . . Arkansas . Llorida . Iowa . Wisconsin . California . Minnesota . Oregon . Ivausas . Nevada . Nebraska . AVashington Territory New Mexico Territory Utah Territory . Dakota Territory . Colorado Territory _ Alont.ana Territory - Arizona Teiritory _ Idaho Territory/. . AVyoming Territory... '2 2 2'- t|-^| o. E g y CC S ^ 1 '2.2 g 5-5 i 2 704, 488 650, 317 98.1, 066 1, 199, 139 902, 774 637, 534 786, 044 067, 397 886, 469 908, 503 905, 144 958, 649 719, 324 909, 990 329, 703 891, 306 985, 428 702, 044 488, 075 309. 368 003, 613 366, 451 715, .5.55 1 12, 035 050, 350 068, 2.11 480, 281 67, 983, 922 Dates of the acts of Congress by which granted or reserved Acres gTanted or I’cserved for uni¬ versities. r 3 March 3, 1803 . /. 4 09, 120 46, 080 46, OcO 46, 080 46, 080 46, 080 46, OSO 46, 080 46, 080 92, 160 40, 080 92, 100 46, 080 82, 040 46, OSO 46, OSO 46, 080 40, OSO 46, 030 40, 030 46, OSO April 19, 1816 . j. April 18, 1818 . [. March 6, 1820 . .[. March 2, 1819 . L March 3, 1803 ; May 19, 185^ ; 3, 1857. > Apiil 21, 1806 ; February f, J une 23, 1636 . g . Mar. 1843.. June 23, 1836 . i. . March 3, 1845 . . Alarch 3, 1845 . j. . August 6, 1846 . j. . February 26, 1857 . 1 . FebruarV 14, 1859 . i . January 29. 1801 . . AIarch21, 1864 . 1. April 19, 1864 . !. Alarch 2, 1853 . 1. Sei)tember 9, 1850 ; July 22,^ September 9, 1850 . 1 Alarch 2, 1861 . 854... February 28, 1861 . May 26, 1864 . y . September 9, 1850 ; Feby 24 March 3, 1863 . ,\863.. July 25, 1868 . 1, 119, 440 Column No. 2 shows the number of acres estimated to he embraced in the grant oisectionslO to some of the States, and sections 16 and 30 to others, for school purposes, also the numbemf acres estim.ated to be embraced in sections 16 and 36, reserved for the same purposes, in the organbd Territories, b.y acts of Congress, the dates of which are given in column No. 3. _ Column No. 4 shows the number of acres granted to the States for univer.sity purpfees, and reserved for the same purposes iu the Territories of AVashington, New Mexico, and Utah, by lets of Congress, the dates of which are given iu column No. 5. \ t The National Teachers' Association, at their recent meeting in St. Louis, passed th following reso¬ lution : “ That this association will look with favor upon any plan giving pecuniary aid n the struggling educational system of the South that the General Government may deem judicious.” \ REPORT OF THE COMMISSIONER OF EDUCATION. 9 amount of tenor fifteen thousand dollars for each congressional district, on condition that a certain amount shall be raised by local means, and free common schools be opened for the benefit of all, conducted accord¬ ing to approved methods by the people themselves, would constitute a motive which would stimulate the friends of education in those commu¬ nities, so as to render well-nigh universal the sentiment in favor of such schools. Tn this way, by a similar offer of aid, Massachusetts, Pennsyl¬ vania, and Illinois have succeeded, without any undue interference with sentiments of municipalities, in establishing schools in reluctant coun¬ ties and towns. The wise and successful use of the Peabody fund in the South presents a variety of facts, illustrating and enforcing the propriety of this method of aid. How inexplicable must be the South¬ ern feeling that would not speak kindly of a Peabody or a Sears ! Should the General Government extend this assistance, and thus in Commissioner of the General Land OfBce, for the following reset'ved in the several Territories hy acts of Congress, for educational gnirposes, with the dates ing or reserving the same. Dates of the acts of Congress by which granted or reserved. Acres granted for agricultural and mechanic colleges. Dates of the acts of Congress by which granted. A Pi-: F ^ W'E cc cu F p - 2 C 3 H 5 April 21, 1793 • March 3, 1803 . 6 7 8 773, 608 696, 397 1,031,148 1, .575, 219 948, 854 883, 664 832, 124 1, 353, 477 932, 540 1, 009, 663 1, 191,224 1, 2G0, 809 6,915,404 3, 172, 639 3, 465, 786 3, 027, 386 4, 121, .508 2, 8.38, 124 2, 534, 755 4, 3.55, 448 3, 049. 693 5, 366, 451 3, 715, 555 5, 112, 035 4; 050, 350 3, 068, 231 3, 43C, 281 April 19, 1816 ; March 26, 1804 . Jklarch 26, 1804 ; April 18, 1816 . February 17, 1818 ; IHarch 6, 1820 . 330, 000 July 2 1862 . April 20,' 1818 ; March 2, 1819 . March 3, 1803 ; February 20, 1819 . April 21, 1806; Mar. 3, 1811; Mar. 3, 1827 June 23 1836 . 240, 000 •Tilly 9 1 June 23, 1836 . March 3, 1845 . March 3, 1845 . 240, 000 240, 000 150, 000 120, 000 90, 000 90, 000 90, 000 90, 000 July 2 1862 . August 6, 1846 . i . Same , . March 3, 1853 . Same . . . . Mar. 2, 1861 ; Feb’y 26, 1857; July 8, 1870 February 14, 1859 ; March 2, 1861 . Same . SaTue . J anuary 29, 1861 . July 4, 1866 . July 2 1862- July 4 1866 April 19, 1864 . July 2 1862 • July 23 1866 July 17, 1854 ; March 14, 1864 . July 22, 1854 . Febmary 21, 1855 . 1, 680, 000 70, 783, 361 ^ Column Xo. 6 shows the number of acres granted for agricultural and mechanic colleges hy acts of Con, gross, the dates of which are given in column Xo. 7, to such of the States as had sufficieiit itublic land within their limits, subject to sale at ordinary private entry at $1 25 per acre, being exclusive of the scrip provided to be issued to tlic other States of the Union, by the act of Coiiisress of July 2, IFfiO, and supplemental acts, at the rate of 30,000 acres for each Senator and Eepresentative in Congrc'ss. to which the States were respectively entitled bv the a])portionraent under the census of 18C0, as follows, viz; Vermont, 150,000 acres; Connecticut. 180.000; Ehode Island, 120,000; Kentucky, 330,000; Illinois, 480,000; Xew York, 900,000; Maine, 210,000; Pennsylvania, 780,000; Xcw Jersey, 210,000; Mas.saehu- setts, 3G0.000 ; Xew Hampshire, 150,000 ; West Virginia, 150,000 ; Ohio, 030,000 ; ISiarylaud, 210,000 ; Indi ana. 390.000; Delaware, 90,000 ; Tennessee, 300,000; Xorth Carolina, 270,000; Loui'si.ana. 000 ; Vir¬ ginia. .300,000 ; Georgia, 270,000 ; Texas, 180,000 ; Mi.ssissippi, 210,000 ; South Carolina, 180,000 ; Arkansas, 150,000 ; Alabama, 240,000 ; Florida, 90,000. Total number of acres represented by scrip, 7,830,000. 10 REPORT OF THE COMMISSIONER OF EDUCATION. this kindly waj^ aid in educating the children of the South, what reason¬ able father or niolher could fail, however bitterly they may have pre¬ viously felt, to begin to recognize this national and special endeavor to benefit them in their most vital interests ? DELAWARE. In Delaware there is no State superintendent of instruction. The schools of Wilmington have made excellent progress under the manage¬ ment of an independent board of education. Tliose in Castle are reported favorably, and are chiefly supported by an income derived from the rents of a thousand acres “common lands,” which were set apart by William Penn for the perpetual benefit of the town. Schools in the remaining portions of the State, especially in the country districts, con¬ tinue much the same ; some are good • some very poor. No provision is yet made for the education of the colored peoiDle by the laws of the State. Whatever schools they have are the result of private effort. Several higher institutions in the State, among them the Delaware College, which was revived by the grant of lands for agricultural col¬ leges in the United States, are reported in a prosperous condition. The intelligent interest manifested in Wilmington, the advantage of efficient supervision there, and the aid to teachers of normal instruction and training extended throughout the State, would soon put a new aspect upon its educational affairs. MARYLAND. Maryland still has no State superintendent exclusively devoted to the supervision of schools, but adds to the labors of the principal of the normal school the task of making up an annual report for the State. The examiners exercise a limited sui^ervision throughout the counties. The schools of Baltimore report good progress. They afford instruc¬ tion for the colored children, but the general system of the State makes no efficient provision for the education of this large class of her youth. Schools for their instruction are, outside of that city, dependent ux)on private effort. VIRGINIA. The free-school system which Virginia was about putting in opera¬ tion at the time of the last report, has, in spite of all difficulties and all forms of opposition, made steady progress. The State superintendent, Hon. W. H. Enffher, has shown great ability, skill, and zeal in the performance of his difficult task. During the first year the number of free schools established was about 3,000, with as many teachers, and about 130,000 pupils; besides these, about 27,500 pupils were in private schools. The cities of Norfolk, Petersburg, and Eichmond are all co¬ operating heartily in sustaining free schools, the city of Norfolk having 16 teachers and 865 pupils; Petersburg had 2,760 pupils. In Eich¬ mond the growth and prosperity of the schools has been marked, there being 73 schools, with an average enrollment of 3,300 pupils. The institutions of the State were aided during the year to the extent of $25,000 from the Peabody fund. The institution under General Armstrong, at Hampton, chiefly at¬ tended by colored people, is presenting opportunities for instruction in the industries, well worth^^ the study of all who are engaged in conduct¬ ing schools for the practical training of the colored people. REPORT OF THE COMMISSIONER OF EDUCATION. 11 WEST VIRGINIA* Las not suffered the destruction of the free-scliool system that was feared; but less activity is reported in teachers’ institutes, and in the use of other instrumentalities upon which the vigor and growth of the system must depend. The schools at Wheeling and Parkersburg are making commendable progress. NORTH CAROLINA has lost ground educationally, the legislature, last winter, having re¬ moved the clerical force of the superintendent, and reduced his salary, thus leaving the office with little capacity for hopeful and vigorous action. The severe proscription of colored people in the State has greatly discouraged tlieir efforts for themselves. The particularly bright spot is Wilmington, where the efforts of Miss Bradley have been recognized by the city, and her school accepted as a public school. The colored schools in that city have also been well attended and efficient.t SOUTH CAROLINA. Of the schools in South Carolina very little favorable can be said. The friends of educatiou struggle against overwhelming odds. In Charleston the schools were closed months before the usual time, for want of funds. We Lave received valuable information in regard to this State from Geo. F. McLel- lan, esq. t The following extracts are taken from the interesting address of Colonel A. ]\I. Wad¬ dell, of Wilmington, North Carolina, recently delivered on the occasion of laying the cor¬ ner-stone of the Tileston Normal School in that place. After congratulating the citizens of Wdmington on the great gift they had received by the establishment of the institu¬ tion among them by a inuvate individual — a lady of Boston, Massachusetts — the Colo¬ nel added : ‘‘It is at this time particularly desirable that private charity should be directed toward the establishment of schools, because the public-school system of the State, once so fionrishing, now languishes under the common calamity which has fallen upon all classes and every interest^ of our people.” “The charitable stranger wdm has given of her abundance the handsome sum with which this institution is to be built, is a resident of Boston ; and if the memory of an occurrence which happened about one hundred years ago in this town of Wilmington was j)resent to her when she executed her benevolent purpose, there would be a double interest attached to this occasion.” * -Jf -Jf # * * “ It is a suggestive fact that about a century ago the people of Wilmington chartered a vessel, loaded her with provisions at a cost of eight hundred i)Ounds, and sent her to the relief of the sufferers of Boston. Would that all the intercourse between the two cities might ever consist in the mutual interchange of charity in thought, word, and deed ; that the only emissaries to ns from her might be the messengers of love, and thns our only debt to her the sentiment of good will. “There is no surer instrumentality by which that desirable consummation can be reached than the cultivation of a spirit of justice by each. “ The re.solutious of the jieople of Wilmington in 1774 declared ‘ that the cause of Boston was the cause of all.’ May the spirit of Boston in 1774 continne to manifest itself as it does here to-day, and ever be ready to re-echo the sentiment of the gallant American sailor who went to the rescue of his Anglo-Saxon cousins at the battle of the Peiho with the exclamation, ‘ Blood is thicker than wmter.’ With such a s^ irit animating the people of all parts of our country, the perpetuity of onr free institutions will be secured ; without it they cannot exist.” “ There will always be a floating population ; but as long as human nature rem.ains as it is, that much-abused thing called patriotism will exist under any and all circum¬ stances in every land, civilized or uncivilized, barbarous or free. It is of si»outaueous growth, but its highest development is attained only by proper culture. It is, there- 12 EEPORT OF THE COMMISSIONER OF EDUCATION. GEORGIA. lu Georgia the State superijitendeDt has been active in pushing the organization of the school system, and has received the support of the wisest educators of the State. Local officers have ‘been generally pro¬ vided. But now many fear all that has been gained will be lost by adverse legislation. In Savannah, Columbus, and other points, there have been excellent white schools. The colored people have hardly been permitted to do what they would for themselves freely. FLORIDA. The State system in Florida has made little or no progress, notwith¬ standing the ability and utmost endeavors of the newly appointed super¬ intendent. St. Augustine, under the stimulus of the aid rendered by the Peabody fund, has shown a disposition to adopt a system of free public schools.* KENTUCKY. Kentucky is very far from establishing a sufficiently efficient system of schools for the education of the whites, and apparently refuses to recognize the desirableness or necessity of the education of tlie colored children. The late able superintendent made an earnest plea in their behalf, but the most that appears likely to be done, is setting apart the taxes collected from the colored peo])le tor school purposes for tbe edu¬ cation of their children: The schools of Louisville are taking a very good position. fore, the duty of those to whom is iotrusted the education of the youth of a country, to foster and encourage among them a love for that country — not to emasculate them of so high and noble a sentiment by vain twaddle about ‘ the brotherhood of man,’ and all that kind of true but meaningless x)hrases— but to instill into them that true idea of patriotism which teaches them to cling with supreme devotion to t he par¬ ticular land of their birth.” The Colonel used tbe following forcible illustration of the benefits of popular educa¬ tion : “ The result of the late Franco-Prussian war is not difficult to understand vdien we remember that Prussia has long had the best educational system in the world, and that it is a maxim with them that ‘ what you would have api)ear in the life of a nation you must put into its schools.’ ” In speaking of the status of the public-school system in North Carolina previous to the late war, the Colonel stated that in the nineteen or twenty years during which the common-school system had been in operation in tin;; State, (established in 1840,) “the colleges had increased in number from 2 to 16, the academies from 140 to 350, the X)rimary schools from 632 to 3,500, and the number of scholars from 20,000 to 150,000, or two-thirds of the white children in the State between the ages of hve and twenty- one. I find further that the productive school fund liad increased to more than $2,000,000, exclusive of swamp lands, and was yearly increasing, and that it was larger than the school fund of Massachusetts by $500,000 ; larger than the school fund of New Jersey by three times that amount, (|1,500,000 ;) larger than that of Georgia — the Empire State of the South, as she was called — by $1,600,000; larger than that of Virginia by $600,000 ; and much larger than the school fund of Maine, or New Hamjishire, or Mary¬ land.” “These are facts of which we had a right to be proud, and the recollection of them,, though ifc sharpens our regret at the present state of our educational interests, ought to stimulate us to renewed efforts in their behalf. Causes, which it is unprofitable to discuss, have reduced our means of educating our youth, but an enlightened people will always be ready to appropriate the larger "portion of the public revenue to that pur¬ pose.” ^ From a report by Hon. Charles Beecher, State superintendent, but recently re¬ ceived, we learn that there are in the State 66,045 children between the ages of 4 and 21, of whom only 12,032 are enrolled in the public schools, leaving 54,013 never regis¬ tered. There were in 39 districts (each county being a district) 322 schools, which were taught, on an average, 4.6 mouths. REPORT OF THE COMMISSIONER OF EDUCATION. 13 TENNESSEE.-^ Tennessee during the year lias been considerably agitated upon the subject of general education. The legislature, dissatisfied with the de¬ struction of the system of free schools which had been previously in¬ augurated, made repeated efforts to revise satisffiijtorily the laws which prevailed up to 1800. Acknowledging the need of a central head to the system, and yet unwilling to meet adequately the demands for such an officer, they cre¬ ated an office of superintendent of public instruction, and thrust its duties upon the already overburdened State treasurer. The effort to organize by counties resulted in some action in 23 out of the 94 counties of the State. In several instances the need of county supervision of schools has been recognized by the election of a super¬ intendent. The State treasury has been too much embarrassed to disburse any large amount of money for school purposes. Many prominent men in the State are earnestly preparing for more vigorous action, asking the legislature to provide for the appointment and payment of a State superintendent, and for a fuller discharge of the State obligations in aid of general education, though with little chance of success. The colored people are most emphatic in the state¬ ment of the difficulties encountered by them in their efforts to educate their children. ALABAMA. Alabama, notwithstanding all the activity of her State superintend¬ ent, has, on account of lack of funds, suffered from the closing of schools prematurely in different portions of the State. The State tax is far from being adequate to the support of an efficient system, and few localities levy a special tax upon themselves. The schools in Mobile, in spite of great difficulties, are making prog¬ ress. The ‘‘ Swayne” school at Montgomery, and the ‘‘Emerson” in¬ stitute at Mobile, and other like institutions in the State, are doing good service for the colored people of the State, but they complain in many of the counties of great difficulty or of the impossibility of securing any school privileges. MISSISSIPPI. , This office was notified by the State superintendent of the forwarding of a report somewhat in detail of the progress of education in the State of Mississit)pi, but it failed to arrive in time for insertion. He has put forth the most arduous and unremitting efforts for the success of the system of free schools, which have won the favor of many of the ablest men of the State. The opposition sometimes arising from indifference or lack of information, or a willingness to see the experiment carried on by others while taking no responsibility for it, has in other instances been violent, and not satisfied with using legal interposition to embar¬ rass its progress and success, has taken outlie form of direct assault, resorting to the whipping of teachers and burning of school-houses. It is believed, however, there have been not less than three thousand schools in operation. LOUISIANA. In Louisiana, the energy and zeal of the superintendent and those co-operating with him in labors for universal education are meeting with increased success, though there is hardly less opposition than formerly in the country iiarishes of the State. Some seven hundred 14 REPORT OF THE COMMISSIONER OF EDUCATION. schools, it is believed, are in operation outside of New Orleans. That city has been specially embarrassed in the conduct of its schools, on account of the lack of funds.* The able city superintendent, under the direction of the board of education, has with rare skill guided the educational work of the city successfully forward in spite of threatening evils. The State University, under President Boyd, is steadily gaining in excellence of scholarship and training, and the confidence of the pub¬ lic. Straight University and other well-conducted private institutions for the benefit of the colored people of the city of New Orleans are attended by large numbers of students. TEXAS. Texas, the darkest field, educationally, in the United States, at the close of the last report, has passed an act to organize and maintain a system of public free schools for the State, which was approved April 24, 1871. Alay 9, a State superintendent was appointed. How hard was the struggle for the introduction of the system, how violently it is opposed by its enemies, and warmly and strongly sus¬ tained by its friends, will appear in the accompanying papers. The governor, we are assured, is giving every aid in his power toward its success, recognizing the fact that education must underlie every per- mament improvement in the State, whether material, social, or civil. In addition to the hostile sentiment against free schools, Texas encount¬ ers, to a greater extent than most States, the difficulties arising from sparseness of population. ARKANSAS.! Arkansas, though in some respects leading the majority of the States in which slavery has recently been abolished, in its manifestations of educational activity, has suffered from the reduction of the tax for school purposes, and has yet to make prolonged, energetic, and well- directed efforts before the final triumph of universal education in the State. MISSOURI. In Missouri the system of free schools has passed beyond the period of special peril. One county in the southern portion of the State was, up to a late date, reported without a single school sustained under the State system, and the prejudice against the education of colored chil¬ dren in that quarter is reported most unyielding in its opposition. The establishment of State normal schools and the progress of the State University, are particularly^ encouraging. Perhaps no city with so many elements opposed to progress has advanced so rapidly in educa¬ tional development within the past few years as St. Louis. The vacancy created in the office of State superintendent of public instruction by the death of the Hon. Ira Hivoll, so widely and favorably known as an educator, has been filled by the appointment of Hon. John * The hoard of school directors of the city of New Orleans asked the city council to levy a tax for $350,000, and they declined to do so, and were sustained by the courts, as there is no provision for it in the State revenue law. TJiey look to the coming session of the legislature for the necessary provisions with which to maintain the public schools of the city. t General Albert W. Bishop, of Little Rock, informs us that the town of Fayetteville, Washingtou County, has been selected as the site of the State Agricultural College. The county gave |i00,000 and the town $30,000, in bonds, to secure its location. The State gave an additional appropriation of $50,000 for irs benefit. The college is to Jiave a normal department, and is to o^^en on the fourth Monday of January, 1872. REPORT OF THE COMMISSIONER OF EDUCATION. 15 Monteith, who is zealously pressing the various instrumentalities of education toward higher success. The Missouri School of Mines,* at Rolla, on the Atlantic and Pacific Eailroad, one hundred and thirteen miles from St. Louis, was formally opened on the 23d of November with 20 students. STATES ON THE PACIFIC SLOPE.f The wild rush to the Pacific slope for gold has ceased, hut a more abiding and no less earnest interest centers in all that pertains to that part of our country, territorially in itself an outlying empire. My recent visit afforded me special opportunities for an acquaintance with the facts in respect to the condition of education there. With an area of 365,704 square miles, it is nearly six times as large as all New England. Though traveling about 3,000 miles in passing within these limits, I could hardly secure more than an outline, a bird’s-eye view, of a country presenting within its borders such varieties of climate and soil, such diversities of population. No brief general description can fully give the facts, and a statement of the exceptions cannot be undertaken. CALIFORNIA.! California, with an area of 188,891 square miles and a population of 560,247, has already accomplished mucli and has done many things well, in the work of education, though much still remains to be done. The abstract of information in regard to this State has the merit of being prepared up to date, by Mrs. S. B. Cooper, a well-known writer, resident in San Francisco, who received every aid in her work from the State superintendent and other school officers. The year has been marked by the erection of valuable school-houses in some of the leading points in the State, as in San Bernardino, Yreka, and Oakland. The high-school house at the latter place is a model of taste, convenience, and economy. The State owes a debt that will never be paid to those who early undertook the educational work, especially to Hon. John Swett, for the adaptation of the school law to the diverse and peculiar necessities of its people. Its provisions are not optional with the communities, but man¬ datory. It requires the levying of certain taxes and their appropriation for specific educational purposes. It requires the election of certain offi¬ cers, and of them the performance of specified duties. If there is a fail¬ ure to carry out these provisions in any particular in any community, a few friends of popular intelligence may take the question to the courts and enforce the law. The result is the establishment and maintenance of scliools in counties the most sparsely populated, and where the people * The opening of this institution was an occasion of mnch congratnlatiou amcmg the educators of the State. Addresses were delivered by Daniel Reed, LL. D., President of the State University and director of the school, Professor C. P. Williams, and Plon. John Monteith, State superintendent of public schools. The building is placed on the site ot old Fort Wyman, and its cost will amount to about $75,000, which were given by the people of the county, together with $00,000 for its operation. In 1861 the site of Rolla was an unbroken forest; now it contains 3,000 people. The county possesses great mineral deposits, among which are over sixty varieties of iron ore. 1 1 am indebted to Rev. John Kimball, of San Francisco, for simcml aid in gathering informaiion in regard to the Pacific coast. t A recent letter from Hon. J. W. North, of Riverside, San Bernardino County, Cali¬ fornia, states that a rapid and salutary change in regard to educational matters is taking place in Southern California. Iii San Bernardino a fine, large brick building has been erected for a public graded school. At Riverside a fine scaool-house has been erected ; Professor Payne, formerly principal of the high school at Colnmbcs, Ohio, is to have charge of the school. A square of land has been set apart in the town for school purposes. 16 REPORT OF THE COMMISSIONER OF EDUCATION. are largely of a descent and antecedents from which indifference or hos¬ tility to universal education may generally be expected. Even in the most backward comities there has been progress. Teachers, school offi¬ cers, and others, have sought for better results, while in the centers of population the schools come into the closest competition with the best in any of the older portions of the country. The statute provides for an exact system of supervision over the whole State, and subordinate supervision for counties and cities. This has been the source of infusing life into all parts of the system. A small fraction of the school tax, set apart in every district, constitutes a fuud for library purposes, and has multiplied these sources of intelligence in communities where otherwise there would have been almost an entire dearth of reading for the young. The library feature of the school law in California has been a success. The present State superintendeut has wisely refrained from interfer¬ ing with the excellencies of the law, and the communities have the increased advantage from the non-interruption of its effect. A State normal school has been located at San Jose, for which a new building has been erected. The State University, located at Oakland, is already doing an excellent work. Its preparatory department is full and prosperous, and, together with the high schools, academies, and institutions for secondary instruction elsewhere in the State, assures at an early day the preparation of a large number of young persons who will undertake and complete the highest courses of instruction provided. In the busy life of new communities, where speculation is rife, supe¬ rior education has often had to struggle for recognition and success; but the University of California has some problems presented, for its iuime- diate solutiou, of the most practical and vital importance to the people of the State, and calculated to bring it at once into the most intimate popular relations. It has received the advantage of the national grant in aid of instruction in agriculture and the mechanic arts, and when the funds from this source are available, will have the means of organ izing these departments. The agriculture and horticulture of the State differ very vudely from those pursuits in the older and Eastern States, and make special demands upon science to meet the new conditioJis and solve them successfully. Irrigation in many i)arts — a system which requires broad and intelligent treatment — must supply the moisture elsewhere furnished by abundant rains. In addition, the differences of climate, both general and local, and the consequent effects upon stock-raising, resulting often disastrously to those who come from the older States, make an urgent demand upon the State for the general diffusion of scientific knowledge upon facts so vital to the prosperity of so many of its citizens. So far, in the matter of irrigation and husbandry generally, all has gone, as it happened, according to the intelligence or whim of the indi¬ vidual farmer, acting without scientific knowledge, and wholly without reference to the general welfare. The university, leading the men of science, can well demand of the State ample aid in making observations upon the soil, climate, fruits, and stock, the bearings of mountains, and direction of river-courses, and the fitness of the different localities for the several industries, until the facts are sufficiently in hand and a philo¬ sophical solution is reached, thus preventing many of the evils resulting from ignorance or monopolies. The same is true of mining. Science would thus illustrate its friendship for man, and superior education vindicate its demands upon public attention by a i)ractical demonstration of its usefulness. KEPORT OF THE COMMISSIONER OF EDUCATION. 17 The State schools, in charge of ProfessorWilkinsoii, for the benefit of the blind and the deaf and dumb, in 'which both classes are accommodated in the same building, would be an honor to the oldest commnnity. The schools of San Francisco, however the}" may have suffered from the ebb and flow of public interest, constitute a system of many excel¬ lencies that has in itself the means of correcting mistakes and of increas¬ ing its efficiency as the public may demand. Among its officers and teachers there are some who have no superiors. The cosmopolitan schools, in which German and French are taught, are worthy of careful study by all city officers who have presented to them the solu¬ tion of the question of teaching other languages than the English in the free schools. Mr. Henry Bolander, the principal of one of these schools, has just been elected State superintendent.^^ The free public schools of the city furnish for all its citizens who are anxious to preserve the young from the evils and temptations of city vagabondism, the grand medium by which their efforts may be made successful. EDUCATION OF THE CHINESE. Educatibn on the Pacific coast has an additional interest from the fact that here our civilization stands face to face with that of China, Japan, and the other countries of the Orient. Here the Chinese have already come in large numbers, chiefly men — women coming only of the lovv^est character, and never as wives. Yet, Chinese children in San Francisco are numbered by the hundred 5 but neither there nor else¬ where in the State does the system of public instruction make any pro¬ vision for them. So far as that is concerned they are outcasts 5 they are prohibited the opportunity of gaining intelligence and virtue. There has been, however, occasionally, instruction at public exiiensej but the schools for this class are almost entirely the result of Christian charity. The Chinese children are, to some extent, educated under their own teachers, according to the manner of their native land, f Prejudice, interest, reason, and Christian principles are in great con¬ fusion in regard to the question of the method of treating these new- ^Hon. Mr. Widber is superintendent, and Hon. Jobn Swett deputy superintendent, of the city schools. t By the courtesy of Nathaniel T. Allen, esq., of West Newton, Massachusetts, this Bureau has been supplied with the following statement of facts in regard to education in China, obtained by him through the late Eton. Anson Burlingame, and at an inter¬ view with the Chinese embassadors whom he met in Berlin. They stated that in China there is no system of pnblic schools, all education being acquired and instruction imparted in private schools at the expense of parents. If a parent is wealthy he will have a private teacher in his own house. Where the jpareut is not able to do this alone, several families combine to employ a teacher. A single teacher may thus have, in some cases, two hundred pupils under his care and instruc¬ tion. There are no laws obliging parents to educate their children, but those who have the means generally do so. The proportion who are uneducated is not known, although this must be large, as many are too poor to educate their children. The ex¬ aminations for advancement to different grades, with a vicAV to employment by the government, are very severe, especially the first three, at thirteen, tifteeu, and seven¬ teen years of age ; bnt out of 1,000 applicants, only 12, upon an average, pass the grades and become government officials or mandarins. The child of the poorest parent may obtain the highest post, only a few classes being ineligible. The daughters of the wealthy, if trained at all, are educated at their own homes. Their education is meager in amonnt. The moral philosophy of Confucius is rigidly taught. According to a communication from a correspondent of the New A^ork Observer, at the examination for the degree of Tsin-ze, or graduated scholars this year, the number of successful can¬ didates was limited by an imperial decree to o26. The number of students who entered their names for examination was 8,210. The first named on the list of suc¬ cessful candidates was Li Lwauchee, of Chihli province, and his name was published over the empire, as that of the senior wrangler of his university is in England. 2 C E 18 REPORT OF THE COMMISSIONER OF EDUCATION. comers. Their industry is wanted, but in many respects their pres¬ ence is abhorred. Certain points, however, seem plain 5 they should not be allowed to violate the police or sanitary laws, the rules and regulations necessary to social purity, civil peace and order, common cleanliness and health. Now, even while the prejudices are strong against them, they have been allowed to congregate on streets and in alleys, to concentrate in large numbers in restricted quarters, and, by the large rents paid, make encroachments into portions of the city once settled by the best people; and there, in the very heart of this thriving city, as if in the midst of paganism, gather every condition of individual and public disease, immorality, vice, and crime. In the creation of these sources of vice, crime, and misery are the evils of the presence of the Chinamen, and not in any industry or honesty or skill in business that they may bring. Yet, they are more likely to be in¬ sulted, attacked, and injured in the imrsuitof an honest livelihood than to be molested in the establishment and maintenance of these slums for the destruction of themselves and the American youth of the city. If the community would rid itself, as it plainly has a right to do, of these evils which are so manifest, there would be less ground for anxiety in the direction where complaints are loudest. Unfortunately, proscription in the State, in the matter of education, has been carried out rigorously against the children of Indians, and often against the blacks. The schools for the Indians are exclusively under the control of the General Government. Many of these x)ioneer communities have yet to learn that they cannot aiford to allow any one, liowever alien to their own race, to grow uj) in ignorance. A similar proscription extends throughout Oregon and Nevada. In California the popular sentiment in favor of education is strong and active. The diversity of elements in their midst, and the dangers they threaten, have forced upon many minds a conviction of the necessity of universal education to public security. The question of enacting laws for compulsory education by the State has been widely agitated and vigorously maintained. OREGON. In Oregon,'* however, the educational sentiment is far less active and vigorous. This State, with 95,271 square miles, larger than all New England by one-half, has a population of 90,923, and a school population of 34,000. This State, especially fortunate in the feature of the school law which requires a school-tax to be levied in every county, is unfortunate in many other respects. The executive of the State, in addition to his other onerous duties, is made by the constitution, superintendent of pub¬ lic instruction. The governor, assisted by the secretary of state, is, nevertheless, giving to this vital interest his special attention, the need of which is freely confessed by many of the best citizens of the State. So far separated from the other States of the Union, the edu¬ cators of Oregon have received comparatively little aid in their difficult task from their coadjutors in the other i)ortions of the country.! *The Commissiouer wishes hereby to acknowledge the special obligations under which lie was placed during his recent visit by the marked courtesies of Governor Grover and Hon. Mr. Chadwick, secretary of state, who furnished him every facility for prosecuting his researches. t A recent address, by J. A. Waymire, on free schools for Oregon, and the frequent newspaper communications of the Rev. George H. Atkinson, D. D., are useful in form¬ ing and awakening educational sentiment. REPORT OF THE COMMISSIONER OF EDUCATION. 19 Among a people rich in lands, the children are growing ni) with oppor¬ tunities for education which are entirely iiiadeciuate to their needs, and there is danger to the State unless speedy action is taken. The senti¬ ment in favor of attending school, of study, of the use of means for improvement, is not strong enough 5 it is too easy for the young to grow up in ignorance, and to become occupied with frivolities and vices. The schools need to be at once made free from the tuition fees by which they are so often embarrassed outside of Portland and Salem. A local tax should be levied for every county, in addition to the State tax. There should be a well-qualified and competent State superintendent, whose efforts should be exclusively devoted to the preparation and pre¬ sentation of arguments fitted to arouse public attention to this vast and fundamental interest; to catch, too, the attention of the young, and stimulate their aspirations, and to scatter throughout the State the information needed in regard to the building of school-houses^^ organiz¬ ing districts, management of schools, qualification of teachers, and the best means for their success in instruction and discipline. So far the wealth of the State has been little affected by the cultivation of science and skilled industry. The interesting and peculiar mineral resources have had no systematic, scientific investigation. However, a single citizen — the Kev. Thomas Condon, of Halles — on his own responsi¬ bility and by his own researches, has attracted the attention of the world by collecting a museum unsurpassed in some particulars. Every feature of culture, from the lowest to the highest, has the most ample room and scope in this State. Properly encouraged, and fostered by a vigorous system of public instruction, the addition to the wealth and prosperity of the State thus secured would be incalculable. NEVADA. Nevada, notwithstanding her sparseness of population, is making steady progress in promoting general education. Vigorous supervision gives life to the whole system, and adequate provision for the elementary education of all the children is proposed, except for such as are “unpop- ularly complexioned.” Salaries of teachers are decreasing. A high school has been established in Virginia City, the only one, it is believed, in the State. The State depends upon California for the normal training of teach¬ ers and for the education of the deaf and dumb. The number of school- children is reported at 3,952. Of these, 2,988 are enrolled in the schools. EDUCATION IN THE TERRITORIES. After a careful examination of all the sources of information last year, the population of the District of Columbia and the Territories was put down at 700,000 ; the number of Indians more or less directly cared for by the General Government in the several States was found to be 100,000, making a total of over 800,000. For all this population the National Government is as directly and intimately responsible in all particulars as are the several State governments for their own citizens. No element of this responsibility more completely underlies all others than educa¬ tion. It determines both the capacity for sentiment and action. In the early history of the Government a lively appreciation of this responsibility was shown. Few acts stand out more conspicuously in the annals of those times than the ordinances which determined the character of the civilization of the northwestern territory. IMoreover, 20 REPORT OF THE COMMISSIONER OF EDUCATION. the early settlers were chiefly from those portions of the Union most advanced, and the}" were likely to be the most enterprising of the sec¬ tion from which they came. Foreign interference, possible or actual, in reference to boundaries, perhaps quickened public attention. Of this nothing now exists to excite apprehension or put the country upon its guard. The Territories are securely our own. Open, indeed, to immi¬ gration from all the world, portions of them are as fully controlled by the higher elements of our civilization as any part of the country, while in others foreign immigration is much greater than formerly, and in some, the mass of the population, as in Uew Mexico and Utah, are of foreign birth or i3arentage 5 thus presenting reason for anxiety that there should exist from the first all those institutions, especially common schools, upon which, in a peculiar sense, we must depend for the forma¬ tion of a character fully in harmony with the sentiments and practices which elsewhere prevail, and which are the glory of our land. It is not enough that the form of the institutions of liberty is recog¬ nized in the statutes and governments of these Territories. Those instrumentalities calculated to inspire a love of freedom and an under¬ standing and appreciation of its objects, customs, and laws, should be active, universal, and efficient. Of this, in the practice of the last twenty years, there has been no assurance. In that period such has been the failure to infuse universally into our territorial possessions those instrumentalities, that ignorance has actually largely increased in New Mexico, and Mormonism has made for itself a home in Utah. NEW MEXICO. It should be remembered, and cannot be too often repeated, that in 1856, on the question of the adoption of a law for the establishment of schools in the Territory of New Mexico, the vote stood 37 for and 5,016 against it.* It should be remembered that this is a Territory which, according to the census of 1870, has a population of 03,874, of whom 86,254 are of foreign — Spanish or Mexican — descent, and consequently do not speak the English language. The secretary of the Territory, in a communication of recent date, says: There are four or five schools under the supervision of the Koman Catholic Church, and two under the auspices of the Presbyterian board of missions. The attendance is very small, and there is not a public school in the Territory P A simple statement of this fact ought to be sufficient to make the cheek of any honest American mantle with shame. * Rev. J. A. Truchard, of tlie Roman Catholic Church, in an address delivered on the Slst of August last at St. Michaels College, Santa F6, says : There has been no governor who has not adorned his messages with a flowery enco¬ mium on education ; no candidate for delegate to Congress who has not given to edu¬ cation a prominent plank in his political platform. The legislative body enacted laws on education, and not unfrequently have we read in the newspapers of this Territory what they have published on so important a subject. “And what result has been obtained so far? What advancement? What progress has been made in the education of youth in New Mexico? I am sorry to say, ladies and gentlemen, so far nothing, or next to nothing, has been obtained. Much has been said on schools, but little done, dn order to xu’ove this, I need only lay before you the deplorable state of the schools throughout this Territory. I except Santa F(S, Taos, Mora, Las Vegas, and other towns which have colleges and convents founded by Rt. Rev. Bishop Lamy and the clergy of the diocese.” After affirming that indifference is the chief cause of the failure of the schools, he proceeds to say : “ The second cause of this deplorable evil is the want of resources, REPORT OF THE COMMISSIONER OF EDUCATION. 21 UTAH. In Utah, with a population of 86,786, there are 30,702 of foreign birth, and 51,807, both of whose parents were foreigners 5 so that there now appear to be 21,105, who, although not foreign-born, are growing up under influences derived from those not born on onr soil. Of the whole population, 25,333 are of school age. The territorial superintendent observes that the present territorial school system has been supervised and sustained without a dollar or an acre of land from the General Government. There is great complaint from the antipolygamists in the Territory that the teaching of Mormon tenets is made more prominent in the schools than instruction in letters or science. COLORADO. Colorado, with a total x)opulation of 39,864, and a school population between five and twenty-one of 8,593, reports an enrollment in the public schools of 5,345. The total expenditures for school purposes are re¬ ported as $98,105. These figures contrast favorably with those of some other Territories. NEED OF TERRITORIAL SCHOOL SUPERINTENDENTS. Does not a just consideration of the vast interests involved in these Territories, present and prospective, require, on the part of the General Government, at least an intimate knowledge of the facts, and that the moral support of the national sentiment should be extended to them ? There can be no question raised as to the responsibility of the Govern¬ ment. The laws of Congress are the basis of their organization the oflicers are appointed by the President, and held responsible to him. A systematic report of facts with regard to education certainly is the least that could be expected, and would, of itself, be of great value. I am, however, decidedly of the opinion that it would be altogether for the interest of the Territories and the country if a new office — that of the poverty which reigns throughont this unhaj^py conntryj hut a poverty such as had never existed in past times. Money has disappeared, and no work does the day- laborer find. How can he afford to send his children to school when he can barely give them their daily bread? How can he pay the teacher, buy books, and so forth, when he has not wherewith to clothe them ? And how many poor widows, how many parents, are thus situated ! Many among them desire to give their families the ednca- tion needed, but cannot, for want of means, in a country like New Mexico, where there exist no educational funds, either from the Territory or from the Government of the United States. ‘‘It is true that Congress has donated for that purpose some lands in every village or precinct; but these lands have either not been surveyed, or are not tillable, thus remaining entirely useless for the intended object. Thus matters stand in New Mexico : on the one hand, schools that are good for nothing; and, on the other, a total impossi¬ bility of establishing and supporting better ones.” The following, among other resolutions, was a?lopted at a mass meeting of the citi¬ zens of New Mexico, held at Santa F6, in November, 1870: “That the peculiar situation of New Mexico, and the conditions under which she was acquired by the United States, are such that ife seems but just that the i^eople should receive aid from the General Government for the purpose of establishing public schools. The majority of the inhabitants are of foreign descent — people born under and accustomed to the institutions of a foreign government. They speak a foreign language, and are not familiar with our customs or our laws ; they have had no advan¬ tages which would enable them to be otherwise ; and it v/ould l>e .at once magnanimous, no more than just, and an act of ])rudeuce on the part of the Government, to aid in educating a peoxfie who are soon to have a voice in the management of our national affairs.” 22 REPORT OF THE COMMISSIONER OF EDUCATION. sni^erintendeiit of public iiistructioii for eacli Territory — were created, tlie appointment to be made by the President, and payment provided for as in tlie case of other territorial ofiicers, who should devote himself exclu¬ sively to the work of disseminating ideas upon educational subjects, the instruction of teachers, and aiding in the establishment of schools under such laws as the Territories may adopt, and who should be required to make an annual report of his work and the condition of education to the governor of the Territory and to the General Government. Nor can it be doubted that to extend pecuniary aid, in Justihable circumstances, would be a wise measure of statesmanship. Such adequate atte'ntion to the establishment and management of schools in the Territories would aiford additional means and assurance of success in the education of the Indians within their limits. DISTRICT OF COLUMBIA.* The citizens of this District frequently call attention to the fact that they have never received the aid to public education which has been granted by the General Government to the citizens of the respective States. In their recent endeavors to establish a free-school system they have been greatly embarrassed by circumstances resulting from the wnr. It has been for them very much like beginning anew. Besides the special demand for the provisions of education for the colored children in the District, a very large population of those formerly slaves has centered here from the surrounding States, who have added to the necessity for an increased number of schools, although furnishing little capital upon which a tax can be levied for their support. It will be noticed that out of sixteen cities in the United States the city of Wash¬ ington has a much larger percentage of pupils taught in rented buildings than any other, and that of twelve cities reported it pays the highest tax on the dollar for school purposes. These facts, taken in connection with the aid extended to education, particularly in the new States, by Congress, evidently justify the strong conviction entertained among the residents of the- District that strict justice on the part of the General Government in meting out favors to all citizens of the country alike, warrants them in asking for a special grant of aid in support of their schools. We are indebted to Charles King, esq., for aid in collecting facts in regard to the schools for colored children, and to J. Ormond Wilson, esq., the efficient superintendent of the schools for white children, for information in reference to them, as well as for statistics which he has to some extent grouped together concerning the entire District. The ease with which this could be done in a volume under the ])resent form of government, and the value of such a report to the officers of the District and to Congress, are apparent. The lack of system and unifi¬ cation in the educational work in the District of Columbia, to which attention was called in my last report, is more and more recognized by thoughtful educators, and there is a growing disposition manifested to put the school work on a better basis. This would, undoubtedly,* by largely increasing the attendance, facilitate the development of a high school, and the establishment of special schools, which are so greatly needed. The Seaton school-house, a commodious building with many improvements in respect to internal arrangement, has been dedicated daring the year with interesting ceremonies. ^ During the year ending September 30, 1871, 11,462 x^ersous were arrested in this District ; of this mimber 4,427 could neither read or write. REPORT OF THE COMMISSIONER OF EDUCATION. 23 Special efforts have been made to dispense with corporal pun¬ ishment in the schools of Washington, as far as this could be done without impairing discipline. The superinteudeiit, Mr. Wilson, says this resulted in a reduction of the number of cases per month more than 100 per cent, for four months, when the publication of a bill which had been introduced in the board of aldermen, declaring it to be unlawful to inflict punishment upon the person of any pupil, was fol¬ lowed by exhibitions of disobedience and defiance of authority to such an extent as to increase the number of cases of corporal i^unishment from 32 to 97 per month. The bill was defeated and the number was again reduced. The same effect was produced by the publication of this proposed law upon the colored schools. The superintendent, Mr. Kewton, says that a spirit of insubordination and defiance broke forth, indicating the dis¬ aster that would have followed the enactment of the law. T. 0. Grey, esq., has furnished me very full statistics in regard to private schools in this District. He gives a recortl of 122 schools, hav¬ ing 5,477 pui^ils, reporting an average attendance of 5,287. The attend¬ ance in 73 schools is reported as increasing, and in 20 schools as de¬ creasing, while 27 remain stationary. EDUCATION OF THE INDIANS. The extent to which the statements in regard to Indian education in the last report were demanded and used, has prompted me to continue the collection and dissemination of facts with regard to the subject. Among the accompanying papers will be found a resume of progress in Indian education. The increase in the number of Indian schools for the year is about 150, and the increase of attendance amounts to several thousand. After a careful examination of the reports by Indian officers, teachers, agents, and others at work in their interest, it appears that their testi¬ mony for twenty years is unanimous as to the desire of the Indians for education, and of the men for instruction in the various industries. The suggestions in the last report might be fitly renewed. Men are inaiiifestly needed for this work, not only of uprightness of character, but of the highest degree of qualifications as teachers. Much of the fail¬ ure from the efforts made in the past may be undoubtedly assigned to mistakes in theory and methods. The education that attempts to do this work for the child, fully occu¬ pied as he is with the activities of sense, by the presentation of subjects in a purely abstract form, fails of its end, because it fails to secure the attention of the child. To obviate this difficulty the methods of nature have been observed and ‘‘ object lessons^’ invented. The first essential step in teaching is to secure the attention of the learner, this holds good as well in the case of the adult as of the child. Mentally, in all that relates to the teaching of civilization, the Indian is but a child, and if taught at all, it must be by the same processes wdiich are found suc¬ cessful with children. The methods of education must come to the Indian where he is, and be adapted to him as he is, and take him b}^ natural steps through the courses of instruction that he is capable of receiving. He is thoroughlj- sensuous ; abstraction is obnoxious to him. He is accustomed to roaming; confinement he dislikes. The Indian school, whether for young or old, should begin by appeals to the mind through the senses. It is gratifying to observe that, here and there, as in the case of Agent 24 REPORT OF THE COMMISSIONER OF EDUCATION. Clarke among tlie Cliippewas, and of Superintendent Meacliam in Ore¬ gon, this idea lias been caught and partially carried out in the prepara¬ tion of chiirts and other objects to represent to the eye the subjects to be taught. The great interest involved in this direction ^yould suggest a considerate and ample appropriation for the supply of proper aids of in¬ struction in the Indian schools, under the auspices of the Government, such as charts, maps, and apparatus of suitable kinds. A unique “panoramic apparatus’^ furnished this office deserves special mention on account of its adaptation for such a use. Persons engaged in this work are generally inclined to recommend a separation of the children from their parents. This, in cases where the parents are utterly degraded and resist the salutary influences of in¬ struction upon the children, may have its advantages. There are undoubtedly instances in which it is altogether best that the children should be entirely removed from all the home influences of savage life j but, on the other hand, where the instructions communicated to the children, and other associated influences, can produce some correspond¬ ing elevation on the part of parents, the children, on closing their school attendance, may be considered less likely to retrograde. Indeed, the more all the natural associations of the child— paternal, filial, and social — are favorable, the more vsure are his attainments. The boys cannot be made virtuous and intelligent while the girls are neglected, and vice versa. The demand for secondary and superior instruction among the Indians has been chiefly met by a transfer to the schools of the States. There liave been illustrious cases of success in these efforts 5 but are they, or can they be, adequate to the demand % Manifestly a successful elevation of the Indian requires that a larger proportion should receive higher instruction and training. This can only be done within their own lim¬ its. There, too, it could be better adapted to the characteristics of the tribes which are to be instructed. True, the number coming forward for this higher training will be few in any one locality 5 but could there not be, in a comprehensive view of the whole field of Indian education, a place selected and a sufficient number of interests grouped to warrant the establishing of such a training school ? Suggestions of this char¬ acter have already been made in connection with the Indian Territory, and could, with the aid of the Government, be readily carried out. Evidently it should embrace not simply instruction in letters, but in the industries ; not only teachers of schools could be taught, but instruc¬ tion should be given in farming, stock-raising, forestry, gardening, har¬ ness-making, house-building, tailoring, dress-making, &c.; and in a few years the Indian men and v/omen thus taught would be scattered abroad and would disseminate the benefit of their instruction, not only doing the good which must be the result from their work directly, but illiistratiug before their tribes what the red man is able to do for himself, thus arousing and definitely directing by their example the aspiration of others. The success which has attended the various efforts to locate the In¬ dian population upon reservations presents gratifying results. The facts, in spite of exceptional cases, are calculated to convince the most skeptical of the soundness of the policy of peace and honesty. Those who have observed the progress of races from barbarism to civilization, easily mark some of the distinctive steps. These, of course, may be modified by the climate, soil, and peculiarities of their location. The more southern sections occupied by our Indians have not a few resem¬ blances to the region which was the early home of the human race. REPORT OF THE COMMISSIONER OF EDUCATION. 25 Farming, after the style of onr Middle and Kew England States, is hardly possible there. Stock-raising and the culture of the orange and the vine are easy and more profitable. It is not difficult to i)icture the Indian in those regions passing through the same steps as oriental nations to a higher civilization. He leaves war, hunting, fishing, and takes on the habits of pastoral and agricullMral life onl}" by degrees, until, divested of the tastes, ideas, and associations of the war-path ancl nomadic life, he comes to live his own life in his own well-kept house with his own children, caring for his own stock on his own well-tilled farm. Facts in the history of the Indians in Western 'New York and among the Chippewas and Stockbridges, as well as the Cherokees,* Choctaws, Creeks, Chickasaws, the Nez Perces, and the Indians at the Fort Simcoe reservation abundantly warrant these expectations. The dissemination of facts of this character is especially demanded to correct the senti¬ ment so hostile to the Indians by the whites in their immediate vicinity. The sooner and the more completely the sentiment of those living in the neighborhood of the Indians shall become friendly and directed to their elevation instead of their degradation, the sooner will the present wise policy of the Government toward the Indians be success¬ ful. The school systems of the States in which there is a considerable population of Indians, as Oregon, California, Nevada, Minnesota, and Wisconsin, could be instrumental in solving this difficult i)roblem, by including and enforcing the education of Indian children. NATIONAL SCHOOLS OF SCIENCE. The recent grant of land by Congress in aid of superior instruction, intended to be specially promotive of science in its application to agriculture and the mechanie arts, the great industries of the country, yet not excluding classical learning, has given a new and important impulse to education, resulting in the establishment of what may be termed national schools of science, either on an independent basis or associated with older colleges and universities. The field is new to Americans, and the methods adopted here must be measurably experimental and tentative in the absence of the experience of the Old World. The gentlemen responsible for their management seek the most accurate and full information in regard to the objects aimed at and methods adopted by their fellow-laborers. * Hon. S. S. Stephens, superintendent of public schools, says that for more than twenty-five years the nation has been laboring to establish a system that shall give its children a good mental culture, but that the character of the education is yet super¬ ficial, and fails to teach a large x>ortion of the children. For this condition of the schools the United States Government is considered censurable, it being the xuiblic right and duty to fit their children to become good citizens. The superintendent urges the council to amend the school law so as to compel parents to send their children to school; to establish a system of graded schools, or at least three — one at Tahlequah, one at Gibson, and one at Weber’s Falls ; one to be em¬ ployed for the higher, and the others for the xnimary de])artment ; to pass an act estab lishing the number of scholars to the teachers ; to establish a normal school for teach ers ; to establish an oi’xohan school. A teachers’ institute held in July was well attended and of great advantage to tlie teachers. The superintendent desires the jiassage of a law providing for a teachers’ institute at the close of each school term. It is the opinion of the superintendent that, unless speedy and effective action is taken, the inesent generation rvill be thrown on the world utterly unfit for the proper discharge of their duties as citizens. The number of schools was GO, viz, 57 Indian and 3 colored. The number of x)ux)ils enrolled rvas 2,249, viz, 1,132 males and 1,117 females with an average attendence of 1,297. 26 EEPORT OF THE COMMISSIONER OF EDUCATION. Ill view of the interests involved^ I have, with your approval, com¬ mitted the inquiries in regard to tliese establishments, and the statement of their experience, as bearing upon education, to a gentleman fitted in an eminent degree, by his acquaintance with scientific education both in Europe and America and by his position as professor in the Sheffield Scientific School at New Haven, to secure the hearty co-operation of his colleagues and to bring out the most satisfactory results for the benefit of the public. Attention is particularly invited to his able report. From the table of national schools of applied science the following appears as the summary of statistics ui) to date: Listitutions receiving the Government aid. Number of instructors in twenty-four reported . 180 Number of students in twenty reported . . . . . . 1, 950 Average number of students . 97 Institutions bavino- libraries . 4 V olumes in all the libraries . . 16, 500 Institutions of a similar character not receiving Government aid. Number of instructors in tbe twenty-tbree reported . 123 Number of students in tbe fifteen reported . . . 1, 353 Institutions having libraries . 2 Volumes in tbe libraries . . . 4, 000 Aggregate number of instructors in all these institutions . 303 Aggregate number of students . 3, 303 Aggregate number of libraries . 6 Aggregate number of volumes in libraries . 20, 500 UNFORTUNATES. The Ninth Census, under the classification of ‘‘Unfortunates’’ in the United States, gives a grand total of 98,434. These are divided into blind, 20,320; of whom 17,043 are native, and 3,277 foreign. Deaf and dumb, 10,205 ; native, 14,869 ; foreign, lj336. Insane, 37,382; native, 26,161; foreign, 11,221. Idiotic, 24,527 ; native, 22,882; foreign, 1,645. EDUCATION OF THE BLIND. The treatment of this subject was intrusted to Dr. Samuel G. Howe, the eminent director of the Perkins Institute and Massachusetts Asylum for the Blind, Boston, Massachusetts, to whom the Commissioner is under special obligations for his kind supervision of the preparation of the valuable facts which relate to this unfortunate class, contained in the accompanying papers. The following is the summary of the statis¬ tics on the subject : The census of 1870 gives the number of the blind in the United States as 20, 320. Among these none are counted wlio ought not to be, while many partially blind are not included. Of the 500 cases at the Perkins Institute the causes of blindness were as follows : congenital, 37.75 per cent.; disease, 47.09 per cent.; acci¬ dents, 15.16 per cent. Of 1,102 persons admitted to this institution, 878 survive; whereas the life table of Massachusetts calls for 964, and that of England for about 979 survivors, showing that the 1)0 wer of the blind to resist de¬ structive influences is 8.9 per cent, less than that of the population of Massachusetts. The first public systematic efforts in the United States to secure to REPORT OF THE COMMISSIONER OF EDUCATION. 27 tlie blind tlie advantages of common- school instruction were made in Boston, in 1829. Thirty-one State legislatures have made special appropriations, either for the support of State institutions, or the support of the blind in in¬ stitutions of other States. Twenty special institutions are in operation, and six others in which the blind share the benefits with deaf-mutes. The aggregate of the property of these institutions is about $3,000,000. They have received in all 6,476 pupils; their actual present number is 1,995. EDUCATION OF DEAF-MUTES. The able and enthusiastic president of the National Deaf-Mute College, E. M. Gallaudet, Ph. D., LL. D., who so successfully treated this sub¬ ject in the last report, prepared the article which will be found among the accompanying papers. The following summary shows the present condition of this class of institutions : Whole uumber of institutions . Number of different States in which located . Number of instructors in thirty-five of these . Income of twenty- two for year last reported . Expenditures of twenty-four for year last reported . Number of males in thirty-one institutions in 1871 . . Number of females in thirty-two institutions in 1871 . Total in thirty-three institutions in 1871 . Number of i^upils sent to States having institutions for mutes from States not having such institutions . 38 30 242 $1, 300, 319 82 $1,235,419 01 2, 001 1. 538 3.539 131 EDUCATION OF IDIOTS. Niue asylums for imbeciles or weak-minded youth are reported, with 659 inmates. They constitute a deeply interesting class of educational institutions, and offer many admonitorydessons bearing upon the rear¬ ing of the young. Idiots are more numerous among the children of the rich and of the poor than of the middling classes, who suffer neither from the enervation of riches nor the piuchings of poverty. The pupils come mainly from the actually poor. Many are of families that have been deteriorating physically, and are nearly run out. The stock has become vitiated by various causes, among which intemperance and physical excesses are prominent.^’ TEACHERS^ INSTITUTES. In reviewing the accompanying papers, it is gratifying to observe how widely and uniformly the teachers’ institutes have been em- ]fioyed throughout the couuti\v for the improvement of teachers, and through them of the schools. Many of the ablest thinkers and educa¬ tors have contributed to their success. Eor many teachers they are the only source of (Correct ideas in regard to methods of instruction, discip¬ line and school management. They scatter the germs of the best thoughts upon education, and, by the general attendance of the citizens of the places where they are held, contribute greatly to improve the public mind and correct and elevate the educational sentiment. Too often the expenses of these institutes have to be met by voluntary conti'ibutions. Undoubtedly there should be careful legal provision in every State for an adequate system of teachers’ institutes by a sufiicient fund, to be under the proper control of the State, county, or city officers, 28 REPORT OF THE COMMISSIONER OF EDUCATION. for the ample compensation of the best educators whose services can be procured in conducting them. EXAMINATIONS FOR ADMISSION TO COLLEGES AND TO THE NAVAL AND MILITARY ACADE3IIES. As one means of ascertaining the thoroughness of elementary train¬ ing in the schools of the country, I sought to give in my last report the results of the examinations for admission to the United States Military and N'aval Academies for tlie past fifteen years. The statistics from the Military Academy arrived in season to be in¬ cluded in that report. They showed that out of 1,459 candidates, 326 had been rejected; 41 for physical disability, 285 for liteirary incom¬ petency, of whom 173 were deficient in writing, including orthography. The appreciation of these suggestive facts, as indicated by numerous teachers, induced me to pursue the inquiry, extending it also to a num¬ ber of colleges, with regard to the number of candidates accepted and rejected the past year. Some of the colleges keep no record of those rejected, and were thus unable to respond to my inquiries. The follow¬ ing schedule presents the results obtained: Schedule of examinations for admission to the freshman class of the following six colleges (all that responded to inquiry) and the two United States academies. KEJECTEB. No. Name. For deficiency in- S.2 3 Amherst College . Bowdoin College . Columbia College . Brown University . Hamilton College . Williams College . Total reported, six colleges . U. S. Military Academy . U. S. Naval Academy . Total in the two U. S! academies - Total in thotwoU.S. academies ^ and six colleges . 5 C2 59 29 61 45 *20 119 97 22 216 148 68 36 34 525 424 95 28 30 52 36 40 25 22 25 25 * Six conditioned. t Eleven rejected on account of physical disability. + Three rejected on account of physical disability. § This includes orthography. COLLEGES SHOULD REQUIRE A KNOWLEDGE OF ELElilENTARY ENG¬ LISH STUDIES. The entire absence of any uniform method of keeping suitable records among the difierent institutions renders it exceedingly difficult to se¬ cure satisfactoiy statistics. It will be observed that the failures reported from the Military aufl Nlaval Academies are still in elementary subjects, while the several colleges reported do not indicate uniformly any examination in the common English branches. I would earnestly REPORT OF THE COMMISSIONER OF EDUCATION. 29 conQDiend these facts to those iu cliarge of our colleges, -who can hardly desire that their future graduates shall not be well trained and thorough iu the common Euglish branches as well as in those subjects Avhich are pursued under their own care; and would suggest for their considera¬ tion whether they cannot do much to aid teachers in elementary and secondary schools in securing the desired thoroughness in these branches by including in the examination of candidates for admission to their institutions an examination in the elementary studies. The law of supply and demand is applicable here as elsewhere. Have not these institutions an opportunity, by making this thoroughness in elementary English studies a requisite for admission, to be of great service to the community in raising the standard of secondary educa¬ tion throughout the country % If there is a sufficient demand for thor¬ oughness in these subjects, the supidy, beyond question, will be promi)tly furnished. HAZING. The barbarous practice of hazing has never been completely exorcised from American institutions of superior instruction. The growth of pub¬ lic opinion against it has been great during the last half century. Home and public influences have largely co-operated with the advancing senti¬ ment of the officers of educational institutions. Eecent special manifestations of this relic of the dark ages, in some of the colleges, and in the INaval and Military Academies, have deservedly met the most vigorous treatment. The intolerable nature of these prac¬ tices, which often violate the rules of common decency, and sometimes leave permanent bodily injuries, should be understood by the public and hy parents, that they may be duly abhorred, and the day of their absolute banishment from all institutions be hastened. By a late order of the Hon. W. W. Belknap, Secretary of War, a number of the cadets at West Point are dismissed the service of the United States,^’ and several others are furnished with furloughs, for treating with violence and harassing other cadets.” At the Naval Academy, also, several of the midshipmen have been found guilty of coarse, cruel, and oppressive conduct” toward other members of the institution, and have had their names ‘Alropped from the roll,” in i)ur- suance of an order from the Hon. George M. Eobeson, Secretary of the Navy, who declares that “ though mere youthful vivacity and mischief may be often overlooked, persistent blackguardism will not be tolerated.^ EDUCATION AND ORPHANAGE. The results of our inquiries in regard to education and orphanage cannot be included in this report, but I hope yet to present a valuable summary of these facts. There is a growing conviction that the great evils suffered by society can be largely reduced by seizing every instrumentality to render possi¬ ble the instruction and virtuous training of every child. More and more it is apparent how largely the seeds of mature criminality are sown iu childhood. Mr. Mundella, M. P., in a recent address, after observing that he had sat for six months upon a royal commission examining into the details of vice in England, declared that “ more than 25 per cent, of those poor wretches who barter the sanctity of woman for the wages of lust were under sixteen years of age.” Society, unless constantly observant of its own conditions, may be unaware of the extent to which necessity oper¬ ates in forcing, or seeming to force, individuals into courses of vice and 30 REPORT OF THE COMMISSIONER OF EDUCATION. crime. Mr. Mundella again observes : Evidence was placed before me of an indisputable character that there were 30,000 women and children working in the brick-yards, many of the latter but six or seven years old, carrying from morning till night lumps of clay equal actually to their own weight in the scales.” My own observations and those reported to me by others give me a profound apprehension of the accnmniation of these necessitous conditions in this country. It is gratifying to witness the extent to which private charity seeks to remove these evils by preventing them. But this interest is too vast to be trusted to the variable action of charity. All the property and all the people in any community are closely interwoven with it, and should by organized civil action make adequate and ut provision for the care of ail depend¬ ent children. PROGRESS TOWARD UNIVERSAL EDUCATION IN AMERICA. The statistics of American ignorance are far from encouraging. There are, however, signs of progress toward universality of elementary edu¬ cation. The conviction ot its desirableness, and even of its necessity in a republic, is steadily taking possession of thoughtful minds. The state¬ ment of the argument growls in completeness and fullness with the in¬ creased correctness of educational reports and statistics. The evils visited upon other lands, through public ignorance, and the perils threatening our own country from the same cause, have quickened and extended the desire for education throughout the country. There is an increasing demand for information on these subjects ; the press is discussing them with greater frequency. In addition to the general provision of systems of education, whether old or new, there has been additional effort to bring their benefits within the reach of every child. Numerous expe¬ dients have been tried to accomplish this object. During the year, Michigan, Texas, and New Hampshire, seeking to reach this result, have enacted laws enforcing the education, in some manner, of every child of sound mind and body. The same proposition has been earnestly dis¬ cussed and came well-nigh adoption in other States. In many instances legislation has attempted to approach the same result by separate and special enactments against vagabondism, against the employment of children in factories during certain ages, and against truancy. TRUANCY LAW IN BOSTON. Upon this last point no city in the country has had a longer experi¬ ence, or more carefully observed its effects, than Boston. For'some time the reports of Hon. J. D. Philbrick have constituted the chief authority on the subject in this country. He has recently reviewed its history in that city, and presented to the public the results of the experiinent. The first act relating to this matter w as passed in 1850 ,* but it was not till two years later that truant officers were appointed. To remedy the defects which had been revealed in enforcing the system during a period of ten years, a supplementary act was passed in 1862, and subsequently other modifications were made, until about 1865 the truant law wms so far perfected and extended that its administration had .become not only efficient and humane, but was deemed an indispensable feature in public education in securing salutary control and instruction to many children Avho would otherwise be deprived of these blessings, and in rescuing many from dangerous exposure to evil and ruin. Since 1867 the truant REPORT OF THE COMMISSIONER OF EDUCATION. 31 system, somewhat farther modified, has contiuued in siiccessfal opera¬ tion.* NEGLECTED CHILDREN. While the tmant law has continued to be executed with increasing vigor and benefit, the act of 186G concerning neglected children remained unadopted by the city council for four years, but was reported and passed in July, 1870. By this act the cities and towns may make provisions and arrange¬ ments concerning children under sixteen, who by reason of the neglect, crime, drunkenness, or other vices of parents, or from orphanage are suffered to grow up without parental control and education, and exposed to idle and dissolute lives. The municipal authorities may, under this act, appoint suitable persons to make complaints of any violations of the ordinances and by-laws on this subject ; and certain courts, specified in the act, may order children thus exposed and neglected to such insti¬ tutions of instruction, or other place as may be assigned for the pur¬ pose. Provision is made for the return of the children to their parents when the causes that led to their neglect and exposure are removed. The class of children to whom this law applies is one not guilty of any offense 5 they are simply children suffering from neglect^ in circum¬ stances exposing them to ignorance and crime. The law is designed to ^ The following table contains a summaiy of the statistical reports of the truant officers for ten years, ending September 30, 1871 : Years. Whole number cases investigated during the quarter. Number old truants lu-oviously reported. Number now cases. 00 "i 0 0 3 ,0 .0 g S Aggrcg.ate absences by truancy. Before justices of the municipal court. Before the judge of probate. OT c3 Cm 1 ^ 2 3 0 ^ p .2 25 0 0 0) 3 !zi i Number sentenced to the 1 Hoirse of Ileformation. Number comidained of as absentees. Number on probation. Number sentenced to the House of Ileformation. .0 II S ^ 0 So (a otent a thing is hope, and the prospect of bettering their condition, even to criminals. The first general result of this system is, that fully nine-tenths of the prisoners in this jail master a trade so completeb" that on their discharge they are capable of taking the position of foreman in a shop ; and the second is that there are scarcely any relapses ; but, on the contrary, those who have been subjected to its discipline are, almost to a man, through the trades they learned in prison, earning and eating honest bread. Yon will agree with me, my dear sir, tiiat the second of the facts related above i.s as cheering and hopeful for fallen humanity as the first is deplorable and disheartening. If prison officers, by a wise application of energy, can accomplish such results as those recorded by Sollohut, surely society, by the use of a like wisdom and zeal, may so ail just its arrangements as to afford a substantial remedy to the state of things alleged by Mr. Hill to exist at this moment in England. Very truly yours, 3 C E E. C. WINES, LL. D. 34 REPORT OF THE COMMISSIONER OF EDUCATION. ‘‘ the immigrant coming hither with edacatioiij either in schools or labor, does not betake himself to crime.” IV. From 80 to 90 per cent, of onr criminals connect their courses of crime with intemperance. V. In all juvenile reformatories 95 per cent, of the offenders come from idle, ignorant, vicious homes. Almost all children are truant from school at the time of their committal ; and almost all are the children of ignorant parents. These children furnish the future inmates of our prisons ; for criminals are not made in some malign hour ; they groioP In the face of these facts, what can be said but this : Ignorance breeds crime 5 education is the remedy for the crime that imperils us.” For the purpose of reaching as accurately as possible the relation of education to crime, I have continued the inquiries in regard to the crimi¬ nal population of the country, so far as gathered in reformatories and prisons. Changes in the forms of the inquiries, with a view to ascertain more specifically the relation of the neglect or misdirection of educa¬ tion to the evils of crime, as affecting not only the criminal but the descent of these effects from generation to generation, have ren¬ dered the answers more difficult, and consequently less full. It is to be hoped that the facts bearing upon these points may be more care¬ fully observed and more fully reported in the'future.^ Educators may well seriously inquire whether the tendency of the systems they are conducting are as thoroughly promotive of the prac¬ tice of virtue as they ought to be and can be. Is not the standard of promotion, from the lowest class in the elementary to that of the grad- * The following will illustrate the extent and minuteness with which statistics are gathered in other countries. Illiteracy of criminals. Country. Beading. Writing. Arithmetic. Grammar. Number of prisoners ex¬ amined. Well. Tolerably well. Poorly. Only knew letters of the alphabet. 1 Entirely ignorant. 1 Tolerably well. Poorly. Entirely ignorant. Knew the clem ents 1 well. Knew the elements tolerably well. 1 Entirely ignorant. j Good. Middling. 0 0 Saxony . 230 768 218 39 28 173 657 381 73 183 635 443 13 161 1, 005 118 1, 284 W li rte.ni lier o’ 1 19 2, 091 Bavaria. — Curious statistics. Upper Bavaria..-. Lower Bavaria — Palatinate . Upper Palatinate . Upper Franconia . Middle Franconia Lower Franconia . Swabia . Provinces. A 0 08 B ’-1 f-i o.S S c 2 E OrS c Number of school- houses to every 1,000 buildings. One school -bouse to how many inhab¬ itants. Average of crimes to every 100,000 inhabitants. 14.9 5.4 502 667 10.1 L 4.5 508 870 3.9 10.8 230 425 11.1 6.2 379 690 4.8 6.7 412 444 7. 1 8.3 309 459 5.1 10.4 176 384 14. e 8.1 435 609 REPORT OF THE COMMISSIONER OF EDUCATION. 35 nates from tlie liigliest professional scliool, limited too exclusively to intellectual attainments and not sufficiently inclusive of moral character, or that resultant of all the qualities expressed by the one word conduct "P xVre there not here suggested profound reasons for a revision of our idea^ of education ? If the demand in the schools and for promotion in the various spheres of life is for intellectual sharpness only, can ^ve expect the young to value or to produce much else ? Yet no one con¬ templating the means of promoting individual good or the public wel¬ fare can be satisfied with an education which so intensifies intellectual activity as to overlook the necessit}^ for the training and direction of the moral nature. Dr. Tayler Lewis remarks with great force : Experience has abundantly shown that no amount of mere fact knowledge, or of scientific knowledge, in the restricted modern sense of the term, can give security that the man j)0ssessing it may not turn out a monster of crime and a deadly seourge to society. Of itself we mean, or in its direct effects, for as an aid to a higher position among men, and thus as furnishing a worldly motive to correct outward behavior, it might, un¬ doubtedly, operate as a salutary check. The same may be said of the pursuit and acquisition of wealth, or of anything else that gives rise to a worldly prudence taking the place, for a time, of moral principle. When this, however, is not the case, or such an education gives less distinction by being more and more diffused, then, instead of a check, it may become a direct incentive to crime by creating increased facilities for its commission. Evidence is constantly accumulating that the processes of the burglar, of the incen¬ diary, of the counterfeiter, of the poisoner, of the railroad destroyer, of the prison- breaker, of the abortionist, &c., are actually making progress with the progress of crime. They are becoming arts, whether we rank them among the elegant or the useful. There is reason to believe that before long books maybe written upon them and that there may be such a thing as a felon’s library.* The same may be maintained in re¬ spect to what may be called the more speculative knowledge. When wholly destitute, as it may be, of moral truth and moral intuitions, it may only Avake up the dormant faculties of the soul for the discovery of evil and make them all the more acute for its perpetration. THE CASE OF RULLOFF. The case of Rulloff, lately executed for murder at Binghamton, New York, furnishes a notable example of this if our land did not abound with others, manifestly proving the same jAosition, though in a less remarkable manner. Rulloff was a man of con¬ siderable science in the ordinary acceptation of the term, as denoting chiefly the merely physical branches of knowledge. But this was not his especial characteristic. He was fond of metaphysical studies. His classical knowledge and his classical readit»g were quite respectable. It is one of the strange features of his case that he Avas de\mted to philology, a study of the more abstract or speculatiA^e kind, having little to do Avith the ordinary ways of life ; Avhile, on the other hand, it is suggestiAm of an elevated and an enlarged Avay of thinking connected Avith the history, origin, and destiny of the race. It is akin to i)sychological and metaphysical studies. It would seem, therefore, specially adapted to purify the mind or to elevate it to a contemplative sphere alien to gross selfishness, and especially remoAmd from the vile offenses, and, at last, the hideous crimes for whiclj his life was distinguished. Of Rulloff, howcAmr, it may be said that he was early educated to CAnl. In his younger life, as reported by himself, there are no traces of any moral or religious in¬ struction. He had an ardent love of knowledge, with nothing to giAm it any elevating direction, or any thought of a higher life than that presented by the world of the senses. This was his all, and to this he made everything subservient. Nor was he left alone to feel the effects of this mere negative or godless influence. He seems to have early drunk in that low, earthly, materializing philosophy Avhose peculiar char¬ acteristics consist in discarding all moral intuitions, all ideas, and all knoAvledge that does not haAm its origin, its exercise, its termination, and its fruit in this Avorld of sense. We see this in his talk with the physicians Avlio-were sent to Ausit him in his cell, and who so ably performed their difficult duty. Drs. Gray and Vanderpoo) * As if to show Dr. LcAvis a true prophet, a telegram of NoAmmber 2 states that the police, in breaking up an organized band of house-breakers, near Chillicothe, Ohio, found among other articles a number of books for the instruction of novices in the art of burglary. 3G REPORT OF THE COMMISSIONER OF EDUCATION. liave been censured in some of onr newspapers as having given to Rnlloff too mncb credit for his show of philosophy. The fault, however, was in the system, not in his exhibition of it. They said that he uttered mere “ x)latitudes.” That may be true ; yet siill the answers he so promptly made presented, perhaps, as good a vieV as could be given of this soulless i)hilosophy. In the books of its advocates it shows itself in all its pretentiousness of diction; its alfectation of philosophic profundity is most im¬ posing. It stands out fresh and fair, full and round, but what a shrunken and withered appearance does it present as it issues from the condemned murderer’s cell ! It is, how¬ ever, essentially the same under both aspects. Its emptiness becomes evident becau e seen in the midst of such ghastly surroundings. Hollow, indeed, does it sound as com¬ ing to ns from such a place. This polite bowing away of all spiritual truth as belonging to an ideal theology;” this bland patronizing relegation of God and moral ideas to the sphere of the unknowable, as though it would reverently save them from tbe iainiliarity of ordinary minds — all this seems very grand and profound, as it appears in the books of the school, or is repeated by the lecturer and the newspaper correspondent, but how it shocks us, as something far worse than any empty “ platitudes,” when we hear it from one on his way to the gallows or to meet that doom for which this philosophy of sense and matter had no small share in preparing him. Instead of being a mere smatterer, Rnlloff had thoroughly studied this system. He had not only famil¬ iarized himself with its peculiar language, but mastered its ideas to an extent which is fully shown in the evil tendency it gave to his abandoned life. Hence it is that he can talk of the “unknowable” as fluently as the philosophers themselves. Tlieh influence upon him is most manifest. These writings were his vade mecum. His estimate of things comes wholly from them. It is not merely this exiling of the idea of God to an unknown scale which has nothing to do with human action, but the utterly low and debased view it has led him to form of man himself as a creature wholly of sense and limited to a sense existence. What was human life on such an estimate, whether his own, or that of others, or even of the whole species ?. Man viewed simply as an animal, what were his “rights” that he should respect them ? Everything moral and religious shut out, there was no restraint of conscience, none of reason, none even that could bo referred to that deceptive thing which is sometimes denoted “ an enlightened self-interest;” for everything which, in other connections, might be supposed to enter into this term, and really entitle it to the highest epithet, is cut off by that low view of humanity which inevitably comes from such a system of thinking. In some writings of his own in my possession, and esi)ecially in a letter received a short time before his execution, there are glimpses of better thoughts. In some of his philological speculations he seems to hold that man differs from the ani¬ mal in having the thought of the future, or of an infinite existence which ho is ever “ becoming,” to use his own phrase. He does not, however, speak of it as a higher spiritual life, and it seems to have had no influence upon his moral character. Had lie received the idea in its practical power, instead of a mere shadowy speculation, it might have saved him. Had it been made the basis of his education from the start, it might have changed the whole tenor of his life. Rnlloff was, in short, a specimen of that awful thing, an animal with a reason, yet remaining an animal still. It was an enslaved reason, not supremo as it is when connected witli the higher ideas of mor¬ als and religion, or the reason of God, but wholly subordinate, and with all its sharp intelligence as clearly manifested in his case, in groveling subjection to the gross ani¬ mal appetites. No wild beast that roams the forest is so hideous and so dangerous as this; nothing that we know in man so strongly suggests the concei)tion of tbe de¬ moniac nature. It may well make us shudder when we think how many more of the same kind, perhaps, are now in training through a similar course of education, or that system which, not content with neglecting, openly proscribes all religion, and all mor¬ als grounded on religion, as wholly alien to the earliest culture of the human soul. In connection Avitli these opinions of Professor Lewis, another distin¬ guished edneatoPs testimony to the practical importance of the moral element in intellectual training is in point. The position, experience, and labors of President McOosh, of the College of New Jersey, have given him peculiar opportunities forjudging its practical value, lii his address at the one hundred and twenty-fourth commencement at Prince¬ ton, speaking of the system of examination for political appointments in Great Britain, while admitting “ that the system is not absolutely perfect,^^ he claims that those appointed by that method ‘‘ must, from the very fact that they stand such a scrutiny, be possessed of good abilities that in order to acquire the necessary attainments they must be be possessed of industry and application 5” and that no one “ who has spent his youth in idleness or vice can succeed at such an EEPORT OF THE COMMISSIONER OF EDUCATION. 37 examination, which secures that the person appointed is usually of good moral character.” Thus, not only does deep and thorough moral training, on the one hand, tend to correct the abnormalities of men like ituloh, but, on the other, it sharpens and renders elfective for individual and fuiblic good the application of the intellectual taculties. The teachers of the country will be interested in observing the result of the International Congress on the subject of the prevention and re¬ pression of crime proposed by the National Prison Congress, held i i Cincinnati, an account of which is contained in my last report. The able philanthropist, Eev. E. C. Wines, LL.D., i)robably the best informed on this subject of any one in the world, on bringing the sub¬ ject to the attention of the President and of Congress, was gratified by the unanimous passage of a resolution by Congress authorizing the ap¬ pointment of a commissioner for the presentation to an international congress of the further consideration of these subjects. The President promptly apx)ointed Dr. Wines commissioner, who, after a conference with the various ministers from foreign governments resident in Wash¬ ington, sailed for Europe in pursuance of the objects of his mission, and reports the most gratifying reception on the part of the heads of the governments and leading philanthropists, and that he has already ar¬ ranged for the meeting of an international congress, for the study of the questions connected with the prevention and repression of crime, in London, on the 3d of July, 1872. Among the questions which it is proposed to consider at that time are : 1st. W^hether compulsory educa¬ tion has proved, or is likely to prove, a useful agent in the diminution of crime ; what is the true idace of education in a prison system 5 whether prison officers should receive a special education and training for their work, thus raising the business of prison-keeping to the dig¬ nity of a profession, and giving to it a scientific character such as be¬ longs to other great callings of society. EDUCATION AND INSANITY. I have continued the efforts reported last year to collect facts upon the relations of education and insanity. Inquiries intended to bring out the facts in regard to the patients now in the several asylums for the insane in the country were addressed to the superintendents. In¬ creased interest is manifested by these gentlemen in the subject, while they report the difficulty of ascertaining correctly the facts. I hope, however, by the continued aid of their experience, yet to reach results that will be of special value to those engaged in training the young. Many believe, and remark in general terms, that insanity is often due to causes that might have been overcome by proper training in the early life of the individual ; and the inquiry should be pressed until specific conclusions are reached, but considerable time must necessarily elapse before records can be accumulated upon which these results depend. In the mean time I have had an article prepared upon this general subject by a gentleman who is recognized as an authority upon all questions relating to the statistics of insanity. NEWSPAPERS. The demand for facts with regard to the press as an educator induced me to secure the preparation of an article on the subject. Its able writer has grouped together an invaluable collection of facts upon this great 38 REPORT OF THE COMMISSIONER OF EDUCATION. ediicational ageiJC3\ The number of newspapers taken and read in dif¬ ferent localities will be found a valuable measure of their growth in mtelligence. TEACHINO DRAAYINO IN THE PUBLIC SCHOOLS. There has been great backwardness in introducing instruction in draw¬ ing in the public schools of the country. A certain imitative use of the pencil for so-called ornament has been chieflj^ taught. The instances of teaching free-hand drawing that might be at once useful and ornamental have until recently been very rare. Of the value and importance of this training, Professor 0. O. Thomp¬ son, of the Free Institute of Worcester, Massachusetts, observes : ‘‘The importance of a knowledge of drawing received in its relations to arts and manufactures can hardly be overestimated. It is conceded by all intelligent people. It is to the practical man, whether mechanic, manu¬ facturer, engineer, or builder, what language is to the professional man. Drawing is indeed the language of form. A master workman is almost as helpless without it as a scholar vrould be without the ability to read and write. To j)ursue this figure a little further, a knowledge of draw¬ ing enables the student to discern the elements of the beauty of all good pictures and all fair forms, whether in nature or in art, just as liter¬ ary culture brings within his reach the treasures of books. It is clear that the proper time to learn the elements of drawing is in childhood, and it is surprising, that we have allowed so many generations of chil¬ dren to go through the public schools without any instruction at all in so important a branch. “A vigorous movement is on foot in Massachusetts in two directions : first, toward introducing drawing into all the schools of the State j and second, toward providing instruction in evening classes for artisans, engineers, teachers, and other persons who cannot be spared from their usual avocations in the day-time. This movement sprung from the newly-awakened interest in technical education, which is one of the marked features of the present phase of educational activity. ^^Almost all the large towns and many of the smaller ones now require drawing to be taught in their public schools. The only available method has been to provide the pupils with drawing-books containing set copies and rules, the teacher guiding as well as a man can who knows very little of the subject. Of course it is not to be expected for some years that teachers will be expert draughtsmen, or understand even the ele¬ mentary principles of drawing, unless some new vigor wshould be dis¬ played by committees in finding normal graduates, or some new efficacy should be given to diplomas of graduation from a normal school. ‘^In the city of Worcester the teachers have a good opportunity to learn drawing in the classes opened from time to time at the technical schools and in the evening classes, to be described iiereafter. Just as soon as teachers become at all self-reliant they instinctively abandon all text-books and develop the subject on the black-board. In the city of Boston a very hopeful movement is in progress. Mr. Walter Smith, formerly art-master at Leeds, England, and a graduate of South Kensington, has been secured in the threefold capacity of normal teacher in Boston, under the general direction of the school board j art inspector for the State under the board of education; and supervisor of drawing at the Massachusetts Institute of Technology. IJnder the first head he meets four submasters once a fortnight, and gives them a dictation lesson from 10 to 12 o’clock. Then these masters, under his general supervision, proceed to repeat this lesson to the teachers of the REPORT OF THE COMMISSIONER OF EDUCATION. 39 city, who repeat ’in divisions till 4 o’clock in the afternoon. These teachers report the lesson in their respective schools during the interval between their own lessons. It is hoped that this dictation method will gradually displace entirely the drawing-book. Similar experiments will be made at the normal schools. Some method of normal instruction to teachers, essentially like this, must lie at the foundation of all effective efforts for introducing draw¬ ing into public schools, since it is clearly proved that a person need not be an expert draughtsman to teach the principles of drawing. He must, however, understand thoroughly the elementary principles of form and proportion. The efforts thus far made in favor of onr schools relate only to free-hand drawing. In Fall Eiver, Taunton, Cambridge, Charlestown, Springfield, and Hew Bedford, classes numbering from one hundred and seventy to four hundred were organized on essentially the same plan as at Worcester, and successfully taught.” Hon. Joseph White, secretary of the board of education of Massa¬ chusetts, commending the efforts made in the State to introduce draw¬ ing, very emphatically observes : Let these schools he opened in all our manufacturing towns, and we may expect to find — I. A great improvement in respect to the taste and skill exhibited in the various products of industry. II. A rapid multiplication of valuable labor-saving machines. III. And better than all, an increase of the numbers, and a manifest advance in the intellectual and moral condition and character of the artisans themselves. In propor¬ tion as the intellect asserts its sway over mere force, as the cultivated brain controls the hand, labor ceases to be a drudgery and becomes a source of x)leasure and delight ; it is no longer a badge of servility, but an instrument of power. His recommendations are worthy of being repeated throughout the country for the benefit of every manufacturing town. Indeed the efforts for the training of mechanical skjll are so rapidly spreading in all civil¬ ized lands that only by a corresponding attention to these elements of instruction can our manufacturers hope to compete with those in other quarters of the globe. SCHOOLS OF DESIGN IN AUSTRALIA. From Victoria, Australia, I have received copies of a report made of the conduct of the “Artisan’s School of Design,” Trades Hall, Mel¬ bourne, a schedule of schools of art and design, established by great effort in that colony, under the auspices of a “royal commission for pro¬ moting industrial and technological education,” as well as a schedule of the studies pursued in the said schools. Of these there are fourteen in all, having a total of 1,028 scholars on their books, and receiving as aid from the commission, for the quarter ending December 30, 1870, about $540 in gold. The Melbourne school reports 220 scholars ; three others report, respectively, 104, 118, and 120. The lowest number in attendance at any one school is 15. The com¬ petitive examination for the prizes offered by the commission includes eight classes, beginning with outlines of the human figure, continuing in ornamental, in outline and full landscape, mechanical, architectural, and geometrical drawing. Special prizes are offered for proficiency in practical geometry and drawings of working carpentry. The second report of the Artisan’s School of Design is an interesting document. It is stated that the average attendance for the year 1870 has been 154. Pupils of all trades are admitted. The course embraces classes in arithmetic, mathematics, geometry, anatomical and figure, 40 REPORT OF THE COMMISSIONER OF EDUCATION. landscape, architectural, and mechanical drawing. The object of the school, (which is noteworthy, as being founded by a trade’s society,) is stated to be the enabling of workmen and apprentices to acquire the jirt of drawing as applied to their daily avocatious ; not to train artists or draughtsmen, but to supply such knowledge and power of execution as will be of service to the pupils in making them better workmen than tliey would otherwise be. It is not so much intended to be a school of the line arts, as to carry art into trade and manufacture.’’ PROPOSED CENTENNIAL EXPOSITION AT PHILADELPHIA. The exposition proposed at Philadelphia in 1876, in connection with the centennial celebration of American Independence, has suggested to the educators of the United States the opportunity that will thus be afforded for collecting and comparing the results of the great experiments in education among us. The teachers of Pennsylvania, as well as the Na¬ tional Association of Educators, have already passed resolutions looking to the imi^rovement of that opportunity for a comparison of results in our own country, and with other portions of the world that may be rep¬ resented. Should the generalization of results made in this office, as reported from the different parts of the country, continue to improve in value, as there now seems to be reason to expect, a fairer representa¬ tion of the condition of education in the United States may justly be anticipated than was made in the international exposition at Paris.* Nothing relating to our systems of education should be purposely omitted — from the kindergarten to the university. Model buildings and apparatus showing the best mechanical appliances in the construction and furnishing of school-houses, and in the apparatus of teaching, from the toys of the kindergarten to the fixtures of the laboratory of the chemical professor and the models and material of the technical schools, sliould all be so exhibited as to enable those interested in educational matters from all parts of the country, and from all parts of the wnrld, to readily examine and compare. Text-books, maps, and charts should be collected and displayed, while teachers’ institutes, normal schools, and kindergartens should be held, so that the best systems may be seen in actual operation. * In this connection the foilovfing resume of the results obtained at the Paris expo¬ sition, drawn from the exeeilent report of Commissioner Hoyt, will bo found of in¬ terest : In what may be styled the educational department, designated by the imperial com¬ mission “ The Department of Social Science” of the late exposition, the number ot ex¬ hibitors properly catalogued was 1,092, representing twenty-six different countries. The real number of exhibitors was considerably larger, as many of them made entry in other classes. The number of prizes of different grades awarded to the exhibitors in this depart¬ ment was 428, awarded to persons representing twenty different eouutries. Of this number, three were awarded to citizens of the United States, one being the grand prize and the other two silver medals. To illustrate the range of objects embraced, as well as the relative appreciation of them by the jurors, it may be mentioned that ‘‘ primary normal schools” received one honorable mention, (the lowest award ;) “ governments and founders” received 8gold medals, 7 silver and 1 bronze ; “ blind, deaf-mutes, idiots,” received 1 gold, 10 silver, and 7 bronze medals, with 14 honorable mentions; arithmetic and metrical system” received 2 silver, 3 bronze medals, and 4 honorable mentions. The attention bestowed upon the educational department was rendered greater “ by the creation and imperial consecration of the group to which it belonged.” The number of French teachers alone who visited and studied its dis^days was over 12,000, and from all parts of the world zealous men and w'omen came expressly to avail themselves of such facts, principles, and suggestions as it afforded. EEPORT OF THE COMMISSIONER OF EDUCATION. 41 If this grand opportunity is rightly improved by the educators of the (muntry it can hardly fail to be of the greatest value. The nearest and most distant community can here reap, without the slow training of ex[)eiience, the best results that the older States have been able to attain, and can avoid .the countless mistakes, especially in the construct¬ ing of buildings, or in ventilating and heating apparatus, that have in so many cases wasted the means and thwarted the efibrts of the most earnest workers. The Paris exposition rudely shattered the dreams of the English manufacturers, by showing them how rapidly they were being excelled by foreign artisans ^ the result is shown in the vast increase of English technical and artisan schools. The troth that it pays to educate w ork¬ men was very forcibly impressed uxion the English mind. It may be that some, even of our older communities, may find similar lessons of .wisdom in this Philadelphia Educational Exposition, for constant watchfulness and effort is requisite to keep up the standard of teachers and schools. The whole country is interested in securing for ourselves every excellence in the method of educating its citizens, so that they may be in no respect of preparation or training inferior to those of any coun¬ try in the world. Here, where education is freest, it should aiso be l)est. It were unworthy of the republic were it otherwise ; yet how much remains to be done before this proud boast can be made. PROGRESS OF EDUCATION IN FOREIGN COUNTRIES. The summary of education in foreign countries presented among the following papers, though brief, is full of suggestions to American edu¬ cators. The civilized nations look to the profession of teaching more ami more as the source and measure of their i>rogress. The Japanese, so long excluded from general intercourse, are seeking the best aids and methods of culture. Hundreds of their young men are in this country acquiring knoivledge; increased intellectual activity is also apparent among their people at home. Turkey, with a population of more tlian thirty-four millions, of ex¬ ceeding great diversity of origin and antecedents in some particulars, having formally adopted a system of education, is seeking information of the exact educational condition of the people, with a view to its im¬ provement. Eussia, with a population of over seventy-six millions, having, like America, recently accomplished emancipation, has many excellent special schools, while the Czar, and those who sympathize with him in his enlightened views, are devising measures for the education of the vast number of subjects now without a knowledge of letters and without skill in industry. Prussia, seeking the position of mastery in central and western Europe by the success of her arms, conditioned on her educational system, does not forget this special source of her power, but shows great activity in all departments of education, though some may feel less liberty of intellectual effort than they desire, and the freedom of the teacher may be cramped and his iiay inadequate. In Austria and Italy schools are more and more relieved of the incu¬ bus of ecclesiasticism. In Austria particularly is thus to be noticed greater attention to the training of teachers, particularly of women; also greater care for the intelligence of the lower classes. Italy has accom- 42 REPORT OF THE COMMISSIONER OF EDUCATION. plisbed much vrithin a few years for general education, and is preparing for still more rapid progress.'^ t France, smitten by the ignoinnce and superstition of her people, is showing some signs of greater appreciation of the true condition of national prosperity.t Paris, the patron of brilliant scholastics, the home of renowned authors and scientists, the seat of great schools of learning, in so many particulars the center of the intellectual activity and so long the regulator of the fashions of the world, has sulfered that prevalence of ignorance among the masses of her children, and that general lack of sound moral training compatible with the growth of those conditions of want and degradation among the many, from which human nature may be expected, earlier or later, to awaken v/ith a fury only excelled by its blindness, till, in the midst of its grasps for support, it seizes the pillars of power, and, bringing down the temple, plunges itself and others in a common ruin.§ These perilous conditions were felt by not a few under the empire, but there was not good sense enough to meet them and stem the tide before the fatal catastrophe. It remains to be seen whether greater wisdom and a better fortune awaits the present experiment. Switzerland is hardly less conspicuous for educational activity than for location. Sweden and FTorway overcame the sparseness of their population and the inclemency of their climate by the general culture * A recent paper states that “before September 20, 1870, there was not one muni¬ cipal school in the city of Rome. There were many under direction of X3riests. During the past twelve inonths much has been done. There are in operation (October 3) fourteen free day-schools for boys, and eight for girls ; eight evening-schools for boys are in operation, and nine Sunday-schools for girls, besides a rural day and eve¬ ning school, and day and evening schools of design for both boys and girls. There are now attending the municipal schools 6,161 pupils.’’ t Italy, during the school year from 1870 to 1871, had 38,300 public schools, with 1,577,654 pupils. Of the teachers, 2,092 were ladies. Public schools are more iiumer- ous in the northern part of that country than in the southern. While the province of Turin contains 2,968, that of Caltanisetta has only 141. — Appleton's Journal. t From France information is received of an organization known as the “ National Movement of the Sou against Ignorance.” It is proposed to appropriate the money thus raised by popular subscription of one sou each from all the people to x)ay the expense of circulating the petition, the balance to be employed in “ encouraging the creation of popular libraries, of classes for adults, and of centers of instruction in those districts which now are without them.” The plan has elicited a lively discussion by the leading journals, and is heartily indorsed by the Journal des Debats and the Opinion Nationale, the latter closing an article in advocacy of tliis measure by declaring, after referring to education in the United States as “ the business of every one,” that in France “the republic can only be founded on the education of the people.” A very interesting dis¬ cussion on the subject of popular education has been in progress in the National Assembly, but no conclusive action has been reached. § From a recent publication it appears that the French minister of public education gives the number of children of school age in Paris at 260,000. The government main¬ tains 314 primary and secondary schools, accommodating 89,000 pupils. Free instruc¬ tion is provided by other schools for 97,obo. It is estimated that 15,000 are educated at home. There are 67,000 children left with¬ out instruction or school accommodation. Of the government schools nearly one-half are under control of a Catholic order, organized as teachers, &c. This fact has much to do with a certain active opposition to government schools. Those opposed to church influ¬ ences favor a free system of secular instruction, and generally oppose anything short of it. The last budget for instruction was six and a half million francs. An extra appropria¬ tion of $1,200,000 is asked. Recently the council general of the department of the Seine have voted for the organization of a complete system of elementary free schools, though it refused to make instruction purely secular. REPOET OF THE COMMISSIONER OF EDUCATION. 43 of tlieir people.* Portugal affords little, coiopared to the Ileces^sities of its people, to attract the favorable comments of the educator. Spain is in the midst of a period of great activity of thought, which, if wisely directed, would produce most excellent results. But in the educational movements of no country do Americans, as a rule, take a more lively interest than in those now in progress in England. Notwithstanding the large grants annually made to denominational schools for so many years, her pauperism and crime have increased to an extent out of all propor¬ tion to the addition to her population. The few that had planned to live only to govern the many were disappointed to find themselves by degrees compelled to feed them also. The support of pauperism outran the efforts for education. The ex¬ tension of the ballot, and the advancing conflicts of labor and capital, also admonished the good sense of their statesmen to act before too late. Endowments had failed to make uniformly good schools ; the church had failed in its eflbrts to take the place of the state in making univer¬ sal that education essential to good citizenship. First came the endowment act, and, still later, the educational act. No American educator can have failed to observe with profoundest interest the progress of organization under this act, of which a complete summary accompanied my last report. Many of the ablest scholars of the realm have here and there been elected to the board of education. Only partial reports from different cities have as yet reached this office, but the schools are not required to be free, and denominational schools are mixed up with the system, greatly hindering progress and limiting the satisfactory results. Hon. George F. Hoar, of Massachusetts, who spent a considerable portion of the past summer in England, and studied particularly the various phases of education, briefly sums up the results thus far noted as follows : 1st. Henceforward there will be a good education provided at the public cost for every child in England whose parent or guardian desires he should have one. 2d. The law will ^Mnake it extremely awkward” for those parents or guardians who do not so desire. 3d. The popular vote in the various localities determines whether this education shall be wholly non-sectarian or under denominational direc- * The following is an illustration of the nicety of observation brought by the scien¬ tific men of Switzerland to the aid of education. Dr. Breiting, of Basle, has examined the air of the school-rooms of that city. From the results of this examination we select one, taken in a room measuring 251.61 cubic meters, (2,921.88 cubic feet, equal to a room 24 feet long, 15 feet wide, and 8 feet high,) having 10.54 square meters (115.77 square feet) of windows and doors, and containing, on the day of examination 54 children. Time. Amount of carbonic acid gas. 7.45 a. m., commencement of school . . . 2.21 per cent, 8 a. ra., end of first recitation . 4.80 ‘‘ 9 a. ni., after the recess . 4.07 “ 10 a. m., before a brief recess . 6. 87 “ 10.10 a. m., after the brief recess . 6. 23 “ 11 a. ra., end of school hour . . . 8. 11 “ 11.10 a. m., the room being empty . 7.30 “ 1.45 p. m., commencement of school . 5.03 “ 2 p. m., beginning of recess . 7.66 “ 3 p. ni., end of recess . 6.03 ‘‘ 4 j). m., end of singing lesson . . . . 9. 36 “ 4.10 p. m., the room being empty . . . 6. 72 “ N. B. — The pure atmosphere contains .0004 carbonic acid gas, and more than 1 ]}er cent, of carbonic acid gas is generally considered detrimental to health. 44 REPORT OF THE COMMISSIONER OF EDUCATION. lion — the com plicated aod ingenious system -whicli brings this about I have not space to explain — and, so far, the result has been gratifyingly in iavor of the non-sectarian education. 4th. University education much more liberal than formerlj", both by the abolition of religious texts and immense enlargement of cuiTiculum. 5th. Art education already admirably organized and making great progress. The means, appliances, and capacity of instruction at South Kensington are unsurpassed in the world, and a great work is also done in the provinces. Some 350,000 persons are now under instruction in art in England. This is already telling, with visible effect, on the indus¬ tries of England which required taste in design, such as wall-papers, carpets, furniture, &c. 6th. Technical education in other respects not so far advanced as we should expect from the efforts made in the last few years, but public meetings are being held and earnest efforts now making vfhicli will be successful in a short time. The London School Board, in October, adopted among its by-laws the following : The parent of every child of not less than five years nor more than thirteen is reqnired to cause such child to attend school, nnless there shall he some reasonable excuse for non-attendance. Upon this the London Times comments favorably. By the courtesy of the Hon. Secretary of State, we are enabled to present in full two dispatches from Hon. Thomas H. Pearne, consul at Kingston, giving a summary of the condition of education in the island of Jamaica j all the more valuable, since Jamaica preceded us in the ex¬ periment of emancipation. It will be noted that there is a manifest embarrassment on this island, arising from the extent to which public funds have been used for de¬ nominational purposes. The avidity with which those former slaves, or their descendants, avail themselves of any opportunities, however im¬ perfect, offered them for education, .agrees vrith the experiences in our own Southern States. If the most beneficial results have not followed emancipation in Ja¬ maica, many causes of partial failure may be found in the inadequate and inefficient efforts made for universal education. There are reimrted 501 schools, 36,252 scholars enrolled, with an average attendance of 18,294. The aggregate income is $105,407 82 ; the average amount per scholar, $2 81. Besides the government schools, there are many denomi¬ national schools, the details concerning which will be found in the accompanying papers. PROGRESS IN THE EDUCATION OF WOMAN. Along with the agitation connected with the various interests of woman, there is a healthy increased attention to her education. An in¬ teresting paper on this subject will be found in the accompanying docu¬ ments, prepared by the writer, after making extended personal obser¬ vations and collating the latest information at her command. Aly object has been to bring the facts together, so that any one wishing informa¬ tion on the subject may find them accessible. Caprice cannot be trusted in the solution of a question so important. Great experiments are pro¬ ceeding, and if we follow closely what they teach, I am confident great good will result, not only to women, but to society. The question of co-education or separate education of the sexes in any or all institutions of learning is often discussed. It is hardly necessary EEPORT OF THE COMMISSIONER OF EDUCATION. 46 to observe tliat tlie disposition of some minds to apply the same rule in every case bears upon its face a want of good jndgment that might be expected to result in evil. There should be no attempt to infringe the privilege enjoyed in every locality and institution, of deciding tliese questions in its own way and according to its own measure of responsi¬ bility. We shall then be saved from any inflexible uniformity, and enjoy that diversity which the manifold interests of our communities demand. * EDUCATION AND LABOE.f In the last report I gave such results of the examination of the rela¬ tions of education and labor as were contained in the replies then received at the Bureau. Much additional matter of value which came * Dr. J. M. Gregory, president of the Illinois Industrial University, says the funda¬ mental facts, as he has observed the practice of co-education, appear to be : 1. Women have equal capacity, and study with as much success as young men, with perhaps some discount on account of inferior physical strength and endurance. 2, They have as much need for higher education — possibly more— and their education will moi’e richly repay society and the State for its cost. 3. They have an equal right to the best facilities the State can afford. 4. If practicable, he would j)refer woman’s uni¬ versities founded vdth endowments as ample and facilities as grand and complete as those of the best universities for young men. President T. E. Abbott, of the Michigan State Agricultural College, says the exx^e- rience they have had confirms them in the desirableness of having women as students in the college. President J. W. Morrison, of Olivet College, Michigan, says, “ Of the moral advan¬ tages of co-edncation, I think there can he no doubt. It is a xiowerful intellectual stimulus.” President James B. Angell, of Michigan University, thinks that sinless co-education IS adopted by existing colleges, a prox)cr opi^ortunity for the higher training of females cannot he furnished at all in this generation, and not even in the future, excex^t at an enormous expenditure. President White, of Cornell University, having attended a recent commencement at Oberlin, expressed himself thus : I know that at Yale, at Harvard, at Union, ladies attend lectures ; why not attend recitations In a recent report on the subject of the education of the middle class of girls in England, Her IMajesty’s commissioners say that “the x^nrely intellectual education ot girls is scarcely attempted, jJnd when attenq^ted is a comx)lete failure. Music and sing¬ ing are considered more important than a knowledge of arithmetic or history, or any general cultivation of the mind.” The earnestness with which some English women, including the “Ladies’ Plouorary Council,” are laboring for the more thorough education of the young women of Eng¬ land, is the bow of promise which is beginning to sx>an the dark cloud hitherto over¬ spreading the land. Female education in Italy has also excited much interest, as shown in a recent course of scientific and literary conferences inaugurated at Milan by Signora Torriani, at which ladies have delivered addresses on matters connected with female education; and this exanqile is to be followed in other cities of Italy. In Switzerland the course of instruction includes the industrial education of women, and it apx^^^^’s that one little canton, with only 45,193 inhabitants, maintains twenty female industrial schools. t General H. K, Oliver, in his second annual rex)ort of the bureau of statistics of labor, in ilassachnsetts, says : “ The further you recede from a condition wherein educa¬ tional culture and refinement have generated a rigid self-control, the nearer you aiiproach to its oi^posite — a condition of ignorance and barbarism. The propensity to resort to violence in order to redress evils suffered can easily be overcome by education. “ Had England aided and encouraged the educational and material advance of its iudnstrial classes, neither trades unions nor strikes would have been the necessities (tf the workman. When there is trouble between enix)loyer and emxffoyed, it is not the more intelligent workmen who foment the troubh*. When the hours of labor Inp.'o been reduced, the opx^ortunities thus afforded for self-culture are improved. Good results have always followed the efforts of manufacturers to see that the children enq)loye11) scholars, of tvhom 120 tvere burned to deaths and^the rest were scattered throughout the State. The county superintendent at Sturgeon Bay reports seven school-houses burned and 300 children deprived of school privileges. 48 REPORT OF TFIE COMMISSIONER OF EDUCATION. Hon. C. B. Stebbins, deputy State superintendent of tbe public schools of jMielji^an, states that he has received intelligence of the destruction of 31 wscliool-liouses, the aggregate loss being about $15,000, besides the loss of that in East Saginaw, valued at $7,500. Thousands of children will consequently be deprived of school privileges for sonic time to come. He adds : “ The educational spirit of our people is equal to their generaj enterprise, and they will not be long without schools, though they may be in log-houses, rolled up bj^ voluntary labor.” CONDUCT OF THE OFFICE WORK. Since undertaking the duties of this office 1 have instituted suitable records of the corresi)ondence,’the library, and the expenditures of the Bureau, nothing of the kind having been previously done. The iiresent condition of these records is unsatisffictory, because iny whole clerical force would be hardly adequate for the work, even if all educational inquiry should be neglected. More than twelve thousand educational documents have been dis¬ tributed during the past year.^" The correspondence of the office has so rapidly increased that repeat¬ edly the letters received in a day have exceeded one hundred, and the communications sent several hundred in number. More than 2,000 w'ritten communications have been received and sent. While this portion of the office work has thus grown, the inquiries and investigations respecting education in all its relations and in all parts of the country t have not been neglected. THE OFFICE FORCE. The present report, though much more complete than that of last year, would have been still more satisfactory if the clerical force allowed the office bylaw had been somewhat more in accordance with its duties and responsibilities. The acknowledged secret of success in all departments is the sub¬ division of labor; but if the work of this office in collecting and dis¬ seminating facts upon educational subjects is to be carried to its highest success, if its publications are to be as abundant, and its material as trustworthy, as full of the latest information, and as carefully prepared as the educators of the country have a right to demand, the character and number of the Commissioner’s assistants should be adequate to a subdivision of the vast work in hand. It wdll be noted that mere clerical ability will not suffice here ; there must be power for wise and discreet action, and great familiarity with cur- * The demand for the pnhlications of the ofSce has very far exceeded the suj)ply in its possession. It has scarcely been possible for me to send copies of the last annual rei)ort, for instance, to the persons whose labors made that report possible — the various school officials of States, counties, cities, colleges, and other institutions of learning — leaving the great mass of the educators of tlie country entirely beyond the reach of our distribution. t During the year, feeling the great iuiportance and even necessity for personal ob¬ servation of the almost indescribable variety of educational organizations and efforts in the country, in order to form correct opinions, I have accepted invitations to attend and address many conventions of educators. I have thus met personally prominent instructors and school officials from all the States and Territories, and have visited thirty-four States and several Territories, inspecting schools, conversing with educa¬ tors, and conferring with officials, traveling, by various modes of conveyance, over 16,000 miles. REPORT OF THE COMMISSIONER OF EDUCATION. 49 rent educational facts. A vast range of reports must be constantly in view in regard to common free scliools and private schools for elementary instruction; academies, and high schools for secondary training; col¬ leges, and every variety of professional schools for superior instruction. AVith the present limited number of assistants, the Commissioner must not only give his personal attention directly to an untold number of details, but each of those at work with him is under the necessity of laboring more or less in the same way. THE PROPER ORGANIZATION OF THE OFFICE. The qualifications thus rendered necessary in the clerical force of the office indicate the character also of the organization desirable for it in the future. In addition to a sufficient number of copyists to perform the common clerical work demanded by the office, there should be a number of compe¬ tent persons to take charge of special fields of labor ; one at least for each of the departments of elementary, secondary, and superior instruction ; one for the charge of educational publications and reports of educa¬ tional associations ; another for the statistics of education ; another for the charge of the library and educational documents. Being without this force, the condition of the work of the office is liable to compel any one to turn his attention to either or all of these subjects. To enable me to organize the Bureau with a view to this economical subdivision of labor will require additional appropriations, which, in view of the good results to be obtained, I most earnestly request. PROPER ROOMS FOR THE OFFICE NECESSARY. It is obvious, however, that the best clerical force attainable cannot do its utmost in rooms unsuitable for office purposes. The quarters at present occupied by the Bureau, though better adapted to its work than those previously used, are still inadequate to its needs. It should un¬ doubtedly not only have space for all the clerical work and the library at its control, but it should be supplied with room for the reception and exhibition of specimens of improvements in educational facilities in the way of books, apparatus, and means of illustration. Here, if anywhere, either our own citizens, or foreigners visiting the country, should be able to find illustrations of the improvements which are constantly being made to facilitate the progress of education. FOREIGN CORRESPONDENCE. The correspondence of the office with foreign countries has been es¬ pecially facilitated by the favor of the President and of the honorable Secretary of State and his assistants. On the 1st of last July, I addressed, with your approval, several of our ministers to foreign courts, in transmitting copies of the last annual report of this office, substantially as follows : I desire to attain two objects in writing to you, liopiug thereby to x>romote education nationally and internationally : First. I desire to establish between the two governments a system of interchange of official publications ; I send this report as a beginning, and I would like to secure re¬ ports of the government to whom you are accredited in return. , Second. I desire, if possible, to secure through you an early statement of all educa¬ tional action, whether national or otherwise, likely to be of use to educators in this country. 4 C E 50 REPORT OF THE COMMISSIONER OF EDUCATION. This inforraation I hope to make useful in two ways: by the publication of such as may seem appropriate in the annual report of this office, and by occasional publications of circulars of information, specimens of which I shall send you. I most particularly desire to secure the latest foreign statistics respecting the number of persons unable to read and write in cities and x^roviuces, in order to compare the illiteracy of other nations with that of our own country, as developed in the forthcoming Ninth Census of the United States. Your co-operation in these idans I shall prize highly, and hope to make the result useful among our own x^eoxde, and available for use wherever there is an interest in the progress of mankind. It is believed from letters already received^ that the results of this inquiry will be very important. As preliminary to a more extended report, John P. Brown, esq.. United States secretary of legation at Con¬ stantinople, writes as follows : United States Legation, Constantinople, August 7, 1871. Sir : In the absence of the minister resident I have had the honor to receive your letter of the 1st ultimo, and hasten to reply. I have already addressed his excellency Safvet Pacha, minister of public instruction of the Ottoman government, on the subject of your request, and so soon as I receive his answer shall transmit it to you. Public instruction has made some progress here during the past quarter of a cen¬ tury, especially during the reign of the present Sultan. Besides a military, a naval, and a medical college, there is another founded in Pera, the European quarter of this capital, called the “ College of Galat4 Seray,’’ in which are pupils of all the peoples of Turkey, Moslem, Christian, and Jew, and where an excellent education is given to those who will study. It has several European i')rofessors, and some 500 eleves. There is another large school in Stamboul, called the “School of Arts and Trades,” where the pupils receive an ordinary education and learn a trade. It has some 600 xm- pils. The common schools of Turkey are called Biikhdieh Melctebe, or schools for adults. In these the pupils are taught Turkish, Arabic, and Persian, the two latter so as to enable them to write the first correctly. Grammar, rhetoric, &c., and some arithmetic, algebra, and geography are the higher studies; these schools extend all over the empire among the Moslems only. There is still another class of common schools called simxily Mektehe (schools) for young Moslem boys and girls, due to private benevolence. The teachers are paid by the x^upilSj and always belong to the religious class — imaums and khadjas. Few remain in them over the age of eight or ten years, especially the girls. There they all learn to read and write, and some grammar. Among the Christian population of Turkey, as well as the Jewish, there are a great many common schools supported by each community, and the pupils pay the teacher ; the education received is very primitive in its nature. Other schools of a similar character are founded by wealthy persons, who also pay the teachers. Pera has a large number of common schools kept by Catholics, and in most of these the teachers are Jesuit priests ; there the tuition is paid by the pupils. I should not fail to mention the splendid college constructed on the heights of Ru- mali Flissar, midway on the Bosphorus, at the expense of Mr. Robert, of New York, under the direction of Dr. Hamlin. Besides having a fine building, it is the only one here which secures a thoroughly good education in English to its pupils. It is an honor to the founder and to every American citizen. The pux^ils pay for their educa¬ tion ; their number in 1870-71 was 120, but in 1871-72 it will be probably doubled. The American missionaries have done a great deal for education in Turkey ; they have published many excellent works, and their intluence is clearly visible here and in the provinces. The English missionaries have done far less good. The former educate teachers and aid the new Protestant community to educate its youth of both sexes. Female education among the Moslems has made but little xirogress or use. There is only one school in this capital for females in which they can learn anything really useful. In this young women are educated to become teachers or governesses. No foreign language is taught; music, xiainting, drawing, and embroidery are the higher branches of studies ; reading and writing are also taught. There do not exist any books in the Turkish language for young persons, and * The receipt of communications from the United States ministers to Russia and Brazil is hereby specially acknowledged. Frequent and valuable letters have also been received from General C. C. Andrews, United States minister resident at Stock¬ holm. This Bureau is also indebted to him for the valuable report on education in Sweden and Norway, published in the circular of July, 1871. REPORT OF THE COMMISSIONER OF EDUCATION. 51 there are none for young girls or ladies. Travels and histories (other than of Turkey) are unknown, and the character of the language oifers serious difficulties. Hie History of the Crusades, by Michaud, has just been translated into Turkish, and I mention this as a wonderful attempt of the kind. Your obedient servant, JOHN P. BROWN. John Eaton, Esq., Bureau of Education, Department of the Into'ior, Washington, D. C. United States Legation, Constantinople, August 30, 1871. Sir : I have the honor to inclose a translation of the reply which I have just received from H. E. Safvet Pacha, minister of public instruction, in reply to your request for information on the system and condition of public education in this empire. I remain, sir, with much respect, your obedient servant, JOHN P. BROWN, Charge Affaires. John Eaton, Esq., Washington, D. C. [Translatfon.] Department of Public Instruction, Constantinople, August 17-29, 1871. Sir : I have had the honor to receive the letter which you addressed me, the 7th August, for the purpose of transmitting a copy of the report of Mr. John Eaton, on the subject of the information desired by him on the condition of public national in¬ struction in Turkey. The imperial government is much flattered to learn the value and interest attached by the Government of the United States to an interchange of communication between it and that of the Sublime Porte on the subject of public education, and I shall be personally most happy to be made more intimately acquainted with the daily progress in this matter made in a country such as the United States, where this important branch of public prosperity fills so high and distinguished a position. As you have very properly stated, it will be difficult for me, at least at the present period, and during the absence of a more regular census, to furnish you with satisfac¬ tory statistics, sufficient to establish the degree of intellectual cultivation in Turkey. This department, nevertheless, having fully appreciated the immense advantages of this kind of study, is already engaged in the preparation of an annual report on public instruction, which will contain the greater part of the information which you desire to possess. I therefore shall, so soon as this work is complete, transmit you some copies of it. I regard it as superfluous to add, sir, that I shall be most happy to receive in return communication of all publications and reports which the Chief of the Bureau of Edu¬ cation in the Department of the Interior shall be pleased to send me. Accept, sir, assurances of my very distinguished consideration. SAFVET. John P. Brown, Chargd Affaires of the United States of America. EDUCATIONAL STATISTICS. The work of this office in collecting and tabulating educational sta¬ tistics reveals at once its great necessity to the educators of the coun¬ try, and demonstrates the superiority of the facilities of a national over any local office in prosecuting these inquiries. While aiming at final completeness, we were compelled to act upon the idea from the first that the process of growth would require time, and that we should he obliged to feel in many ways most keenly the imperfections of the results published. Some of the advantages of efforts to collect these statistics at this point are manifest, and may be readily enumerated. First, its removal from local prejudice and excitement. Second, its treatment of education in its generalizations like other great material interests, as patents, agriculture, the Coast Survey, or even the generalizations in regard to the 52 REPORT OF THE COMMISSIONER OF EDUCATION. '.veather. Third, another special advantage is in the recognition of the litness of collecting and disseminating information upon these subjects as they affect the whole country. Fourth, the free use of the Govern¬ ment mail, though adding an expense to its postal service. Fifth, that without the exercise of authority it brings to the minds of all educators, as they are shaping the institutions and customs of education and mold¬ ing the character of future citizens, their relation to the FTational Government. The evils of forgetfulness in this direction we have already sufficiently experienced. Sixth, the results of inquiries from this point more than from any other are likely to put the officials of each locality into intercommunication with each other, and to bring about a recogni¬ tion of their mutual relations, thus creating that sympathy between fel¬ low-laborers to a common end which is so essential to the greatest suc¬ cess of the whole. Seventh, there is another special advantage which should not be overlooked. It may not always be apparent from a single case of pauperism, insanity, or crime, that education has any relation to these results as a modifying cause. Indeed a single case, or several cases in a single locality, may be an exception to the general rule ; whereas, upon the collection of the facts from a vast variety of sources, such as are embraced in our entire country, great general principles may be educed, vitally affecting every locality ; and the argument once made is for use by every educator. Eighth, in respect to all educational information from foreign countries the facilities of the National Gov¬ ernment are of course unequaled. In order that the public mind might be fully informed of the condition of these educational statistics, and co-operate most cordially in the va¬ rious measures for their improvement, we gave last year such tables as we were able to compile, although fully conscious of their incomplete¬ ness. In no table, perhaps, is this more apparent than in that showing the attempt to collect statistics in regard to education in our cities. While the beneficial workings of the American system of public schools has been nowhere more successfully shown than in many of our large cities, yet the items of statistics reported from the different cities (school pop¬ ulation, enrollment, average attendance, items of income and expendi¬ ture) are all so diverse, have so few points in common, that any com¬ parison which would be entirely safe and trustworthy between the re¬ sults was manifestly impossible. Each city should furnish an example and help to every other. Each characterized by its own peculiarities and succeeding according to the measure of its own great opportunities, has, at the same time, certain conditions in common with all others 5 and by a recognition of these common points comparisons incalculably useful in their results could readily be made. Many attempts have been made in this direction, and much good accomplished in respect to organization, discipline, and instruction, but all have been very inadequate from want of some com¬ mon standard and the lack of being able to find the results of the efforts of the different cities set down together for comparison. One of the results sought in these annual reports is to furnish such facilities. Great necessity for similar effort still remains. The whole number of incorporated cities in the IJnited States is over 500. Of these, 150 cities contain more than 10,000 population each. The aggregate population of these 150 cities having over 10,000 inhab¬ itants each is 7,328,728, which is a little over 19 per cent, of 38,555,983, the total population of the States and Territories. The superintendents of schools of 116 of these 150 cities have, within the last thirty days, fur- REPORT OF THE COMMISSIONER OF EDUCATION. nisbed this office the latest statistics of their respective cities, as to the uiimber of pupils enrolled, the average attendance, the number of pri¬ mary, grammar, higher, evening, corporate, or normal schools, and tW income and expenditures of the public schools. Of 112 cities, each containing over 5,000 and less than 10,000 popula¬ tion, 54 have sent the same class of statistics j 02 cities, containing each a population of less than 5,000 inhabitants, have also furnished the same information. The great disparity in methods of collecting statistics by individual cities greatly impairs the value of the tables of city statistics of schools, presented in the accompanying papers, and illustrates the vast import¬ ance of the movement of the National Educational Association to secure a uniformity of city and State school statistics. Besides the 500 and more incorporated cities, there are 147 towns having over 3,000 popula¬ tion each. In the nationah educational meetings at St. Louis, in August last, this subject came up for special consideration j and resolutions were adopted, and a committee appointed to bring it to some successful result. The demand, however, is such that the superintendent of the St. Louis schools has sent out a circular especially with a view of obtaining some harmony of effort among the different cities, and many of the city super¬ intendents of schools in Illinois and other Western States have for some time been reporting to each other for their mutual benefit the statistics of their respective cities. NORMAL SCHOOLS. There are reported in the United States 51 normal schools, sup¬ ported by 23 different States, having 251 teachers, and 6,334 pupils ; 4 supported by counties, with 83 pupils; 16 city normal schools, with 112 teachers, and 2,002 pupils ; all others, 43, supported in various ways, with 80 teachers and 2,503 pupils; making a total of 114 schools, with 445 teachers, and 10,922 pupils. The idea oJf the importance of specially training teachers for their pro¬ fession is steadily gaining ground. States that for a time suspended their normal schools have re-opened them, and even those having the largest number are disposed to increase them. So far, the literary and scientific instruction given in them has ranked below that of the col¬ lege, or as secondary ; and the normal training has been adapted to prepare teachers chiefly for their duties as instructors in high schools, academies, and schools for elementary training, the training of teachers for instruction in colleges and professional schools receiving little or no attention in our institutions of learning. Indeed there has been in su¬ perior instruction a sort of license for inferior methods, that would not be tolerated in a system of well-managed public schools. It is gratify¬ ing to observe among the ablest managers of these institutions of higher learning a disposition to correct this evil, and not to allow excellence of method and manner to be excluded from the recitation or lecture room of the college or professional school. President Porter has already intimated his i)urpos8 to associate a training school with the exercises of Yale College. BUSINESS COLLEGES. The business colleges reported are 84 in number, scattered through 27 States, having 168 instructors and 6,460 pui)ils. It will be observed 54 REPORT OF THE COMMISSIONER OF EDUCATION. that the public demand for this kind of instruction is very largely met by institutions entirely outside of public control. In some instances they are believed, by gentlemen of excellent judgment, to be purely business speculations. If any community suffers in this way it can censure only itself. What these institutions propose to do is specially demanded in the preparation of the young for the business relations of life, and should be provided in every system of city schools. If many who demand the instruction cannot attend during the hours of the day, the opportunity should be furnished in the evening ; but where this necessity is not met by public provision, great credit should be given to those i^rivate enterprises which furnish able commercial lectures and thorou gh trainin g. INSTITUTIONS FOR SECONDARY INSTRUCTION. The progress toward completeness exhibited in this report enables us to present a partial illustration of the great subdivisions of instruction so often recognized among educators ; as, 1st. Superior 5 2d. Secondary ; 3d. Elementary. In the last report the statistics of institution^ for superior instruction only were included. In addition, this report con¬ tains the statistics of 038 academies and high schools — institutions of secondary instruction. The fullness of the details collected by the office will be seen by com¬ paring those against which the entire series of columns is filled, and those in which several of the columns are blank, as the latter are taken from the reports of the regents of Hew York and of the State officers of instruction. The value of these inquiries to educators, when carried to their conclusions, can hardly be overestimated. Silently each institu¬ tion, by its own choice or by the public judgment, takes its place in its appropriate class and grade. The public mind comes by degrees to a clear apprehension of what is included in the respective subdivisions of education, and whatever name an institution may assume does not alter the judgment of the value to be set upon it. COLLEGES. In the table ^ of colleges and collegiate departments chartered to con¬ fer degrees in arts, of the 368 reported there are — In. Alabama . 9 In Arkansas . 2 In California . 20 In Colorado Territory.. 1 In Connecticut . 3 In Delaware . 2 In Georgia . 8 In Illinois . 23 In Indiana . . . 20 In Iowa . 15 In Kansas . 7 In Kentucky . 8 In Louisiana . 10 In Maine . 3 In Maryland . 11 In Massachusetts - 6 In Michigan . 8 In Minnesota . 3 In Mississippi . 10 In Missouri . . 21 In Nebraska . 2 In New Hampshire .... 1 In New Jersey . 4 In New York . 25 In North Carolina .... 7 In Ohio . 33 In Oregon . 5 In Pennsylvania . 29 In Rhode Island . 1 In South Carolina . 6 In Tennessee . 17 In Texas . 8 In Vermont . 3 In Virginia . 10 In West Virginia . . 4 In Wisconsin . 13 In District of Colum¬ bia . 4 In New Mexico . 1 In Utah Territory . 1 In Washington Terri¬ tory . 1 Of these 368 colleges 28 are under the supervision of States, 1 of a city, Two copies of this table were sent to the several institutions, lor the supplying of omissions and correction of errors, with the intention to make all reasonable efforts for completeness and accuracy, but to publish the best results obtained, whether com¬ plete or not. It has been impossible to indicate all the subdivisions into schools and departments. REPORT OF THE COMMISSIONER OF EDUCATION. 55 and 1 of the Masonic fraternity; supervisory power over 77 is undeter¬ mined. The remaining 2G1 are divided among the denominations as follows : Methodist Episcopal . 35 Methodist Episcopal, South . 3 Methodist . 6 African Methodist Episcopal . 1 Methodist Protestant . 2 Presbyterian . 25 United Presbyterian . 4 Cumberland Presbyterian . 2 Congregational and Presbyterian . . . . 1 Protestant Episcopal . IG Baptist . 38 Free Baptist . 1 Roman Catholic . 54 Congregational . 19 Christian . 8 Lutheran . 16 Friends . 4 United Brethren . 4 Universalist . 5 Unitarian . 2 Moravian . 1 New Church . 1 German Reformed . 3 Dutch Reformed . 3 Latter-Day Saints . 1 Evangelical Association . 1 As far as is known, there are in these institutions 2,962 instructors and 49,827 pupils. One hundred and fifty-eight colleges instruct males only ; 99 admit both males and females ; and of 111 the sex of the stu¬ dents is not specified, but is probably male. FEMALE COLLEGES. I have thrown into a supplement to this table the statistics collected respecting 136 institutions for the superior instruction of females exclu¬ sively. Of these there are — In Alabama . In California . . . . In Connecticut . . In Delaware . In Georgia . In Illinois . In Indiana . In Kansas . In Kentucky . In Maryland . In Massachusetts In Michigan . In Minnesota - . . . In Mississippi.. . . In Missouri . 7 3 4 1 17 8 2 1 4 4 4 2 1 5 4 Ill New Hampshire In New Jersey - In New York ...... In North Carolina In Ohio . . In Oregon . . In Pennsylvania . . , In South Carolina , In Tennessee . . In Texas . In Vermont . . In Virginia . . In West Virginia .. In Wisconsin ..... 2 2 11 9 13 1 12 1 7 1 1 5 2 2 Of these 136 female colleges, 2 are under the supervision of the Ma¬ sonic fraternity, and the supervisory power of 65 is undetermined. The remaining 69 are divided among the denominations as follows : Methodist Episcopal . 15 Methodist Episcopal, South . 1 Presbyterian . 13 Cumberland Presbyterian . 1 Protestant Episcopal . 7 Baptist . 12 Roman Catholic . 6 Congregational . 6 Lutheran . 2 United Brethren . 2 Moravian . 3 German Reformed . 1 As far as is known, there are in these female colleges 1,163 instruct¬ ors and 12,841 pupils. How many of these institutions are chartered to confer degrees is not known. From the above statement it will be seen that in the 504 institutions above mentioned there are 4,125 instructors and 62,668 pupils. FTo such extended statistics have, it is believed, ever been compiled or published in this country. 56 REPORT OF THE COMMISSIONER OF EDUCATION. Statistics of tbe professional schools connected with these institutions will he found in the appropriate tables — law, medical, theological, &c. THEOLOGICAL SEMINARIES. The table showing theological instruction in the country gives the total number of institutions as 117. Of these, Alabama has 2 ; Cali¬ fornia, 3 ; Connecticut, 3 ; Georgia, 1 j Illinois, 11 j Indiana, 1 ; Iowa, 5 ; Kentucky, 7 ; Louisiana, 2; Maine, 2^ Maryland, 3; Massachusetts, 7: Michigan, 2 ; Alissouri, Ij Kew Jersey, 3; Kew York, 12; North Caro¬ lina, 1 ; Ohio, 13 ; Pennsylvania, 17 ; South Carolina, 3 ; Tennessee, 2 ; Texas, 1; Yirginia, 5; West Virginia, 1; Wisconsin, 4; District of Columbia, 2. These seminaries are distributed denominationally, as shown by the following table, which also gives the number of x^rofessors or instruct¬ ors and students. Denomination. Number of seminaries. Number of instructors. Number of students. Roman Catholic . 17 72 862 Presbyterian . . . 14 50 544 Baptist . 17 37 389 Methodist Episcopal . - . 10 30 322 Conoregational . . . 7 35 276 Protestant Episcopal . . . 12 46 224 Lutheran . . . . 14 30 133 Christian . . . 2 2 102 Reformed . - . . . . 4 12 81 53 Eree-W^i 11 Baptist . .. _ _ _ 2 8 Dniversalist . . .. . . _ _ _ _ _ _ 2 6 47 United Presbyterian . 4 8 42 Unitarian . 1 6 21 Moravian . 1 4 20 African Methodist Episcopal . . . 1 2 18 Union Evangelical . 1 5 12 New Jernsalem .. .. . 1 4 8 United Brethren .. . 1 1 7 Unlcnown . _ - . . . . 6 11 43 Total . 117 369 3, 204 LAW SCHOOLS, There are forty law schools in the Dnited States, with one hundred and twenty-nine professors, and 1,722 students. Of the States having more than one, Illinois, Iowa, and Tennessee have each two ; Indiana, Ohio, and Virginia have three each ; Pennsylvania and the District of Columbia four, and New York five. Seventeen States have no law schools, namely : Alabama, Arkansas, California, Delaware, Plorida, Kansas, Alaine, Alaryland, Ivlinnesota, Nebraska, Nevada, New Hamp¬ shire, New Jersey, Oregon, Ehode Island, Vermont, and West Virginia ; while Connecticut, Georgia, Louisiana, Kentucky, Massachusetts, Mich¬ igan, Alississippi, Missouri, North Carolina, South Carolina, Texas, and Wisconsin have one each. ]MEDICAL SCHOOLS. The table of medical schools indicates fifty-seven known as regular, four as eclectic, two as botanic, six as homeopathic, nine as dental, and sixteen as pharmaceutical ; total, ninety-four. Of those de¬ nominated regular, Alabama, Connecticut, Indiana, Louisiana, Maine, J^Iew Hampshire, Oregon, Texas, and Vermont have each one; Cali- REPORT OF THE COMMISSIONER OF EDUCATION. 57 fornia, Iowa, Kentucky, Maryland, Massachusetts, Michigan, South Carolina, Tennessee, and Virginia, two ; Georgia, Illinois, and the Dis¬ trict of Columbia, three; Missouri and Pennsylvania, four; Ohio, five; and Kew York eight. Of the other classes Ohio has seven, Xew York and Pennsylvania each five. LIBRARIES.'* Public libraries are at once an important means and a valuable index of education. The following summary, drawn from the table in the Appendix to this report, showing their distribution in the States, will not be without value and interest. Year by year this office should be able to present the growth of this valuable auxiliary to all forms of culture. u 2 States. O .pH II ® a d 2 r2 California . 4 28, 288 Connecticut . 13 66, 280 36, 000 Delaware . 2 Georgia . 1 3, 000 Ilhuois* . 6 127, 800 19, 580 14, 000 600 Indiana . 5 Iowa . Kansas . 1 Kentucky . 4 7, 148 Louisiana . 1 1,000 Maine . 10 61,394 55, 436 Maryland . 4 Massachusetts . 29 476, 138 Michigan . 5 47, 202 Minnesota . 2 1 18, 500 ^Mississippi . 1 1 Missouri . 2 1 7,000 States. Number of libraries. Number of volumes. Nebraska . 1 10, 200 46, 694 11, 700 New Hampshire . 9 New J ersey . . . . 6 New York . 16 548^ 004 Ohio . 123, 846 Pennsvlvania . 19 181, 572 Rhode Island . 13 65, 437 South Carolina . . . 2 17, 000 14, 683 Vermont . . 2 Virginia . 2 28, 406 4, 700 West Virginia . 2 Wisconsin . 1 50, 500 280, 929 2, 200 District of Columbia . W^ashington Territory . 1 United States . 180 2, 355, 237 * One library, containing 112,000 volumes, reported bere, vras burned in tbe Chicago fire. It is manifest that much more can be done than has been, to utilize the libraries collected, and that this would also facilitate their increase. I would call special attention to the effort of Hon. Wm. T. Harris, the able superintendent of public instruction of the city of St. Louis, to render more useful the public- school libraries of that city, by his essay on the system of classification, published in the catalogue of that library. BENEFACTIONS TO EDUCATIONAL OBJECTS. An attempt has been made during the year to collect the statistics of the number and amount of the gifts of individuals throughout the country in aid of education. Although the record attempted by this Bureau is doubtless far from complete, still the results, as shown by the table in the Appendix, which gives the facts in detail, are most surprising and gratifying, summing up a total of more than eight million dollars. It is believed that these unsolicited contributions by private citizens for the educational interests of the community, are at the present time without a parallel in any other country of the world. Wealth thus recognizes its responsibility and indicates its wisdom, for the education of her children is at once the duty and the safety of the commonwealth. It will be seen that in California these gifts amount to $2,000,000; in Connecticut to $845,665, of which Yale College receives $319,865 ; in Georgia, $1,000 ; in Indiana, $537,025 ; in Illinois, $391,000 ; in Iowa, ^ For libraries connected "with colleges and professional schools reference should be had to the tables relating to these ipstitutions respectively. 58 REPORT OF THE COMMISSIONER OF EDUCATION. $75,000 ; in Kansas, $50,000 ; in Louisiana, $1,090 ; in Massacliusetts, $2,502,000, of Tvliicli Harvard College receives $400,000^ in Minnesota, $50,550 ; in IMissouri, $205,000, entirely for Washington University, St. Lonis ; in Michigan, $15,000 ; in Kew Hampshire, $168,000, of Tvhich Hartmonth College receives $121,000 ; in Kew Jersey, $323,500, of which Princeton College receives $223,500 5 in Kew York, $765,000 ; in Ohio, $23,250; in Oregon, $5,000 ; in Pennsylvania, $312,000 ; in Ehode Island, $24,000 ; in South Carolina, $13,000 ; in Tennessee, $4,000 ; in Virginia, $45,000 ; in Wisconsin, $80,000 ; making a total of $8,435,990. Of these individual donations two were of $1,000,000 or over; twenty- three were of $100,000 and over; fifteen of $50,000 and over ; eleven of $25,000 and over; twenty of $10,000 and over; and thirty-three of $1,000 and over. In the following States no individual benefactions amounting to $1,000 were reported: Alabama, Arkansas, Delaware, Florida, "Kentucky, Maine, Maryland, Kebraska, Kevada, Forth Carolina, Texas, and West Virginia. AMERICAN EFFORTS IN AID OF EDUCATION IN OTHER LANDS. China and Japan* each maintain an institution presided over by an American educator. American teachers and American merchants may be found in every land. The school system and the civilization of the Sandwich Islands are entirely the outgrowth of the efforts of our citi¬ zens. Oahu College at Punaloa, which has been endowed by the gov¬ ernment of these islands, is presided over by an American. Eobert College, at Constantinople, as weil as its noble founder, C. E. Eobert, esq., of Few York City, has already received the cordial recog¬ nition of the Sultan. This institution, which is presided over by Dr Hamlin, has now nearly 100 students, and graduated its first class of five in July, 1870. In Turkey there are four theological schools, with 78 students; seven boarding-schools for girls, with 151 pupils; and 185 common schools, with 5,679 scholars, under the direction of an American association ; and in Syria there is a theological school, and two girls’ boarding-schools, with 95 pupils. Details in regard to these and other interesting efforts in behalf of education abroad, will be found in the abstract of foreign educational intelligence in the accompanying papers. THE LITERATURE OF EDUCATION. The table respecting the publication of city reports on education ex¬ hibits one series of facts related to the literature of education. The table of educational publications, as far as reported, shows the activity in this department of educational work. Twenty-six publishing houses report the issue of 101 volumes, which would average 297 pages per volume. COST OF EDUCATION. At the special solicitation of educators, the statistics contained in Table XXI in regard to the cost of education in the different States of the Union, and in Table XXII as to the cost of education in the public schools of many of the different cities of the Union, were obtained, and the results are presented, as an indication of the present incom¬ pleteness and unsatisfactory nature of this class of comparisons, as based upon in’esent accessible statistics, with the hope that philosoph- * Yet we are inforraed that in Japan the Mikado is learning the German, and not the English language. REPORT OF THE COIMMISSIONEU OF EDUCATION. 59 ieal educators maybe stimulated to a revision of tbe records and re¬ ports of these facts, from which the elements necessary to make such an investigation of the highest value must be derived. SCHOOL EXPENDITURES AND VALUES OF PROPERTY. Space and time will not permit me to enter into those comparisons of the States with each other which can be made from the material sup¬ plied in the tables above referred to. I, however, call attention to the following: Graduated table, shoiving for each State of the Union the jnibUc-school expenditure per capita of the school population, and the assessed valuation of property per eapifa of the total population. States. Massachusetts . . . Nevada . Connecticut . . Rhode Island . . . . Calitbrnia . New Jersey . . Nebraska . Illinois . Pennsylvania ... Michigan . Iowa . . . New York . Ohio . Kansas . Vermont . Indiana . Wisconsin . Minnesota . Maryland . New Hampshire Public-school erpendi- ture per capita of school population. Assessed valuation of property per capita of total population. Pi CD a s States. Public-school expendi¬ ture per capita of school population. 1 Assessed valuation of property per capita} of total ijopnlation. 1 i $20 66+ $972 39 21 Maine . $4 06+ $357 71 *19 17+ 605 79 22 Arkansas . 3 53+ 194 38 12 92+ 600 15 23 Louisiana . . 3 17+ 349 93 11 89— 982 59 24 Mississippi . 2 95+ 214 10 *11 44+ 481 29 25 West Virginia . 2 84+ 317 97 8 89+ 689 62 26 Delaware . *2 70+ 518 23 8 06— 460 06 27 Missouri . *2 65+ 323 08 7 97+ 190 13 28 Oregon . 2 06— 349 73 *7 86+ 353 04 29 Alabama . . *1 49+ 157 24 7 33+ 229 92 30 Florida . *91+ 173 00 7 10— 253 91 31 Tennessee . *91+ 202 35 6 89+ 448 80 32 Kentucky . *60+ 310 02 6 86+ 438 13 33 North Carolina . *48+ 121 69 *6 45— 252 80 34 Georgia . . 191 00 6 09+ 310 23 35 South Carolina . 2C0 64 5 15+ 394 75 36 Texas . 182 92 4 86+ 316 16 37 Vii’ginia . 298 27 4 85+ 191 36 4 73— 542 76 United States . 358 08 *4 46 + 468 31 'From the rei)ort of this Bureau for 1870. EDUCATION AND PAUPERISM. The results of the inquiry instituted by this ofhee respecting the rela¬ tions of education to pauperism have not progressed far enough to call for present publication. The statistics received from nine establish¬ ments (State or county) for the support of paupers show the total num¬ ber of adults to be 1,375 j minors, 987 ; total, 2,3G2. Of these, 959 were unable to read and write, and 34 only had received a superior education. The number of native-born was 1,157 ; of foreign birth, 1,002. The total expense for the year was $216,575 56. Among the conditions of admis¬ sion to these establishments are orphanage, destitution, vagrancy, and truancy. CENSUS STATISTICS. Table I in the Apipendix has been derived from advance tables of the census of 1870. The area of the States in square miles was kindly sup¬ plied by Hon, Willis Drummond, Commissioner of the General Land Office. 60 REPORT OF THE COMMISSIONER OF EDUCATION. PARENTAGE OF THE POPULATION. The two columns showing ^^both parents native/’ and with ^‘one parent only foreign,” are deductions from the statistics of the census, and are interestiug as showing the proportion of inhabitants in whose families native, or partially native, influences prevail. If the most important steps of education are taken during the earlier years of life, it is necessary for American instructors to know of what character that education for our population is to be. Countless prejudices, bigotries, modifications of temperament, and consequent difficulties in school gov¬ ernment, find here their cause, and the educator is obliged to make per¬ petual allowance for them. But this is not the only lesson which our new census has for us. STATISTICS OF ILLITERAOVg 1870. Former decennial censuses are very far inferior to this one in the sta¬ tistics of illiteracy presented. The census of 1840 furnished only the number of white persons over 20 years of age unable to read and write, making no further distinctions of nativity, race, or sex. The censuses of 1850 and 1860 reported the number, nativity, race, and sex, of the free illiterate over 20 years of age, but failed to give any direct infor¬ mation respecting the intelligence of the minor population. The census of 1870 shows its superiority in this particular. The number of persons whose illiteracy has been reported comprehends all 10 years old and over. As many jiersons will readily acknowledge their inability to write who will not confess that they cannot read, and as the ability to write is a very useful indication of the extent to which it is possible to use the knowledge of reading, the whole number of persons 10 years old and over unable to read (and therefore not able to write) is given separately ; and the value of the census is further greatly in¬ creased by the amount of labor bestowed in showing the age, race, and sex of all those unable to write who were 10 years old and over. These are really the illiterates of the country, and never before has there been so searching, skillful, and complete an exhibition of the facts concerning them. This office was only able to give to the public the first summary of these deductions from the census of 1860, after the close of the decade. Now, only a little over a year after the schedules from the assistant marshals were placed in the hands of the Superintendent of the Census for 1870, he has furnished the data from which this office has prepared the following suggestive tables, for the use of the educators of the country, before the second year of the decade has passed. NATIVITY OF ILLITERATES IN 1870. In connection with the subject of parentage, the nativity of the illit¬ erate population is an interesting inquiry, and the following table is presented. As only general causes of illiteracy will be mentioned in this connec¬ tion, the States and Territories have been grouped in three geographical positions, designated as Northern, Pacific, and Southern. The first comprises all the present States in which slavery did not exist in 1860, except the three on the Pacific Slope 5 the second includes the three Pacific States and all the Territories enumerated in the census, except the District of Columbia ; the third comprises the rest of the States and the District. It will be observed that persons of foreign birth furnish nearly one- half the illiteracy of the Northern division, more than one-half of that REPORT OF THE COMMISSIONER OF EDUCATION, 61 in tbe Pacific division, about one fifty-seventb part of that in the South¬ ern division, and more than one-seventh of that of the whole country. Table, derived from advance sheets of the Ninth Census, showinx) the number of native and foreign illiterate persons ten years old and over, of all races, in the States and Territories, arranged in divisions. States and Territories. Number of illiterates. Native. Foreign. Total. 4, 882, 210 777, 864 5, 660, 074 690, 117 665, 985 1, 356, 102 7, 986 1, 992 11, 066 19, 052 7, 934 9, 926 17, 706 97, 742 21, 921 3, 902 13,’ 804 7, 912 89, 830 4, 444 17, 477 5, 678 23, 938 168, 569 29, 616 241, 152 72, 583 29, 726 126, 803 24, 961 54| 687 95, 553 222, 356 134, 102 39, 070 173, 172 53, 127 127, 124 5.5, 441 133, 584 24, 413 45, 672 Michigan . . 22, 547 113, 185 14, 113 90, 605 5, 558 24, 980 30, 580 13, 939 41, 328 42, 979 18, 855 20, 692 Towa _ . . . . . . Nebraska . 3, 552 1, 309 4, 861 24, 550 Xansas . 20, 449 4, 101 Aggregate, Pacific division . 74, 504 39, 496 114, 000 California . . . 9,520 3,003 98 22, 196 31,716 4, 427 872 Oregon . 1, 424 Nevada . 774 Arizona Territory . 262 2, 491 503 2, 753 Washinf^ton Territory . 852 1, 355 3,388 7, 363 Id-abo Territory . 138 3, 250 4, 029 Utah Territory . 3, 334 Montana Territory . . . 394 524 918 Dakota Teriitory . 758 805 1, 563 602 6, 823 52, 220 Wyoming Territory . 266 336 Colorado Territory . 6, 568 255 New Mexico Territory . 49, 311 2, 909 Aggregate, Southern division . 4, 117, 589 72, 383 4, 189, 972 Delaware . 20, 631 2, 469 8, 592 2, 218 23, 100 135, 499 Maryland . 126, 907 26, 501 444, 623 78, 389 District of Columbia . 28’, 719 Virginia . 1,270 3, 101 445, 893 81,490 332, 176 West Virginia . Kentucky . 324, 945 7, 231 North Carolina . Tennessee . 397, 573 362, 955 289, 726 467, 503 117 1, 742 397, 690 364, 697 290, 379 468, 593 South Carolina . 653 Georgia . 1, 090 870 Alabama . 382, 142 71, 235 383, 012 71, 803 .313, 310 222,411 133, 339 Florida . 568 Mississippi . 312, 483 827 Missouri . 206, 827 15, 584 297 Arkansas . 133, 042 Louisiana . 268, 773 203, 334 7, 385 276, 158 221, 703 Texas . 18, 369 RACES AND RACE -PREJUDICE. From the statistics of Eace^^ in Table I of the Appendix, the fol¬ lowing table, showing the relative proportion of the races, is derived. Of every 10,000 inhabitants there are — White. Colored. Chinese. Indian. In the States . 8, 711 8, 711 8, 711 1,269 1,017 1, 266 .15 5 In the Territories . 158- 114 In the whole Union . . 16 7 . 62 REPORT OF THE COMMISSIONER OF EDUCATION. Tlie curious fact is liere shown that the white race bears generally a constant and overpowering relation to all the others. The duties of this highly-gifted numerical majority, this practical totality of intellec¬ tual and moral force toward the rest of the population, should, it seems, consist in the exercise of justice and kindness, the supply of equal facilities for their education and improvement, and the protection of their rights of person and property by every safeguard of usage and law. But the actual state of things is precisely the reverse. There is probably no greater obstacle to universal education than this race- prejudice. It is not satisfied with ordinary manifestations, but records itself in the enactment of prohibitory laws. In its eagerness to wound others the white race of our country has injured itself. The ignorance to which it once sought to doom the negro and the Indian, and in which it would fain now try to keep the Chinese, riots in our own midst and strikes at the permanence of our most cherished institutions. As safely may one race exclude another from the benefits of medicine or the application of sanitary laws. . l^o city would think of tolerating the small-pox in any class of its citizens even though that class were of another race 5 for it has been so terribly written that this physical scourge in its deadly unity oversteps all boundaries of race, that the dullest, most bigoted, and stupidest of communities realizes perfectly that its only hope of immunity depends on the protection of each individual, and every class composing it. But, what bodily disease has ever wrought the terrible evils to society that come from that ignorance whose children are destitution and crime 'I The despised, neglected, destitute, and ignorant have, in past times, more than once destroyed governments, and may do so again. The children whom society, the church, and the school fail to educate, learn in the streets, and from countless teachers of vice, aided by those grim masters, hunger and want, the malign arts that render the property of our households, the virtue of our women, and the health and happiness of our people insecure. And from the brief table just given it will be seen that this race- prejudice is exercised by five people out of every six toward one.* It is true that this reproach of injustice does not apply equally to every State and community ; f but in those parts of our country where individuals of these proscribed races are most numerous, and where con¬ sequently the danger of allowing them to remain in mental darkness is most imminent, the prejudice against their improvement is (for many natural and some unjustifiable reasons) most difficult to overcome. The * The white poiuilation being 33,586,989, and all the others only 4,988,994, of whom 4,880,009 are colored. t PnosCKiPTiON OF RACE. — An interesting testimony bearing upon this point, is found in the report of the examination of the students of Atlanta University, made to the governor of Georgia, June 28, 1871, and signed by the board of visitors, Messrs. Joseph E. Brown, W. A. Hemphill, William L. Scruggs, John L. Hopkins, John H. Knowles, D. Mayer, James L. Dunning, Jared Irwin Whittaker, S. H. Stout. These gentlemen refer to the design of the institution, to afford opportunity for thorough education to members of a race only recently elevated to citizenship, and much of its prescribed curriculim of studies being of a higher grade than that of other institutions in the South” for pupils of color. They say they conducted the examination in a manner fairly and truly indicative of the character of the mental training of the pupils ; and at every step they were im¬ pressed with the fallacy of the popular idea that the members of the African race are not capable of a high grade of intellectual culture, as it was proved that they could master intricate problems in mathematics, and fully comprehend the construction of the most difficult passages in the classics. “Many of the pupils exhibited a degree of mental culture which, considering the length of time their minds have been in train¬ ing, would do credit to members of any race.” REPORT OF THE COMMISSIONER OF EDUCATION. 63 number of persons of tlie white and colored races in the Southern States will be found in one of the tables of the Appendix to this report. From the statistics there given it appears that the excess of the white race over the colored is, in — Alabama. Arkansas. Delaware. Florida... Georgia.. Kentucky Maryland , Majority. 45, 874 239, 946 79, 427 4.368 93, 774 876, 442 430, 106 Missouri . North Carolina Tennessee . Texas . Virginia . . West Virginia. Majority. 1,485,075 286, 820 613, 788 311,225 199, 248 406, 043 and that the colored race is in excess in only three States, having over the white in — Louisiana . South Carolina Majority. Majority. 2,145 I Mississippi . 61,305 126,147 I leaving the whites of these sixteen States in a majority of 4,882,539 over the colored. That is to say, there are more than two Avhites to every negro in the Southern States as a whole. While this white preponder¬ ance, therefore, is powerful enough to assert itself over the co-resident negroes, the proportion of colored people is so great as to render their education in mind and morals and their training for the duties of citizen¬ ship and the responsibilities of life a matter of the greatest importance to their white fellow-citizens, for nothing is more certain than the ten¬ dency of a partial injustice, a partial error, a partial short-coming to become universal. The measure which we mete out to others is meas¬ ured out to ourselves ; pleasant as it may be for one class, priding it¬ self upon its race superiority, to deny education to another, nature as truly exacts penalties of the State as of the individual, and finds ways ‘‘ out of our pleasant vices” to frame the instruments that plague us.” If one race, as a race, is kept in ignorance, the instrumentalities for its repression and the hinderances to its improvement gradually but inex¬ orably apply themselves to the rest of the community, and the ignorance which began by being the ordained and legal condition of the negro, becomes at last the heritage of the white also, and the common curse of the whole State. RACE ILLITERACY. It will be observed also that the w^hite illiterates of the United States outnumber those of all other races. In the Illorthern division, out of every fourteen illiterates thirteen are white. In the Pacific division, out of every twenty -three illiterates, twenty are white j in the South¬ ern division, out of every forty-two illiterates fifteen are white. These statistics, it will be observed, show nothing but the differences of race, and give no clue to the relative proportions of illiteracy in the different sections to their whole population. Those facts will be found In the other tables. 64 REPORT OF THE COMMISSIONER OP EDUCATION. Table, derived from advanced sheets of the Ninth Census, showing the number of illiterate jpei'sons, ten years old and over, of the differen t races in the States and Territories, arranged in divisions. Number of illiterates. States and Territories. White. Colored. Chinese and Indians. Total. Grand aggregate, United States . 2, 879, 543 2, 763, 991 16, 540 5, 660, 074 Aggregate, Northern division . 1, 262, 113 91, 092 2, 897 1, 356, 102 Maine . 18, 874 173 5 19, 052 9, 831 95 9 926 Vermont . 17, 584 116 6 ri, 706 Massachusetts . 95, 576 2, 148 18 97, 742 Rhode Island . 21, 031 870 20 21, 921 Connecticut . 27, 913 1, 675 28 29, 616 230, 513 10, 639 241 152 New Jersey . 46, 386 8, 297 4 54,’ 687 Pennsylvania . 206, 458 15, 893 5 222, 356 Ohio . . 152, 383 20, 766 23 173, 172 Michigan . . . 48, 649 2, 655 1,823 53, 127 Indiana . 118, 761 8, 254 109 127, 124 Wisconsin . 54, 845 360 236 55, 441 Illinois . 123, 624 9, 949 11 133, 584 Minnesota . 23, 932 111 370 24, 413 Iowa . . . 44, 145 1, 524 3 45, 672 Nebraska . 4, 630 205 26 4,861 Kansas . . . 16, 978 7, 362 210 24, 550 Aggregate, Pacific division . 101, 091 1, 503 11, 406 114, 000 California . 26, 158 916 4, 642 31, 716 Oregon . , . 3, 411 90 926 4,427 Nevada . . . 653 21 198 872 Arizona Territory . 2, 729 1 23 2, 753 Washington Territory . 823 34 498 1, 355 Idaho Territory . 486 11 2,891 3, 388 Utah Territory . 7, 096 22 245 7, 363 Montana Territory . 643 66 2«9 918 Dakota Territory . 914 31 618 1, 563 Wyoming Territory . 481 49 72 602 Colorado Territory . 6, 564 146 113 6, 823 New Mexico Territory, . 51, 133 116 971 ^2, 220 Aggregate, Southern division . 1, 516, 339 2, 671, 396 2,237 4, 189, 972 Delaware . 11, 280 11, 820 23, 100 Maryland . 46, 792 88, 703 4 135| 499 District of Columbia . 4, 876 23, 843 28, 719 Virginia . . 123, 538 322, 236 119 445,’ 893 "West Virginia . 71, 493 9, 997 81, 490 Kentucky . 201, 077 131, 050 49 332, 176 North Carolina . . - 191, 961 205, 032 697 397, 690 Tennessee . 178, 727 185, 941 29 364, 697 South Carolina . 55, 167 235, 164 48 290, 379 Georgia . 124, 935 343, 641 17 . 468, 593 Alabama . ^ . 92, 059 290, 898 55 383, 012 Florida . 18, 904 52, 894 5 71, 803 Mississippi . 48, 028 264, 723 559 313, 310 Missouri . 161, 763 60, 622 26 222, 411 Arkansas . 64, 095 69, 222 22 133, 339 Louisiana . . . 50, 749 224, 993 416 276, 158 Texas . ' 70, 895 150, 617 191 221, 703 THE ILLITERACY OF SEX. There are also interesting statistics bearing on the relative instruction and the illiteracy of the sexes. In our own country the iinblic-school system, in many of the States reaching every village and neighborhood, is the great instrumentality in producing the equal education of the sexes. Here the feudal and monastic notions respecting the inferior importance of female education have had little influence and are rapidly disappearing. To no man who reflects can the education of women be a matter of indifference ; for on the char¬ acter, intelligence, and cultivation of the mother depend, to an incredible extent, the early instruction, the future habits, and the mental tone of her EEPORT OF THE COMMISSIONER OF EDUCATION, ^65 children 5 to her the world looks for the grace of manner, the purity of purpose and of life, the sympathy of heart, and the rectitude of moral sense in which her sex, her tastes, and her disposition enable her to excel the opposite sex. When women are coarse, or ignorant, or impure, the society they are members of, the race they belong to, the community they live in, and the men around them will infallibly degenerate. The Chinese and Indian illiterates, not being divided as to sex, are omitted from the following table. In the Northern division the female illiteracy is fifty-eight per cent., in the Pacific division fifty per cent., and in the Southern division about fifty-two per cent, of the total illiteracy.. Tabic, dei'ived from advanced sheets of the Ninth Census, showing the number of male and female illiterate persons, ten years old and over, (Chinese and Indian excluded,) in the States and Territories, arranged in divisions. States and Territories. Grand aggregate for the United States Aggregate, Northern division . Maine . . Xew Hampshire . Vermont . Massachusetts . . - . nhode Island . Connecticut . Xew York . Xe-w Jersey . Pennsylvania . Ohio . Michigan . Indiana . Wisconsin . lUinois . . Minnesota . Iowa . Xehraska . Kansas . Aggregate, Pacific division . California . . Oregon . . Xevada . Arizona Territory . . Washington Territory . . Idaho Territory . Utah Territory . Montana Territory . Dakota Territo^ . . Wyoming Territory . . Colorado Territory . New Mexico Territory . . Aggregate, Southern division . Delaware . . Maryland . . District of Columbia . . Virginia . . West Virginia . Kentucky . . North Carolina . /Tennessee . South Carolina . Georgia . Alabama . . . . Florida . Mississippi . Missouri . Arkansas . . . Louisiana . Texas . Number of illiterates. Male. Female. Total. 2, 608, 847 3, 034, 687 5, 643, 534 ^1, 954 781, 251 1, 353, 205 9, 644 9, 403 19, 047 4, 581 5, 345 9, 926 9, 283 8, 417 17, 700 37, 075 60, 649 97, 724 8, 681 13, 220 21, 901 12, 374 17, 214 29, 588 96, 977 144, 175 241, 1.52 23, 409 31, 274 54, 683 82, 457 139, 894 222, 351 75, 248 97, 901 173, 149 26, 598 24, 706 51, 304 53, 313 73, 702 127, 015 25, 666 29, 539 55, 205 59, 494 74, 079 133, 573 11, 234 12, 809 24, 043 20, 965 24, 704 45, 669 2,564 2, 271 4, 835 12, 391 11, 949 24, 340 51, 517 51, 077 102, 594 15, 155 11, 919 27, 074' 1,873 1, 628 3, 501 517 157 674 1, 587 1, 143 2, 730 573 284 857, 344 153 497 3, 208 3, 910 7,118 534 175 709 513 432 945 399 131 530 3, 366 3, 344 6, 710 23, 448 27, 801 51, 249 1, 985, 376 2, 202, 359 4,187,735 10, 973 12, 127 23, 100 61, 981 73, 514 135, 495 11,418 ’ 17, 301 28, 719 211, 278 234, 496 445, 774 36, 584 44, 906 81, 490 157, 239 174, 888 332, 127 195, 692 201, 301 390, 993 163, 195 201, 473 304, 668 137, 246 153, 085 290, 331 220, 053 248, 523 468, 57(; 181, 309 201, 648 362, 957- 34, 666 37, 132 71, 798 150, 984 101, 707 312, 751 105, 765 116, 020 222, 385 63, 194 70, 123 133, 317 133, 351 142, 391 275, 742 110, 448 111,064 221, 512 5 *C E 66* REPORT OF THE COMMISSIONER OF EDUCATION. SEX ILLITERACY OF ENGLAND, 1841-1869. There has not been time, since these statistics from the census officials were obtained, to undertake, with the small force at my command, such a comparison with the statistics contained in the census of previous years, and in those of foreign countries, as might be profitable and in¬ teresting. The following extracts and table are, however, taken from the thirty-second annual report of the registrar general of England for the year 1869, as furnishing a standard of comparison : “ Thirty -five thousand one hundred and ninety-nine men and forty- eight thousand seven hundred and fifty-eight women made marks in signing the marriage register in the year 1869. Of 100 men married, 20, and of 100 women 28, did not sign their names. The returns con¬ tinue to afford proofs of slow imjjrovement in the elementary education of the people in the year under review ; out of every 100 persons mar¬ ried 17 were able to write their names in excess of the number in 1841, 28 years previously. The improvement has been greater in womeii than in men. In 1841, in 100 marriages the proportion of men and women who signed by mark was 33 and 49, respectively, and in 1869 it was 20 and 28.” NUMBER OF PERSONS MARRIED. YEAR. Total. i Illiterates. Pereentage — Male. Female. Total. Of male Oliteratesto total number of males married. Of female illiterates to total number of females married. Of total illiterates to total number mar¬ ried. 1841 . 244, 992 39, 954 .59, 680 99, 634 32.7 48.8 40.8 1842 . 237, 650 38, 031 • 56, 965 94, 996 32.0 47.9 40.0 1843 . -• 247, 636 40, 520 60, 715 101, 235 32.7 49.0 40.9 1844 . 264, 498 42, 912 65, 073 107, 985 32.4 49.2 40.8 1845 . 287, 486 47, 665 71, 229 118, 894 32.2 49. 6 41.4 1846 . 291, 328 47, 488 70, 145 117, 633 32.6 48.2 40.4 1847 . 271, 690 42, 429 61, 877 104, 306 31.2 45.5 38.4 1848 . 276, 460 43, 166 62, 771 101, 937 31.2 45.4 38.3 1849 . 283, 766 44, 027 65, 135 109, 162 31.0 45.9 38.5 1850 . 305, 488 47, 572 70, 606 118, 178 31.1 46.2 38.7 1851 . - . 308, 412 47, 439 69, 812 117, 251 30.8 45.3 38.1 1852 . 317, 564 48, 421 70, 772 119, 193 30.5 44.6 37.6 1853 . 329, 040 49, 983 72, 204 122, 187 30.4 43.9 37.2 1854 . 319, 454 47, 843 68, 175 116, 018 30.0 42.7 36.4 1855 . 304, 226 44, 846 62, G72 107, 518 29.5 41.2 35.4 1856 . 318, 674 45, 900 64, 1.33 110, 033 28.8 40.2 34.5 1857 . . 318, 194 44, 013 61, 765 105, 778 27.7 38.8 33.3 1858 . 312, 140 42, 141 58, 733 100, 874 27.0 37.6 32.3 1859 . 335, 446 44, 807 63, 127 107, 934 26.7 37.6 32.2 1860 . 340, 312 43, 401 61, 677 105, 078 25.5 36.2 30.9 1861 . . . 327, 412 40, 204 56, 770 96, 974 24.6 34.7 29.7 1862 . 382, 060 38, 801 54, 405 93, 206 23.7 33.2 28.5 1863 . 347, 020 41, 262 57, 416 98, 678 28.3 33.1 28.5 1864 . 360, 774 41, 998 50, 402 100, 400 23.3 32.4 27.9 1865 . 370, 948 41, 664 57, 828 99, 492 22.5 31.2 26.9 1866 . 375, 552 40, 609 56, 395 97, 004 21.6 30.0 25.8 1867 . 358, 308 37, 879 51, 606 89, 485 21.1 23.8 25.0 1868 . 353, 924 35, 628 49, 244 84, 872 20. 1 27.8 23. 9 353, 940 35, 199 48, 758 83, 957 19.9 27.6 23.8 ADULT AND MINOR ILLITERACY, 1870. Whether the illiteracy shown by the preceding tables has passed be¬ yond the control of the state, the family, and the school — whether it has become voter, citizen, parent — are questions of grave import. REPORT OF THE COMMISSIONER OF EDUCATION. ^'67 Table, derived from advance sheets of the Ninth Census, showing the number of illitei'ate persons, aduU and minor, ten years old and over, (Chinese and Indian excluded,) in the States and Territories, arranged in divisions. Number of illiterates. States and Territories. Grand aggregate, IJnited States. Aggregate, Northern division. . . . Iitaine . N ew Hampshire . . . V ermont . . Massachusetts . Ehode Island . . . Connecticut . New York . New Jer.sey . . Pennsylvania . Ohio . Michigan . Indiana . Wisconsin . . Hlinois . Minnesota . Iowa . Nebraska . Kansas . Aggregate, Pacific division . .. California . Oregon . Nevada . Arizona Territory . Washington Territory . Idaho Territory . Utah Territory . Montana Territory . Dakota Territory . . Wyoming Territory . Colorado'Territory . New Mexico Territory . . Aggregate, Southern division. Delaware . Maryland . District of Columbia . . Virginia . W est Virginia . . Kentucky . North Carolina . . Tennessee . South Carolina . Georgia . . Alabama . Florida . Mississippi . . Missouri . Arkansas . Louisiana . Texas . Adult, Minor, Total, 21 years old 10 years to 21 10 years old and over. years old. and over. 3, 637, 422 2, 006, 112 5, 043, 534 1, 077, 297 275, 908 1, 353, 205 13, 417 5, 630 19, 047 7, C.36 2, 270 9, 926 13, 394 4, 306 17, 700 85, 676 12, 048 97, 724 16, 786 5, 115 21, 901 24, 004 5, 584 29, 588 198, 747 42, 405 241, 152 42, 821 11, 862 54, 683 190, 838 31,513 222, 351 125, 495 47, 654 173, 149 37, 485 13. 819 51, 304 100, 341 26, 674 127, 015 40, 607 14, 598 5.5, 205 105, 709 27, 804 133, 573 18, 231 5, 812 24, 043 35, 915 9, 754 45, 669 2, 268 2, .567 4, 835 17, 907 6, 433 24, 340 70, 534 32, 060 102, 594 23, 006 4, 068 27, 074 2, 257 1, 244 3, 501 621 53 674 1, 935 795 2, 730 640 217 857 430 67 497 3, 335 3, 783 7, 118 527 182 709 727 218 945 457 73 530 4, 490 2, 220 6, 710 32, 109 19, 140 51, 249 2, 489, 591 1, 698, 144 4, 187, 735 16, 002 7, 098 23, 100 92, 471 43, 024 135, 495 22, 112 6, 607 28, 719 275, 592 170, 182 445, 774 40, 354 35, 130 81, 490 187, 717 144,410 332, 127 174, 834 222, 159 396, 993 225, 713 138, 955 364, 668 179, 145 111, 186 290, 331 275, 342 193, 234 468, 576 237, 791 145, 100 382, 957 44, 334 27, 404 71, 798 191, 136 121, 015 312, 751 123, 493 98, 892 222, 385 81, 750 51, 567 133, 317 183, 637 92, 105 275, 742 132, 168 89, 344 221, 512 RACE AND SEX OF THE ADULT ILLITERACY. The following table displays these facts. It will be seen that there are in this country about 1,585,000 illiterate male adults, of whom about 743,000 are whites*, that in the hlorthern division there are about 395,000 white and 34,000 colored, .in the Pacific division about 35,000 white and 750 colored, and in the Southern division about 313,000 white and 807,000 colored males, who cannot write, and yet who are or may become voters. There are, of white female adults, (21 years old and over,) unable to 68^ REPORT OF THE COMMISSIONER OF EDUCATION. ■^rite, about 610,000 in the Northern division, about 34,000 in the Pacific division, and about 484,000 in the Southern division. The colored female adult illiterates number about 38,000 in the Northern division, 500 in the Pacific, and 885,000 in the Southern. There are, therefore, in the whole country 2,052,000 ignorant women, most of whom are or may be¬ come mothers of children and trainers of families. While eveiy preceding census has shown, and the forthcoming one will i)robably also show, that the males i^reponderate, there are actually nearly 467,000 more ignorant women than ignorant men in the United States ; of this majority 219,000 are in the Northern division, and of these about 215,000 are white women. Table, derived from advance sheets of the Ninth Census, showing the sex and race of the adult illiterates {Chinese and Indian excluded) in the States and Territories, by divisions. States and Territories. Male adults. Pemale adults. White. Colored. Total. White. . Colored. Total. Grand aggregate, United States... 743, 402 841, 941 1, 585, 343 1, 123, 533 923, 546 2, 052, 079 Aggregate, Xortliern division .... 395, 159 33, 914 429, 073 609, 979 38, 245 648, 224 Maine . G, 516 69 6, 585 6, 775 57 6, 832 Uew HamiDsliire . 3, 361 38 3, 399 4, 225 32 4, 257 Vermont . 6, 867 45 6,912 6, 445 37 6, 482 Massachusetts . " . 30, 920 822 31, 742 52, 890 1,044 53, 934 niiode Island . 5, 922 291 6,213 10, 152 421 .10, 573 Connecticut . .' . 8, 990 627 9, 617 13, 683 704 14, 387 New York . 73, 201 3, 916 77, 117 116, 742 4, 888 121, 630 Yew -Jersey . 14, 515 2, 881 17, 396 21, 916 3, 509 25, 425 Pennsylvania . . . 61, 350 5, 758 67, 108 116, 261 7, 469 123, 730 Ohio . '. . 41,439 7, 531 48, 970 68, 449 8, 076 76, 525 Michigan . 17, 543 1,015 18, 558 17, 986 941 18, 927 Indiana . 36, 331 3, 178 39, 509 57, 651 3, 181 60, 832 Wisconsin . 17, 637 185 17, 822 22, 670 115 22, 785 Illinois . 40, 801 3, 969 44, 770 56, 857 4, 082 60, 939 Minnesota . 8, 034 51 8, 085 10, 108 38 10, 146 lowa . 14, 782 635 15, 417 19, 825 673 20, 498 Yehraska . 956 93 1, 049 1, 169 50 1, 219 Kansas . 5, 994 2, 810 8, 804 6, 175 2, 928 9, 103 Aggregate, Pacific division . 35, 302 749. 36, 051 33, 971 512 34, 483 California . 12, 362 468 12, 830 9, 837 339 10, 176 Oregon . 1,085 48 1, 133 1, 096 28 1, 124 Yevada . 474 15 489 126 6 132 Arizona Territory , 1, 167 1 1, 168 767 767 Washington Territory . 437 15 452 179 9 188 Idaho Territory . 315 1 316 107 7 114 Utah Territory . 1, 137 8 1, 145 2, 180 10 2, 190 Montana Territory . 1 . 399 33 432 81 14 95 Dakota Territory . 403 6 409 306 12 318 Wyoming Territory . 326 33 359 86 12 98 Colorado Territory . . . 2, 305 63 2, 368 2, 074 48 2, 122 Yew Mexico Territory . . . 14, 892 58 14, 950 17, 132 27 17, 159 Aggregate, Southern division . 312, 941 807, 278 1, 120, 219 484, 583 884, 789 1, 369, 572 Delaware . 3, 466 3, 765 7, 231 4, 566 4, 205 8, 771 Maryland . 13, 344 27, 123 40, 467 19, 422 32, 582 52, 004 District of Columbia . 1,214 7, -599 8,813 2, 542 10, 757 13, 299 Virginia . 27, 646 97, 908 125, 554 40, 351 109, 687 150, 038 West Virginia . 15, 181 3, 186 18, 367 24, 545 • 3, 442 27, 987 Kentucky . . 43, 826 37, 889 81, 715 62, 725 43, 277 106, 002 Yorth Carolina . . 27, 557 48, 392 75, 949 45, 552 53, 333 98, 885 Tennessee . . 37, 713 55, 927 93, 640 68, 825 63, 248 132, 073 South Carolina . 12, 490 70, 830 83, 320 17, 901 77, 924 95, 825 Georgia . 21, 899 100, 551 122, 450 40, 528 112, 364 152, 892 Alabama . . . 17, 429 91, 017 108, 446 31, 001 98, 344 129, 345 Plorida . 3, 876 ■ 16,806 20, 682 5, 600 18, 052 23, 652 Mississippi . 9, 357 80, 755 90, 112 13, 746 87, 278 101, 024 Missouri . 34, 780 18, 002 52, 782 50, 124 20, 587 70, 711 Arkansas . 13, 610 23, 681 37, 291 21, 770 22, 689 44, 459 Louisiana . 12, 048 76, 612 88, 660 15, 540 79, 437 94, 977 Texas . 17, 505 47, 235 64, 740 19, 845 47, 583 67, 423 REPORT OF THE COMMISSIONER OF EDUCATION. *69 RACE AND AGE OF THE MINOR ILLITERACY, 1870. But even these tremendous figures do not show the extent of this threatening evil, for the measure of future adult illiteracy is found in the present record of the number of children growing up without a knowledge of the rudiments of learning. Were an invading hostile army to threaten our frontiers, the whole peo¬ ple would rise in arms to repel them ; but these tables show the muster¬ ing of the hosts of a deadlier foe, a more relentless enemy, already within our own borders and by our very firesides : a great army of ig¬ norance, growing ever stronger, denser, and more invincible. History shows us how slow and x^aiuful are the steps by which a peo¬ ple advance to civilization ; how easily, suddenly, and completely these slow conquests may be wrested from them. Athens sank rapidly, till its transcendent fame became only a dim tradition. Hostile barbarians plunged Rome into a long night of ignorance. Ten years without schools for children will insure an adult generation of ignorant citizens, who in losing the knowledge of, will also have lost the desire for, letters. 'What this danger to our own country is, and where it is to be found, is thus shown : Of the 2,000,000 ignorant per¬ sons between 10 and 21 years old, nearly 1,700,000 are in the Southern division ; and, as we have already seen, the Southern illiteracj^ is almost entirely native-born. The following table gives the race and age of the minors between ten and twenty-one years old. The number between fifteen and twenty-one, who have probably outgrown much chance for instruction, is, in the Northern division, about 137,000; in the Pacific division, about 15,000; and in the Southern division, about 778,000 ; or, in the whole country, nearly 930,000 ; of the 505,000 colored youth between fifteen and twenty- one in the United States, about 494,000 are in the Southern division, and nearly 284,000 of the whites of the same age will be found in the same section. The survivors of these 930,000 boys and girls will all, within the next five years, be reckoned among the “ adult ” illiterate host of the country. Of the 1,070,600 between ten and fifteen years old, 139,200 are in the Northern division ; 17,000 in the Pacific, and 920,400 in the Southern ; 7,000 of those in the Northern division, 100 in the Pacific, and 485, 000 in the Southern are colored. For the illiteracy of these 1,070,600 there can be very little satisfac¬ tory excuse. They are not too old for control, or too young for study. If neglected, they will form the illiterate adults of the next generation of American citizens, and will carry into future years for the woe of the nation the results of the idleness, mental torpor, and gross ideas which now surround them. For the unintelligent child or youth, the educator may have good hope of future culture and knowledge, but very little for those who have become men and women. The following statistics show the num¬ ber who have probably passed beyond all opportunity of instruction, without being able to write, and the number for the greater i)art of whom there may yet be some possible educational training. In the Northern division more than 79 per cent., in the Pacific divis¬ ion more than 68 per cent., and in the Southern division more than 59 per cent, of the illiterate are adults. There are more than twice as many adult, and more than four times as many minor illiterate persons in the Southern division than in all the rest of the country. Nearly 1,700,000 persons from 10 years old to 21 years old in the Southern States are without knowledge of the merest rudiments of education. 70* REPORT OF THE COMMISSIONER OF EDUCATION Table, derived from advanee sheets of the Ninth Census, showing the age and race of the illiterate minors {Chinese and Indian excluded) in the States and Territories, arranged in divisions. Minors, (10 to 21.) States and Territories. 10 to 15. 15 to 21. llVhite. Colored. Total. White. 1 Colored. Total. Grand aggregate, United States. . . 583, 232 493, 335 1, 076, 567 424, 346 505, 199 929, 545 Aggregate, iS'orthern division . 131, 519 ~ y 633 139, 152 125, 456 11, 300 136, 756 Maine . 3, 150 16 3, 166 2, 433 31 2, 464 !!Srcw Hampshire . 833 7 840 1,412 18 1, 430 Vermont . 1, 850 6 1,856 2, 422 28 2, 450 Massachusetts . 4,359 59 4, 418 7, 407 223 7, 630 nhode Island . 2, 484 46 2, 530 2; 473 112 2, 585 Connecticut . 2, 530 131 2, 661 2, 710 213 2, 923 Hew York . 19, 899 737 20, 636 20, 671 1,098 21, 769 Hew Jersey . 5, 533 875 6, 408 4, 422 1, 032 .5, 454 Pennsylvania . 10, 698 851 11, 549 18, 149 1, 815 19, 964 Ohio . 26, 436 2, 389 28, 825 16, 059 2, 770 18, 829 Michigan . 8, 022 369 8, 391 5,098 330 5, 428 Indiana . 10, 361 695 11, 056 14, 418 1, 200 1.5, 618 AVisconsiu . 9, 274 19 9, 293 5, 264 41 5,305 Illinois . . 11, 865 660 12, 525 14, 101 1,238 15,339 Minnesota . 3, 801 7 3, 808 1, 989 15 2,004 Iowa . 5, 858 70 5, 928 3, 680 146 3, 826 Hebrasha . 1, 976 26 2, 002 529 36 565 Kansas . 2, 590 670 3, 260 2, 219 954 3, 173 Aggregate, Pacific division . 16,869 114 16, 983 14, 919 158 15, 077 California . 1,941 45 1, 986 2, 018 64 2, 082 Oregon . 960 7 967 270 7 277 HftvfiJq, . . . 23 30 53 Arizona Territory . 299 0 299 496 0 496 Washington Territory . 129 4 133 78 6 84 Idaho Territory . 36 1 37 28 2 30 Utah Territory . 2. 828 3 2, 831 951 1 952 Montana Territory . 105 4 109 58 15 73 Dakota Territory . 114 o 116 91 11 102 Wyoming Territory . 41 1 42 28 3 31 Colorado Territorv . 970 8 978 1,215 27 1, 242 Hew Mexico Territory . 9, 423 9 9, 432 9, 686 22 9, 708 Aggregate, Southern division . 434, 844 485, 588 920, 432 283, 971 493, 741 777, 712 Delaware . 1, 878 1, 785 3, 663 1,370 2, 065 3, 435 Maryland . 7, 927 13, 645 21, 572 6, 099 15, 353 21, 452 District of Columbia . 659 2, 132 2, 791 461 3, 355 3, 816 Virginia . 34, 103 57, 433 91, 536 21, 438 57, 208 78, 646 West Virginia . 20, 046 1, 665 21, 711 11, 721 1,704 13, 425 Kentuckv . 57, 766 24, 958 82, 724 36, 760 24, 926 61, 686 Horth Carolina . 81, 758 63, 685 145, 443 37 094 39, 622 76, 716 Tennessee . . . 38, 878 31, 632 70, 510 ' 33, 311 35, 134 68, 445 South Carolina . 13, 674 40, 805 54, 479 11, 102 45, 605 56, 707 Georgia . 36, 497 64, 617 101, 114 26, 011 66, 109 92, 120 Alabama . 24, 230 47, 006 71, 236 19, 399 54, 531 73, 930 Plorida . 5, 083 7, 703 12, 786 4, 345 10, 333 14, 078 Mississippi . 14, 729 46, 649 61, 378 10, 196 50, 041 60, 237 Missouri . 49, 373 10, 497 59, 870 27, 486 11, 536 39, 022 Arkansas . 14, 799 10, 334 25, 133 13, 916 12, 518 26, 434 Louisiana . 13, 525 33, 353 46, 878 9, 636 3.5. 591 45, 227 Texas . 19, 919 27, 689 47, 608 13, 626 28, 110 41, 736 HOMICIDES, 1869-’70. The foregoing tables point to certain peculiar features of the illiteracy of the country. The following table shows the number of homicides in the States and Territories. Of the 2,047 homicides so reported, 417 were in the Northern division, 269 in the Pacific, and 1,361 in the Southern. The Indians perpetrated 11 of those in the first division, and 74 of those in the second. Even if it be merely a coincidence that ignorance and homicides go hand in hand, it is a curious one. EEPORT OF THE COMMISSIONER OF EDUCATION. *71 Table, from advance sheets of the Ninth Census, showing the numh&t' of homicides during the year ending May 31, 1870, in the States and Territories, arranged by divisions. States and Territories. Number of homicides. Remarks. Male. Female. Total. Grand aggregate, United States . 1,897 150 2, 047 Aggregate, Northern division . 372 45 417 Maine . 6 1 7 New Hampshire . 1 0 1 Vermont . , . 0 0 0 Massachusetts . 16 6 22 Rhode Island . 4 1 5 Connecticut . 6 0 6 New York . 56 14 70 New Jersey . 5 0 5 Pennsylvania . . . 57 3 60 Ohio . . 52 2 54 Michigan . 10 1 11 Indiana . 30 2 32 Wisconsin . 4 2 6 Illinois . 49 7 56 Minnesota . 5 0 5 By Indians, 1. Iowa . -• . 23 1 24 Nebraska . . 11 0 11 Kansas . 37 5 42 By Indians, 10. Aggregate, Pacific division . 261 8 269 California . 40 5 45 Oregon . 5 0 5 Nevada . . . 18 1 19 Arizona Territory . 44 0 44 By Indians, 31. Washington Territory . 8 0 8 Idaho Territory . \ . 2 0 2 Utah Territory . 1 0 1 Montana Territory . 36 1 37 By Indians, 24. Dakota Territory . 4 0 4 By Indians, 4. Wyoming Territory . 13 0 13 By Indians, 11. Colorado' Territory . 36 1 37 By Indians, 4. New Mexico Territory . 54 0 54 Aggregate, Southern division . 1, 264 97 1, 361 Delaware . 4 0 4 Maryland . 17 3 20 District of Columbia . 10 3 13 Virginia . 61 10 71 West Virginia . 9 0 9 Kentucky . 71 2 73 North Carolina . 43 5 48 Tennessee . 111 6 117 South Carolina . 34 2 36 Georgia . 108 8 116 Alabama . 96 4 100 Florida . 40 4 44 Mississippi . . 82 7 89 Missouri . 93 1 94 Arkansas . 70 6 76 Louisiana . 111 17 128 Texas . 304 19 323 RATIOS OF ILLITERACY, 1870. If the work on the census had progressed sufficiently to have fur¬ nished the statistics of the age and sex of the population in the United States, the comparison between the illiteracy of the different divisions and of this census with its predecessors would not have to be deferred, as it must be for the present. In order to gather up the statistics presented in one view, the follow¬ ing table has been calculated in this office. It will be seen that, in pro¬ portion to the total population of the respective divisions, the total illit¬ eracy of the Northern is about one-half of that of the Pacific, and less 72* REPORT OF THE COMMISSIONER ' OF EDUCATION. than one-fifth of that of the Southern ; that the native illiteracy of the Northern division is less than one-tenth of that of the Southern ; that the white illiteracy of the Northern is less than one-half of that of the Southern ; that the colored illiteracy of the Northern is about one forty- eighth part of that in the Southern ; and that in the Southern division the adult male illiteracy is nearly four and one-half times, and the total minor illiteracy more than ten times, as great as that in the Northern division. Batios of illiteracy, 1870. In every 1,000 persons— There were illiterates — One homicide to every — Of the total population. Oftbe— Of all races. Of the white and colored races only. Total. Native-born. d u o rO Pi ’S o 6 3 Colored. Chinese and Indian. Total. c5 1 Female. 21 years old and over. Minors. Total. d Female. 1 From 10 to 21 years. From 10 to 15 years. From 15 to 21 years. 23,541,977 North’n division. 57 29 28 53 4 to 57 24 33 45 18 27 12 6 6 +56, 000 1,004,691 Pacific division. . 113 74 39 100 1 12 101 51 50 70 36 34 31 16 15 +4, 000 14,009,315 Soutb’n division. 299 294 5 108 191 to 299 142 157 178 80 98 121 64 57 10, 000 38,555,983 United States. .. 146 126 20 74 71 to 146 67, 79 94 41 53 52 28 24 119, 000 t Inappreciable. X Including murders by Indians. Statistics of foreign illiteracy from European sources. ILLITERACY OF RECRUITS. The percentage of illiteracy among recruits was, in Belgium, 49 Germany — ^Anhalt, 1.73 5 Bavaria, 8 ; Prussia, 3.37, in 1869-’70 ; 3.94, in 1868-69. ATTENDANCE AT SCHOOL. Out of every 100 children between the ages of six and thirteen, there attended school, in Saxony, Prussia, and Wiirtemberg, 96 to 99; Switzerland, 95 to 96 ; Bavaria and Denmark, 89; France, 78 ; Sweden, 97 ; Netherlands, Belgium, and England, 75 to 77; Mecklenburg, 64 ; Austria, 51 ; Spain, 46 ; Italy and Poland, 35 ; Greece, 29 ; Portugal, 14 ; Turkey, 11 ; Russia, 6. SOME GENERAL FACTS WITH REGARD TO ILLITERACY IN EUROPEAN COUNTRIES. Austria. — Hungary: City of Szegedin, population, 70,000; number unable to read and write, 48,000. Russia. — In Archangel, only 1 out of every 1,166 of the population can read and write. Belgium. — In the town of Roulers, out of 13,774 inhabitants 9,849 could neither read nor write. In the factory districts of Belgium, out of 1,000 workmen only 100 could read and write ; of the rest, 50 only could read. France. — Out of 130 French officers xirisoners of war at Konigsberg, Prussia, 17 could not even write their names. STATISTICS FROM OTHER SOURCES. The result of an investigation made in the office in regard to the rela¬ tion of postal and revenue receipts and the number of patents issued, to REPORT OF THE COMMISSIONER OF EDUCATION. tbe illiteracy in different sections of the country, presents considerations not to be overlooked. The nuinber of patents issued to the inhabitants of Arkansas was one to every 37,267 persons, while in Connecticut there was one patent issued to every 966 persons. In Arkansas there are sixteen adults unable to write to every one hundred inhabitants ; in Connecticut there are four adults unable to write to every one hundred inhabitants. In Arkansas the receipts of internal revenue are twenty-six cents and nine mills per capita ; in Connecticut the receipts are two dollars and fifty four cents 2)er capita. In Arkansas there resulted during the last year to the Post Office Department a dead loss of over forty-nine cents for each inhabitant of the State, a loss in amount almost double the internal revenue receipts from the State ! In Connecticut there accrued a net profit to the Post Office Department of twenty-six cents per capita. In Florida there are twenty-three adults unable to write to every one hun¬ dred inhabitants. In that State one patent was issued to every 31,291 inhabitants, or only six in the entire State. The internal revenue col¬ lected amounted to sixty-four cents capAta (of the entire population.) From that State the Post Office Department suffered a loss of ninety -two cents per capita. Contrast this with California, where the number of patents issued was one to eveiy 2,422 inhabitants, and the amount of internal revenue collected was six dollars and forty-three cents per capita ! There was a loss to the Post Office of one dollar and a half per capita^ but this deficit is accounted for in part by the long lines of trans¬ portation, to the cost of^which the thinly-settled intervening sections do not greatly contribute. But in California there are only four adults unable to write to every one hundred of the inhabitants. In Tennessee twelve adults are unable to read and write to every one hundred of the inhabitants, and the State pays internal revenue at the rate of sixty-nine cents per capita., while Ohio, in which there are four illiterate adults to every one hundred inhabitants, pays five dollars and sixty-eight cents internal revenue per capita. In Massachusetts, where there are three adult illiterate persons out of every one hundred inhabitants, the excess of post-office receipts above expenditures was over $735,000. Whatever other course would require consideration in a close and final examination, the relation of education to revenue, patents, and postal service is apparent. RECOMMENDATIONS. The resources of this Bureau, though greater than at the time of making my last report, are still wholly insufficient to enable me to adequately meet the raiiidly increasing demands made upon it. I there¬ fore recommend — First. An increase of the iiermanent force of this office, so that the different divisions may each be in charge of a competent chief. Until this is done the Bureau cannot attain that efficiency which the public expect and have a right to demand. Second. That sufficient accommodations be furnished for the requisite number of clerks, and for the library and various educational works and apparatus, the proper collection and preservation of which are so essen¬ tial to the fullest usefulness of this office. 'Third. That additional funds for the i)ublication of circulars of infor¬ mation may be furnished to meet the rapidly increasing demand, which outruns the means now placed at my disposal. 6 *c E 74" EEPORT OF THE COMMISSIONER OF EDUCATION. Fourtli. The enactment of a law requiring that all facts in regard to national aid to education, and all facts in regard to education in the Territories and the District of Columbia, necessary for the information of Congress, be presented through this office. For the purpose of enabling the Government to meet its responsibilities with respect to the education of the people in the Territories, I recommend that the office of superintendent of public instruction for each Territory be created, to be filled by the appointment of the President, and his compensation to be fixed and paid as in the case of other Federal appointees for the Territories. Fifth. In view of the appalling number of children growing up in ignorance, on account of the impoveri^ed condition of portions of the country in which slavery has been lately abolished, and in view of the special difficulties in the way of establishing and maintaining therein schools for universal education, and in consideration of the imperative need of immediate action in this regard, I recommend that the whole or a portion of the net proceeds arising from the sale of public lands shall be set aside as a special fund, and that this amount, or its interest, be divided annually pro rata between the people of the several States and Territories and the District of Columbia, under such provisions in re¬ gard to amount, allotment, expenditure and supervision, as Congress, n its wisdom, may deem fit and proper. CONCLUSION. The acknowledgments of the office are due and cordially tendered to the many persons in different parts of the country who have aided it in the prosecution of educational inquiries. I am indebted to the Chief of the Bureau of Statistics, to the Commis¬ sioner of Internal Eevenue, to the Commissioner of Patents, and to the Commissioner of the General Land Office, for valuable statistics in connec¬ tion with my report; to the Acting Commissioner of Indian Affairs, the board of Indian commissioners, and the officers of various mission boards co-operating with the new policy of the Government, for infor¬ mation in regard to the education of the Indians. This report is enriched by valuable educational statistical matter, furnished to me by General Francis A. Walker, the Superintendent of the Census, in advance of his own iniblication. I feel called upon to make special mention of this generous aid. In any temporary absence of the Superintendent, his chief clerk. Colonel George D. Harrington, I am happy to acknowledge, has rendered this office similar aid. Of the efficiency and fidelity of my immediate assistants I cannot speak too highly. Mr. Herman Jacobson is to be credited with the merit of the transla¬ tions and the excellence of the summary of foreign information. To Colonel I. Edwards Clarke, a careful critic and ready writer of acknowl¬ edged ability, I am under obligations for very efficient assistance in editing the manuscripts for this report, as well as for collecting material for the same. Mr. H. E. Eockwell, so well and favorably known among the educators of the country, has recently become the stenographer of the office, and will assist in its correspondence. Dr. Charles Warren, my chief clerk, besides performing very important labor in the prosecu¬ tion of special inquiries, has rendered valuable assistance in supervising much of the work of the office, and deserves special commendation for his faithfulness and efficiency in my absence. The facilities afforded by the courtesy of Hon. A. M. Clapp, Con- REPORT OF THE COMMISSIONER OF EDUCATION. *75 gressional Printer, far exceeding the mere formal performance of offi¬ cial duties, and the cheerful co-operation uniformly given by his assist¬ ants, have been most highly appreciated and are cordially acknowledged. My obligations are especially due to the Assistant Secretary, to your¬ self, and to the President for direction and co-operation in the discharge of my laborious and responsible duties, and these obligations are all the more readily acknowledged, as they have been quickened and in¬ creased by an earnest and active sympathy for the success of the office, and a personal kindness toward me outrunning all mere official forms and obligations. Very respectfully, your obedient servant, • JOHN EATON, Jr., Commissioner, Hon. C. Delano, Secretary of the Interior. Note. — The importance of the deductions from the advanced sheets of the census, rendered possible by the special efforts of that office, after a considerable portion of this report was stereotyped, justify the extra pages, it is believed, which, for the con¬ venience of the reader and of indexing, are marked by an asterisk, (*). ANNUAL STATEMENT OF THE PROGRESS OF EDUCATION IN THE UNITED STATES. i \ } I .'1 APPENDIX. ABSTRACTS FROM THE OFFICIAL REPORTS OF THE SCHOOL OFFICERS OP STATES, TERRITORIES, AND CITIES, WITH ADDITIONAL INFOR¬ MATION FROM VARIOUS SOURCES. A. lii EB A. EE A • SPECIAL REPORT OF HON. JOSEPH HODGSON. STATE SUPERINTENDENT. Hon. Joseph Hodgson entered upon the discharge of his duties on the 22d day of September, 1870, and at the request of the governor of the State made, on the 28th of January, 1871, a special report respecting the transactions of the othce and the educa¬ tional interests of the State. This report gives a brief sketch of the school system of the State, its operation and resnlts, from its establishment in 1854 down to the breaking out of the war, with a comparative table of school statistics, and affirming, to quote the language of the report, “ that, in 1857, our State, in proportion to her white tax-paying and school- attending population, was far ahead of nearly all the Southern States, and most of tho New England States; was the superior, in tho school-room, of even Massachusetts; and was almost the peer of New York and Pennsylvania.” During that year the pub¬ lic school moneys distributed among the townships of the State paid 57 percent, of the outire tuition in the public schools, the total expenditures, as estimated by the trus¬ tees, being $474,370 52. This, it must be remembered, was but the third year of the public school experiment ; a new system went into operation in 1868, though it did not materially differ from the old. Under the old system the township trustees had complete control of the school funds, and could aid schools already established, upon the excellent iirinciplo adopted by Mr. Peabody, from tho most flourishing continental systems, in his muniflcent grant to the southern people ; but under the now system, from July, 1868, down to the present year, it was held that the schools sliould be abso¬ lutely free and public to ail, and that no school rates should be allowed to supplement the school fund. The new system is under the control of a board of education. In this respect tho superintendent thinks the old system had the advantage ; and that “ there is no reason why the committees upon education of the two houses of the general assembly, during their thirty days’ session, cannot suggest as beneficial improvements for this depart¬ ment as can a board of education, which sits at a cost of several thousand dollars to the State.” In other respects the two systems are identical, if wo may except the fact that in the new system the county superintendents have been given much of the power which formerly belonged to the township trustees. SCHOOL FUND. The school fund swelled from $500,409 18, in January, 1870, to $590,605 54, in Janu¬ ary, 1871, an increase of $90,196 36. This increase is due to tho increased revenue of the State, and the better collection of the poll-tax. Next year, if tho rate of taxation is not decreased, and a better plan is adopted for collection of tho poll-tax, we may expect to see the school fund reach $700,000. The fund for 1871, after deducting esti¬ mated expenses for county superintendents, boards of directors, and the clerkship allowed this office by the board of education, will give tho sum of $1 33^- per child. The rate x)er child for 1869 was $1 20, and for 1870, $1 15. APPORTIONMENT OF THE SCHOOL FUND. Respecting the disbursement of school funds, the report states that tho sum of $208,679 38, appropriated by the general assembly in 1869, was apportioned among the counties by the late superintendent, according to the amounts certiOed to bo duo to the respective counties in the above statement. In what manner this money has been disbursed by the county superintendents the present State superintendent is not fully informed, as but few final settlements have yet been made with this depanment by 5 C) E 66 REPORT OF THE COMMISSIONER OF EDUCATION. the several county superintendents who received the special appropriations for 1866, 1867, and 1868. It will be observed that the act making the appropriation fixes a proviso to it ; a proviso which is doubtful, because the fund was justly due to those teachers alone who were employed under the then existing school laws. The proviso reads thus : ^‘That the provisions of the foregoing act shall be so couvstrued as to include all teachers who have taught a fj-ee public school, and have claims against the State, Avithout distinction ou account of race or color.’’ The purpose of this proviso, it is re¬ marked, must be transparent. There Avere no colored teachers of State schools before July, 1868, and no colored pupils, except such as Avere recognized by the military com¬ mander, between January and July, 1838 ; yet an opportunity has been given for the misappropriation of this entire fund. CHANGE IN THE SCHOOL YEAK. The board of education at its late session wisely changed the school year so as to make it correspond with the fiscal year ; to open October I, and close September 30. But as the last scholastic year closed December 31, 1870, the present year will cover only nine months, and extend from January 1, 1871, to October 1, 1871. The next year will begin October 1, 1871, and close September 30, 1872, and hereafter the scholastic and fiscal year will agree. By this arrangement the books of the auditing and of the education departments can be more easily compared, and all errors or irregularities instantly detected and remedied. Reports can also be made more conveniently from this department, and the operations of an entire year may be laid before the general assembly Avhen it convenes in November. DUTIES OF THE SUPERINTENDENT. The multiplicity of duties devolving by law upon the State superintendent ; the receipt and disbursement of large sums of money ; settlements and registry of sixteenth section notes; accounts kept with the county superintendents, and with the fifteen hun¬ dred townships in the State ; the settlement of legal questions ; complaints by or of trustees and superintendents ; applications by teachers for situations, and by school committees for teachers — all these are graphically described in the report, and then it is remarked that, “ besides these duties, there is now devolved upon the superintendent of public instruction the further duty of presiding over the board of education.” This year the greater part of two months will be absorbed in attendance upon that body. He must preside over the board of regents at Tuscaloosa in June, and must therefore be absent from his office just at the time when the county superintendents will be sending or coming for their second quarter’s fund. It is also made his duty by law to collect information Avith regard to the topography of the school districts, and the loca¬ tion and construction of school-houses. He must consult and adAuse with county superintendents with regard to the qualification of teachers. It is also made his duty to visit every county in the State annually (an impossibility) for the purpose of inspecting the schools, awakening an interest in education, diffusing information as to the public school system by public addresses, and personal talk wnth the teachers and parents. He is commanded to open correspondence abroad, and seek for the latest ideas as to public schools. He must prepare blanks and circulars, reports, rules, and regulations. He must apportion the school fund annually, which labor requires seve¬ ral weeks of close and laborious calculation in completing, copying, and posting. He must keep a credit and debit account Avith each of the fifteen hundred townships of the State. To do this the superintendent should have a competent clerical force. He lias been gi\en one clerk by the board of education, with a salary of $1,500. One clerk is not sufiicient. It is absolutely necessary that the department should have additional clerical force. By a mock economy thousands of dollars may be lost to the State, which might have been saved by an expenditure of a few hundred. The superintendent asks the general assembly to allow his department a contingent fund of $1,500 annually for the employment of clerical assistance, purchase of postage stamps, and other incidental expenses, Avheu necessary, and that such a sum be appro¬ priated from the general education fund. LOCAL SUPERVISION. The board of education, at its recent session, decided to retain the county superin¬ tendents and make them elective by the jieople. They improved upon the old system, by providing that tAvo directors should co-operate with the county superintendent, and that one of the directors should represent the minority of the voters. The three constitute a board of directors to manage the business of the county. The county superintendent is the disbursing and executive officer. He may act alone if the direct¬ ors fail to act. It results from this wise law that if the directors are careless of their ALABAMA. 67 duties the county superintendent need not be trammeled, while, on the otlier band, if the county superintendent is careless of his duties, the directors can control him. The advantage of having the minority party of voters in each county represented on the directory must bo apparent to every reflective mind. The directors are paid $3 a day, but for not more than eight days in the year. It Ls respectfully suggested to the general assembly that they, and the township trustees, who receive no recompense, be relieved from military, jnry, and road duty. This relief, which the State could reasonably give, would undoubtedly secure the active services of competent men in every county and township. CIRCUIT SUPERINTENDENTS SUGGESTED. It has occurred to the superintendent, as supervision of the counties is absolutely necessary, and as a sum of not less than $36,000 is required to secure the services of proper officers, and as the whole time of an officer cannot be secured for so small an amount to each county, that it might bo well, instead of county superintendents, to have circuit superintendents, with jurisdiction over a judicial circuit, and with a salary of $2,500, or $3,000. Such a salary, and the election of the circuit officer being reposed in the legislature, would secure the first talent of the State and the undivided attention of the superintendent. IMPROVEMENTS IN THE LAW. The board of education at their late session placed the county superintendent and directors in immediate relation with the schools and teachers. The board of directors must see to it that the township funds are carefully guarded and appropriately applied. They may remove trustees and appoint others. If the trustees fail to act, the county superintendent is authorized to act in their stead. This power virtually devolves upon the county superintendent the duty of seeing in person that no more teachers are em¬ ployed in a township than the fund will justify ; that they forward their reports, and that they are paid properly and promptly. The teachers must no longer look to the trustees for payment, but to the county superintendent. In order to secure prompt payment to the teacher, the present State superintendent has decided, in apportioning the school fund, to deduct the amount which will be required to pay the county super¬ intendent and directors, and then apportion the remainder among the townships. At the beginning of the first quarter the county superintendent can draw the first quar¬ ter’s fund, but wifi not be allowed to draw his own salary, or the iiay of the directors, until he reports the vouchers concerning that fund. The law allows him 5 per cent, upon the amount of disbursements, and $100 for traveling expenses. But it cannot be known what he has disbursed, or how much traveling he has done, until the vouchers and reports are returned to this office. As the receipt of salaries will depend on the correctness and expedition of the reports and vouchers for the quarter, it is hoped that we may have more iiromptness hereafter in the payment of teachers, and in the for¬ warding of reports. By relieving the trustees from military, jury, and road duty, it is believed that the county suj)erintendents can secure the co-oxieration of active and intelligent men in each township. In 1869 the jiay of trustees amounted to $22,549 92. For 1871 the expenses of trustees cannot at jiresent be definitely ascertained, but Avill swell up to a great amount. Hereafter the trustees will receiAm no j)ay. INSTITUTIONS OF LEARNING. There is no rexiort in this department Irom the institute for the deaf and dumb, or from the medical college at Mobile, both of Avhich institutions properly fall under the supervision of the board of education. The board haAm taken no action for the benefit of those institutions, and no steps to revive the law school at Montgomery. It comes Avithin the province of the general assembly alone to put in operation the congres¬ sional grant in aid of an agricultural college. THE UNIVERSITY OF ALABAMA. For the xmst tAvm years, this institution has been in a dexflorable condition. The suxmrintendent has no report as to its operation for the past two years; and can find no record in the department as to the money which has been paid out for it, or as to the result of its oxierations, except a communication from Hon. Wm. R. Smith, the Xiresent president, from which it appears that the annual expenses of the university, as matters now stand, may bo estimated at $12,300. Besides the new building recently completed, which is amx>le for the accommodation of two hundred cadets, affording at the same time commodious offices and recitation REPORT OF THE COMMISSIONER OF EDUCATION. 'ooiEs, there are five houses for professors, the president’s maasioa, and the observa- f»rv. The university owns about five hundred acres. Attached to each buildine; are ample gardens; and there is abundant room hero for agricultural experiments. The univer¬ sity owns some valuable coal lands ; and it may be proper to state that one of these coal mines yields an annual rental of 2,300 bushels of coal delivered ; (ample fuel for all present purposes.) The catalogue of cadets now reaches the meager number of twenty-one, and there is not much probability of an increase to any great extent, under present auspices. The board of regents will meet at Tuscaloosa in June, and take such action, it is to be hoped, as will give the university an efficient eorps of professors, who may enlist the sympathies and co-operation of our people. Tuscaloosa will soon be of easy access. The health of the locality is excellent. The buildings are ample. The endowment of the university is muniticeut. There is no reason why the five hundred youths who leave the State annually to attend colleges may not be induced to matriculate at our own university. The superintendent closes his report by remarking, “ There is one thing, however, against which he would raise a word of warning — too much legislation for public schools. The bane of Alabama for some years has been too much government, and, with two legislatures over this department, the fear is that the public school sj'stem may bo legislated to death. Public education requires the operation of government only as a public trustee. It must be left in a great measure with the people them¬ selves, in their respective townships, to carry into effect the general directions of gov¬ ernment. After the State supplies the fund, and provides the most efiQcient means for its prompt and just disbursement, the filling up of the details should be left to the people as much as possible. The more the management of details is taken from tho people and brought nearer to the central power of government, the less efficient will become the system of public instruction.” THE PEABODY FUND. [From the report made iu Pliiladelpliia, February 15, 1871. J The opposition to free schools in Alabama has proved so discouraging a circumstance, that the scale of operations has not been xiroportional to that iu other Southern States. The litigation in Mobile had the effect to nullify the agreement xireviously made by the agent with tho city school board, and the nev/ State board had not sufficient funds, without the co-operation of the city, to renew the engagement. To the appro¬ priation of Selma of over ^10,000, $2,000 of tho Peabody fund is added for upward of five hundred pupds. The sum of $1,500 from this fund being granted to tho school board of Montgomery, the following results were accomplished: “After the receipt of your letter, we commenced work, with the following result. We have secured $4,000 for school purposes outside of public school funds. We have furnished four rooms with respectable furniture, and organized a system of schools Avith four grades ; employing ten teachers for five hundred and twenty-four pupils, most of whom are in regular attendance. Our system is not perfect, nor our schools all that we could desire ; but we are on the road, thanks to your generous offer. Five schools commenced in October, and others as they were needed.” Greensborough re¬ ceived an appropriation of $1,000, and reports: “The schools hero, to which I have given aid from your liberal donation, have been kept open for the full scbolastic year. There have been in attendance, at these schools, about three hundred and twenty-five pupils, under tho charge of seven teachers. The State contributed about $1,300, and patrons, &c., about $1,000, and 1 hope, w ith some aid from you, to do better for the next year. ” Tho appropriation for Huntsville was reduced to $1,000, which enabled that town to maintain schools for four hundred and forty-seven colored children and two hundred and twenty-six white children for a term of eight months. To two schools in La Fayette $550 were appropriated. Tho schools in Girard wmro helped with $1,000, but the attendance not having met the expectations, it was proposed to reduce the amount at least one-half. A colored school of one hundred pupils iu Columbiana has been kept iu existence by an appropriation from tho fund of $;a00. Favorable propositions were made to six towns, which did not accept tho proffered aid. COLORED ecnOOLS. At Mobile tho Emerson Institute is quite successful. From reports made of tho schools iu Montgomery, it is understood that the teachers and pupils have been faithful and successful iu their several positions, and great im¬ provement is said to have been made within the year. Many of the pupils arc as well advanced as white children of the same age, generally, at tho North. Tho Sunday- schools, chielly occupied in teaching reading, are increasing in numbers and interest. The Swayno school is doing an efficient work for the colored children. ALABAMA. 69 In Talladega there have been several Sunday-schools, and, including those in the vicinity, were increased by the first of March to thirty-three. This number seemed to require a special orgauization for the purpose of creating uniformity. A convention was therefore called and held at Talladega, April 28, at which thirty-four schools were represented by thirty superintendents aud forty-three delegates. Rev. J. Silsby was made temporary chairman. A constitution was adopted and permanent officers of the association were elected, and re^iorts made from the difterent schools, showing much interest in education and the need of all the encouragement that could be given them. From Athens it is reported that the state of things with reference to educational progress is encouraging. The school here closed its summer session with a two days’ examination, which was very thorough, and showed conscientious teaching and faith¬ ful study. On this occasion an influential ex-slaveholder, who had attended the exam¬ ination of the school during the whole of the second afternoon, was called on to speak, and said he “ wished it understood — or rather, he had no objection to its being under¬ stood — that he had no prejudices against the education of the colored children.” “ Children,” he said, “ I wish you well ; I hope that you will improve your time and learn as fast as you can.” By this incident progress is marked toward a liigher aud better state of things. In the evening the same gentleman called on the teachers and expressed his sympathy with the work, and assured them that they had many friends of whose interest in their schools they had not been aware. At Marion the daily attendance at the day-school is about 270. Sabbath-schools here are successful in promoting an interest in education, and the field for usefulness is very promising, as the result of faithful labor of excellent teachers, supplied by the American Missionary Association. EDUCATIONAL CONVENTIONS. The State educational convention met at Montgomery in the summer of 1871. Addresses of interest upon general educational topics were delivered, and propositions were discussed. A recommendation by the chairman, that township trustees shall receive pay jn money for services rendered in taking the census of children, provoked a warm discussion. It was resolved that the members of the convention shall use their influence in securing good and efilcient teachers for the colored schools, and cor¬ dially support and sustain the teachers of such schools. The finance committee recommended that the convention appoint a committee cf five to memorialize the legislature to have the educational funds set apart as a sacred trust, to meet the claims of the teachers, and for no other purpose. BAPTIST EDUCATIONAL CONVENTIOM. The first general educational convention of Southern Baptists met in Marion, Ala¬ bama, on the 12th of April, 1871. Representatives were present from Virginia, South Carolina, Georgia, Alabama, Mississippi, and Kentucky. The object of the convention was announced to be the discussion of educational interests in all their aspects. An address was delivered by Rev. Theo. Whitfield, upon the advantages of education in denomiuational colleges. In the discussion which followed the opinion was expressed by Dr. Poindexter, Professor Davis, and Rev. E. B. League, that the tendency of the common-school system was to foster infidelity, and that “the only hope is Christian education in our own schools.” Professor H. H. Harris read a valuable paper on acade¬ mies, contending that there are too few academies aud too many colleges. Rev. G. C- Hidder addressed the convention on “ the demands of the times for high ministerial culture Dr. Poindexter, on college endowments ; and Dr. Hooper, of North Carolina, and Dr. Samson, of Washington, both read essays upon the subject of female education. LIST OF SCHOOL SHPEEINTENDENTS. Hon. Joseph Hodgson, superintendent of piiblic instruction, Montgomery. COUNTY SUPERINTENDENTS. t County. Name. Post-office. Autauga . J. L. Alexander . Prattsville. Baldwin . Dr. S. Monrpi (firy j . . _ . . _ Mobile. Baldwin . H. Hall,8r ' . Bay Minette. Barbour . R. R. FipUls . - - _ Eufaula. Bibb . N. C. T;n(rrniii . _ _ ... Centerville. Blount . . T. A. Hnrmii, . . . Blountsville. Bullock . C. J. L. Cunningham . Union Springs. 70 REPORT OF THE COMMISSIONER OF EDUCATION. County Superintendents— Continued. County. Name. Post-office. Butler . . Calhoun . Chambers . . . Cherokee .. - Choctaw . - . . Clarke . Clay . Cleburne . . . . Coffee . . Colbert . Conecuh . . . . Coosa . . Covington... Crenshaw ... Dale . Dallas . . De Kalb _ Elmore . Escambia _ Etowah _ Fayette - Franklin . . . . Geneva . . Greene . . Hale . . Henry . Jackson - Jefferson . ... Lauderdale . Lawrence .. Lee . . Limestone... Lowndes . . . . Macon . Madison _ _ Marengo . . . . Marion . Marshall . . . . Mobile . . Monroe . . Montgomery Morgan . . . . . Perry . Pickens .... Pike . Randolph ... Russell . Sanford .... Shelby . St. Clair _ Sumter . Talladega ... Tallapoosa . . Tuscaloosa . Walker . Washington Wilcox . Winston _ J. M. Shippen . J. C. McAuly . Thomas W. Greer.. W. H. Lawrence. .. V. R. Williams . M. Ezell . A. Williamson . N. Y. Mulloy . Alfred McGee . M. C. Bvrd . W. J. Ledkins..... M. D. Moore . E. J. Mancill . J. J. Brownson _ W. H. Stuckey . E. J. Morgan . R. B. Frazier . W. P. Hannon . J. T. B. Ford . R. J. C. Hail . B. T. Peters . Isaac I. Bogers . J. H. Ruse" . W. G. McCracken.. M. H. Yerby . J. Webb Foster _ John J. Beason _ J. R. Rockett _ _ _ J. W. Weem . . Peter White . J. F. Yarborough . . Thomas S. Matone. H. V. Caff'ey, M. D. H. C. Armstrong. .. A. W. McCullough. G. T. Ellis . P. M. R. Spann.... A. J. McDonald _ E. R. Dickson . T. J. Emmons _ James Fitspatrick . Thomas Morrow... J. H. Flouston . James Somerville.. W. C. Menifee . J. M. K. Gunn - J. M. Brannon . J. M. J. GyntOn - D. W. Wyatt . F. Dillon . M. C. Kinnard - William L. Lewis.. Samuel C. Oliver.. R. S.Cox . . J. C. Scott . J. A. Richardson. . . E. D. Morrill . C. W. Hanna . Greerville. Oxford. La Fayette. Center. Butler. Gainestown. Hillabee. Chulatinnee. Elba. Tuscumbia, Evergreen. Rockford. Andalusia. Rutledge. Clopton. Selma. Porterville. Wetumpka. Pollard. Gadsden. Fayette Court-House. Pleasant Site. Geneva. Eutaw. Greensborough. Abbeville. Scottsborough. Ely ton. Florence. Moulton. Opelika. Athens. Benton. Notasulga. Huntsville. Linden. Pikeville. ^ Gunters ville. Mobile. Monroeville. Montgomery. Somerville. Unioutown. Bridgeville. Troy. Medowee. Seale Station. Vernon. Columbiana. Cross well. Livingston. Talladega. Dadeville. Tuscaloosa. Jasper. St. Stephen’s. Camden. Houston. ARKANSAS. 71 A II I£ A M S A S . From tlie report of Hou. Thomas Smith, saperiuteudent of public instructiou, made to the governor and to the general assembly, under date of December 20, 1870, and covering a period from the inauguration of the present system to that time, a frac¬ tion over two years, the following information respecting free schools of Arkansas is taken : GENERAL s\jMMARY FOR 1870. Increase. Number of children of school age . 182,474 3,364 Number of schools taught . 2, 537 1, 048 Number of children attending school . 107,908 40,496 Number of teachers employed . 2,302 967 Number of teachers’ institutes . 41 29 Number of teachers attending institutes . 944 673 Whole amount paid teachers . $454, 636 $217, 351 Number of school-houses built in 1869 and 1870 - .• . 657 Total number of school-houses . 1,289 Number of persons subject to per capita tax in 1869 . 79, 544 Amount of tax collected from this source in 1869 . . $61,465 00 Apportionment of State fund for 1869 . 187,427 08 Direct tax in 1869 . 334,952 13 FIRST MEETING OF THE BOARD OF EDUCATION. On the 14th of September, 1888, the State board of education met for the first time in special session. The time prescribed in the law for the annual meeting of that body was on the second Monday of January of each year. At this special meeting of the board, held thus early, for the purpose of facilitating the inauguration of a prac¬ tical system of public schools, a plan of operation wms agreed upon, and such rules and regulations adopted as the nature and importance of the subject seemed to demand ; and the circuit superintendents immediately went forth and entered upon the work of organizing and establishing schools in their respective districts. The condition of the country, as all know, was not the most favorable for carrying forward an enterprise, one of the prominent features of which was directly at variance with the preconceived notions and opinions of the great body of the people, namely, the education and elevation of the colored race. Much prejudice and ignorance of the system had to be met and overcome before a hearty co-operation of the people could be secured in furtherance of its aims. The nature and provision of the school law had to be explained, and the people convinced that the education of all the children would promote the best interests of the community ; therefore the work jirogressed slowly at first, but has moved steadily on, with rapidly increasing interest, until now good schools are established in all the cities and principal towns, and school-houses are seen dotting the rural districts in nearly every portion of the State. After the emancipa¬ tion of the colored people, and previous to reconstruction, the United States Govern¬ ment had, through the agency of the Freedmen’s Bureau, aided by benevolent associa¬ tions in the Northern States, established schools among the freedmen in diiferent X)ortion8 of the State, and had built several excellent school-houses fqr their benefit. Since the present State government was established, and the free-schfol system iir- augurated, the two systems were made co-operative and harmonious, and the freedmen’s ■ schools established by the General Government were taken up by school officers and made free schools, in accordance with the provisions of our free-school law, and have been managed and controlled, in every respect, as schools for white children. The superintendent of freedmen’s schools, Mr. W. M. Colby, has co-operated heartily with the State’s department, and has secured a large expenditure of money in the erection of school-buildings, several of v^hich are quite commodious. About $59,000 have been appropriated to the building and repairing of school-houses alone, besides what was expended in the transportation of teachers from the North to teach freedmen’s schools. PEABODY FUND. The aid to education in the State furnished by the Peabody fund is mentioned with gratitude. Dr, Sears, the agent, has taken a deep interest in the cause of free schools, visiting the principal towns, conferring with trustees and school-boards, and giving special aid and encouragement to persons seeking professional training as teachers. THE ARKANSAS JOURNAL OF EDUCATION, the first number of which was published in January, 1870, has proved a valuable aid 72 REPORT OF THE COMMISSIONER OF EDUCATION. in the propagation of free schools, and in the dissemination of information relative to school affairs. The Journal was adopted as the official organ of the school department at a meeting of the State board in January, 1871. STATE teachers’ ASSOCIATION. A state teachers’ association was organized in 1869, at Lntie Rock. Delegates were appointed to attend the national association, to be held the August following, at Trenton, New Jersey. The second meeting of the association was held in July, 1870, at which there was a respectable attendance, and delegates were again appomted to attend the national association which met at Cleveland, Ohio, in August following. CHANGE IN THE SCHOOL YEAR EECO?.irvIENDED. It is recommended that the law be so changed that the school year shall commence with the first of July instead of October, and that the district meetings bo held in August, in order to afford more time for the getting in of reports in season for the superintendent’s report in December. THE PAY OF TEACHERS. Much dissatisfaction has been occasioned by the fact that teachers have had to take uncurrent funds in j)ayment of their wages. Treasurer’s certificates by law were made receivable for all State dues, and as the greater portion of the taxes vrere paid in this kind of funds, it was in turn paid out to teachers, and there being no money in the treasury for the redemption of these certificates, the teachers were subjected to a heavy discount on the amount oi their wages. v CIRCUIT SUPERINTENDENCY. Arkansas has a system of circuit superintendency, which was adopted, it is stated, upon the supposition that it would be difficult if not impossible to find suitable per¬ sons in the several counties who would be willing to perform the duties of county supervision, and that upon the ground of economy it would bo cheaper to pay ten competent men who would devote their entire time to the work, at good salaries, than to have a man in each county at a very moderate salary, even if competent persons could bo obtained. The opinion is expressed that though this system may not be the best, yet at the present juncture it would be injudicious to make any radical change in if, for the next two years at least. OPPOSITION TO THE TAX EOR SCHOOL PURPOSES. Difficulty has been encountered in securing the levy and collection of district taxes for schools, in some cases by the electors of the district refusing to levy such taxes, and in others by the county court refusing to place the amount of tax on the collector’s book. In either case the result is to deprive the children of the means of education. In Union County a victory which was of great benefit to the school interest was obtained wlieu the county court absolutely refused to levy a scbool tax which had been iiroperly certified by one of tbe trustees of the county, through a writ of man¬ damus granted in the circuit court to compel the levy according to law. A change of the law in relation to the collection of school taxes is desmed by some of the friends of education, by which the levy of a State tax sufficient for the support of schools should be authorized, instead of the present levy of one-fifth of one per cent., which, with the accrued interest on the vested school-fund and poll-tax, is apportioned to the several counties, leaving tlie additional amount necessary to the support of schools to he levied by the people of the respective districts as a local tax. An amendment is also advised which will prevent the diversion of certain school moneys from their proper use, such as funds accruing from fines, penalties, forfeitures, &c. Circulars have been sent by tbe board of scbool commissioners to all justices of the peace, and to all county courts in the State, iustrnctiug them that such moneys belong to tbe school fund, yet there are many magistrates and other officers in the State who have entirely disregarded these instructions, and in some instances it is believed that funds are being applied to the private use aud benefit of those having them in possession. LANDS GRANTED ]>Y THE UNITED STATES FOR SCHOOL PURPOSES. Taxes which have been collected on lands belonging to tbe sixteenth sections, and which should in all cases be paid into tbe common-scbool fund, have for seve¬ ral years past been merged into the general revenue of tbe State, no separate ac¬ count having been kept of them. Of the United States land-grant for educational purposes, the superintendeut says: ^‘The past educatioual history of the State, it is remarked, clearly proves that the failare to establish a practical system of public ARKANSAS. 73 instruction was not owing to tiie Vv^ant of adequate means at the disposal of the State for the accomplishment of that object, for the United States Government had made munificent grants of land for the support of common schools, and the State legislature had passed several acts with a view of the creation of a school fund, and the establish¬ ment of a system of public schools, and yet for the want of a proper co-operation on the part of the people, the whole enterprise proved a lamentable failure, and much of the land V7hich was designed for the promotion of education in the State was sold, and the funds squandered.’’ The seminary lands granted by Congress in 1827 to the Territory of Arkansas, and confirmed to the State iii 1836, amounted to two entire townships, or seventy-two sec¬ tions. At the request of the general assembly of the State, Congress in 1844 so modi¬ fied the grant that the State was authorized to appropriate the land to the use of com¬ mon schools in the State, or in any other mode the general assembly might deem proper for the promotion of education in said State.” In 1836, seventy-two sections of saline lands were granted to the State for the support of schools, with a provision that the State should not sell such lands, nor lease them for a longer term than ten years. This provision was annulled by Congress in 1847 ; therefore the State was at liberty to sell, and did sell the greater part of these two munificent grants of land. “ The out¬ standing amount of principal of the notes given for seminary land,” is stated to be about $35,CC0, and of notes given for sale of saline lands about $10,000. It is stated also that “ after May, 1831, the State diverted from their proper purpo.ses, and used for general expenditures of the seminary fund, $7,260 81, and of the saline fund, $4,633 13.” Also, that “ the claims of the State, in the form of notes and bonds for school-lands sold and moneys loaned, amount perhaps, with the accrued interest, to three-quarters of a million of dollars.” The amount of permanent school-fund on hand oh the 1st day of October, 1870, was $35,192 40. EXTRACTS FROM THE REPORTS OF CIRCUIT SUPEEIXTSNDENTS. ‘‘I can only say, in general terms, that about everything that has ever been done in reference to the education of the masses in my district hasbeen accomplished within the last two years. Many more children have attended school within two years than attended in twenty-five years before, under old democratic rule. The greatest obstacle has been a wart of funds to build houses. The people generally have been unwilling to tax themselves beyond what was actually necessary to pay teachers.” — W. H. Gillam, supei'intendent third district ‘‘There are seven thousand two hundred children in the district who have not at¬ tended the public schools. Out of this number there are about one thousand included in new districts that were not organized sufficiently soon for schools this year. A few are in attendance at private schools ; some are so scattered among the mountains that they are out of the reach of all schools ; others are kept at homo by parents opposed to popular education, and still others by parents opposed to any education at all.” — W. H. H. Clayton, superintendent fourth district “Our teachers now number three hundred and seven, a majority of whom have proved themselves noble laborers in the cause of human xirogress. They are a grow¬ ing class, not only in numbers, but in e;^ciency and influence. They have sustained the adverse criticisms of cavilers uncomxilaiuingly. They have done well in the school¬ room. They have refuted arguments against the present system, and have resxionded to all the demands for labor in the progress of the cause.” — E. E. Henderson, superin¬ tendent fifth district “Near two hundred educational journals have been taken during the year, against none before 1868. * * * The law requires more of the circuit superintendent than mortal man can accomplish. The laud rexiort required is simply an imxiossibility.” — W. A. Stewart, superintendent sixth district “I know, of personal knowledge, of several districts' in which schools have been taught iu compliance with the present school laws, from which no rexiorts have been received, and in several instances reports which have come to hand from districts hay¬ ing had a school, are so incomx)lete as scarcely to justify an apportionment of public money to their resx>ective districts.” — J. H. Hutchinson, superintendent tenth district the PEABODY FUND. The aid furnished to different localities has been, to Little Rock, $2,000 ; Fort Smith, $1,500; Helena, $1,000 ; Camden, $1,000, and to Yan Bureu, $800 ; a total, with smaller sums to several other xilaces, of $9,450. In some cases these apx)ropriations were granted for the pay of the teachers after the school moneys of the cities were entirely exhausted. The school board at Helena received aid, under promise of keeping the schools open ten mouths, for six hundred 74 REPORT OF THE COMMISSIONER OF EDUCATION. children. The general agent of the hoard notices that prejudices which had existed against free schools were much diminished ; and that Pine Bluff, which commenced its operations under the influence of the fund, is now supi^orting them liberally without this aid. School officers of those localities aided declare, on the other hand, that the offers from the Peabody fund gave them life and nerve, and induced them to co-operate with the regular free schools. LIST OF SCHOOL SUPERINTENDENTS. Hon. Thomas Smith, superintendent of puhlic instruction, Little Rock. CIRCUIT SUPERINTENDENTS. Judicial district. Name. Post-office. pirst . • . Hon. M. H. Wyoant _ Helena. Augusta. Batesville. Huntsville. Fayetteville, Russellville. Little Rock. Arkadelphia. Camden. Monticello. Little Rock. Second . . . . . Hon. M. A. Cohn . Third . . Hon. W. H. Gillam . Fourth . Hon. A. S. Prather . Fifth . Hon. E. E. Henderson . . . Sixth . . . Hon. W. A. Stuart . Seventh . . . . . Hon. F. M. Christman . Eighth . . Hon. A. P. Searle . Ninth . Hon. H. A. Millen . Tenth . Hon. Herbert Marr . City superintendent . N. P. Gates . I. — Table of statistical details of schools in Arkansas, djj districts and counties, for the year ending September 30, 1S70. Counties. POPULATION B^TW’EN 5 AND 21. NUMBER ATTENDING SCHOOL. * NO. OF TEACH¬ ERS EMPLOYED. WHOLE AMOUNT PAID TEACH¬ ERS. White. Colored. Total. White. Colored. Total. Male. Female. Total. Male. Female. Total. 1st district. ! Crittenden _ 680 989 1,669 750 213 963 17 8 25 $2, 800 00 $1, 340 00 $4, 140 00 Desha . 674 1,310 1,984 575 85 660 9 2 11 1, 670 00 530 00 2, 200 00 Monroe . 1, 819 945 2,764 1,525 259 1,784 36 11 47 7, 071 00 2, 246 00 9, 317 00 Mississippi . . . 1,018 295 1,313 725 174 899 19 4 23 3, 000 00 440 00 3, 440 00 Phillips . 2, 030 3, 290 5, 320 2, 200 1, 632 3, 832 57 18 55 15, 183 00 5, 501 00 20, 684 00 Total . 6, 221 6, 889 13, 110 5, 775 2, 363 8, 138 138 43 181 29, 724 00 10, 057 00 39, 781 00 2D DISTRICT. Cross . 1, 101 507 1, 608 601 101 702 16 4 20 1, 930 CO 1, 045 00 2, 975 00 Craighead .... 1, 812 73 1, 885 833 833 16 1 17 2, 762 50 150 00 2, 912 50 Green . 3, 090 87 3, 177 1, 789 1, 789 34 2 36 4,357 00 150 00 4, 507 00 Poinsett . 629 90 719 371 371 8 8 1, 810 00 1, 810 00 St. Francis _ 1,580 805 2, 385 1, 021 191 1,212 22 16 32 3, 433 50 2, 220 00 5, 653 50 ■Woodruff . 1, 381 816 2, 197 714 358 1,072 22 2 24 4, 418 00 375 00 4, 793 00 Total . 9, 593 2, 378 11,971 5, 329 650 5, 979 118 19 137 18,711 00 3, 940 00 22, 651 00 3d DISTRICT. Fulton . 1,621 35 1, 656 1, 083 1 1,084 32 4 36 2, 667 00 375 00 3, 042 00 T 7..T.rfl 2, 638 83 2 721 1, 291 16 1 307 31 31 3, 674 00 3, 674 00 Independence. A, 157 337 5! 057 3,’ 454 61 2, 515 57 "s’ 65 loi 476 00 1, 350 00 11, 826 00 Jackson . 1,929 526 2, 455 743 417 1, 160 17 4 21 4, 000 00 810 00 4, 810 00 Lawrence . 2, 202 115 2,317 1,296 37 1, 333 26 5 31 2, 439 00 720 00 3, 150 00 Randolph . 3, 725 216 3, 941 2, 063 90 2, 153 40 13 53 5, 759 00 1, 680 00 7, 439 00 Sharp . 1, 753 49 1, 802 1, 109 1, 109 19 2 21 1, 970 00 240 00 2, 210 00 Total . 18, 025 1,361 19, 949 11,039 622 11, 661 222 36 258 30, 976 00 5, 175 00 36, 151 00 4th DISTRICT. Boone t . 2, 892 33 2, 925 1, 500 257 1,757 26 3 29 2, 793 00 360 CO 3, 1.53 00 Carroll . 2, 151 6 2, 157 975 302 1,277 22 2 24 2, 384 00 200 00 2, 584 00 Madison . 2, 925 47 2,972 2, 103 631 2,734 49 9 58 3, 953 00 780 00 4, 633 00 * The reports with respect to the number of persons attending school are very meager and imperfect. In many instances nothing but the aggregate is given, and in some cases not even that, t Not reported by circuit superintendent. t Unorganized in 1869, CALIFORNIA. 75 C AI.I FOUMIA. The area of this State embraces about 100,000 square nhles— the second in the Union in regard to size. It is nearly as large as the Eastern and Middle States combined. The population in 1870 was 560,247. Native, 350,416 ; foreign, 209,831 — a larger pro- jjortion of foreign population than any other State in the Union. The area of the State is territorially divided into fifty counties, which contain eighty cities and towns. The last biennial report of Hon. O. P. Fitzgerald, State superintendent of public in¬ struction, gives the number of school districts in the State in 1869 as 1,144, in every one of which a school must be kept up and supported at least three months in every year, or forfeit its proportion of the interest of the public fund during such neglect. The total expenditure for public schools for the year 1869 was ^1,290, .585. HISTORICAL SKETCH OF THE FIRST SCHOOLS IN CALIFORNIA. Kon. James Denman, one of the x^ioneers in the cause of education in the State, furnishes us with the earliest data in regard to schools. He says : “ The first American school in San Francisco was organized in Axu’il, 1847. Here were collected from twenty to thirty x^uxiils, which then comprised nearly all the child¬ ren in the city. It was a private institution, supxiorted by the tuition fees from the pupils and the contributions of the citizens. It was taught by Mr. Marsten, who is entitled to the honor of being the first Yankee school-master upon the Pacific coast. “ Late in the fall of 1847, active measures were first taken by the citizens of San Francisco to organize a public school, which resulted in erecting a comfortable one- story school-house. The history of this old building is cherished by the early pioneers with many pleasing associations. Every new enterprise here germinated into exist¬ ence. Here churches held their first meetings, and the first x^ublic amusements were given. After the discovery of gold it was deserted for school purxioses, and dignified into a court-house. “ On the 3d of Axiril, 1848, a school was opened by Rev. Thomas Douglas, a graduate of Yale College ; although it was regularly organized as a public school, under the con¬ trol and management of trustees, yet it was mainly supxiorted by private tuition fees from the xmpils. The success and usefulness of this school were soon paralj^zed by the great discovery of gold, which raxiidly depoxmlated the town, leaving the teacher minus scholars, parents, trustees, tuition, or salary. In the general excitement and confusion which followed the first rush to the mines, the school enterprise was for a time aban¬ doned. “ The education of the children, who were rax>idly increasing from the flood of im¬ migration x)ouring into San Francisco from every part of the world, was entirely neg¬ lected until the 23d of April, 1849, when Rev. Albert Williams opened a small select school, which he taught for a few mouths. “ In October, 1849, Mr. J. C. Pelton and wife opened a school, which was at first com¬ menced as a private enterprise, being supported by such comxiensation as the friends of the school were disposed to contribute.” This xiroved to be the germ of the first ]mblic school in the State. From the multiplied advantages which California offers to emigrants, coupled with the fact that the grandest resources of a country are the educational facilities it has to ofier, it is presumed that a condensed ex)itome of the origin and development of the free-school system of the State will not be devoid of interest to the nation. No complete file of State school rex)orts exists, except in legislative journals ; neither reports nor continuous statistical records can be found, either in the offices of county superintendents or elsewhere. For this valuable aggregation of important informa¬ tion the State is indebted to the indefatigable labors of Hon. John Swett, who, with great x^aiRStaking and protracted research, has succeeded in gathering from the scanty records of this department, from the journals of the State legislature, and from newspaper files, the fragmentary records of the schools during their early strug¬ gle. From tbis confused material he has gleaned a connected compendium of school legislation, reports, and statistics, and has i>laced on record, in a condensed and access¬ ible form, the history of public schools in the State. The foundation of the xmblic-school .system of California was laid in the constitu¬ tional convention held in Monterey, September, 1849. The select committee on the State constitution reported in favor of axipropriating the 500,000 acres of land granted by Congress to new States for the purpose of internal improvements, to constitute a perpetual school fund, with a proviso, however, that the legislature might a[)proi)riato the revenue so derived to other x^urposes, if the exigencies of the State re(iuired it. An animated debate occurred on this proviso, which was finally strichen out by tlio close vote of 18 to 17. 76 REPORT OF THE COMMISSIONER OF EDUCATION. SCHOOL ACTION OF SAN FK.\NCISCO. Sau Francisco was tlie first xilace in the State to organize, by her common council^ inclepeadently of State law, a free public school. The following is a copy of the crude ordinance : “ Be it ordained by the common council of San Francisco, That, from and after the pass¬ age of this act, it shall be the duty of J. C. Pelton, who has been employed by the council as a public teacher, to open a school in the Baptist chapel.’^ ,, Said school was to be free to all children over the age of four, or under the age of sixteen, whose parents should obtain an order for their attendance from the chairman of the committee on education. The number of scholars should not exceed one hun¬ dred. Thus the first city free school was established by Mr. Pelton, in December, 1849, and opened with three scholar^. From the records, this seems to have been the first free l^ublic school established in the State. SCHOOL LAW OF 1851. The school law of 1851 was cumbersome and imperfect in many of its lirovisions. It provided for the survey and sale of school lands in so impracticable a manner that no lands were sold under its operation. It provided, also, for the apportionment of the interest of the State school fund ; defined the duties of the superintendent of pub¬ lic instruction ; provided for a superintending school committee of three, who were to be elected annually ; aud, also, for the distribution of the school fund among religious and sectarian schools, in the same manner as provided for district schools. The first school ordinance passed under the State school law was that of San Fran¬ cisco, adopted in September, 1851. This made provision for a city board of education, composed of seven members, and for a city superintendent, and appropriated $35,000 for the support of schools. Thomas J. Nevius, who mainlj'^ prepared the ordinance, was elected superintendent of schools and proceeded to organize the department. The first schools organized under this ordinance were the Hax)py Valley School aud the Powell Street School. Hon. James Denman, for many years superintendent of San Francisco County, and present princi[)al of the Denman School of San Francisco, was elected the first teacher of the Happy Valley School. Hon. John G. Marvin, the first State superintendent of ]mblio instruction, made his first annual report to the third legislature, 1852. Mr. Marvin donated to the school fund the sum of $1,456, the same being the amount which he had receivedibr military services in an expedition against the Indians, while holding a civil ofiice. This was the first and last “ bequest’^ which the State school fund ever received. It is recorded as a m.ost refreshing example of ofiQcial honesty aud scrupulous sense of honor. The estimated number of children in the State, between four and eighteen, was about 6,000. Most of the schools were private, suxiported by tuition. At the third session of the legislature, in 1852, the chairman of the senate committee on education made an able report in behalf of common schools, and introduced a re¬ vised school law, much more complete than the former one. Paul K. Hubbs was elected as successor to John G. Marvin, and took office in 1854. Plis published reports constitute a quaint and interesting portion of early school his¬ tory. In his fifth annual report, in 1855, he says : “ From the solitary teacher of a very common school, in 1849, at San Francisco, my predecessor had witnessed their increase to fifty-six during his terra of office. I have just reported to your honorable body nearly six times that number, with a just demand for a quadruplication of the present force. Strong in the sympathies of the good, great in our natural resources, stimulated by the energies that accompany knowledge, our rank will be continuous in the front till pro¬ gressive civilization encircles the globe.” FIRST teachers’ CONVENTION. The first State teachers’ convention, called by Superintendent Hubbs, was held in San Francisco, in 1854, about one hundred teachers being in attendance. CONTRAST BET’VEEN COST OF CRIMINALS AND SCHOOL CHILDREN. Mr. Hubbs was succeeded in office, in 1857, by Andrew J. Moulder, » graduate of the Virginia Military Institute. In his eighth annual report, 1858, he oxiened with the statement that the schools of California were not creditable to the State, and showed the necessity of an immediate approjiriation by the State of $100,000. Concerning this, he goes on to show, by a classification aud analysis of reports, that 29,347 children, be¬ tween four and eighteen years of age, had received no instruction during the year. He adds: “Damning as the record is, it is yet lamentably true, that during the last five years the State of California has paid $754,193 80 for the support of criminals, and but $284,183 69 for the education of the young. In other wmrds, she has exxoended $1,885 on every criminal, and $9 on every child.” CALIFORISIA. 77 Superintendent Moulder was succeeded, in 18G3, by ITon. John Swett, who had devoted Ids life to the profession of teaching, and had taught ten years in the public schools of the State. In the thirteenth annual report, Mr. Swett states, that of 754, the entire number of public schools, only 219, or a little more than one-fourth, are/ree schools, all the rest being partially maintained by rate-bills and tuition — in other words, being half-private schools. He earnestly recommends a State tax, to make the schools free, and to continue them at least nine months of the year. He adds : “Our American system of free schools is based upon two fundamental principles, or axioms : “ First. That it is the duty of a republican or representative government, as an act of self-preservation, to provide for the education of every child. “Second. That the property of the State should be taxed to pay for that education.’’ In closing his fervent appeal he says : “The life of the nation lies not in a few great men, not in a few brilliant minds, but is made up of the men who drive the plow, who build the ships, who run the mills, and fill the machine-shops, who build the locomotives and steam-engines, who cou- struct the railroads, who delve in the mines, who cast the cannon, who man the iron¬ clads and the gunboats, who shoulder the musket, and who do the fighting. These constitute the life and strength of the nation ; and it is with all these men that the public schools have done and are now doing their beneficent work. The nation will not be saved by any one ‘great man the bone and muscle of intelligent laboring men must work out its salvation.” PUBLIC FREE SCHOOLS INTRODUCED. In the last biennial report of Superintendent Swett, he says: “ The school year ending June 30, 1887, marks the transition period of California from rate-bill common schools to an American free-school system. For the first time in the history of the State, every public school was made entirely free for every child to enter. I am glad that in this, my last official report, I can say that a system of free schools, supported by taxation, is an accomplished fact.” The progress and improvement in the public-school system during the five years from 1862 to 1867, may be gathered from the following brief statistical summary: In 1862 the annual amount of money raised for public schools was $480,000; in 1887 it was $1,287,000, or nearly three times as much. In 1862 there was no direct State tax for the snpport of schools ; in 1887 the State tax was 8 cents on the $100, giving an annual revenue from this source alone of $120,000. In 1862 the State apportionment was $130,000; in 1867 it was $260,000. In 1862 the amount raised by county and city school taxes was $294,000 ; in 1867 it was nearly $600,000. During that time the amonnt raised by district taxes, voted by the people, was increased from $7,000 to $73,000. The maximum county school tax allowed by law, 25 cents, was increased to 35 cents ; the minimum, nothing at all, was increased to $3 per census child. The amount raised by rate-bills of tuition, $130,000, was decreased to $79,000, show¬ ing the rapid approximation to a free-school system. The amount paid for teachers’ salaiies was increased from $328,000 to $700,000 — equal to 114 per cent. — while the number of teachers increased only 31 per cent. The total expenditure for schools, a percentage on the assessment-roll of the State of 30 cents on each $100, was increased to 58.1 cents on $100. The amount expended per census child, $6 15, was increased to $12 61. The amount expended for school-houses during that period was greater than for ten years previous. The average length of the schools was increased from six months in the year to seven and four-tenths mouths, an average exceeded only by Massachusetts and Nevada, of all the States in the Union. The number of census children increased 26 per cent., while the number attending public schools increased more than 50 per cent. BOARDS OF EXAMINATION COMPOSED OF TEACHERS EXCLUSIVELY. “Every board of examination,” says Superintendent Swett, “ whether State, city, or county, must be composed of iirofess'ional teachers exclusively ; all examinations must be in writing and in certain specified studies. California is the only State in the Union in which teachers have gained the legal right to be examined exclusively by the mem¬ bers of their own profession, and we have just cause to bo proud of the fact. It has already done much to make the occupation of teaching respectable. It has relieved good teachers from useless annoyance and humiliation ; it has increased their self- respect, stimulated their ambition, and guarded the schools against quacks and pre¬ tenders.” 7b REPORT OF THE COMMISSIONER OF EDUCATION. Mr. Swett was succeeded in office, in 1868, by Hon. O. P. Fitzgerald, the present incum¬ bent. In bis third biennial report for 1868-’69, the number of school districts in the State is estimated at 1,144 ; number of schools, 1,268 ; number of teachers, 1,687 ; num¬ ber of pupils enrolled, 73,754 ; average attendance of pupils, 56,715 ; value of school property, |2,706,304 46. The increase since 1867 is as follows : In number ef districts, 163 ; in number of schools, 157 ; number of inix)ils, 12,527 ; average number of pupils, 11,078 ,* value of school property, $1,003,054. FEATURES OF THE REVISED SCHOOL LAW. The constitution of the State requires the legislature to provide a system of common schools, by which a school shall be kept in each district for at least three months of the year ; in default of which, the district shall forfeit its proportion of the public fund. It requires, also, that the teachers employed in said schools shall hold legal cer¬ tificates of fitness for the occupation of teaching, in full force and effect. STATE BOARD OF EDUCATION. There is, also, a State board of education, which consists of the governor, the superin¬ tendent of public instruction, the principal of the State normal school, the superin¬ tendent of public schools of the city and county of San Francisco, the suj_3erintendents of the counties of Sacramento, Santa Clara, Alameda, Sonoma, and San Joaquin, and two professional teachers, to be nominated by the superintendent of public instruction and approved by the board. The State board has the power to adopt a course of study not in conflict with special regulations of any city and county ; to prescribe regula¬ tions in regard to libraries; to grant teachers life diplomas ; to adopt a uniform State series of text-books ; and to supervise others matters in regard to State printing. STATE SUPERINTENDENT OP EDUCATION. The constitution also provides for the election of a superintendent of public instruc¬ tion, who holds his office for four years, with a salary of |3,000 per annum. He has the power to appoint a clerk, who shall be authorized to act as deputy superintendent. It is the duty of the superintendent to travel in the different counties of the State, during, at least, four months of the year, for the purpose of visiting schools, consulting with county superintendents, or lecturing before county institutes, and attending to the interests of the public schools and educational institutions of the State. He appor¬ tions the public money to the districts, cities, and counties ; and is required to make, biennially, a rei^ort to the legislature upon the condition of the schools, and the admin¬ istration of the school system. He is, ex officio^ one of the trustees of the asylum for the deaf and dumb and blind, and of the State reform school. He is, also, to visit the several orphan asylums, to which State aiipropriations are made, and make reports of the same. COUNTY SUPERINTENDENTS. A county superintendent is elected, who holds his office for two years. He is required to visit each school in his county at least once a year ; to preside over county teach¬ ers’ institutes ; to inforce the use of text-books adopted by the State board ; to inforce the regulations required in the examination of teachers ; to report annually to the State superintendent ; to act as the medium of communication between the board of education and State superintendent and the district over which he is apj)ointed. SCHOOL DISTRICTS. Each county, city, or iucori)orated town constitutes one school district ; but a new district may be organized, or the honndaries of an old one may be changed, by making petition, through the county superintendent, to the board of supervisors, who has power to approve or disapprove the same. Any two or more adjoining districts may, by con¬ current vote, agree to establish a union grammar school for advanced pupils, under the joint supervision of the trustees of such districts. The board of trustees of each district have the custody of all school property belong¬ ing to the district. CENSUS MARSHAL. The board of education of each city and county, and the board of trustees of each district, shall appoint a school-census marshal, whose duty it shall be to take, specially and separately, a census of all white children, negro children, and Indian children who live under the guardianship of white persons, between five and fifteen years of age, and shall specify the number and sex of such children, and the names of their parents and guardians. CALIFORNIA. 79 Every school, unless otherwise provided hy special law, shall be open for the admis¬ sion of all white children between five and twenty-one years of age residing in that school district. The education of children of African descent, and Indian children, shall be provided for in separate schools. Upon the written application of the parents or guardians of, at least, ten such children to any board of trustees or board of educa¬ tion, a separate school shall be established for the education of such children ; and the education of a less number may be provided for by tlie trustees, in sei)arate schools, in any other manner. The same laws, rules, and regulations which apply to schools for white children shall apply to schools for colored children. SCHOOLS UNSECTAKIAN. No publications of a sectarian or denominational character shall be nsed or dis¬ tributed in any school ; nor shall any such doctrine be taught therein. The county su¬ perintendent and treasurer shall set apart 10 per cent, of each annual apj)ortioument of State school fund as a “ district-school library fund.” The State board of education shall prepare a list of suitable books, excluding all works of a sectarian character. The library shall be free to all pupils in the district, of a suitable age. DUTY OF TEACHEES. Every teacher employed in any public school shall make an annual report to the county superintendent. It shall be the duty of all teachers to endeavor to impress on the minds of their pupils the principles of morality, truth, justice, and patriotism ; to teach them to avoid idleness, profanity, and falsehood ; to instruct them in the princi¬ ples of a free government, and to train them up to a true comprehension of the rights, duties, and dignity of American citizenship. BOAEDS OF EXAMINATION. The State board of examination consists of the superintendent of public instruction and four professional teachers, who have power to grant State certificates for one, two four, or six years, or for life. The county board of examination is composed of the county superintendent, and a number of teachers not to exceed three of his own ap¬ pointment, who have power to grant county certificates for one, two, or three years. The city board of examination consists of the city superintendent, the president of the board of education for that city, the county superintendent, and three public-school teachers elected by the city board of education ; they have the jiower to grant certifi¬ cates of the same grade and for the same time as the State board of examination ; valid only in the city in which they are granted. They have power, also, to grant certifi¬ cates lower than grammar-school certificates, and those for teaching high schools. EESOLUTION OF TEACHEES’ INSTITUTE. At a meeting of the State teachers’ institute last year, at which about six hundred • of the leading teachers of the State were present, it was unanimously resolved, That, inasmuch as the various county boards of examination are composed of iiersons of many different degrees of qualification, or no degree, in some instances, and therefore form no standard, or data, from which the State board can judge of their work, the granting of said certificates on copnty examinations, or no examinations, should be discon¬ tinued.” SCHOOL FUND. The school fund is composed of the proceeds of all lands that may be granted by the United States for the support of the schools ; the congressional grant of 500,000 acres to all new States ; all escheated estates ; and all percentages on the sale of State lands, the interest of which, together with all the rents of unsold lands, shall be and remain a perpetual fund, to be inviolably appropriated to the use of common schools through¬ out the State. The school revenue is augmented by an annual ad valorem State school tax of 10 cents on each $100 value of all taxable pro^jerty throughout the State j also by a county school-tax, the maximum rate of which shall not exceed 35 cents on each $100 of taxable property in the county, nor the minimum less than sufficient to raise a sum equal to $3 for each child in the county between five and fifteen years of age j also by a district tax, to be voted by the inhabitants at an election called by the board of trustees for such purpose, the amount not to exceed annually, for building purposes, 70 cents on each $100, or 30 cents on each $100 for school x>Erposes. By these taxes, together with th(j annual distribution of the income of the common-school land, the schools are supported. But no school district is entitled to receive any apportion¬ ment of State or county sJnool moneys which shall not have maintained a free public school for at least three months during the next preceding school year, and unless the teachers employed hold legal certificates of fitness in full force and efi'ect. 80 REPORT OF THE COMMISSIONER OF EDUCATION. The State comptroller keeps a separate and distinct account of the school fund, of the interest and income thereof, together with all moneys raised for school purposes. The State treasurer receives and holds as a special deposit all school monej^s paid into the treasury, and pays them out on the warrant of the State comptroller issued in due form. The county treasurer is required to notify the county superintendent of the amount in treasury subject to apportionment, also to make a financial report to the superintendent of public instruction. The revised school law of the State has proved satisfactory to the great majority of those most directly interested in education, auvl is ackiio vledged by eastern educators to be a model school law. STATE teachers’ INSTITUTE. The first State institute called by Superintendent Moulder met in the city of San Francisco, 1861, and continued in session five days, with a total attendance of 250 members. The legislature of the previous year had made an appropriation of $3,000 for the purpose of aiding State institutes. A second State institute was convened at Sacramento in 1882, only 109 members being in attendance. In the month of February, 1883, a circular calling a State institute in the city of San Francisco on the 4th of May was issued by Superintendent Swett, and sent to every school ofQcer in the State. The advantages arising from institutes were strongly and pertinently set forth, some of which wo quote: “No event in the history of education in the United States has proved so fruitful of beneficent results as the organizations of institutes and conventions. They are not intended as substitutes for normal schools, nor can they educate teachers to the busi¬ ness of their profession, yet they serve the most admirable purpose of improving those who are not temporarily engaged in the profession, of furnishing those who are not systematically trained with the best methods of instruction, and of increasing the effi¬ ciency of professional teachers. “ The exercises of the institute involve an outline view of subjects relating to the proper mode of imparting instruction, present the latest information regarding the progress of education in our own and in other countries, and afford an occasion for expe¬ rienced teachers to present practical views which cannot be obtained from books. The best thoughts and best acquirements of the most original teachers are elicited and thrown into the common stock of professional knowledge. They influence public opinion by bringing the teacher’s labors more prominently before the community, and by promoting a higher estimate of the common school in its vital relation to society and the State. The routine of a teacher’s daily life limits his influence to the narrow sphere of the school-room, but the proceedings of an institute are earried by the press to thousands of families in the State, and his views become an active element in pub¬ lic opinion. No obstacle to the progress of free schools is so formidable as the apathy and in difference of the people. ^ ■)(•**#* “ The teachers of California constitute the advanced guard of the great army of , instructors in the United States cut off from all personal communication with tho main body, and too distant to feel the influences which are perfecting the drill and discipline of the corps in older communities. IMany teachers, though liberally edu¬ cated, and schooled by experience and travel, are not familiar with the new methods of instruction known to the professionally trained teacher, and to such the practical knowledge communicated in a single session of an institute is invaluable. “ Nor is the institute less productive of useful results to professionally educated teachers. “ Associations and conventions in other States have changed teaching from a monot¬ onous routine to a skillful art. The abstract didactic, pedantic, book-bonnd style of the old-school teaching has been succeeded by more natural and x>hilosophical meth¬ ods of developing the human mind. * * * » * * # “ No occiqiation is more exhausting to nervous force and mental energy than teach¬ ing; and tho teacher needs, above all others, the cheering influences of jileasant social intercourse with those whose tastes and habits are similar to his own. “No wonder, then, that the schoolmaster, buried in some obscure district, surrounded only by tho raw material ot mind, which lie is trying to weave into a finer texture, without access to books, his motives either misunderstood or aspersed, his labors often seemingly barren of results, his services half j)aid, his chief study being ‘how to make both ends meet,’ no wonder that ho sometimes becomes moody and disheartened, loses Ins enthusiasm, and feels that tho very sky above him is one vast black-board on which he is condemned to work out the sum-total of his existence. He only needs the social intercourse of institutes, and tho cordial sympathy of fellow-teachers, there evoked, to niak(‘, (he heavens glow with hope. There he finds his difficulties are shared by others, his labors arc appreciated, and his vocation res^iected.” Pursnaut to this call, one of the largest and most enthusiastic institutes ever assem- CALtJj^OliNIA. 81 bled iii the United States was organized on Monday, May 4, and continued in session during the week. There were present four hundred and sixty-three registered mem¬ bers, and thedailj^ sessions were attended by hundreds of others interested ki public schools. The result of the institute was highly satisfactory. Aside from all the incidental labors and benefits of that State institute, five sul)stau- tial and solid facts remain as monuments : First. The establishment of an educational journal, the “California Teaclier.” Second. The adoption of a uniform State series of text-books. Third. Action on the question of a State tax for the support of public schools, which resulted most beneficently to the cause of education in the State. Fourth. The organization of a State educational and professional society. Fifth. State diplomas and certificates. THE C.\XIFORNLi TEACIiEll. The first number of the California Teacher was published in July following. It is the State educational journal, the professional organ, of the teachers of the State, and the official organ of the State superintendent, and directly under his control. The journal was originally placed in the hands of a board of resident editors, consisting of John Swett, George Tait, George W. Minns, and Samuel I. C. Swezey. It is still in a flourishing condition, under an efficient corps of managing editors. It reaches every school officer in the State ; it goes into the hands of every teacher, into every school library, and to every newspaper in the State. The amount of reading matter, relating to schools, has thus been increased a hundred fold. It has done more to inform tras- tees, to awaken professional pride among teachers, and to secure an efficient execution of the school law, than any other educational agency in the State. STATE EDUCATIONAL SOCIETY. It was eminently fitting that these twin efforts in behalf of education should go hand in hand, and that the first number of the California Teacher should contain the con¬ stitution of the State society. The designs of the organization were to further the educational interests of the State ; to give efficiency to the school system ; to furnish a practical basis for united action among those devoted to the cause of education, and to elevate the office of the teacher to its true rank among the professions. The last biennial report of Hon. O. P. Fitzgerald, the present State superintendent, contains most gratifying statements in regard to State and county institutes, and the California Teacher. CONCERNING A NATIONAL BUREAU OF EDUCATION. As far back as 1865, State Superintendent Swett embodied the following in his bien¬ nial report : “The importance of establishing a National Bureau of Education at Washington, with a minister of public instruction, who shall be a member of the Cabinet, has been presented by leading educators in the last national convention of teachers and iji various institutes and conventions. A committee has been appointed to memoralize Congress in favor of such a national department of instruction. “ The power of the National Government should be brought to aid the States in per¬ fecting their several systems of public instruction. The educational statistics of the different States should bo compiled and published annually by the General Govern¬ ment. Reforms and improvements should be suggested. The best thoughts of the best educators should have a national circulation. What the Department of Agricul¬ ture is doing for the material interests of the nation, the Bureau of Education would do for the public schools. Surely the education of men who are soon to control the government of the nation is equally as important as the raising of grain or cattle or horses. * . * * * * * “ The importance of the subject will present itself so forcibly to the mind of all legislators that, without further argument, I recommend that the legislature pass a concurrent resolution requesting the Senators and Representatives of California in Congress to favor the organization, as soon as practicable, of a National Department of Instruction, which shall aim to establish, on purely democratic repuidican princi¬ ples, a system of public education in the United States which shall educate physically, morally, and intellectually every child born within the broad domain of the Union.” It will thus be seen that California, though in a measure isolated from the active educational interests of the Union, was fully alive to the great work, and lifted an earnest voice in its behalf. Four years ago a law was enacted establishing the National Bureau of Education. During the present year the cause of education in the State has received a fresh and vigorous impulse from a protracted visit of the Gommi.ssioner, who has visited the G C E 82 REPORT OE THE COMMISSIONER OF EDUCATION. principal cities of the State, personally inspecting the different schools, both public and private, the incorporated institutions, asylums, alms-houses, prisons, and hospi¬ tals. EDUCATIONAL EFFORTS AMONG THE CHINESE IN CALIFORNIA. * Education of the Chinese in California began with missionary labors in San Fran¬ cisco. Rev. William Speer, D. D., of the Presbyterian Board of Missions, commenced his work here in 1852. He taught such as chose to avail themselves of his gratuitous instruction a few hours daily in rooms rented for the purpose. In 1853 a mission- house was completed and the school removed to it, in which building, with occasional interruptions, there has been a Chinese school until the present time. Mr. Speer being forced to leave in 1857, the school was discontinued for a while. It afterward revived as a day-school, supported by the private contributions of Christian people. It was attended by Chinese boys and girls as well as young men. In 1859, Rev. A. W. Loomis, who still occupies the field, arrived, and gave renewed impulse to the work. Additional classes of boys and girls were taught during the day, and also in the evening. In 1861 the city board of education was induced to assume the school by iiaying the salary of the teacher. After a while, a change having come in the political complexion of the board, and the outside clamor against the Chinese increasing, the Chinese school was shaken off, and the salary of the teacher Avithheld. The school went on as before, Christian people assuming the expense ; although, like other citizens, they paid all their assessments for free schools and other purposes. Another change of administration furnished a board that was willing again to support a teacher for the Chinese. The school, after this time, was held only in the evening, on which account only the older boys and many adults availed themselves of its privileges, and comparatively few of the younger Chinese children attended. With an interruption of several months the school was again reopened, January 25, 1868, in the mission-house, corner of Sacramento and Stockton streets, in which year it was removed to a public-school building on Powell street. Being some distance from the Chinese quarter, this school did not flourish ; young men, to the number of about twenty, attending in the evening only. The board of education seemed to take little interest in it, and in the fall of 1870 it was discontinued at this place. On the removal of this school from the mission-house, two other teachers were at once employed by the mission ; the attendance increased, and the schools of the mission are still contin¬ ued. The average attendance last term was 55 in both departments of the evening- school. The largest number at one time was 84. Rev. A. W. Loomis, and Rev. I. M. Condit, the two faithful missionaries, assist more or less ; in addition to these, there are employed at present two male teachers and one female teacher. No tuition or other fees are cliarged ; the puj)ils simply furnish their own books. AN EFFORT IN BEHALF OF CHINESE WOMEN. Two and a half years ago, a number of philanthropic ladies from several of the Protestant churches in San Francisco formed a society and employed a teacher, Mrs. Cole, to take charge of a Chinese school, which was designed more particularly for the benefit of Chinese girls and women. Their school was commenced May 24, 1869. The average attendance had been from 23 to 25 ; highest number on the list at one time 40 ; at present 30, two-thirds of which are girls. This is a day-school and entirely free. In the afternoon of each day a Chinese assistant is employed, who instructs both boys and girls in Chinese ; the girls are also instructed in needle-work. This looks like striking at the very root of the matter in tlie way of educating and Chris¬ tianizing this peculiar people. THE WORK OF THE CHURCHES IN EDUCATING THE CHINESE. Much has been done by several of the leading churches of San Francisco to gather the Chinese into Sabbath-schools. Here they are taught to read, write, and spell, as the necessary preliminaries to other instruction. During the summer of 1868, Rev. Otis Gibson arrived to establish a mission for the Methodist church amongst the Chinese. He devoted much of his time to visiting the churches and stimulating them in their Sabbath-school work in this direction. But efforts in this line fluctuate very much. About the first of the present year the mission building of this church was dedicated, and soon after their school commenced. They employ three teachers. The attendance at the evening-school at present is about thirty ; during the day there is an attendance of from six to ten boys, and about three girls. During the latter part of 1870 and the early part of 1871, the Roman Catholics staarted a day-school for boys in a house belonging to the church, at the rear of St. Mary’s Cathedral. The teacher is a native Chinaman, a member of the Roman Cath¬ olic church, and brought here especially for this work. He had ten or twelve pupils, CALIFORNIA. 83 and tanglit them mostly in the Chinese classics, and to write their own language— his knowledge of English being too imperfect to he of much service as an English teacher. It now numbers seven boys and one girl. About a year ago the American Missionary Society entered the field, and the Congre¬ gational churches on this coast co-operate with them. They employ three ladies sent from the Eastern States for this i)urpose — two at Stockton and one at Sacramento ; they also support a school at Marysville, one in a Congregational church in San Fran¬ cisco, and one just started at the Mission Dolores, San Francisco. The attendance at the church is ten to fifteen ; at the mission, fifteen to thirty. The Baptist church has also a mission to the Chinese in San Francisco. An evening- school was commenced a few months since. The teacher is Rev. Mr. Graves, of the Southern Baptist church, aided by occasional voluntary assistants. CHINESE TAXED BUT NOT TAUGHT BY THE STATE. Before the number of sehools had increased as at present, there were many classes of four or five, taught by private individuals, most of them in the evening. The pupils were young men who were anxious to fit themselves for doing business with our people. From the preceding statements it appears : First. That while the Chinese in this country have always paid their share — and a great deal more than their share — of the taxes, very little has been done to teach their children. Second. That good, philanthropic people, seeing their need of instruction, are taxing themselves voluntarily to sui^port schools among them, while they are at the same time paying their taxes for the public schools. Third. Even after all this has been done, the very class for which schools are most needed — viz, the young children — are not benefited so much as those more advanced. We are told there are five hundred Chinese children, born in this country, who will be citizens by and by. The State must provide schools for them, and require the chil¬ dren to attend them. The proper training of the children of the Chinese would go far toward solving the knotty problem of Chinese immigration. The desired influence upon adults will best reach them through their children. Our language, usages, arts,, and manners could thus most easily be grafted ux)on this peculiar people. STATE NOBMAL SCHOOL. During the session of the State teachers’ institute, held in San Francisco in 1861, the superintendent of public instruction called the attention of the members to the im¬ portance of the permanent establishment and maintenance of a school for the special instruction and training of teachers, recommending the appointment of a committee to memorialize the legislature to authorize the establishment of such an institution. This was done, and the sum of $3,000 was appropriated for the support of the school, the first session of which was commenced in 1862. The design of the normal school is to provide well-trained teachers for the eommon schools of the State. The great demand in the State is for good teachers in the lower- grade public schools. Skill in teaching, with average scholarship in studies, for the common schools, is more \lesirable than the highest scholarship without a knowledge of the practical methods to be pursued in the school-room. The revised school law provides that the graduates of the normal school shall receive State certificates 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 scholarship, some receiving diplomas, some first-grade, and others second and third grade certificates. Members of the graduating class have not infrequently taught from one to three years prior to entering the normal school. Their standing is high, and they receive State educational diplomas, which entitle them to teach as iirincipals of grammar-schools. Others, whose standing is lower, receive first-grade certificates ; still others receive second-grade ; and those whose standing is still lower, receive third-grade certificates, which entitle them to teaeh only in primary schools. This mode of graduating xmpils according to ability and attainments, though, perhaps, with¬ out precedent, is found to be most excellent in its workings. The jiercentage of a member of the graduating class is determined by taking into consideration the stand¬ ing in recitation records during the term, the report of success in the training school, and the result of the written examination at the close of the term. The last legislature resolved to erect suitable buildings for the xiermanent location of the school. The very spirited contest that arose among most of the central cities of the State, showed the high estimation in which the institution was held. The flourishing city of San Jos6, situated in the fertile and beautiful valley of Santa Clara, won the coveted prize. The advantages of San Josd, as the proper location of the school, are its unsurpassed climate, its accessibility from all parts of the State, and the intelligence, morality, and hospitality of the citizens. 84 REPORT OF THE COMMISSIONER OF EDUCATION. The same legislature iucreased the annual appropriation for the support of the school from $8,000 to $12,000, besides providing funds for the erection of a building that will be a credit to the State, and appropriating $1,000 for the purchase of books. The trus¬ tees have made a liberal appropriation for the i^urchase of additional apparatus. The principal is Dr. W. T. Lucky, A. M., -who has a well-established reputation as an able and successful teacher. Henrj’- P. Carlton, A. M., is vice-principal. The time for com¬ pleting the normal school course is two years, each divided into two terms of five mouths. At the close of each term there are written examinations. Pupils are re¬ quired to furnish their own text-books. Tuition is free. Good boarding can be ob¬ tained at from $5 to $7 per week ; rooms for self-boarding, at reasonable rates. The school is in a flourishing condition. The removal from San Francisco to San Josd last June did not diminish the number of pupils. The new building rapidly approaches completion, and, when finished, will be one of the finest school buildings on the coast. The number of pupils in the normal department for the academic year, 1870-Ul, was 164, of whom 132 were ladies, and 32 were gentlemen. The twelfth graduating class numbered 21 ; whole number of graduates from the school, 253. To secure admission into the j unior class of the normal school, the applicant, if a male, must be seventeen years of age, or, if a female, sixteen years of age ; to enter an advanced class, the applicant must be proportionably older. Before entering, all applicants must sign the following declaration : “ We hereby declare that our purpose in entering the California State normal school is to fit ourselves for the profession of teaching, and that it is our intention to engage in teaching in the public schools of the State.” UNIVERSITY OF CALIFORNIA. An act to create and organize the University of California became a laiv on the 23d of March, 1868. The ex-officio regents are, the governor of the State, lieutenant-gover¬ nor, speaker of the assembly. State superintendent of public instruction, president of the State Agricultural Society, president of the Mechanics’ Institute of San Francisco. There are, also, eight appointed regents, and eight honorary regents. The officers of the board are. His Excellency Henry H. Haight, president ; Andrew J. Moulder, esq., sec¬ retary; and William C. Ralston, esq., treasurer. Every regent, however appointed, is a voting, legislative, and executive member of the board. The faculty consists of nineteen members, Henry Durant, A. M., being president of the same. The medical department has eight professors, and a board of examiners numbering ten members. The colleges of arts and letters have a faculty of ten professors. The site of the University is at Berkeley, four miles north of Oakland, and directly facing the Golden Gate, upon the 160 acres of land donated by the College of Califor¬ nia. This was a munificent gift, the land being estimated as now worth $500 per acre. The grounds have been laid out in handsome style; numerous drives, avenues, and walks have been constructed, and a large number of ornamental trees set out. The work will be continued until the whole estate is converted into a highly attract¬ ive and ornamental park. Take it all in all, there is not probably a spot in America, in the vicinity of a great city, that commands so beautiful, so picturesque, and so extended a prospect as the site of the University. The formal opening in the new buildings of the University but recently took place. The poem read on the occasion was by a lady. Young ladies are admitted into the University on equal terms, in all respects, with young men. The University, vhich has just entered on its second year, consists of various col¬ leges, namely : First. Colleges of arts. Second. A college of letters. Third. Professional and other colleges. The following colleges have already been organized : 1. A State college of agriculture., 2. A State college of mechanic arts. 3. A State college of mines. 4. A State college of civil engineering. > Colleges of arts. J 6. A State college of medicine. In each of these the whole course of instruction occupies four years, with three terms in each year. In all the colleges of the University, the method of instruction is by means of lectures and the study of text-books, accompanied in either case by rigid daily examinations. The law department of the University has not yet been organized, but early meas¬ ures will bo taken to put it in operation. The appointment of Judge Field, of the United States Supreme Court, as xnofessor of law, and his acceptance of the chair, may bo regarded as the first step to the full organization of the college of law. The Uni¬ versity already possesses excellent apparatus, recently procured from Europe, and valued at over $30,000, for the use of the physical, chemical, and other scientific departments. CxVLIFORNIA. 85 In conformity with an act passed at the last session of the lej^islataro of the State, the regents established the fifth class, or preparatory department of the University. The design of this establishment is to prepare students for admission to the University of California. Thus far the high school of San Francisco, and this department, have been the only schools in the State whose pupils, in any considerable number, have been qualified to enter the University. The standard of qualifications for admission thereto is materially the same as that of Yale, Harvard, and Cornell. The course of study adopted in the preparatory department embraces all the studies pursued in the public schools of the State, and also an extended course in the ancient and modern languages, and in mathematics. Pupils may avail themselves of a daily drill in military tactics, although military discipline is not maintained, and uniforms are not required. It will be seen from the foregoing statements that the University of California, in the second year of its existence, already offers excellent facilities for a thorough edu¬ cation. With a full and complete faculty of instruction, and a costly and complete apparatus, it opens its doors, without charge, to all of both sexes who are qualified to profit by its advantages. Students can obtain board and lodging in private families, at from $5 to $8 per week. The whole number of students in the University during the past year was 93 ; num¬ ber of students in the preparatory department, 88. The dormitory system being for¬ bidden by the organic act, the students of the University find homes in the boarding¬ houses and private families of Oakland. Members of the preparatory department who do not reside with their parents are required to room and board in the building of the department ; tuition, board, and lodging, |30 for four weeks ; single rooms furnished each student. PP.IV'ATE EDUCATIONAL INSTITUTIONS. The total number of colleges and private schools in the city of San Francisco is 65, of which 15 are under the control of the Catholic denomination. From the last school census, the number of children, between six and fifteen years of age, who have attended private schools during the year, was 4,582. In addition to the attendance of the private schools there are about 850 children, under six years of age, at different infant- schools; and about 900 attending the higher schools, private schools, and colleges, the whole aggregating 6,160 ; a yearly increase of 2,332. MILLS SEMINAPY. This institution, formerly known as the “Young Ladies’ Seminary of Benicia,” was founded in 1852, and is the pioneer institution of its kind in California. When first established it was under a board of trustees. In 1854 it passed into private hands ; and in 1865 it was purchased by Eev. C. T. Mills, D. D., who since that time has been its sole proprietor, and, with his wife as associate principal, has had charge of the school. The rapid growth of their school demanded better accommodations. Having- sold their buildings in Benicia, they transferred their school to its new location in Seminary Park, Brooklyn, Alameda County. The grounds comprise 60 acres. They are attractive and beautiful. The building is one of the finest on the coast, and will furnish accommodations for about 200 pupils. The success of the institution surpasses all expectations, and additional accommodations are already contemplated. Though the Mills Seminary, for the present, is private property, the hojie and purpose is to make it a permanent institution. It is the desire of its proprietor that it shall be so arranged, and eventually so endowed, that, like Mount Holyoke, or Vassar, it will be self-perpetuating. There are 200 students, with a board of instructors numbering 20. There is a preparatory and an academic department, with the best facilities for the ornamental branches. The year is divided into two terms of twenty weeks each. Expenses $160 per term. UNIVEESITY (city) COLLEGE. This institution, founded in 1859, in the heart of the city of San Francisco, was in¬ corporated as a college in 1863. The valuable property was then placed in the hands of trustees, among whom may bo named the mayor, Thomas H. Selby, who is presi¬ dent of the board, and Governor Haigh^, through whose wise foresiglit and persevering efforts a very valuable tract for university purposes, known as University Mound, situ¬ ated five miles from the Plaza, was secured. The City College was established by Rev. George Burrowes, who in 1865 was obliged to resign its charge on account of ill health. He was succeeded by Rev. P. V. Veeder, A. M., who was the present year succeeded by Rev. W. Alexander, uow in charge. The college has eight instructors, and about 95 students. The buildings are large and pro¬ vided with well lighted and ventilated study-halls, and with ample illustrative appa¬ ratus. The plan of instruetion is comprehensive and broad, aiming to include a thorough and complete college course. 86 REPORT OF THE COMMISSIONER OF EDUCATION. UNIVERSITY OF THE PACIFIC, (METHODIST EPISCOPAU.) This institution was incorporated in 1851. It is located in Santa Clara ; first col¬ legiate class formed in 1854. It lias eight professors and teachers ; whole number of students about 170. Thirty-four young men have graduated, 20 of whom received the degree of A. B., and 14 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. The yearly expense, per pupil, is $320. T. H. Sinex, D. D., is president. SiANTA CLARA COLLEGE. This institution is under the superintendence of the Fathers of the Society of Jesus, and is open to all. The college was founded in 1851. It was incorporated in April, 1855. It has a full staff of professors and teachers, numbering in all 26. The number of students for the year ending June, 1871, was 225. It possesses a complete philo¬ sophical apparatus, a full chemical laboratory, a museum of natural history, and a college library of 12,000 volumes. The yearly expense, per session of ten months, is $350. ST. MARY’S COLLEGE. This institution is situated at San Francisco, on the old Mission road, about five miles from the City Hall. It is a brick buMding capable of accommodating 209 students. The cost of building and fitting up amounted to about $100,000. It was opened to the reception of students in 1863, and during that year upward of 200 were enrolled. It has a board of managers, and a faculty numbering 16 professors and teachers. There are now in the college more than 250 students. It is now in charge of a number of gentlemen belonging to a society known as “ The Christian Brothers,” who devote their lives to the work of education. SAINT MARY, OF THE PACIFIC. This is a boarding-school for young ladies, located at Benicia. The school has been in operation the past year, occupying a rented building ; but on entering its newly erected building it was duly inaugurated under the immediate supervision of Rev. Dr. and Mrs. Breck. For all the branches of a thorougli English, classical, and polite edu¬ cation competent instructors have been provided. OAKLAND MILITARY ACADEMAL This institution is located on Telegraph avenue, nearly one mile north of the city of Oakland. The course followed is designed for the symmetrical development and dis¬ cipline of the mind, and the formation of a good physical constitution. The military drill does not encroach upon study hours, but occupies time usually given to recreation, which is often worse than wasted by students. The course of study embraces an English course of four years, a classical course of three years, a commercial course, and the modern languages, if desired. D. McClure, principal. The total number of pupils for the vear ending May, 1871, was 110. Expenses per scholastic year of forty weeks, $350. ST. IGNATIUS COLLEGE. This literary institution is located in San Francisco. It was organized in 1855 ; in¬ corporated in 1859. It provides for a thorough classical, mathematical, and philosoph¬ ical education, and, also, a commercial course. There are 19 professors and teachers. Number of pupils for the year ending June, 1871, 559. The college is inteuded for day scholars only. Rev. J. Bayma, president. HE.\LD’s BUSINESS COLLEGE. College building. Post street, San Francisco. The design of this school is to educate boys and young men with a special view to business. Its purpose is not to impart a classical education, but a practical one. There are at present about 250 students at¬ tending this school, including day and evening classes. LAUREL HALL BOARDING-SCHOOL FOR YOUNG LADIES. Located at San Mateo. Organized 1864. Number of pupils, about 70. The grounds include 27 acres. School building commodious ; much attention is given to i)fiysical training. Miss L. H. Buckmaster, principal, with 6 assistant teachers. SAN JOSE INSTITUTE AND BUSINESS COLLEGE. Located at San Jos6. F. Gates, principal, and founder of the institution in 1861. From a beginning of only 7 pupils it soon reached 200, with a corps of 10 teachers. The school is thoroughly graded, affording the best educational facilities for both board¬ ing and day scholars. Ladies are also received into the business college course. CALIFORNIA. 87 TACIFIC METHODIST COLLEGE. This institution commenced, under its present organization, in March, 1861, at Vaca¬ ville, Solano County. The last catalogue shows 210 students, with 7 professors and teachers. The buildings cost about $25,000. It is in a j)rosperous condition. COLLEGE OF ST. AUGUSTINE. The Missionary College of St. Augustine was incorporated in 1868. At present its character and work is limited to that of a grammar school. The location of the col¬ lege is. at Benicia. The buildings are commodious ; the site comprises 20 acres. It has a junior and senior grade. The former is designed to give a practical English educa¬ tion ; in the latter the pupils may pursue the most advanced English course, or a classical course preparing them for any university in the country. The military in¬ struction is entirely practical, and consists of daily drills in infantry tactics. Whole number in attendance during the year ending June, 1871, was 81. The expense per term of twenty weeks is $175. CHAKITABLE INSTITUTIONS. The Protestant Orphan Asylum, of San Francisco, was established in 1851. Its twentieth anniversary has just closed. It is the oldest institution of its kind in the State. Two hundred and eighty-nine inmates have found a home in the asylum dur¬ ing the past year. Of this number, 84 have been removed by friends, 14 have been placed in families, 6 have been adopted, and 6 have died, leaving the jiresent number of inmates 179. The older girls, when out of school, are required to mend their clothes and assist in other suitable labor ; the boys are occupied in out-door work, industri¬ ous habits are inculcated, and labor made attractive. The studies pursued are suited to the capacity of the children, many of whom show decidedly studious habits, and prize their privileges. ROMAN CATHOLIC ORPHAN ASYLUM. Location, Market street, San Francisco. Organized 1851, and X)laced under the care of the Sisters of Charity. The present capacious brick building cost $45,000, which provides for the accommodation of 320 children. Another of the same dimensions pro¬ vides for 550 day scholars. A farm of 53 acres has been y)urchased at Hunter’s Point, and a frame building, callable of accommodating 300 children, is in xirocess of erection. Whole number of scholars, 623. Of this number 400 are day scholars. ladies’ PROTECTION AND RELIEF SOCIETY. Established in San Francisco August 4, 1853. Incorporated August 9, 1854. The society has under its supervision a home where friendless or destitute girls under the age of fourteen and over three years, and boys under ten and over three years old, may be received and provided for until permanent homes in Christian families can be secured. It also receives adults who are temporarily out of emxrloyment, or those who are incapacitated for labor. The number of inmates January, 1871, was 200 children and four adults. The cost of the building was $44,000. A school is maintained at the home, under the direction of a salaried teacher, assisted by the larger pupils. The average attendance is 140. INDUSTRIAL SCHOOL. Located on Ocean House road, San Francisco. Organized by act of legislature, 1858. The institution is not one of jmnishment, but of correction. Theie is a good school connected with it, conducted on the same general ]ilan as the jiublic schools of the city. The president of the institution, in a recent report, says : “ Our greatest want is suitable employment for the inmates. The success of the shoe- shop warrants the supposition that other trades could be made beneficial and profita¬ ble. It needs no argument to prove that steady and well-directed employment, out of school hours, is essential to the development of a perfect system of reform. » * * There are a large number of boys who have left this school comidetely reformed, and have become ornaments to society. “ It is proposed, as soon as the necessary funds are available, to erect workshops, in which the children shall be taught such useful trades as will enable them to earn an honest livelihood when they leave the school. It is of but little use, comparatively, to teach children of this class how to read, write, sing, &c., if we do not alford them at the same time opportunities to obtain a living when they are cast on the world to look out for themselves.” Number of inmates October 1, 1871, 244. Of these, 207 are boys, and 37 are girls. There are three teachers ; George Furlong, jirincipa], with two assistant teachers. The general conduct of the children in the school has been good. 88 REPORT OF THE COMMISSIONER OP EDUCATION. INSTITUTION FOR THE DEAF, DUMB^ AND BLIND. This institntion was opened in the spring of 1860, with one blind child and three deaf mutes. It was nnder the supervision of an association of benevolent ladies, whose appeal to a charitable public provided for its support. In 1864 it was placed in the hands of a board of trustees. During the legislative session of 1865-’66 a law was passed reorganizing and providing for the institution, and recognizing it as a part of the educational policy of the State. Its privileges, like those of the common schools, are offered gratuitously to the deaf and blind children of the commonwealth. This institution is located about four and a half miles north of Oakland, directly in front of the Golden Gate, and adjoins the grounds of the State University. The site comprises 1.30 acres, of which 50 acres are of the highest fertility, while the remainder is hill land and well adapted to grazing purposes. The edifice is in semi-Gothic style, built of a rough blue stone, in admirable keeping with the architecture. The internal arrangements seem to be as near perfect as experience could make them. Other insti¬ tutions unite the deaf, dumb, and blind, but such union has always been regarded as a temporary expedient, and endured as a measure of economy. This is the only institu¬ tion in the world planned with special reference to keeping the two classes together. The building will accommodate comfortably 1.50 pupils, together with the necessaiy officers and employes. It is made capable of wonderful expansion. In the years to come it can be enlarged to double its capacity at very small expense. The buildings and lands have cost the State $158,098 30. In the opinion of good judges, the property at this time is Avorth not less than a quarter of a million of dollars. Being a part of the common-school system of the State, its benefits are free to all deaf, dumb, and. blind persons, between the ages of six and twenty-five years, who are of sound intel¬ lect and are residents of the State. Pupils from other States or Territories are charged $300 per annum. During the last two years there have been under instruction 96 jiupils, 60 of whom are deaf and dumb, and 3G are blind. Of this number 42 are females, and 54 are males. Total receipts for the year, from all sources, $64,042 62. Total expenditures, $59,454 36. In the last repoid of this institntion, Warring Wilkin¬ son, esq., the principal, says: “The benefits to be derived from the union of the two classes — viz : the deaf and dumb, and the blind — are numerous and important. In the first place, there is the advantage of economy. It is well known that institutions of this kind, even under the most careful management, are the most expensive of all State establishments. Any measure of economy, then, consistent with efficiency in the conduct of the institntion, should be used. One building, one principal, one physician, one set of domestics, one steward’s department, one stable — in short, one establishment v/here two would other¬ wise bo required — effects a saving not to be overlooked or disregarded. Much of the apparatus adapted to the use of the blind is available for the deaf and dumb. More¬ over, there may be cultivated a generous and healthy rivalry between the deaf and dumb, and the blind, which stimulates to zeal and apiyiication. This stimulus extends to teachers as well as pupils. Suggestions derived from individual exxierieuce in one line of instruction become the common jiroperty of all, and the tendency of all teach¬ ers of specialties to provincialism of thought is to a degree counteracted.” At the same time he says that, beyond a certain number, division is a necessity; for he would not have the family relation lost sight of, nor the pupils governed like armies, by delegated authority and the diseijiline of fear. In closing his reirort, he adds : “The universally approved system of written examinations, now adopted in all higher institutions of learning, removes in a great degree the disabilities under which a deaf mute labors in a competitive race ibr academic honors ; and I do not doubt that w'o shall bo able to send students to the State University who will not disgrace the preparatory school. At any rate, we shall ask no special favors in behalf of these can¬ didates we put forward, and sincerely hope that none will be granted.” EDUCATION OF THE SOLDIEIiS OF THE UNITED STATES AR:\IY, DEPARTMENT OF CALI¬ FORNIA. The law of Congress directs that, at permanent posts and camps, schools shall be es¬ tablished for the instruction of the enlisted men in the common branches of English education. At the largest posts and permanent garrisons this has been carried out as far as practicable, and with good effect upon the morals and discipline of the men. At the small one-comi)aDy xiosts in the Indian country, since the reduction of the Array, the difficulties in the way almost prevent the carrying out of any regular system of in¬ struction. The garrisons are so small that, after taking out the regular guard de¬ tail, only 30 or perhaps 40 men remain for duty ; then in addition to stated duties, such as drill, inspection, taking care of animals and property, they have to build and repair their own Cjuarters, and arc often absent from the post for weeks at a time, scouting after Indiana, or escorting trains or x^arties, and the time is so fully occupied with various CALIFORNIA. 89 exacting duties that they have little leisure and less inclination for stud^’. Each post has a small library, and is supplied with the principal newspapers. INDIAN SCHOOLS. Colonel B. C. Whiting, superintendent of Indian atfairs in California says : “ Comparatively little has been done toward keeping up schools among the In¬ dians within my superintendency. The school at the Hoopa reservation was broken up in April, 1867, in consequence of Indian troubles in which the agent and three other white men were killed. The teacher and most of the other employes of the Indian department left in dismay and could not be induced to return. Most of the time dur¬ ing my term we have been left without any appropriation for school-houses, teachers, or school-books. At Hoopa and Round Valley good schools are maintained at present, one salaried teacher being employed at each reservation. Three teachers are asked for by the agent at Hoopa Valley, on account of the scattered location of the Indian vil¬ lages, or rancherius, and the difficulty at certain seasons of the year in crossing the river without going a great distance to reach the ferry. This embarrassment keeiis a great many boys and girls away from the school now kept near the agency. The usual at¬ tendance is about 24. “The school at Round Valley is more flourishing, the average attendance being about 45. “ The school at Tule River has been discontinued on account of the sickness of the teacher. It is difficult to get another suitable teacher during the warm and somewhat sickly season. It is to be hoped that this is but a temporary suspension, and that the school will recommence in November with the usual number of scholars, about 30.^’ SAN FRAA'ICISCO. Mr. J. H. Widber, city and county superintendent, in his report for the school and fiscal year ending June 30, 1871, gives the following statistical summaiy : POPULATION, ETC. Population of city, as per United States census, 1870 . . . 150,000 Children under fifteen, as per school census, 1871 . . . 46, 615 Between six and fifteen, entitled to State apportionment of school fund.. 28, 530 Between six and fifteen, (legal school age) . 26, 034 Average number attending public schools . . . . . 18, 807 Average number attending church and private schools . 4, 824 Not attending any school, ( approximate) . 2, 403 Buildings owned by department . . . . . . 44 Rented rooms . 43 Number of teachers . . 416 Number of classes . . . . . . . . 357 Total average monthly enrollment . 18, 807 Average number belonging . 17, 420 Average daily attendance . . 16, 382 Average evening-school attendance . 503 EXPENDITURES OF 1870-71. Salaries of teachers . . . $345, 718 91 Rents . 13,617 60 Building fund . . . 174, 975 02 Incidentals . . . . . 170, 805 04 Total . 705, 116 57 RECEIPTS. State apportionment . . . $94, 196 05 City taxes . . . . 437,214 18 Other sources . . . 141,272 25 Total . 672, 682 48 City assessment-roll . . . $106, 000, 000 Taxes collected on . 97, 000, 000 Total, city taxes . 2,761,000 Amoitnt of current school expenses . 630, 000 90 EEPOET OF THE COMMISSIONEE OF EDUCATION. The estimated expenditures for 1871-72 will exceed income $76,940. The city assessment-roll of this year is a little less than that of last year, while the increase in school attendance over the average attendance of last year for the first two mouths was 2,300 children, requiring 30 new classes and an increase of 38 teachers, making an increase of 10 per cent, in the item of salaries of teachers. Without any further increase in the number of teachers, the cost of salaries will amount to about $395,000 ; and with the addition of 25 teachers, which will be required during the year, the whole amount of teachers’ salaries will be, at least, $415,000. Grammar and high school teachers are paid 25 per cent, less than teachers of the same grade in Boston,* primary teachers are paid, on an average, $100 a year more than teachers of that grade in Boston ; equal to 14 per cent. more. The cost per pupil for tuition — that is, salaries of teachers exclusively, last year was $19 83 ; in Boston, $20 60 ; Chicago, $16 10. The total cost per pupil, not including building fund, was $30 43 ; in Boston, $28 20. Total cost per x)upil, including building expenses, $40 47 ; in Boston, $46 28. The city is now renting forty-tliree rooms for the accommodation of 2,000 pupils, at a cost of $10,000 a year. Last year, with a school attendance of 18,000, the city expended $175,000. Boston, with an attendance of 3.5,000, expended $612,000. The demands for new school-houses are not greater than in other cities. It is cheaper to build than to rent. The total cost of new buildings needed would be $244,000. Should a new building for the boys’ high school be erected, the amount would be increased to $369,000, including the $90,000 deficit of this year; so that the new issue of bonds should be to the amount of, at least, $375,000. Superintendent Widber says : “Good schools cannot be maintained without good buildings and good teachers. Competent teachers cannot be had without a fair rate of wages. Good schools, there¬ fore, are costly, but they must be maintained. A liberal expenditure in education is the truest economy in the end. Let all citizens, all legislators, and all school officers unite in a spirit of enlightened liberality to provide the means for supporting public schools, and then, if educated and professional teachers are placed in charge of the children, we may hope to attain in the future the highest results of modern civiliza¬ tion, a community of educated men and women.” TEXT-BOOKS. Concerning text-books, Mr. Widber says : “ The sweeping change of text-books, made compulsory on the city by the law passed at the last session of the legislature, which placed the city under the control of the State board of education, is much to be regretted. The expense was very heavy, amounting in some cases in single families to $50. The State uniformity law is open to many grave objections. Books which are suitable for use in graded city schools are not adapted for use in ungraded country schools, and vice versa. Leading educators in other States are setting their faces against State uniformity. A question involving so many hundreds of thousands of dollars is a dangerous power to be centralized in one board, subjected to the pressure of infiueutial publishing houses.” Considering the large annual expenditure for books for indigent children, he recom¬ mends for consideration the New York and Philadelphia plan of furnishing all text¬ books free, in the form of school-libraries. In the end it would cost the people less than half the present expense. DEPUTY SUPERIXTENDENT. Deputy Superintendent Swett assumed the duties of his office January, 1871, and submits the first annual report. It is his special duty to visit schools, to enforce the rules relating to teachers and pupils, and to examine into the classification and course of instruction. He has, also, the immediate supervision of the annual examination of the first grades of the grammar-schools. He is required, also, to make a written report on examinations to the committee on classification. He is to give special attention to methods of teaching in j)rimary schools, in order to secure a uniform standard of fit¬ ness for promotion to the grammar-schools. In the absence of the superintendent he is to perform the official duties of that office ; and at the close of the school year he is to make a full report in regard to the educational condition of the scliools, with any suggestions in regard to the course of instruction and methods of teaching. THE NEW COURSE OF STUDY. Deputy Superintendent Swett, in his report closing with September, 1871, says : “The new course of study was prepared previous to the annual examination. It was my positive conviction that the old course carried too much dead-weight, that it reqiiircd more than could be thoroughly taught ; and, hence, the new course omitted CALIFORNIA. 91 many of the surplus things required in the old. In the new course, the work of the first grades is materially reduced. Physiology and philosophy have been stricken out of the course, not because they are not valuable studies, but l)ecause other studies are more important. The grammar-schools are not provided with apparatus, and no instruction whatever is preferable to the study of natural philosophy without experi¬ ments. * ###*#*# “ The introduction of geometry into the lower grades of grammar-schools ^vas an ex¬ periment, and after a costly trial of two years the almost unanimous verdict of teachers, parents, and children has pronounced it a failure. A somewhat complicated course of oral instruction in the old course has been left out altogether, because it had proved a wearisome failure. Provision is made for memorizing less of the text-books in geography and history, and oral grammar precludes the use of the text-book two years. In the primary grades the oral instruction has been greatly reduced and simplified, and in the lower grades there is more reading and less arithmetic. An opportunity is offered in the new course for teachers to cut loose from the pages of the text-books, and to exer¬ cise their own skill and judgment. It is to be hoped that they will improve it, for the slavish teaching of text-books has greatly enfeebled the mental habits of our school children. One of the most valuable and important features of the new course is the instruction in music.” The primary grades require four years before entering the grammar-schools, which, also, require four years before entering the high school. The high-school course is three years, making the entire public-school course eleven years. A pupil entering at six, with yearly promotion, would finish the full course at seventeen. COMPETITIVE EXAMINATIONS. “ The decision of the board during the past year,” says Mr. Swett, “ to require all candidates for positions, whatever grade of certificate they hold, to pass an oral com¬ petitive examination for the purpose of ranking them according to merit, has not been wholly unproductive of good results. It has proved conclusively that some holders of State, city, and normal school certificates are very poorly qualified to teach. * * * Every uneducated and incompetent teacher elected to a position in the schools fills a place which might be occupied by a thoroughly trained and educated teacher, and thus the efficiency of the schools is lowered.” Mr. Swett, in his report, calls special attention to the raising of the standard of pro¬ motion and graduation ; to cutting down the course of study and dropi)ingsom6 text¬ books, and to a higher standard for teachers’ certificates. PUPILS AND TEACHERS. In his statistical summary, which is brought down to September, 1871, the total number of pupils is 20,300, of which 5,008 belong to the grammar grades and 15,292 to the primary grades. There are 407 regular teachers, each having the care of a class employed in the department, which, with a total of 20,300 pupils, would give an average of 52 to each teacher. In addition to this there are 13 special teachers of German and French, 5 special teachers of music and drawing, 13 principals, who exercise a general supervision over the schools under their charge, but do not attend to any particular class, and 19 evening-school teachers ; making a grand total of 457, receiving $31,351 14 per month for salaries. JANITORS. There are 40 janitors employed, receiving as wages, in the aggregate, $2,228 per month. MUSIC. In his annual report for 1887, Superintendent Pelton says : “ I believe I was among the first to propose and urge the introduction of music in the public schools of the city. I am still favorable to the maintenance of musical instruc¬ tion, and think there should not be less,- but more instruction in our schools in this branch. I am, however, of opinion that a somewhat different system of teaching should prevail. How much our schools have been benefited by the present annual expenditure of $3,600, or for the still larger previous annual expenses of music during the past six or eight years, is a matter of conjecture rather than of positive knowledge.” He calls the attention of the board of education to the subject. Deputy Superintendent Swett, in his report ending September, 1871, says: “The introduction of the new course in music has been greatly aided by a visit from Professor L. W. Mason, superintendent of musical instruction in the primary schools of Boston, and author of the music books and charts, who came out here at his own expense, and devoted a mouth of untiring work in explaining his methods of instruction. His visit will long be remembered with pleasure by teachers and puj>ils. An entijusiast in music, he infused his own spirit into the schools. Under the old course of instruc- 92 REPOET OF THE COMMISSIONER OF EDUCATION. tion, the three music-teachers -were occupied almost exclusively in the grammar-schools.;; the primary classes sang songs by rote, but received no specific instruction. The music- teachers now will have the general direction of the instruction in music, but the teacher of each class is held responsible for results.’^ He proceeds to quote from J. Baxter Upham, M. D., chairman of the committee on music of the public schools of the city of Boston, showing that music in its elementary and simpler forms can be taught as universally and as ehectually as reading, writing, geography, or arithmetic; and showing, also, how it may be done. DEAWmG. As late as i864-’65 very little attention was paid to drawing in the public schools of the State, except in the city of San Francisco, where a regular drawing-teacher was employed. In default of other means, the State superintendent at that time strongly recommended black-board drawing, particularly in the primary departments. We quote from the last report of the deputy superintendent in regard to drawing : “ In the new course of study full provision is made for instruction in drawing in the first and second grades, to which grades the time of the two teachers of drawing is necessarily limited ; one hour a week being given to each class. The defect of the new course is a failure to provide for drawing in the lower grammar and primary classes. A course in drawing ought to bo devised corresponding to that in music, requiring the teachers in each grade to be responsible for certain specified instruction.” Mr. Swett then quotes from Mr. Barnard’s special report on scientific and industrial ediication in Europe, who, after reviewing their educational systems, and stating what is being accomplished there in the way of instruction in drawing and kindred art studies, says : “ The Government of the United States is the only civilized government of the world that has done practically nothing for the encouragement of art, either in its elementary or higher forms. The State and municipal governments have done, if possible, less. The contributions of the central government of France for the encouragement of art in a single year are greater than the amount appropriated, by the Government of this republic since its foundation.” In conclusion he says : “ Drawing should be taught in every grade of our x)ublic schools. * * * The introduction of this branch of study into our public schools will do more than anything else to popularize art, and give the whole people a taste for art in its nobler as well as simpler forms.” At the late Mechanics’ Institute Fair, the exhibition of a large number of drawings of the pupils of the public school department was a most pleasing feature of the fair. A large uumber received testimonials of merit, in the shape of medals and diplomas. PRIMARY SCHOOLS. The whole number of pupils enrolled in the primary schools during the year ending August, 1871, was 15,292. The whole number of teachers regularly employed was 292. The average number of pupils to each teacher was 50. The condition of these schools is highly satisfactory. Since the early training of the youthful mind and heart has such a powerful influence in molding and shaping the future destiny of the young, the importance of primary education cannot be overestimated. It is in these schools that the first lessons of human life and the rules of social intercourse and morality are impressed upon the plastic mind. In a late report the city superintendent says : ‘‘ It gives mo great pleasure to bear testimony to the zeal and ability with which most of our primary principals have discharged their duties. The quiet order and thorough discipline of these schools, the excellent scholarship of the pupils, speak volumes of praise for the ability and success of these devoted teachers. Such teachers should be carefully cherished and supported.” GRAMMAR-SCHOOLS. The grammar-schools form the second grade in the system of public instruction. No school can be a grammar-school unless it has an average attendance of 125 pupils in the grammar grades. Suxierintendent Widber, in his last report, gives the number of grammar-schools as 13, with an average monthly enrollment of 4,572, and an average daily attendance of 4,145. There are 108 teachers employed in the grammar-schools. COSilOrOLIT.VN SCHOOLS. These schools are designed to afford facilities for acquiring the modern languages — more especially German and French — in connection with the ordinary English CALIFORNIA. 93 owers of the teacher to enforce obedience to his authority. The teacher was acquitted, and his legal right to inflict corporal punishment, to enforce submission to rightful authority, was fully affirmed by Judge Lake, in an able argument, which has resulted in great good to the school department, and to the community, in settling the right and power of teachers in governing their schools.” Says one of our best educators : “ Teachers have a right to expect that parents will co-operate with them in enforcing school discipline in accordance with the dictates of common sense. The greatest lesson Avhich the child has to learn in life is that of self- government, aud if he cannot govern himself, the strong hand of power and punish¬ ment must be laid upon him to remind him of duty, and compel him to do it.” Mr. Denman adds : ‘‘ The alternative of expulsion from school is a dangerous expe¬ dient for societj’^ and the interests of wayward youth; and our police records aud crowded industrial school show that we have already too large a number of this class of juvenile offenders for the present aud future welfare and safety of community.” SCHOOL-BUILDINGS. There are 44 school-buildings owned by the department, but the demands for the CALIFORNIA. 95 accommodation of 2,000 children call for 43 additional rooms, which are rented at a cost of $10,000 a year. The Lincoln school-huildiug is one of the finest and largest public school-houses in the United States. Its cost, "including furniture, was $100,000. It is designed exclusively for boys, and has an average daily attendance of 1,437 pupils. The Denman school-building may also be ranked among the first-class school-houses. Its cost was $78,000. It bears the name of the teacher who founded the school, in 1851, who was afterward city superintendent, and who is now principal of the school. It is designed exclusively for girls, and has an average daily attendance of 664 pupils. COMPULSORY EDUCATION. There has been much interest shown in the State on the question of securing the attendance of all children of school age, and the importance of obtaining this result seems to be very generally felt, and promises to result in action. SACRAMENTO, OAKLAND, STOCKTON, SAn'jOS^, AND OTHER CITIES. The reports of the city superintendents not being embodied in that of the State superintendent, and no published report of schools in these cities having been received by this Bureau, no special information relative to the schools therein can be given. General statistics will be found in the tables. The following account of the dedication of the Oakland high-school building is abstracted from the “California Teacher:’’ “The new high-school building for the city of Oakland was dedicated on the i7th af September, with appropriate ceremonies. This building is the most beautiful public- school edifice in California, and is worthy of Oakland. The architects are Messrs. Wright and Sanders, of San Francisco. “The dedicatory exercises, which W'ere both interesting and protracted, were opened with a few telling remarks from Rev. L. Hamilton, president of the Oakland city board of education. .“Rev. Mr. Martin read the thirteenth chapter of First Corinthians, and offered a fervent and suitable prayer. “F. M. Campbell, esq., city superintendent of Oakland, presented a statement of the yearly progress of the Oakland schools, public and private, since 1863, with advice and exhortations to parents. “G. W. Armes, esq., (introduced by the president of the board as ^one of the strong right arms of the department,’) read a very interesting paper, exhibiting the progress of the Oakland public-school department in the acquisition of school property and the erection of school-buildings, showing a rapidity of progress extraordinary even Ibr California. “ Then followed the oration by Hon. John B. Felton. It is enough to say it v/ as worthy of Mr. Felton and of the occasion. It was out of the beaten track, but sug¬ gestive and progressive, even to the verge of impracticability on some points. “General Eaton, National Commissioner of Education, was introduced, and his prac¬ tical, earnest, sensible manner made a very favorable impression upon the audience. He wondered at the homogeneousness of our cosmopolitan population in California, and asked whether the political relations of the Pacific coast would bo permanent. He then briefly combated the notion that the State had no right to provide for the higher education as well as the common branches, saying that if the value of the ordi¬ nary workman was increased 25 per cent, by an ordinary English education, there v/as 60 per cent, of gain in the higher departments of learning and labor. “ State Suj)erintendent O. P. Fitzgerald was oalled for, and said that he would answer the question propounded by General Eaton: ‘Would the present political relations of the Pacific coast be iiermanent?’ Yes, the stars and stripes will float over our mount¬ ains and valleys as long as the stars shall shine in the heavens ! He claimed that the University of California was more intimately correlated to the common schools than any other in the country, there being no break in the chain of free imblic-school tuition, from the tenth grade of the primary school to graduation Horn the college of letters in the university. He said that the multiplication of new school-houses was the marked feature of our public-school operations for the past two years; that these pub¬ lic school-houses dotting the State were the citadels of our liberties, and a better safe¬ guard against all our foes than a continuous line of fortifications, black with artillery and bristling with bayonets. He had been in every public school-house of special note in the State, and this was the most beautiful of them all. “Hon. Edward Tompkins, being called for by the audience, made a most felicitous speech. Mr. E. K. Sill read an exquisite poem, which he had written for the occasion, on the visions the children see from ‘the school-house windows.’ “There was on exhibition a collection of drawings by the pupils of the school. Of 36 prizes for drawing, given by the recent Mechanics’ Institute in San Francisco, 15 were taken by the pupils of this school. “To Professor J. B. McChesney, the principal of* the school, is due great credit for its efficiency.” 9G REPORT OF THE COMMISSIONER OF EDUCATION. [Prom iho fourth auuual report of the secretary of the board of education, Hon. B. G. Horthrup, being the twenty-sixth from the Department, and the second report of the workings of the free-school sys¬ tem of the State, made June, 1871. for the school year ending August 31, 1870,] SUMMARY OF STATISTICS. Number of towns in the State . . . . . 104 N umber which have made returns . . . . . . . . 164 Number of school districts in the State . . . 1, 555 Number of common or public schools . 1, 644 Number of departments in public schools . 2, 248 Number of children between four and sixteen years of age, January, 1871 . 128,468 Increase for the year . . . . 3, 061 Average number in each district between four and sixteen years of age, January, 1871 . 83 Average length of winter schools, in days . . . 91. 81 Average length of summer schools, in days . 76. 70 Average length of public schools for the year . . . . 8 mos. 8^ days Increase for the year . . . . 6f days Whole number of scholars registered in the year . . . . . 110, 640 N umber registered who were over sixteen years of age . . . . . 3, 324 Number in other schools than public schools . . . 9, 304 Number between four and sixteen years of age in no school . 11, 887 Decrease for the year . . . . . 1, 589 Whole number in schools of all kinds . . . 119, 944 Increase for the year . . . . 5, 043 Percentage of children in schools of all kinds . . 95. 64 Increase for the year . 3. 04 Number of teachers in winter, males, 702; females, 1,670; total . 2,372 Number of teachers in summer, males, 185; females, 2,141 ; total . 2,326 Number of teachers continued in the same school . 1, 407 Number of teachers who never taught before . 607 Average wages of male teachers, including board . $63 10 Average wages per month of female teachers, including board. _ _ _ _ $31 29 Number of schools of more than two departments . . . . . lOo Whole number of graded schools . 217 Number of new school-houses erected in the year . 45 Number of school-houses reported in “good’’ condition . 905 Number of school-houses reported in “fair” condition . 479 Number of school-houses reported in “ bad” condition . 270 Capital of the school fund . . . . ... $2, 043, 375 62 Revenue of school fund distributed February 28, 1871 . . 128,468 00 Dividend per child from school fund, 1871 . . . 1 00 Capital of town deposit fund . . . 763, 661 83 Rev^enne of town deposit fund reported . 45, 650 19 Income of local funds for schools . . . 7, 920 77 Amount raised for schools by town tax . . . . . 568, 387 50 Increase for the year . 153, 069 24 Amount raised for school purposes by district tax . 498, 846 09 Increase for the year . . 7, 425 48 Amount of voluntary contributions for public schools . li, 907 73 Amount received for schools from other sources . 225, 895 07 Total amount received for public scliools from all sources . 1, 484, 016 35 Increase for the year . . . L 214, 863 52 Amount for each child enumerated . 11 88 Increase for the year . 1 60 Amount expended for teachers’ wages . 785, 680 04 Increase for the year . 90, 140 79 Total amount expended for public schools . 1,621,387 76 Increase for the year . . . 342, 560 75 Throughout the State tbero is a growing appreciaiion of the benefits of education, and corresponding efforts to support the public schools and increase their efficiency. The whole number of registered scholars is 5,327 more than the previous year. The average school year has advanced to«eight months and eight and a half days; making it, CONNECTICUT. 97 with one exception, longer than the school year of any other State; and the average pay of teachers, although still too small, has increased. The total amount expended for public schools is $342,560 more than in any former year. The number of children in the State between four and sixteen years of age who attend no school is 11,887. But if from these be deducted those children between four and six years of age who are considered by judicious parents too young to attend school, and those who, from fourteen to sixteen, are withdrawn to be put to useful labor, the number deprived of school privileges will be greatly reduced. Still, there are too many growing up in ignorance. To prevent this evil in some measure, an act was passed forbidding manufacturers employing minors under fourteen years of age who had not attended some public or private school for at least three months in each year, and an agent was appointed by the board of education to see that the act was enforced and these children were placed in school. He met with the hearty co-operation of man¬ ufacturers and employes, and his chief difficulty was the inefficiency of school accom¬ modations in some instances, and in others the reluctance of parents to send children discharged from the factories to. school. The only remedy to this last evil seems to be some sort of compulsory legislation, and the attention of Connecticut, like that of most other States in the Union, is at present directed to the question how far compulsory legislation in educational matters should be carried. THE SCHOOL SYSTEM. From the increase in the whole number of scholars registered during the first term > of free schools, it is proved that about 10,000 children were debarred of school privi¬ leges by the old-rate bill. Nothing more is needed to show its inefficiency ; while under the free-school system, which has been in force since 1868, the attendance has been largely increased, truancy and irregularity have been lessened, a higher standard of education has been attained, and better school-houses have been erected. The advantages of this system are now acknowledged by all classes of people, and it is advocated by both political parties. THE SCHOOL FUND. The school fund is relatively diminishing, and the burden of school taxation is very unequally distributed ; for, though a small local tax maintains the best educational in¬ stitutions in the large cities, a heavy tax barely supports the most ordinary schools in the rural districts. This can only be remedied by increasing the school fund, and it is suggested that a light State tax be levied for the purpose. In this way the large cities, as centers ot wealth, w'ould aid the rural districts, and in turn would themselves be profited, since the rural districts supply the cities with men, and the better educated the better citizens. It is deemed advisable, however, that local taxation should still form the main sup¬ port of the schools, as it favors economy of expenditure and invites the general interest and co-operation of parents and tax -payers. SCHOOLS AND GROWTH. The new census demonstrates that graded schools and growth stand related as cause and effect. This is i)eculiarly true of Connecticut, both from the fact that its dense population depends mainly on skilled industry for subsistence, and because an. important part of the population of its large towms is formed by immigration from New York city, which is attracted to those places that offer the best educational advan¬ tages, and hence the most intelligent society. PRESENT CONDITION. There are in the State 128,468 children between the ages of four and sixteen ; 1,644 public schools, with 2,372 teachers and 119,944 scholars. The average perceni.age of attendance has decreased this year 2.03 for the winter, and 1.2G for summer. This de¬ crease is due to the large number of children who return to the factories after attend¬ ing school for the time required by law, and is much less than was anticipated, as many of the factory children continue in the school. The whole number of graded schools is 217 ; the number of new school-houses 45, tbc same as last year. The number of school-houses in good condition is 905 ; in fair con¬ dition, 479; while 270 are reported in bad condition. The capital of school fund is $2,043,375 62; income of local fund, $7,920 77 ; amount raised by town tax, $568,387 50 ; amount raised by district tax, $498,846 09 ; amount of voluntary contributions, $11,907 73. Total from all sources, $1,434,016 35. Amount for each child, $11 83. 7 C E 98 REPORT OF THE COMMISSIONER OF EDUCATION. EVENING SCHOOLS. Additional evening schools have been opened in various towns, and the attendance and improvement are encouraging. Six of these schools, opened in the following locail- ties, New London, Hartford, New Haven, Birmingham, and Bristol, had an average length of session of fifteen weeks ; average number of scholars during session, 593, and average nightly attendance, 352. teachers’ institutes. The State institutes have increased in number, attendance, and interest during the year ; and twenty local institutes, limited to individual towns, have been held. The Teachers’ Association, held in New Haven, was attended by 800 teachers. CONNECTICUT SOLDIERS’ ORPHAN HOME. This institution has 51 children. They have regular school instruction, and their improvement in the branches taught is commendable. INDUSTRIAL SCHOOL FOR GIRLS. This school is in full and successful operation. It will accommodate 70 inmates, and has at present 48. Three hours a day are devoted to school, where instruction is given in elementary branches. On the Sabbath, Bible lessons are given. STATE REFORM SCHOOL, MERIDEN. In this school six and a half hours a day are devoted to work, and four and a half to study. During the past year $15,000 have been earned by its inmates, less than 300 boys. Kindness and moral suasion are the main reliance in the management of the boys. These motives, united with firmness and authority, and when necessity demands enforcement of government, by still sterner sanctions, secure good order, severity seldom being requisite. Corporal punishment is the last resort. The remark¬ able health of the boys attests the sound hj^gieuic regulations of the school. The per cent, of average attendance is probably above that of any other school in the State. The boys are kept busy, and the habits of industry here formed are invaluable to this class of boys, as they learn lessons here taught nowhere else. NORMAL SCHOOL. The annual appropriation for the normal school is $7,500. In 1869 it was reorganized, after two years’ suspension. Its expenses for the last year amount to $9,416 49. The Avhole number of pupils is 148 ; of which 18 are gentlemen, and 130 ladies. The average age of pupils is twenty years and two months. They largely represent the industrial classes, and among them are those who have been engaged in teaching, and who, after profiting a few mouths by the normal drill, will teach again. The school is accom¬ plishing good results, but needs larger annual appropriations. In connection with the exercises at the close of the spring term of the normal school, a pleasant incident occurred. With wise liberality, the friends of education in the State, as a mark of their appreciation of the eminent services of Hon. B. G. Northrop, presented him with a purse of $1,300, to enable him to make a summer trip to Europe. This example seems well worthy of imitation by other States. OTHER FREE OR PARTIALLY FREE SCHOOLS. In addition to the public schools there are other free schools, supported either by individual liberality or by the income of invested funds. Examples of the former are day aud evening schools maintained by Messrs. Cheuy Brothers, of Manchester, at an annual expense of $3,400 ; and of the latter are Bacon Academy, at Colchester, with a fund of $25,000, free to the inhabitants of Colchester; Norwich Free Academy, with a fund of $90,000, and the Hopkins Grammar School, at New Haven, founded by the bequest of Governor Edward Hopkins, aud which is justly considered as in the front rank of the classical academies of New England. The Connecticut Literary Institution, Snffield, at its last term graduated nine, two of them young ladies. This is a flourishing institution, and, in the anticipation of building a new hall for its accommodation, is endeavoring to raise the sum of $100,000 as an endowment fund. CONNECTICUT. 99 THE HOPKINS GRAMMAR SCHOOL OF HARTFORD. This school has been united with the free high school, which is now the best high school in Connecticut. A similar union of the Guilford Academy and Higli School is contemplated, and such unions would be found advantageous in many towns, Avheie the fund of an academy joined with the approjjriation for the high school would sus¬ tain a high school of the first order. SHEFFIELD SCIENTIFIC SCHOOL OF YALE COLLEGE. The report of the board of visitors gives evidence of the continued prosperity of this admirable institution. New professorships have been added during the past year, and the salaries of old professors increased. Gifts of models, diagrams, api)ara- tus, books, and especially of the valuable collection of working drawings belonging to the Novelty Iron Works of New York, have furnished increased facilities to the school. The forty free scholarships given by the State are all taken up, and the large attend¬ ance of other students furnishes ample proof of the growth and increasing repute of the school. COLLEGES. Munificent donations, amounting to nearly $3,000,000, have been made to the colleges during the past ten years. Professor Dana estimates that Yale College needs, in order to maintain its high position, additional funds and endowments to the value of $785,000. This statement, with some modifications, applies to all the colleges. YALE COLLEGE. An important change in the composition of the Corporation of Yale College has been inaugurated by the action of the legislature, in authorizing the substitution of mem¬ bers chosen by the Alumni, in place of the six senior State senators who have hitherto been “ex officio” members of the college corporation. The Alumni of Yale College are making vigorous attempts to raise, for the general purposes of the University, a fund of $500,000, to be called the “ Woolsey Fund,” in honor of President Woolsey, Avho at the last commencement resigned the presidency of the college, after having held it for twenty-five years. Everything connected with Yale College indicates renewed vigor, and of this, as of the other colleges of the State, it may be said that their eftbrts and sympathies are heartily given to the advancement of common schools as well as of higher education. The retirement of President Woolsey from the presidency of Yale College, and the inauguration of President Porter, was an occasion of great interest, not only to the friends of the college but to all interested in higher education. ADDRESSES OF THE RETIRING AND INCOMING PRESIDENTS. The formal yielding up. of his official position by President Woolsey took place Octo¬ ber 11, when, at the inauguration ceremonies which were held in the Center Ciiurch, New Haven, he publicly committed, “ according to a formality of ancient date,” the charter and seal of the college to the custody of the newly-elected president, Noah Por¬ ter, L.L. D., for so many years professor of mental and moral xihilosophy in the same college. President Woolsey said: “ I am happy that I can give thanks to God for His blessing upon this college, and upon the administration of its affairs during the last quarter of a century. Never were its prospects and hopes brighter than at this present moment, and I rejoice that I can commit the office, which I now formally resign, into the hands of one who is perfectly well acquainted with the affairs of the college ; wffio has been tested by an official connection with it of twnmty-tive years; wiio has honored it by his waitings; who commands, as I believe, the respect and confidence of all — of the public, the trus¬ tees, the graduates, and the faculties. “To you, sir, according to a formality of ancient date, I commit this charter and this seal ; a charter which, in its simplicity and liberality, has long provided an enlight¬ ened and efficient government over the institution, and wiiich, as I hoj)e and believe, by the recent change in one of its i)rovisious, will more effectually pledge the 4,500 living graduates to active measures for its prosperity ; and a seal, which h:is been affi.xed with rare moderation to questionable degrees, and which, I augur, will be the certifi¬ cate of true scholarship, as well as of high scientific and literary reputation, hereafter.” President Woolsey then reverted to the history of the college during his presidency, and, in view of the coming change in the constitution of the Corporation, he expressed the opinion that the prosi)erity of the college had been largely dependent upon the harmony that had always existed between the members of the Faculty and the Corpo¬ ration ; stating that, “with scarcely an exception, no law has been passed, no officer appointed, unless after a full consultation and exchange of vie\ys between the boards of control and of instruction. And hence, if there are defects in our system, the fac- 100 REPORT OF THE COMMISSIONER OF EDUCATION. iilties are, as they ought to he, mainly responsible ; if an inefficient or unfaithful officer conies into a chair of instruction, the Faculties, who know him best, and not the Corpo- ratiou, are to bear whatever censure is justly due. I hope that this may always con¬ tinue.” ‘‘ And growing out of this wise liberty conceded to the officers there is another favor¬ able point in the position of the college officers — that, Avhile the general tradition of what a college ought to be is tolerably fixed, changes have constantly taken place with the enlargement of the corps of instruction, with the raising of the standard of schol¬ arship, and with the demand for a higher education in the country. The best thing about the changes is, that they have been made in all quietness, without flourish of trumpets, each at its time, and not all at once ; dictated by the desire of scientific and literary improvement, and not by that of adding to the eclat of the institution. Thus, in the academic department, the senior year is worth vastly more to the students than it was twenty-five years ago ; the methods of instruction have been greatly improved; several of the modern languages have been introduced ; the system of examinations is on a wholly new basis : the students are classified according to their attainments ; and optional studies are allowed, without at all overthrowing the old curriculum. So, also, in the scientific school the requisitions for entrance have been made more severe, at the risk of deterring many candidates, and the means of instruction have been increased by the self-denial and zeal of the professors, until the school in its sphere takes the highest rank in the judgment of the whole country. And, to mention but one other mark of progress, the recent enlargement of the course for graduates in phil¬ ology and science, brought about by the professors themselves, is a most hopeful indi¬ cation of the future usefulness and influence of the university. So may it ever be ; may the spirit of true science, ever ready to diffuse itself, and acting on a well con¬ ceived plan, be more and more the spirit of Yale College, emanating from the teaching faculties and encouraged by the corporation. “ I have always felt that the details of my office were my duty and my burden, but the teaching of willing students, and the pursuit of sqpie science with them, my duty and my joy ; so that, if the office were to run along in the rut of details and official acts and consultations only, I, for one, would not think it worth taking. The president of a college ought, in some department of study, to impress himself on his students as a man of learning and of thought; he ought* to be near them in the influences of the lecture-room, and to be one of themselves ; his character ought to be so within the reach of their eyes that they can confide in him and respect him, if he is worthy of having such sentiments entertained toward him. * # * * ■ * * # “ And there is another thing, which I hope will always be present here, with the con¬ sideration of which I will close this brief address : I hope that as long as the college lasts it will be the abode of religion; of teachers who believe in Christ and lead a religious life, and of scholars who feel that a noble character is something infinitely more precious than learning. ^ ^ if if “ He who feels himself called to be a teacher, who has the spirit of service to God and man in this S[»here, has the foundation on which all healthy experiments may be built. He, by his trials — even when they fail— will ever be qualifying himself for something better, in the way of imparting knowledge and establishing principles, than ho has as yet attained to. And especially he will be anxious not to leave untried all right experiments to x^i'omote an honorable and truly Christian character in the institution where his lot is cast. “ And now 1 close this my last official act with the prayer to God that this may ever be a Christian college, in the highest and best sense. May its graduates go forth to bless the world as men of jn'ineixfie, and as they advance in life may they ever retain a just and fond affection for their Alma Mater. May its guardians, under the amendments of the charter, have that unity and devotion to the interests of the departments which will be a sure xdedge of successful councils. May its Faculties keep in the van of their sciences, teach with a loving spirit, and feel that life is more and higher than learning. May its students be manly, truthful, honorable — able by their strength of principle to resist the debasing influences that are abroad in the land; may they, in short, be true Christian gentlemen.” President Woolsey then formally exchanged seats with President Porter, and the ceremony of his own resignation, and of the induction of his successor, was complete ; a new king reigned. Much feeling was manifested toward the retiring president, and the high estimation in which he was held by the audience, composed of all the under-graduates and a very- large assembly of the Alumni, was shown at every opxjortunity. A congratulatory address to the new president was delivered in Latin by Professor CONNECTICUT. 101 Thomas A. Thatcher, for so many years bis colleague. A short address in English was spoken by H. M. Sanders, on the part of the senior class. After a chorus by the college choir, “ Doniiue Salvum fac Presidem Nostrum,’^ came the inaugural address of the new president, which was a very exhaustive and able treatment of his theme, The Higher Education of the Country.” The active discus¬ sion concerning the utility of university education he welcomed as an evidence of inter¬ est, and one full of encouragement to all friends of good learning. “ Were the higher education esteemed of less value, it would not awaken so warm and passionate an interest. * * * # if- “ The breeze of public interest and public criticism which is now blowing so freshly through the halls of ancient learning can only bring health and vigor. * # * * # * * “ It were traitorous to abandon positions, the defense of which may be of untold consequence to future generations, because of the contiUent assertions and the plausi¬ ble arguments of the innovator and the sciolist. Whatever is good in the old systems will not only endure the scrutiny of argument and abide the test of experiment, but, as we believe, will justify itself to the best judgment of the men who form public opinion. “ 1st. Higher Education should be conversant with the Past. An education w^hich despises the past is necessarily limited and narrow. It is judged and condemned already by the ignorance and effrontery of its pretensions. This knowledge of the past comprises that of the history of deeds, of ideas, of language ; which last is, in itself, a record of human civilization. * # * * * * “ This study of w hat man has been and attempted in the past is fully as i mportant for educa¬ tion as is the mastery of what he has learned. To assert, as many do, and to imply, as more would ignorantly infer, that the past can teach us nothing, except the positive truths and products which survive it, is to overlook the most important functions of edu¬ cation and knowledge — its office in stimulating thought and aw^akeuing activity, its capacity to enlarge the mind by comparative judgment and to enrich it wdth x)erma- nent principles. * * # * * # * ‘‘ Institutions of higher education should be seats of learning, in . the special sense of the phrase, They must be such, in order that the education may be the highest and est. ‘‘As long as the teachers of the higher seminaries are only a step in advance of any of their pupils, the culture of the country must be greatly deficient. * ^ ^ # “ The mellowing and refining results of converse with the past must be seen in his wise thoughtfulness, his exact knowdedge, his cautions positiveness, and his candid spirit. While we concede that our universities and colleges are not primarily designed to be academies for learned acquisition and research, yet they must be such in fact, in order that they may be schools of the highest culture. ^ ^ -Jf “ It is also essential for the general culture of the country that our colleges should be seats of learning. The attention of not a few thoughtful men among us has been directed to the danger, that, in the rush after material wealth, the madness for political supremacy, and the glare of superficial culture, the higher learning and more consum¬ mate culture should either fail to be attained, or fail to be honored among us; or, that these should be so far the exclusive possessions of the few^ as to have little practical influence over* th# men who control our affairs— as. the editors, the men of the profes¬ sions, the leading merchants and manufacturers — and even over the educators of the country. Indeed, it has become a doctrine with not a few that there is a natural antagonism betw^een culture and practical success ; that exact learning and refined tastes are incompatible with success in the conduct of affairs. This doctrine has been converted into the heresy that in a republic, which, in theory, is controlled by principles and insight, special reliance on either is a disqualification for public trusts. More marvelous still, in a community wTiich rests on popular education, the doctrine is studiously inopagated that the higher learning is antagonistic to the lownr. “ We have no time to show that no ignorance can be more stupid, and no heresy more malignant and destructive, than this. The lessons of history, both the earlier and the more recent, are distinct and vivid, that in a republic like ours, wealthy, ])roud, and self-confident, there can be neither permanence nor dignity if the best knowledge and the highest culture of the world do not inthience its potmlation aiid its institutions. It becomes a serious question, then, how the learning and culture of the country tan be more successfully provided for and made accessible. 102 REPORT OF THE COMMISSIONER OF EDUCATION. “ Learniiif; and culture never thrive so vrell as when prosecuted hy a society of men wlio can stiinnlate and aid one another hy their diverse aptitudes, and tastes, and ac(piisitions. ■?f a- ^ ‘‘ The duty of imparting does not interfere with activity in learning. It imparts a present and pressing interest to research. It gives clearness and method and fixedjiess to what is learned. * * if- * a * “ On the other hand, the duties of teaching need not interfere with the time and in¬ terest which study requires. * * Let the college be so well endowed as to allow its younger teachers sufficient time for study, while it imposes on them special duties of discipline, and teaching. As age advances, and the attainments are more con¬ spicuous, let the duties of instruction be lightened. If graduate classes are formed and university work is undertaken, let this work be assigned to the older and more eminent. ***** ^ * “ The plan which has been developed in Yale College of attaching university schools or classes to the under-graduate curriculum, and of encouraging college professors to enter upon higher teaching, is eminently fitted to make them learned men, and, at the same time, efficient and successful instructors. It cannot but contribute to the learn¬ ing and culture of the country by arousing the desire for research and culture among the students. ^ -Jf Jf- # -Jf * “ From the relation of the higher education to the past, we pass to its concern with the present, and observe that this education should never be so devoted to the gen¬ erations which are gone as to forget the generation which is now thinking and acting. The learning which it acquires it does not acquire for the gratidcation of a few erudite students, or the satisfaction of a few curious critics, but for the service of the present age. While a college cannot teach except it also learns from the l>ast, it cannot teach unless it understands and sympathizes with the generation which it attempts to instruct. While it is true that certain truths and. i)riucii)les are the same for all thh generations, it is also true that every age has its own methods of conceiving and applying them, its own difficulties in accepting what is true and in refuting what is false, its own forms of scientific inquiry, its own forms of literary expression. This is eminently true of our own country in these our own times. Its intellectual activity is unlike that of any other country, or that of any other period. From the phases of scientific and of popular activity with which the wliole country is moved, from time to time, the higher institutions may not estrange themselves, in their devotion to the routine of academic instruction or the prosecution of learned researches. * -Jf » * “ They do well also to remember, that, though learned, they have no monopoly of learning; though scientific, they do not necessarily lead or even follow, the science of their time ; though devoted to literary criticism and research, there is a busy world of historians and poets and essayists, whose energetic activity is moving forward or backward, upward or downward, the thought, the diction, and the principles of a pro¬ gressive generation. a- 4f # fP # “ Unless the teacher is alive to the thinking of the present, he cannot iirei^are his pupils fully to meet it — to accept whatever is true and good, and to reject whatever is erroneous and evil. Moreover, if he is ignorant of the present, his pupils cannot be, even wliilo they sit under his teachings. 'J'hey come into his class-room fresh from the exuberant life of a new generation. He may ignore or despise it ; they do not. They sympathize with its knowledge and its ignorance ; they share in its wisdom and its folly. If he, understands and cares for neither, he is so far unfitted to counsel and guide them. If, however, they believe that he understands the great world without the college, as well as the little world within, they will listen to his instructions with respect. ■Jf -Jf # -Jf “ President Woolsey has been none the less efficient as an instructor because he has lirought his reading and Ins thought to bear upon questions of social morals and pre¬ sent international complications. There is special need at the present moment that the student should sympathize with the present generation, because he is so generally re¬ proached with being out of sympathy with it, and because it so pressingly needs all the energy and skill which culture and learning can apply to elevate and correct it. If the professors of our hmher institutions sometimes cease to sympathize with present move¬ ments, it is never ffiio of their pupils. For this very reason there is so much the greater need that their teachers should also understand these movements, that they may pre¬ pare their pupils to meet them — if in the direction of the truth, that they should wel¬ come them; if of error, that they should know why to reject them. The standing re- CONNECTICUT. 103 proacli against university life, that it tends to withdraw its pupils from the thought and activity of their times, is, however, refuted by the history of universities in every generation, from the days when Luther retlected in his own struggling heart the thoughts and feelings which were moving the men of his times, down to the present moment when the speculations of Mill and of Buckle have penetrated into the common- rooms of Oxford, and agitated the colleges Avhere Wesley and Whitelield, Puscy and Newman, Arnold and Whately, half anticipated and half created the revolutions of popular thought and feeling with which their names are connected. ^ vf # * “The higher education, in mastering tlie past and sympathizing with the present, will wisely forecast and direct the future. The men whom it trains are men of the future, and to a large extent have the future of the country in their hands. Hence the relatious^f this education to the future take up into themselves and control its relations to the present and the past. * if if if H * if “The higher education should aim at intellectual culture and training, rather than at the acquisition of knowledge, and it should respect remote rather than immediate results. >f if if “ That education is conceived in the wisest spirit, and is in the best sense the most liberal, which values permanent intellectual iiower and culture above any accumulation of facts, any knowledge of words or x^hrases, or any dexterity in action or in sx)eech. ^ ^ ^ ^ ^ ^ # “ Knowledge, in the best sense, is more than the accumulation of facts, whatever these may be, whether words, events, paradigms, or dates. Facts, as such, do not constitute knowledge, but only facts as held in a method and related to x^rincixdes and laws. if if * if i^ * a “ Moreover, in all the stages of education, many of the tasks are i^urely preparative and disciplinary. The most earnest stickler for knowledge made easy and seli-x:)rox)el- liug must confess that in childhood alphabets and paradigms and derivations and syntactical rules must be painfully learned before they can be understood and axix>lied. if if * -H if if ii “The truth cannot be set aside, nor denied, that in the elementary stages of every branch of knowledge, from the mastery of the alxdiabet ux^ward, intellectual labor must be enforced largely for the sake of its remote results, and these results often ax)- X^ear only as enhanced skill or capacity. V # ^ ^ ^ “ We cannot accexit the doctrine that all studies are equally discixilinary in their in¬ fluence and effect, or that a selection of the most quickening and useful cannot be made by teachers better than by pui)ils. * In accordance with these views, we have opened two schools for undergraduate students, the one of which is Xirevailingly scientific, and looking more to modern and active life, and the other is especially classical, historical, and sx^eculative. i “ Both are conceived and conducted after substantially the same theory, that severe and enforced attention and patient labor open the way to intellectual power and thorough acquisition. Over the gateway of neither is written, ‘Turn in hither, 0 ye simxfle ones, who believe in a short and easy road to mental x^ower.’ ^ ^ ^ ^ ^ ^ ^ “ Instead of x^roviding university studies for undergraduate students, we desire to make our undergraduate departments x^reparatory for university classes and schools. These undergraduate departments are two — the old classical college, tlje Yale College, which is known as the germ of all these offshoots, and the Sheffield School, with its modern and scientific curriculum of three years. These arc feeders to the University XU’oper. This consists of the professional schools for theology, law, and medicine, and what answers to the dex)artment of x^hilosox>hy in a German university, making the analogy between our university and theirs almost complete. The x^hilosoiiliical dex>art- meut, so far as organized, inciudes the classes and courses of study for graduate stu¬ dents in the scientific school — as the schools of engineering and chemistry, a school of Xdiilology fully organized, a school of mathematics and x>hysics, and a i)aitially orgaii- ized school in which history, and English literature, and politics arc taught, which it is hoped may be organized as a school of the moral and x)olilical sciences. To these should be added, as not least significant, the school of fine arts. This is our scheme of an organized university, which ijresupx^oses undergraduate instruction a’ul disci))- line, and superadds to it additional study and reading in regular cJass(‘s, under able instructors. It is no more than just to say that these arrangements have been re¬ sponded to by the attendance of as many students as our most sanguine liopes could have contem])lated. Tliis scheme of classes looking toward a university degree is caxJable of indefinite expansion according to the demands of science and letters, and 104 REPORT OF THE COMMISSIONER OF EDUCATION. the resources of the university in money and men, and the appliances of hooks and collections. It invites to the founding of university professorships — of which more than one is fully endowed and most ahly filled — the incumbents of which may not only lend honor to the institution in their appropriate spheres, hut may give valuable in¬ struction and incitements to undergraduate pupils. * * * * n * “ The most efficient of all moral influences in a college are those which proceed from the personal characters of the instructors. * * * * # # # “ Our honored and beloved president, who for forty years has done so much for the scholarship of Yale College, has doue most of all for it by the impression of his pas¬ sionate devotion to truth, his indignant scorn of meanness, and his simple love of goodness. # ^ ^ ^ ^ “ The more Christian a college or university is, other things being equal, the more perfect and harmonious will be its culture, the more philosophical and free its science, the more exact and profound its erudition, the richer and more varied its literature. We should be treacherous to our faith did we not believe this, and act accordingly. We rejoice that this is still the judgment of so many who influence public opinion. ^ ^ ^ ^ # ‘‘ The more Christian a university becomes, the less sectarian will be its spirit and influence. # * if * * # # “ We have no favors for our faith to ask of science, and no patronage to solicit from erudition. On the other hand, we have no fears from either. * ^ it- it it it “ In the light of our past history and what are to be the pressing demands of this country, we assert the opinion that Yale College must and will be forever maintained as a Christian university. “ Again, the higher education of the country depends upon and sympathizes with the lower. The colleges and universities j)resuppose preparatory schools that fit men for their curriculum. **#**## “ It is also true that the college is affected by the general civilization of the commu¬ nity, the manners and spirit of the people, and their practical estimates of intelligence and morality. Upon all these the higher education reacts most powerfully, as it ele¬ vates the aims, enlarges the conceptions, and refines and brightens the life of the people. Especially is its influence direct and efficient upon its teachings of every grade. Many of these it trains not only for the classical seminaries, but for the numerous public schools of the larger towns. The time is not very distant when courses of study will be arranged and classes will be organized, in connection with this university, with the express object of giving special instruction and training to teachers. It should never fail to sympathize with every movement to advance the educational interests of the whole community. “ In the views expressed concerning the higher education, you will have recognized an exposition of the theory which directs the organization and administration of Yale College in all its departments. You will see, first of all, that we have a theory. We are not the blind followers of tradition or custom, but have a definite system which we intelligently hold. It is true this theory has in some sense taken form under the shaping and progressive influence of the times, aiid has been made for us rather than made by us, but it is for this reason none the less rational and principled, as we have endeavored to meet these wants in the wisest manner. Theories of education that are id eal or revolutionary, like similar theories of government, read well but work badly. But if our theory takes wisdom from the past, it watches the present and is hopeful and enter[)ri8ing for the future. We claim for it the very great advantage of providing for the most liberal expansion, and for unlimited growth, if, indeed, the demand of the times for a more accomplished education is met by wakeful enterprise on the part of the managers, and a loyal and liberal sup])ort on the part of its friends. ^ ^ “ I cannot take leave of the venerated and beloved head of the college without mak¬ ing public the testimony — of which he does not need to be assured — that, as few men have known him more intimately in his XJrivate and public relations than I, few honor him more sincerely as a man, or are knit more closely to him as a friend. The inspirer of the best and noblest aims of my dawning manhood, the friend of all my active life, the official superior, yet faithful and beloved associate, in all the public and private trials and joys of a quarter of a century, he has now committed to my hands the trust which he has discharged with uuabating fidelity and with unexampled success. I re¬ joice that he is to remain by my side and in the university, to which he will contribute hie wise counsel, his large experience, and his cheering symjDathy. CONNECTICUT. 105 “ By an unexpected and generous act of the State of Counecticirt, it has become possi¬ ble to invite the graduates, by a yearly electio-n, to be foriiially represented in our corporation, and at the next commenceiiieut six may be elected members of this body. This change in the constitution of the board of trust will, at least, bring the graduates into more in t. mate relations with the institution, and give them the opportunity for an active co-operation in every movement for its welfare. To us this change is wel¬ come, and to me it is a happy circumstance that it is already cousummated, and that the new era begins at this juncture. This is no time to explaiu at length the necessities of the college ; to some of them I have alluded in passing. The plans for its progress and improvement are manifold ; they could not now be unfolded. But I venture to assure the graduates that no persons are more sen^iitive to many of the defects in the working of our system than are the members of the several faculties, and no persons would be more prompt to supply them were the means at their command. Tlie criti¬ cisms upon the college, which now and then appear, we always interpret as showing that you have been trained to free discussion and aspire after the highest perfection.’’ NEW HAVEN. Number of children between four and sixteen years of age, in 1870 . 11,234 Number registered during the year . . . 8, 337 Number of schools . . 23 Number of teachers . . . 149 Average per cent, of attendance of scholars . 94. 56 Average wages of teachers, per month, (male) . $181 38 Average wages of teachers, per month, (female) . |51 47 HIGH SCHOOL. The ceremonies of laying the corner-stone of the new high-school building occurred Weduesday, October 4. On this occasion, ex-May or Sperry, president of the board of education, in the opening address, pointed out the fact that the one thousand pupils present, from the upper grades in the public schools, who furnished a part of the music, represented but one-seventh of the total school j)opulation of the city, whose names were enrolled and about to be deposited in the corner-stone. Every child might now, with reasonable effort, attain a good education without charge, the privileges of education being as free to all in the city as the dews of heaven. PRESIDENT PORTER then being introduced, congratulated the assembly on the occurrence of an event so full of promise to the school interests of New Haven. He was glad to have this build¬ ing ; glad that the scholars in the lower schools would have a chance to get a good education in the higher branches, fitting them for a circle of a wider influence. He hoped the work would not stop here; that New Haven would soon have a public library, like Boston. “What a fine sight it is to see on a school holiday this Boston library filled with boys and girls from the schools, eagerly selecting volumes, and all free, no questions being asked, except if the applicant lived in the city of Boston ! You could see thousands waiting for their turn, and scarcely a book was ever lost or not returned, out of the great number drawn.” When he lived in Springfield he had charge of a library which numbered some six hundred volumes. They had nursed and helped it, and now it occupied a stately building, and the eitizens every year eheer- fully appropriated money to its support to buy books, which are open to all, to finish the education of the public schools. He referred to the venerable John E. Lovell, the master who taught for thirty-five years where this new building is to stand, being the pioneer of the Lancasterian system and a most suecessfnl teacher, and present to eheer them in the present work. “ This school was to be called the Hillhouse School. Who was Mr. Hillhouse, and why was the school to be named from him? He was a tall Indian-looking man, whom they called the Sachem. Perhaps it was from his looks, or becanse his ancestors came from an Indian village. He used, in fun, to keep a tomahawk in his desk in the United States Senate, and to have it out occasionally, to keep his opponents quiet. He did a great deal for New Haven. Every one who Avalks our streets bas reason to thank him and make obeisance to his memory. He it was w’ho planted these elms, and he who encouraged the leveling of our present green. He had sent his man to help the city plow it over, when the neighbors opposed to it told him to desist or they would flog him. Mr. Hillhouse heard of it, and came down and took hold of the plow him¬ self, and told his man to drive on ; which he did, unmolested. He was the author of mauy other improvements, and though the right-hand man of Washington, he was not afraid to help build a road himself. We name the school from him for what he has done for New Haven, and through New Haven for the State and tlie world. It was he who, when the public lauds were set apart, traveled over the West collecting the 106 REPORT OF THE COMMISSIONER OF EDUCATION. fund and secured it for the public schools of the State. He recovered $1,750,000 for a State school fund. And when a number of men from whom he had collected the money offered him a present of five or six thousand dollars as a token of their appre¬ ciation of his fairness, he gave it all to this fund.’^ The laying of the corner-stone was by ex-Governor English, who read an interesting account of the progress of free public schools in the city and State, closing as follows : ‘^lu laying the foundation of this high-school edifice, we not only recognize the im¬ portant educational services done in the past, but proper assurance that there shall be no abatement of inrerest in the cause of education in the future. We erect a building" here at a cost of over $100,000, wherein every cent of the expenditure is a voluntary tax-offering of our people. Under the same roof will come together boys and girls, representing almost every prominent shade of religion and nationality, and while their minds will be imbued with the seeds of common culture, their hearts will ripen into such enduring friendships as no sectarian prejudice in after years will entirely efface ; while the educational advantages here offered will be amply good enough for the rich, they will be none too good for the poor. It is this characteristic feature of our public schools which should make them the pride and the boast of a republic like our own, one founded on the principle of individual equality, and recognizing merit as the only test of individual worth.” ORAL INSTRUCTION. Hon. Ariel Parish, city superintendent of schools, in his report, says : “ It is a fact to be regretted, that of the 6,000 pupils in attendance upon our public schools, less than 2,000 are found there after twelve years of age. The knowledge they are able to acquire of the studies pursued, with the best instruction, must be very meager and elementary in its character. And yet this is their chief preparation for the struggle of life; to become citizens of the commonwealth; to participate in every department of business ; to give character to the community where they dwell ; and take j^art in the conduct of public affairs. The question comes with force : what more can we do for the individual benefit of these children, and the welfare of society at the same time ? It is proposed, by oral instruction, to impart a more full and correct knowledge of the objects with which they \vill have something to do ; including in this instruction all that pertains to morals and manners, as well as objects.” FREE DRAWING-SCHOOL. Professor Bail gave a second gratuitous course of lessons in mechanical drawing to a class of about sixty young men, who have daily carried his instructions directl}" into practical use in their shops. Their testimony of the utility of drawing to them, iu their work, is unquestionable : a few lines drawn upon the blackboard from a dia¬ gram, which enables the workman to cut his sheet of iron with unerring certainty, so that the parts come together with a perfect fit to form the elbow of a stove-pipe, or the frame-work of a carriage-lamp, without any experimental clij)ping, or the loss of a shaving of stock iu olrtaiiiiug the desired result. And this is the simple process which a master-workman in a tin-shop labored for years to work out in his own brain. Un¬ successful, he offered a teacher $100 if he would instruct him how to do it. But the teacher was obliged to confess his ignorance of drawing, and also his inability to aid him. A few blackboard instructions reveal the coveted secret. These practical mechanics go back to their shops with new ideas of their work. The whole coni^nunity, as well as the individual, is benefited by increased facility iu the performance of ordinary mechanical operations. HARTFORD. According to the report of the acting visitor. Rev. C. R. Fisher, there are 8,258 chil¬ dren in the city between four and sixteen years of age. The whole number registered is 5,669. Besides those enrolled in the public schools, there are in two Roman Catholic schools 1508. There are 17 school-buildings, with 93 rooms, and 122 teachers. The re¬ ceipts for the year were $188,213 28 ; expenditures, $177,221 34. Of the sum expended, $75,261 26 was for teachers’ salaries; $73,608 07 for new buildings. TEACHERS. The report suggests that those persons should be employed as teachers, in preference to others, who have chosen teaching as a profession and have fitted themselves for it by study, and often with much self-denial and sacrifice. Competitive examinations are recommended as better than the present plan, by Avhich a person is often engaged, and sometimes actually employed, before examination. Elementary instruction in drawing and vocal music is given in most of the schools, with commendable success. CONNECTICUT. 107 EVENING SCHOOLS. All appropriation not exceeding $2,000 was made for tlie expenses of an evening school. This was opened November 14, 1870, with about 150 scholars, male and female. The school was continued without vacation or interruption, live evenings of each week, four mouths. The females were assigned the upper room ; the males were divided into two classes, and received instruction upon alternate evenings. Reading, writing, spelling, and arithmetic were the branches taught. During the term .337 names were enrolled — 97 females and 240 males. The ages of the females varied from twelve to sixty years, the average being nineteen years; of males, from twelve to fifty-three, the average being eighteen years and two months. The number in regular attendance was small, compared with the names enrolled, as most if not all of these were employed at some kind of labor, and many of them engaged in their regular work two or more evenings each week. The deportment, industry, application, desire for improvement, and actual progress of the puj)ils would compare favorably with the best city schools. HIGH SCHOOL. The whole number admitted during the year was 173 ; dismissed, 138. The whole number enrolled was 325 — males, 150 ; females, 175. Average number, 273 ; average attendance — males, 108 ; females, 152 ; total, 250. Per cent, of attendance, 95.5. STATE TEACHERS^ ASSOCIATION. The twenty-fifth annual meeting of this association was held at Norwich, October 19 and 20, the meeting on Thursday evening being addressed by Rev. A. A. Miner, D. D., of Tuft’s College, Massachusetts, in a logical and forcible plea for liberal educa¬ tion, with the aim of quickening in teachers the appreciation of their possibilities of doing good by awakening the ambition of youth for a high degree of culture. Lectures and addresses were given on Friday by Professor Louis Bail on drawing ; by Miss Belle A. Strickland, of Springfield, Massachusetts, on the “Word-Method in Teaching Reading;” by A. Morse, Professor William B. Dwight, and others, on edu¬ cational topics. Henry E. Sawyer, of Middletown, was re-elected president. The following were some of the resolutions adopted by the association : liesolved, That we, the teachers of Connecticut, at this the twenty-fifth annual meet¬ ing of our State association, do renewedly consecrate ourselves to the labor of forward¬ ing all true progress, so far as we understand what that is, in the work of our noble jjro- fession. liesolved, That as the normal school at New Britain is doing a work for our State which cau'be accomplished in no other way, it is the duty of our legislature to make, once for all, ample and perpetual appropriation for its support ; and furthermore, that the State should approxiriate $1,000 or $1,500 per year to aid such, as are anxious to take the normal course, but w'ho are unable to do so without some pecuniary assistance. Resolved, That the system of certificating teachers in Connecticut is seriously defective ; that, in order to elevate the occupation of teaching to the dignity of a profession, per¬ sons who have a diploma from the State Normal School, also those to whom the State board of education have granted a certificate of qualification, ought to be accexited by local boards of education as teachers, without further examination. LIST OF SCHOOL OFFICERS. Hon. B. G. Northrop, Secretary of the Board of Education, New Haven. CITY SUPERINTENDENTS. City. Name. Title. Bi'idgeport . Hartford . Rev. S. Clark . . . . Acting visitor. Acting visitor. Superintendent. Actijig visitor. Acting visitor. Secretary board of education. C. R. Fisher . New Haven . Ariel Parish . Water bury . Norwich . J. L. Clark, D.D . B. B. Whittemore . Middletown . George W. Burke . . 108 REPORT OF THE COMMISSIONER OF EDUCATION. BEI.AWARE. The absence of any State supervision of education renders it impossible to give, as is done in the case of most of the other States, an abstract of the authorized reports showing the condition of the schools of the State. The only State report concerning education is the account contained in the auditor’s report, of the amount of the State fund distributed to each district ; which amount is only changed by an increase in the number of districts, owing to the occasional divis¬ ion of a district, and the consequently increased subdivision of the fund between the districts. As a consequence of this absence of State reports, it results that the only official data for judging of the educational condition of the inhabitants of the entire State are to be found in the illiteracy returns of the national census which, by the kindness of General Walker, we publish from the advance sheets. ABSTEACT OF THE SCHOOL LAWS. The state of Delaware was originally divided into school districts by legislative en¬ actment, and the school law provides for the record of the boundaries of school dis¬ tricts in each county, and for the division of school districts by the levy court upon a petition “ signed by twelve or more owners of property in any school district,” provid¬ ing that in the original districts, and in each new one, there shall be “ at least thirty- five scholars over five years of age.” After such division the children may continue to enjoy “ the privileges and benefits of the school in the original district,” “ until the next annual stated meeting of the school voters in this State, when they can organize.” “ Two or more districts may unite for establishing and supporting a free school for their common benefit.” “ United districts shall have the same powers and exercise them in the same manner as original districts.” The power of taxation shall extend to the amount that could lawfully be raised by tax in the several districts composing such united district if acting separately. YEAKLY MEETING. “A stated meeting is appointed by law on the first Saturday in April, at the school- house ; or if there is none, at a place designated by the levy court, to be held at 2 p. m., and to be kept open one hour at least.” “ Every person residing within the district and having paid his school-tax for the preceding year, shall be a school voter of said district.” Any number of voters may proceed to business,” “and their acts shall be valid.” DUTIES OF VOTERS. They elect one member of the school committee each year to serve for three years. The school voters decide what sum shall be raised for the ensuing year by tax for school purposes and then vote by ballot “/o?’ a tax,” or against a tax,” the majority deciding. If the majority of the votes be “ against a tax,” the sum so resolved to be raised may be raised by subscription. POWERS OF SCHOOL COMMITTEES. The school committees by act of March 1, 1861, are authorized to levy an annual tax in each of the districts of New Castle of |75, since raised to ^100; in the districts of Kent County, the sum of $50, and in the districts of Sussex County, the sum of $30, to be applied to the support of the school of their districts. Certain special provisions and limitations are made for repairing school-houses, and for particular districts. DUTIES OF SCHOOL COMMITTEES. The duties of the school committees are to make assessment lists for their respective districts ; such lists shall consist of the rates of persons of all white inhabitants of the district over twenty-one years old ; of the rates of personal property of all the white male inhabitants of the district, and of the clear rental value of all the assess¬ able real estate within the distriet owned by white persons. They are to determine sites and procure school-houses for the district; “to keep the school-houses in repair, and supply it with necessary furniture and fuel. “ To provide a school for the district, or as long as their funds will enable them, and to employ teachers. “To receive, collect, and apply all moneys. “ To appoint collectors for the district, and to do all acts requisite for effecting the premises. “ They shall annually, at the stated meeting, exhibit a just account of their receipts and expenditures and a report of all their proceedings. The meeting may appoint persons to settle said account. “ They receive no emolument, but are allowed $1 per term, or 3 cents per mile for attendance before the auditor.” DELAWARE. 109 THE SCHOOL SYSTEM. Extracis from the address of Hon. Willard HaU, the Father of the School Law f to the peo.ple of the State.* The school system under these laws is simple and plain. It forms school districts, appoints and regulates the meeting of the school voters in these districts, and commits ' to these voters in these meetings the whole power over the subject of common schools ' for their districts. Every school district is a republican community constituted for the special purpose of taking care of the interests of popular education within its bounds. ' It depends upon the school voters whether the children of the district shall have the I benefit of a school, and what kind of a school they shall have. * * # , To encourage the school voters in the discharge of this momentous responsibility the law appropriates to every district a generous dividend of school money, larger than is contributed in any State of the Union except Connecticut. * * * school sys¬ tem is to be carried out by the school voters ; and it requires from them attention, painstaking, and effort. * The course of business is very plain ; the school districts are formed, the meeting appointed, the manner of proceeding directed ; the people in their meeting can make their own arrangement, choose their own committee, and have as good a school as they and their committee Avill provide the means and take the pains to procure. * * It may be set down as certain that if the people will not take the requisite pains to establish good schools in their districts no one else will do it for them, and that under no system of law can they have good schools without attention and painstaking on their part. * * * * IMPORTANCE OF COMMON SCHOOLS. It is not necessary to extend these remarks for the sake of illustrating the import¬ ance of common schools. All admit the necessity of establishing and sustaining them. Even those who resist and labor to defeat every measure to promote them agree that Ave cannot dispense with them. No man will hazard his reputation upon an avowal of oppo¬ sition to them. Every one acknowledges that it is deeply to be deplored if in a single district for a single year the children are destitute of profitable schooling, their genial sea¬ son of childhood thus running to waste, and they, instead of improvement, contracting habits that may make them unhappy and hurtful members of society. Besides, our Goa- erument is so framed that general provision for elementary education is a measure of self-preservation. A State having for its foundation the principle that every citizen shall enjoy the right of suffrage, and the privilege of aspiring to the highest office, for its own safety must place the means of primary education within the reach of all its population. This subject has been in discussion for sev'eral years throughout the Union. State after State has established free schools upon the principle adopted in our laws, and the opinion prevails in every State that general provision for elementary education, making common schools common care, is essential to its well-being. WANT OF SCHOOLS A CALAMITY. The most deplorable calamity that can afflict communities or indiAuduals is that of neglected mind ; yet hoAV great the proportion of mind in this State lost through this negligence,' how many children Avasting tlie best season of life for instruction because there is no suitable school for them ! Parents are often careless about schools, and children are always averse to them. If the community do not proAude schools, and establish, by common example, operating upon one another, habits of going to school and sending to school, so that parents and children shall be inured by custom to regard these as necessaries of life, a great portion of the youth will be injuriously stinted, if not altogether destitute of education. A reason frequently and forcibly urged for the emigration that has carried from this State many of its most enterprising people, has been the want of suitable schools for the education of their children. * * * It is the ol)ject of these remarks to direct public attention to this most important subject. The district schools must 1)0 the means of education of the body of the people, of the numbers Avho make the majorities; who constitute the condition of vsociety, and direct the destinies of the nation; of the men who are to cultivate the soil, Avhose skill and intelligence are to ffx the state of agriculture and the mechanic arts; Avhose A'otes at the hustings an; to pronounce the popular will; whoso voice in the halls of legislation is to ])rcscribe law, and their determination in the jury-boxes to impart life and efficacy to the hiAV, in dis- l>ensing justice and guarding person and proiierty ; Avhose industry, capacity, business- habits, and moral excellence are to bo the means and measure of the common pros])erity. * This address was issued for circulation among the people of tlie State soon after the passage of the school law in 1829. 110 EEPOET OF THE COMMISSIONEE OF EDUCATION. DISTRICT SCHOOLS OF SPECIAL IMPORTiLN'CE TO THE PEOPLE. It should be of most serious consideration with the people, that in the improvement of the district schools they are to be the gainers ; in the neglect of these schools they are to be the sufferers ; the chief, if not the only gainers or sufferers, (for those able to educate their children in their own way may cast off concern ; ) that while these schools can be made most efficient to elevate the common condition, this efficiency will not come of itself, but pains must be taken with the schools to make them efficient ; and that if the people do not take this pains, it will not be taken. The only practically safe, wise, or effectual course is for every man to seek and obtain information, and to think, judge, and act for himself, under a sense of conscious independence and con¬ scientious responsibility. THE SCHOOL SYSTEM FURTHER EXPLAINED. Extracts from the annual report of the Hon. Willard Hall, suj^erintendent of free schools in New Castle County, made January, 1841. ABSENCE OF LOCAL REPORTS. There being no requirement of law that school committees shall report the state of their districts to the superintendents, in this county no such reports have ever been made. * * * The design of the system is not to make schools by its operation, but to enable and invite the people to make schools by their own agency. * ^ * SIMPLICITY OP THE SYSTEM. Our system is simple and easily understood. Having divided the counties into school districts, it constitutes each school district a community, with power to provide a school according to its will. The school voters in regular meetings, by a majority of votes, appoint their school committee, clothed Avith full powers for providing a school, and determine what sum shall be raised and the manner of raising it. Each school district, therefore, has the responsibility and charge of its own school committed to it, and it is encouraged to the fulfillment of this responsibility by a liberal dividend from the school fund, to be paid to its school committee upon twenty-five dollars being raised in the district. The original provision was that a school district, to receive the dividend from the school fund, must raise a sum equal to it. It is submitted that it was an error to alter this provision. Certainly a district ought to raise as much as it receives. The principle of the system, that the people shall be interested in their own school, so as to take care of it, requires that they should pay at least as much as is paid for them. It is respectfully suggested to the general assembly that a gradual return to the original provision is required by x)ropriety and expediency. ^ * * * It is to be considered that the system was commenced under inveterate prejudices ; that numbers and iufiu- ence Avere imbued with these prejudices; and that the strength of society, the portion that ought to uphold and invigorate the system, too often has directed against it every form of hostility. ^ POPULAR OPPOSITION TO TAXATION FOR SCHOOLS. There has been great prejudice against taxation as a feature of this system. This prejudice is indeed blind, for, to have schools there must be money to procure teachers and accommodations, and taxation is the only efficacious method of raising money. To deny taxation in a school system, is to resolve upon the end Avithout the means. But prejudice is none the less difficult to be OA^ercome because blind. From the ori¬ ginal act commending our school system the feature of taxation was entirely stricken. . It was afterward introduced A^ery timorously. The system has halted on this point, and it is not what it was designed to be, having been constrained to feel its way Avith caution. * ^ * The sum to bo raised and the question of taxation do occasion serious, perverse, and sometimes fatal embarrassment in the districts. In some districts a generation has already been sacrificed in this way ; for six or eight years remove the generation needing school privileges beyond their enjoyment. * * * Common schools are upon their OAvn foundation, separate, by themselAms. If the part of the community dependent upon them for the education of their children do not foster them, no one else will. Has not one great cause of apathy, and even hostility, to common schools arisen from so many persons educating their children in select schools ^ * * * Literary character is not the OUI57 attribute of usefulness incident to common schools ; the literary character of the common schools of Scotland is Ioaa^, but not so the standing and intelligence of the yieople formed in them ; the literary character Avas very Ioaa" of the common schools of Ncav England, in wTiich were formed a great portion of the men Avho could receive, DELAWARE. Ill appreciate, and establisli without faltering, the institutions of freedom, a matter in AThich England failed, France has twice failed, and in the states of Spanish America failure has followed failure in quick succession for a quarter of a century. * * “ Under any system of common schools progress must he slow. When tlie public mind is to be molded anew upon any subject much time is required by work. Popular edu¬ cation, common schools, atford a tine theme for declamation ; but in practical opera¬ tion they are discouraging, tedious, and perplexing, especially in free communities, where every man regards the maintenance of his opinion as a right.” SUPERINTENDENTS AND SCHOOL FUND. “ The governor shall, yearly, before the 1st of March, appoint a superintendent of free schools in each county ” but the superintendent has no real power, and has no pay, other than his postage and traAmling expenses. Of the State school fund the income of a certain specified portion is divided among the counties equally. The remainder is “apportioned among the several counties according to the white impulation as ascertained by the census of 1830.” PRESENT VIEW OF JUDGE HALL.* In addition to the aboAm abstract of the school laAv of the State, and the accom¬ panying abstracts from the address of Hon. Willard Hall, and also those from the report made by him, as superintendent of the free schools in New Castle County, to the general assembly, (January, 1841,) both of which were bound up with one edition of the laws, we insert the following report of a coiiAmrsation recently held at Wil¬ mington with Hon. Willard Hall, the venerable founder of the system, who has been for these many years judge of the United Statxis district court. The conversation was held with a A^icAv to a better understanding of the system and to obtain an authoritatiA e statement concerning it. Judge Hall stated at the outset, in response to a question as to where information should be sought — “ That no State had less information on record ; but that the last report of the State auditor, bound up with the journal of the house of representatiA'es, would give the best information, but that this was probably in the hands of the printer at Dover.” [AdAmnce sheets of the account for the county of New Castle, obtained through the courtesy of the State printer, showed that this was only a statement of the share of State funds gHen to each district.] “ The present school system was established about 1829.” In reply to a question as to how it came to be established. Judge Hall said that he went to liAm in Dover in 1803 as a lawyer, “ and saw then the miserable condition of the schools.” AfterAvard, when, in 1813, he was secretary of state, he suggested to the governor and legislature a system for popular education, and when, in 1829, the school law Avas finally passed, it established substantially the system he had suggested. The chief feature of this system Avas “ to put the Avhole matter in the hands of the peoiAe.'^ The “district school voters,” who decided the question of tax and elected the commit¬ tee, “ were all who could vote for members of the general assembly.” In answer to the question whether there had been any material change made in the law since its first enactment, he said : “ It has always been the same ; has never been changed from that voluntary feature. The peo])le of the district may' tax themselA'es as much or as little as they choose. The law has, hoAvever, been changed in Wilming¬ ton.” * 'Wilmington, Delaavare, November 13, 1S71. Dear Sir; In accordance Avitli your instructions, I Lave sought to gather such information of the educational statistics of this State as Avas possible in the limited time at my disiiosal, and liaA'e prepared the accompanying abstract for your use in the report. With a A^ieAv to obtaining a bettci- understanding of the school SA'Stem of the State, I have called upon Hon. Willard Hall, United States district judge, Itnd send you his ansAA-ers to my inquiries from notes taken at the time, and AA-ith Judge Hall’s peruiission that they may be used in the report. Tin' venor- ahie judge, who is knoAvu as the fatlier of the school system, receiA-ed me most courteously. He fur- ni.shes in himself a notable instance of the endurance of intellectual i)OAA’er, as he is still upon the bench, and tells me that ho is ninety-one years of age. His replies in answer to my AAritteu questions were clear and comprehensive. I haye thought it of interest to collate from his published address and report made A'ears ago, bound up Avith a copy of the school laws given me by a leading lawA'er of this State, the jiaragrajdis in which he had treated of simihu’ topics. It will be seen that judge Hall has OA'cr been an ardent advocate for the education of the people. I haA'e met AA’ith marked courtesy from all of whom I ha\'e sought information during the prosecution of m\’ inquiries in this State. In Wilmington there is great acth’ity and interest in all matters connected with the ])nblic schools. I A'ery much regret not having the ox)portnnity of A'i.siting some of the district schools in the remote rural districts, as I have been urged to do by those most alive to the educational needs of the State. Very respectfully. I. EDWARDS CLARKE. General John Eaton, Jr., TJ. S. Commissioner of Education. 112 REPORT OF THE COMMISSIONER OF EDUCATION. Were there any superintendents? “ We had superintendents, but they were not educated, and would not, or did not, work. I was superintendent here in Wilmington many years. There was no general State superintendent, but it was intended that there should be a county superintend¬ ent for each county. There are some very good schools in the State.” Was there any standard of qualification for teachers? “ There was no standard of qualification for teachers.” How were they chosen ? “In each district the school committee had the whole charge of all matters: teach¬ ers, school-houses, &c. Sometimes they have a pleasant school-house, but sometimes the school-house disgraces the school. The teachers were paid about $100 per year, and the schools were kept generally about four or five months. When I was superin¬ tendent of this county, (New Castle.) I made a report annually. It has been a very discouraging, up-hill work in the State, little attention being given to common-school education.” In speaking of the need and value of common, free education, he said : “ If they would teach the children to read, write, and calculate a little, they would be surprised to see how much better citizens they would make. In this country we are educating ourselves. The newspapers are edueaiing the community.” The voluntary principle of the law was dwelt upon by the judge as a vital feature of the system. ANTIQUATED FEATURES OF THE STATE SYSTEM. When it is remembered that the State system has remained unchanged for more than forty years, it will be seen that, though doubtless at the time of its adoption it was as good a system as was possessed by any of the States, it would be strange in¬ deed if it did not now admit of any possibility of improvement. The experience of other States in the employment of a salaried State superintendent, whose exclusive business it is to care for the schools, may perhaps be profitably heeded, while the results of this experiment, as shown in Wilmington, will furnish to the peo¬ ple of the State an excellent opportunity of testing the plan. According to the testimony of many competent citizens in various parts of the State, the present system works exactly as would be anticipated. In intelligent neighborhoods, where an interest is taken by the residents, the schools are good, but in neighborhoods where this condition does not exist, the schools are said to be as poor as, might be expected. “ The stream rises no higher than its source;” and so, in the very neighborhoods where the improving influence of a good district free school is most needed, there it is never found. It occasionally happens that a district votes “ no tax,” and there no school is held that year. Sometimes, however, voluntary subscrip¬ tions are made and the school held for a longer or shorter period. Many of the teachers in the rural districts are d eclared to be unfitted for the position, their selection for the post depending only on the will of the committee, who are often utterly unfit for their duties. The weakness of the system lies just here, and until some plan is adopted by which all the teachers in the State shall be required to come up to a certain standard of scholarship and some public record is made of all the schools, so that each community can compare its own schools with those 6f other local¬ ities, and a generous public spirit be thus advanced, there is little prospect of imme¬ diate change. There are in the State many private schools, and, in addition, many children are sent to the schools of other States to be educated. This class of persons do not, per¬ haps, feel a deep interest in the public schools of these districts, or take an active ])art in their management, thus depriving them of the very influence on which the volun¬ tary system depends. The obvious fact that the community has an equal interest in the training of every child within its borders, “ without distinction as to race, color, or previous condition of servitude,” seems to be one of those truths which are very slow in winning their way to general acceptance, and yet the fact that the relations of crime and of pauperism are so intimately bound up with the general education and ignorance of a community is so well determined, that the ratio of criminals and paupers to the whole number of the residents of a given place can be accurately calculated, on knowing the educational statistics of the whole population. It is economy to educate every child. School-houses take the place of poor-houses and prisons. WILMINGTON. From time to time special enactments, applicable to the city of Wilmington, have been passed by the legislature. The charter of the board of public education of Wilmington, which would have expired by limitation in February, 1872, was renewed by the last legislature. The pro¬ vision for taxing colored i)erson8 for the support of schools in the same manner as DELAWARE. 113 whites are taxed being struck out, however, notwithstanding it had the unanimous sanction of the board of education. The school matters of the city are now in the hands of a city school board, consisting of thirty members, who are elected by the cit¬ izens, and who have full and entire control both of the schools and of the amount to be raised for their support. f*OWER OF THE BOARD TO RAISE SCHOOL MONEY. Their requisition for the money necessary to carry on the schools for the ensuing year being final and binding upon the city authorities. During the present yeai $50,000 have been appropropriated to the schools, beside the sum of $30,000 issued iu bonds, authorized by the legislature for the new school-building erected in Freueb street. An efficient school superintendent has charge of the schools, and everything in rela¬ tion to the common-school education of the white children of Wilmington is most promising. Many of the teachers attended the teachers’ institute held at West Chester, Penn-, sylvania, in November, and it is hoped that these meetings, which have met with so much favor iu other States, will soon be introduced in Delaware. Among the city tables, at the end of this volume, will be found the latest statistics of Wilmington, forwarded by Superintendent Harlan. ANNUAL REPORT OP PRESIDENT OF SCHOOL BOARD. The last annual report of Dr. William R. Bullock, the president of the board of pub¬ lic education, published in the Wilmington Daily Commercial of March 30, 1871, states that “in April, 1870, there were thirteen schools, with an attendance of 2,770 pui)ils. In consequence of the demand for greater school accommodation a commodious school-building belonging to the I^oman Catholic Church was rented, and the present attendance of the school is 424 pupils.” There are now under the charge of the board fourteen school-buildings, with a pro¬ vision for 3,850 seats ; total number of pupils enrolled, 3,734 ; average attendance, 3,039. In some crowded wards, the apjdicants for seats were greatly iu excess of the accom¬ modation, while in others there were vacancies amounting in the aggregate to 116 seats, while in the whole city there were 188 applicants who could not be sui)plied. Could all have been supplied, the total increase of schools for the year 1870 would have been 1,152. SCHOOL-BUILDING NO. 1. Acting in accordance with the power vested in them for providing such additional school accommodation, the board proceeded to erect on French street, between Fifth and Sixth streets, a fine new school-building of brick, which was ready for occupation in Sei)tember, and in its arrangements and appointments would be a credit to any city in the land. It is known as school-building No. 1 ; it is of three stories, with a front elevation of 45 feet 6 inches. It has a front on French street of 77 feet 8 inches, and depth of 93 feet 2 inches. The main building is 61 feet 6 inches by 47 feet 6 inches, with wings, each 15 feet 1 inch by 31 feet 3 inches. Each story accommodates a school, and has five pleasant recitation-rooms. There are three schools, one “ grammar,” and two “ secondary.” NEED OF A CITY SUPERINTENDENT. “With the growth of our schools, it became at last evident that it was impossible for the members of the board, or for any one member, to exercise a supervision that would insure the greatest improvement of the individual schools, and the harmonious opera¬ tion of the whole.” Such a method would not enable them to “ keep pace with the improvement in all departments of education, which form so marked a feature of the present day.” “As nothing short of a special professional oversight could meet the requirements, the board engaged Mr. David W. Harlan to act as superintendent, and that gentleman entered upon his duties the 1st of January of the present year. It may properly be added that this action of the board is in accordance with the experi¬ ence of all parts of the country, where the system of public instruction is most com¬ plete and efiicient, as an essential feature of a successful administration of the schools. “ The attention of the superintendent was at once directed to a more thorough grading of the schools, a uniform system of study, and of school-books, tlie introduc¬ tion of improved methods of instruction, and a systematic plan of promotion through various grades. Measures will, it is hoped, be taken for the opening of a normal school for the special benefit of teaehers. The present number of teachers is seventy- one, all ladies, no male teachers having been employed by the board for several years.” 8 C E 114 EEPORT OF THE COMMISSIONER OF EDUCATION. COST OF THE SCHOOLS. “ The cost of conducting the schools during the past year was $39,775 50, and the cost per pnpil $10 65. I think it may he truly said that at no j)eriod have our public schools been in better condition, or the prospect of future usefulness more encour¬ aging.” The progress of the schools during the months that have passed since this report, fully justihes the confidence expressed. Under the active supervision of Mr. Harlan, the schools have been graded, and a uniform system introduced. (A gentleman has been secured as jorincipal of the grammar school.) SCHOOL HOURS. The schools are opened at 9, and closed at 12 m, except Saturdays and Sundays, and opened at 2, and closed at 4.30 p. m., making five and a half hours of attendance for five days in each week. There is an intermission of not less than fifteen minutes each morning and afternoon. BOOKS SUPPLIED. The secretary of the board supplies school-books upon orders from the respective visiting committees. Quarterly collections are made in each school to compensate for the books supi)lied, which are graduated thus : in grammar schools the rate'of assessment is 75 or 50 cents per quarter, according to the books used ; in primary schools the rates are 35 or 25 cents per quarter. The visiting committee may remit this ay ment in case of inability to iiay. All books are issued to pupils by their respective teachers, and are numbered, and labeled “ the property of the board of public education.” Every pupil is to provide himself with a satchel, if practicable, and in case of loss or injury to books, he is re¬ sponsible for the value. SALARIES OF TEACHERS. The salary of the principal teachers in each school is generally $460 ; that of one female principal is $800, and of another is $1,000. The usual salary is from $300 do $550. OTHER CITIES AND TOWNS. Dover, the capital of the State, has consolidated some of its districts, and put up a larger school-house for the Union district, but as yet the schools are not graded. The district schools are said, however, to be in very fair condition ; there are several XDriv ate schools in the town ; the ];)opnlation is about 2,000. The town of New Castle possesses a source of income in the common land, a tract of 1,000 acres, first given by William Penn for a common, to be owned by the citizens of New Castle. This grant was confirmed by his heirs, and the trustees received power from the legislature to rent the land for building purposes, &c. ; the income is devoted to the schools, and the town rejoices in excellent graded schools, thanks to Penn’s bounty. Mill Creek Hundred is an agricultural region, the best part of New Castle County. The schools are said to be well kejit up. They are all ungraded; are kept eight months in the year ; the teachers’ pay varies from $25 to $40 per month. The three district schools in the town of Felton in Kent County, are kept six months in the year, 25 to 40 scholars in each school. Pay of teachers, ladies, $100 per quarter. INCORPORATED INSTITUTIONS IN THE STATE. There is also an incorporated classical academy at Felton, known as the Felton Semi¬ nary, which is quite flourishing. The building cost $9,000 ; there are about 90 scholars, girls and boys, and 4 Teachers. There are also incorporated academies at Wyoming, Kent County, at Laurel, Sussex County, at Georgetown, Sussex County, at Smyrna, Kent County, and at Newark, New Castle County. The last legislature rescinded the charter of the State Normal University at Wil¬ mington, which was incorporated January 23, 1867, John C. Harkness, A. M., xmesident. Delaware College, situated at Newark, the sessions of which w'ere for some years snsj^ended, was revived by obtaining the congressional land grant in aid of agricultu¬ ral scientific schools, and now has an excellent cori)s of professors, with every pros¬ pect of a useful and x)rosperous course. At the last commencement, Wednesday, July 5, Hon. Thos. F. Bayard, Rev. Thomas L. Poulson, and Rev. J. L. McKim, and other distinguished speakers delivered addresses. The Wilmington Methodist Episcopal conference proposes to establish an academy for the education of boys, and have secured 16 acres of eligible land near Dover. DELAWARE. 115 Some $12,000 were subscribed by citizens of Dover. They intend to put up buildings costing $100,000. A large meeting was held in Dover, Tuesday, November 21, in aid of this enterprise. Dr. Dasbiel, president of Dickenson College, delivered an address, and speeches were made by Hon. N. B. Smitbers, Hon. Joseph P. Comegyes, and Clias. Brown esq. Another meeting is to be held in the month of January, 1872, in further aid of the enterprise. This institution is to be under the care of the conference, who are pledged to its success. This conference embraces the entire State of Delaware, and the eastern shores of Maryland and Virginia. THE SCHOOL FUND. The school fund consists of the income arising from the investment of Delaware’s share of the ‘‘ surplus revenue” distributed by the United States to the several States, together with a portion of the proceeds arising from certain State fees and licenses. The auditor’s report for the year 1869 shows that there were in the county of New Castle 91 districts. There was raised by contribution . $52, 042 75 There was received from the school fund . $10, 960 35 Number of schools in operation . . . 88 Time in operation . . 856^ months. Number of scholars . 6, 765 From advance sheets of the auditor’s report for the year 1870, for the county of New Castle — Number of districts . 91 Amount raised by contribution . . . $84, 639 78 Amount received from State fund . . . $10, 142 15 ’‘Number of schools . . . 150 Number of scholars . . . 7, 522 In Kent County there was received from contribution in 1869 . $20, 451 39 Received from school fund . $9, 199 86 Number of districts . 115 Number of schools . 101 Number of months in operation . 838f Number of scholars . 5, 089 In Sussex County there was received from contribution in 1869 . $9, 203 32 Received from school fund . $11, 870 10 Number of districts . . . . . 164 Number of schools . 153 Number of mouths in operation . . 654 and 7 days Number of scholars . 6, 508 The statistics of Kent and Sussex Counties for 1870 are not at hand. EDUCATION OF COLOEED CHILDEEN IN THE STATE. Although slavery has been abolished for some years, the State of Delaware makes no provision as a State for the education of its colored children. What has been done toward their education by a charitable association may be learned from the following abstract of the third annual report of the managers of the Delaware Association for the Moral Improvement and Education of the Colored People of Delaware, published at Wilmington, March, 1870. The association has a president — Thomas Kimber, jr. — three vice-presidents, executive and financial committees, and a large number of man¬ agers. The third anniversary meeting was held at the hall of the Wilmington Institute on Thursday evening, March 10, 1870. EEPOET. * * * “ Our last report detailed the circumstances under which it was decided by this association to erect a convenient sehool-house in Wilmington, from the benefits of which no one should be excluded by reason of race or color. ^ “ The city council having accepted, as will be remembered, General Howard’s propo¬ sition to furnish an equal amount toward its construction, duly appropriated and paid over to the trustees named by our association. Bishop Alfred Lee, Charles W. Howland, and Samuel M. Harrington, the sum c $5,000 for that purpose. These funds, together *Note.— This discrepancy between the number of the year before is partly caused by the schools of Wilmington being put down as 1*1 in 1869, and as 68 in 1870; in the last case the number of teachers must have been given. 116 REPORT OF THE COMMISSIONER OF EDUCATION. witli $5,000 received from General Howard, were disbursed by these gentlemen through a committee of our board, Charles W. Howland, Allen Gawthrop, and William S. Hilles, who were appointed to superintend the construction of the school-building. “ The building was placed under contract in March, and its completion and readiness for occupation were reported to us early in September of last year. From the founda¬ tion to the whole superstructure, the work has been done in the most economical and at the same time in the most thorough and substantial manner. “ On the 20th of September last the schools were formally ci^ened in that building, by the managers, with appropriate ceremonies. “ William S. Hilles made a brief but comprehensive statement of the circumstances which led to the inauguration of this building ; and Bishop Lee followed with an in¬ teresting history of the various efforts that had, for years, been made in Wilmington to educate the colored race. “ General Howard, who was also i)resent, and in whose honor the building was named ‘ The Howard School,’ made a characteristic and stirring address, both to the children and parents, earnestly encouraging them to press forward and avail them¬ selves of the opportunities now so liberally afforded. ‘‘ He expressed the opinion that the colored people of Delaware, so far as he had known them, did not seem to be so zealous and so anxious for improvement as those in the far Southern States ; and he attributed this indifference and apathy to the fact that they had not been shaken out of their old lethargy by actual contact with the revolu¬ tionary elements that had swept over the South.” COLORED SCHOOLS IN WILMINGTON. “ At the date of our last year’s report there were four separate day-schools in Wil¬ mington under charge of this association, and these are now concentrated in the new building on Orange street. “ The elementary department is conducted on the first floor of the building, under the charge of two white lady teachers. They are assisted by two colored girls, who were, only last year, puiiils of our schools in this city, and who perform their new du¬ ties with fidelity and' earnestness. “The higher, or normal school as it is termed, occupies the second story, and is under the charge of Mary Bickford, a sister of the former excellent teacher of the girls’ nor¬ mal school. “ The elementary department is, of course, by far the larger school, and has numbered > at times 150 pupils on its rolls. The average attendance in the month of January was about 115 daily. The higher, or normal school, has never numbered over 50 pupils, with an average daily attendance of 40 during the month of January. Both of these schools are under the immediate superintendence of our valued actuary, Abbie C. Peckham, who adds this duty to her general charge of all the schools throughout the State. “ The plan of thus consolidating the Wilmington schools in one building has proved to be a good one, and the general results are satisfactory to the managers.” * * * OTHER SCHOOLS IN THE STATE. “ Besides the Wilmington schools, there are now 23 under charge of the association throughout the State. This does not include the schools at Lewes and Delaware City, which have been closed since the vacation. “The whole number of puiiils enrolled for the month of January was 1,470, with an average attendance of 1,221 daily. Of this number on our rolls, 1,297 were in reading and spelling classes, 711 in writing classes, 586 studying arithmetic, 285 geography, 76 grammar, and only 273 were in the aljihabet and primer. “Estimating the changes that occur on our rolls during the year, and counting the night-schools of last winter, we can safely report 2,100 different children and adults who have been taught the iiast year at our schools. treasurer’s account. “ Our treasurer’s account shows that the receipts of the year from all sources have been as follows : Balance at date of last year’s report, (having been received from the English fund about that time) . $1, 122 04 English normal-school fund . 500 00 African school society . 400 00 Individual contributions . 2, 187 62 Amount received from the colored peoiile for tuition, applied to board for teachers . 3,297 44 Received from the colored people for the purchase of books and stationery.. 536 14 United States Bureau of Education . 2, 440 00 10, 483 24 Total DELAWARE. 117 “ By tliis statement it will be seen that we have received from the colored people themselves, through the weekly charge of 10 cents for each pupil, applied to the pay¬ ment of the board of the teacher . $3,297 44 And for purchase of hooks and stationery . 536 14 Making a total of . . . 3, 833 58 or more than one-third of our whole receipts from all sources, and nearly double the amount of all our other individual contributions combined. “ Of the $6,650 received from all other sources during the past thirteen months, $1,622 were derived from an English fund, now exhausted and not likely to be renewed; and $2,440 from the Ereedmen’s Bureau, the scale of whose paymeuts for each school has been greatly redmed the past year, and from which we shall probably soon cease to derive any aid whatsoever. Howard Associations have been formed throughout the State by the colored peo¬ ple to defray the tuition of poor children. There are 400 members, who monthly con¬ tribute $40, thus paying for 100 children. Five hundred dollars has also been given by the Freedmen’s Bureau, and $1,300 raised by the colored peoxde and their friends to rebuild, at Slaughter Neck, a school-house which was burned in January, 1869, and to build a new house at Middletown.’^ PKIVATE BENEFICENCE. “We are gratified in being able to report that Henry S. McComb, of this city, still continues to defray the entire expense to our association of one of its best schools, and that the family of our lamented friend, Alexander Peterson, have also maintained the school established during his lifetime in the neighborhood where his early days were spent, and have signified their intention of regularly defraying the needful exj)enses of its future support. “ It will be seen by the treasurer’s statement, that the liberal arrangement of our friends of the African School Society, by which this association is made the medium of disbursement of the trust funds in their charge, still continues, and constitutes an imjiortant source of our annual revenue. # * * THE NORMAL SCHOOL. “ Even when the State shall have assumed its duties toward its colored citizens, in providing for the elementary instruction of their children, it will be a grave question for our association to consider, whether we can safely at once relinquish our care over their higher education ; or, whether it would not be more j)nident to reopen our nor¬ mal schools in their old quarters, as before ; in which, for a time at least, teachers shall be trained, under our supervision, for the charge of the other schools throughout the State and elsewhere.” REPORT OF THE ACTUARY. The actuary’s report gives an account of the working of the schools. They were well organized, and in good working order at the end of the first week in October. “ There were 55 j)upils enrolled in the normal school, with an average attendance of 40. Fewer night-schools have been taught this winter than in the same season of previ¬ ous years, because a greater number of middle-aged and young men have attended day- schools. In addition, 16 Sunday-schools have been ojicned, with about 900 pupils and 85 teachers. The colored people have given largely to the snpport of their own schools during the year. The tuition of xnipils for the year has amounted to over $3,000, and the sale of books over $500. They have also suiiplied most of their schools with fuel, and paid other incidental expenses, besides contributing to the erection of new school buildings. I am indebted to correspondence with teachers for much of the above. “ ABBIE C. PECKHAM, Actuary. “ Wilmington, February 1, 1870.” The summary shows 29 schools and teachers, with 2,104 pupils enrolled, with an average attendance of 1,221. The following letter from the actuary gives the latest information of the efforts of this association : Office of the Delaware Association for the Moral Improvement and Education of the Colored People, 607 Market street, Wilmington, Delaware, November 15, 1871. * * * Opening our schools a month later than usual last fall, we had 20 in operation and 22 teachers. The average length of the sessions was four and a half 118 REPORT OF THE COMMISSIONER OF EDUCATION. montlis for each, school, though some of them were kept open eight months. They were located at places as follows, viz : Wilmington, (normal,) New Castle County; Wilmington, (primary,) New Castle County ; Dover, Kent County ; Seaford, Sussex County ; Smyrna, Kent County ; Chris¬ tiana, New Castle County ; Odessa, New Castle County ; Lanrel, Sussex County ; New Castle, New Castle County ; Newark, New Castle County ; Delaware City, New Castle County; Camden, Kent County ; Newport, New Castle County; Summit Bridge, Kent County ; Mount Pleasant, Kent County ; Dutch Neck, Kent County ; Slaughter Neck, Sussex County ; Frederica, Kent County ; Fieldsborough, New Castle County ; Middle- town, Kent County. NUMBER OF SCHOOLS LN OPERATION. ‘‘ This fall we have six schools open : at Wilmington, 1 ; Middletown, 1 ; Odessa, 1; Mount Pleasant, 1 ; Summit Bridge, 1 ; Dutch Neck, 1. We hoxie to open about halt-a- dozen more the 1st of December. Money is very hard to be obtained by the colored jieople. They receive their wages mostly in produce and groceries. The association has not funds to sustain the schools, and the colored people exerted themselves to the utmost to meet exjienses last year ; and this year are unable to do very much for schools. ‘‘ The teachers’ board was jiaid by the colored j)eople themselves in all cases except in those of the Wilmington schools. The salaries of the teachers was $12 per month, which was paid in jiart by this association and in part by the colored people, the asso¬ ciation jiaying from $3 to $6 per month according to the necessity of the people. How¬ ever, at Middletown, Newark, and Fieldsborough and New Castle the colored people themselves paid both board and salary. The whole number of j)upils enrolled at any one time was 1,040. The largest average any one month was about 800. MONEY RECEIVED FROM WILMINGTON AUTHORITIES. The board of education of this city has appropriated and paid over to the treasurer of this association, recently, $1,000, to be used for the support of the Wilmington schools ^ but this is an inadequate sum to meet exjienses. Sorry that I cannot, on account o the short notice, give you a fuller statement, I respectfully submit this. A. C. PECKHAM, Actuary Delaware Association. General John Eaton, Washington, D. C. SCHOOL ATTENDANCE AND ILLITERACY. We are indebted to General Francis A. Walker, Superintendent of the United States Census, for the following table of school attendance and illiteracy for the State of Delaware. Counties. ATTENDED SCHOOL. Cannot read — 10 and over. CANNOT WRITE. ■ci "o H Native. Foreign. White. Colored. Total. Foreign. Male. Female. Male. d a coaooooo?r} O CO Ql ^ of t-T rf rH cf of r-T r-T •oinpi 16, 806 : 15 to 21. •9XBai9^ 5,376 CO'S — OUOOMC5 Ot-ho i-icooo •I’lncM— C^OOr^iOC?0^iC^'0'^ o Ci o Cl Cl to lO ^ 00 CO r-^ :JOJ«c>-HO(rjoc?OT-HC50-iOMC'?c!'. i-Hoco-}<5i 1-Ht- . lOi-Hi-lOlO« lO-fii-HOi-H— 'O i-COTDi-l.HO l-H 1 (N l-H « fO O Cl oa50oo;>CiGO?^c?oc5Cit-cicoi^^or. t^ooo^-H (7<005t^QOi— iOi i-HOir5rr^C5G'lO*-HiOCOOt>iOCOO^COt^OCOl'^LOi-0 Ci rH(7l r4 rHC^T-.ociGomrtiOCl OICOCO^tHOOO iOi-lt-Ot-*CiQ0C:>00C5-^^^O'9^C0^C;0Ci'OO •9inK 2, 691 LOClCDOOrHOCOiH IlOCiOOOaiOCOOt-OlO?THOO?^OTt'C50t-iC5?^0 (7«'^^OOCOi>^ OOGOOC02f-^'^iOT-l^*0'^':^GOT-HO'>^i-l •uSiojo^ 568 lo 'r-l • • ‘COr-l •OCiC0C?lCi-Hi-l«*^^O • •COOi^'^CiT- 71, 235 OCi^l^COG^COO«‘^l-*Cii>Ol’^OT-lO^COiCCiOO?-C5LO-^»OCir}<^0 0OCOOO t-" r-T of Cfi-T -^ofrf lOCO" CO O Tji" t-T i-T •IBXOL CO O 00 r- Tt40LOt^COO?0?CO'^'OGOO^af»-HC?OTt-CO^OOOOi^O?i^iOOaDlO'0-0 COi>?OlCO<0^lOi— iT-iCOi— lLOC7)'Tr^*^OOOOOOOO^i'-GOC?0^0’- rH'^COCOCOt^CO COO'^rHMOGOCSOOOGOOCOCOOTt^LOOOOl^^^COOO r-T of of t-T lo‘:c' CO’' o' Tt^'rHT-T t-T •JOAO pun ox— p^8.i xonano 00 o oO’*^aouO’^oocooJooooc5COQoocoT-«r-oio-fo)C5T}^i-HCiTHor--i.o»o t-coT}-0'^cocoTHOoo^(OJt^r^rMi-ioLOiOOi*«:t<^r-Go^oco'^oi>»OJ O'^O^COC^OCO CiJ^-COOOCOOi^OCOt-COCOC^C^QOCOOOQOl-^rHOO rf of r-Ti-T co^of ^*'o' t-T r-T 1 Attended school. Colored. 2, 283 rH ■ (Nio •r-i-i.ooKMiHM .oo .CO meat- .t-ioao . • Tji > a * lO O) 0»l-(Mi-H-;toc*cnocoiooGOHr'oC5QOHii(?»cocj{nnja>oroc50};3|iot'2;52°0£2i2ii m inOl-Ht-Ol rHrH(MOO OCiiHOTHGO-fl-H COCOi-H WIOX 12, 778 1, 183 16 218 aoi^'coMQoeifOTHcoHtiocioociir't-cocJoowg-oicoo OlOSJ 03C5QO-HiCIOC<0»(NC50COC5CJ3J101-^OOCOOO^ m inOi-Ht-iO(N1^^00 00 iOJ^C^iO^OCSl^ rH rH •J9AO pun ox — ptJOJ xonunQ CO CO O O O rH CO OT-HrHOi?00?OCO Attended scLool. Colored. •oxnnioj O • rH O Cl • 1 d ' rH • 1 • I •OIUH ^ ' d ' * ^ ^ ' 6 •oxnuio^ doot-*coj>c:oooo J^J'^t^dr-frHOjHCO •opK dQ0lCrHOl>OCf^ Tton the recommendation of the other school officers in all cases where there were any, and in other cases upon the recommendation of the ordinary or other prominent representative of the county. Many of the persons elected declined to qualify or serve, and the vacancies were filled in the same manner. From the elec¬ tion returns, and a careful examination of the tax digests and census returns, it was found that there were, in 136 counties, 1,291 sub-districts, of which 1,129 were Georgia militia districts, 134 incoriiorated towns, and 28 wards in cities. In each of these 1,291 sub-districts there should be one member of the county board of education. There are 959 who were elected and have qualified, 207 who were ajxiiointed to fill original vacancies, 100 who were appointed to fill vacancies otherwise created, (failure to qualify, resignation, death, &c.,) and there are 25 vacancies. There should be three trustees in each sub-district. There are 2,899 trustees elected and serving, 666 appointed to original vacancies, 100 ax)pointed to fill other vacancies, and there are 208 vacancies. All the members of county boards of education have been commissioned by the governor, and all the trustees, besides notice by the election officers, have been officially notified, through the county school commissioners, of their election or appointment. The law further provided that the county board of educa¬ tion in each county should meet on the 7th day of February and organize by electing one of their number president, and a secretary, which last-mentioned officer, by virtue of his election, should be the county school commissioner. The county board of education in each county of the State has organized according to law, exceiit in the counties of Bryan, Chatham, and Coffee; and the school commis¬ sioners have all been commissioned by the governor, except in the counties of Camden, Dougherty, Lee, and Towns. In each of these the county commissioner has corresponded with the State commissioner, but the secretary of state has not been furnished with official notice of the organization and election of secretary. The following exhibit, therefore, shows the number of officers required and serving : No. required. No.serving. County school commissioners . 136 133 Members of county board of education . . . 1, 291 1, 266 Trustees . 3, 873 3, 665 In the selection of these officers the people were urged, in circular letter of Decem¬ ber 12, 1870, from the commissioner, which was distributed to leading citizens in every county, and by iiersonal communication in several counties, to select intelligent, influ¬ ential citizens and jiroperty-owners to fill these positions. In most instances the result has been most satisfactory, and in very few counties could better men be selected for this most responsible duty. Especially is this the case in regard to the county boards of education and county school commissioners, those who were opposed to the system, or who took no interest in the matter, having generally resigned or declined to serve. DIFFICULTIES IN ORGANIZING DISTRICTS. Notwithstanding the above facts are exactly as stated, yet, for various reasons, there has been very little accom^ilished in many counties, it being frequently impossible to obtain a quorum at the meetings of the county board, and at full meetings difficult to secure the necessary definite action. This has resulted from defects, or su];)i)osed defects, in the law, the small amount of school fund, and principally from want of con¬ fidence in the permanency of the system. The splendid results accomplished in many of the counties show what could have been done in most of them by the same united and intelligent action. GEORGIA. 125 One of the first difficulties encountered was the entire want of information and con¬ fused condition of the names, numbers, and boundaries of the Georgia militia dis¬ tricts, the most important subdivisions of territory for school purposes. An attempt was made to i^rovide for this contingency by a circular letter of date December 12, 1870, callimg upon the county ordinaries for definite and official information on all these points. Only about forty responded, and very few of them gave all the inform¬ ation required. In a great number of counties there is no record whatever of the estab¬ lishment and formation, boundaries, &c., of militia districts, and though the law required a transcript of the records of the inferior court to be filed in the executive office at the capital, showing the order of the court forming the districts and estab¬ lishing their boundaries, such transcripts never have been furnished, or, at least, there is no record of them to be found. The only record to be found is a book xmrporting to give the official numbers and counties in which the districts are ; but besides being confused and incompetent, it is found to be utterly unreliable as Showing the numbers and location of the districts, as recognized and reported in the various counties. According to this record, there are 1,251 militia districts. The complete returns from the counties show that, including seven which are reported as wards, there are really but 1,136 Georgia militia districts, and in many instances two or more of these bear the same number. These facts, and the system of numbering adopted, has led to the most wonderful ignorance of the whole matter. Very few citizens in any county can tell how many militia districts there are in the county, much less the official numbers, location, or boundaries of such districts. The next serious difficulty encountered resulted from defects in the law, which is in such general terms, and, in some instances, in such indefinite and ambiguous language, that it was frequently misinterpreted, as, for instance, officers were elected in some instances without regard to the territorial divisions, as specified in the law, &c. To provide as far as possible against these different interpretations already reported, and such as were evident in the future, circular No. 1 was issued on the 18th of January, and approved by the State board of education. INSTRUCTION TO SCHOOL OFFICERS— UNION WITH PRIVATE SCHOOLS URGED. On the 23d of February there was published a circular letter of instructions to school officers, sketching a plan of operations, advising union with private school en¬ terprises, the absorption of private schools, teachers, and buildings into the common- school system, and fixing the beginning of the scholastic year on September 1, that being about the time schools would commence after the long summer vacation, and give time for collecting the reports and statistics for use of the general assembly. POWER TO RAISE MONEY TO PAY TEACHERS QUESTIONED. The question was raised very early as to the power granted to the county board of education in the 31st section of the act, it being very generally contended that, although it conferred upon the board the power to levy taxes for providing school- houses and school conveniences, it conferred no power to levy taxes for the purpose of paying salaries to teachers. ATTORNEY GENERAL^S DECISION. Upon an appeal from the county board of Richmond County, the matter was referred to the attorney general, who gave his opinion, that power to levy taxes for payment of teachers was not granted in the act of October 13, 1870. The matter was then brought before the State board of education, where it was found they were divided in opinion ; and inasmuch as the law, in any case, left the exercise of such power optional with the county boards, the opinion of the attorney general, concurred in by the comj)- troller general, together with the opinion of the majority of the State board, were pub¬ lished, and the matter, with these opinions before them, left to the discretion of the county boards. DIFFICULTIES ARISING THEREFROM. This attacked the law at a vital point, for, without such power and action by the county boards, the fund for the actual support of schools was restricted to that pro¬ vided in the forty-third section of the act — the State fund proper. It was well known that this would not much exceed $400,000, without additional appropriations, and that it was entirely inadequate to support the schools for a term of three months. With this view of the condition of affairs, the county boards were inclined to suspend all further effort until the law could bo amended, as there was a general feeling of dis¬ trust and fear that no money would be received from the State. They were disin¬ clined to levy taxes for the erection of school-buildings, in which they had no means 126 REPORT OF THE COMMISSIONER OF EDUCATION. to maintain schools for a reasonable time, and no power to raise funds. Many counties have retained this view of the matter to the present time. Several counties, however, felt the imperative necessity of action, and desired to accomplish all that was possible under the law. It was therefore recommended that schools be estab¬ lished, and that the State fund be supplemented by subscriptions of the patrons of each school, so as to maintain free schools for a term of three months. The most of the schools have been established upon this plan, with the expectation that the money belonging to the school fund would approximate one dollar for each child of school age, and that the general assembly would make sufficient additional appropriations to j)rovide a support for the schools for three months. THE CITIES OF ATLANTA, COLUMBUS, AND SAVANNAH. The cities of Atlanta, Columbus, and Savannah, with the county of Chatham, have each an organized board of education, under special acts; in the city of Atlanta, underact approved September 30, 1870; in the city of Columbus, under act assented to December 28, 1866 ; in the city of Savannah, and county of Chatham, under act approved March 21, 1866, amended by act assented to December 18, 1866. In the cities of Atlanta and Columbus, the board of education is elected by the city council. In Savannah the board is self-perpetuating, except those members who are appointed annually by the mayor. The general act approved October 13, 1870, did not take cognizance of these special acts, nor prescribe the manner by which they should be made to harmonize, nor did it provide that the duties required of officers, under the general act, should also be per¬ formed by officers under the special acts. To secure harmony and such action as was possible, therefore, a full corps of officers was elected for the counties of Fulton and Muscogee, including the cities of Atlanta and Columbus, respectively, as required by the general act. The county boards of education were advised simply to supplement the action of the city boards, so far as the cities were concerned, just as might be neces¬ sary to carry out the provisions of the general act until, by further legislation, the laws could be made to harmonize. Such action has been had, and in the city of Atlanta preparations are making for the establishment of a thorough system of graded schools, the city of Columbus having, in addition to the splendid system of graded schools for white children, already provided in part for the colored children. From the city of Savannah, and county of Chatham, only partial election returns were received, and no organization was obtained under the general act. From a con- plication of adverse circumstances, it was found impracticable to secure such organi¬ zation by appointments without bringing about a conflict between the two organiza¬ tions, detrimental to the magnificent public schools already established by the existing board of education, and injurious to the public-school interests. School affairs have, therefore, in that county been left entirely in the hands of the old board, which has consented, through its secretary, to make the reports and enumeration returns required by the general act, believing that the general assembly would authorize an apportion¬ ment of State fund to Chatham County upon such returns. No public schools for colored children have been established in that county, but it is believed the established authorities will make such provision as is possible so soon as the laws are made to harmonize and the State aid is apportioned to that county. TEXT-BOOKS. Section 5 of the act of October 13, 1870, required the State board of education to prescribe the text-books and books of reference to be used in the common schools of the State. By the kindness of the publishers, the State commissioned officer was sup- lilied with all the best text-books in use for the examination of the board, and for the library of his office. Information was sought of all the county school commissioners and prominent teachers in the State, and reports were received from eighty counties of all the books in use, those in most general use, and those preferred. These facts, together with the books, were laid before the board, and after careful consideration a series of text-books was prescribed for use, and arrangements were made with the publishers to supply them for introduction until November 1, at one-half the usual retail rates. School officers were notified by circulars of books prescribed, and arrange¬ ments made with the publishers. These books have been largely introduced into the schools, both public and x>rivate, and are reported to give satisfaction. Most of them had previously been in use in many of the iirivate schools of the State. SCHOOL BLANKS AND REPORTS. Suitable school registers, to gather and preserve the most important school statistics, have been supplied and furnished to the trustees, for all the common schools, as fast as required. The necessary blanks have been prepared and distributed for conducting all the business of the school organization. GEORGIA. 127 WHY THE STATISTICS ARE INCOMPLETE. The annual reports provided for obtaining full and complete statistics of all the educational institutions in the State, both public and private, and, if they had been X)romptly filled and returned as required, might have furnished the most reliable statistics it is possible to obtain. The entire inexperience of school officers, the absence of proper records of educational work performed, the want of system and familiarity with records and reports on the part of teachers and school officers, have prevented any great measure of success in efforts to obtain such statistics. The statistics obtained are therefore very incomplete, but the effort has been productive of great good, in arousing a proper interest in the subject, in directing attention to the proper data to be recorded, and the experience gained will result in reasonably complete and reliable statistics another year. The statistics are invaluable ; they show definitely the work accomplished, and what is yet to be done ; and whether the investment has been a profitable one or not. A very definite understanding of the whole matter cannot be had without them. THE commissioner’s LABORS. Commissioner Lewis, alluding to the extent of his personal labors, states as follows : “The immense correspondence and laborious office duties imposed upon me have pre¬ vented such general canvass of the State as was desirable. I have done what I could. The- labor involved in the preparation of blanks, instructions, &c., has been very great. I have traveled seven thousand one hundred and eight miles by rail upon official business, and two hundred and fifty miles by wagon. Besides general business accom¬ plished, I have met and advised with school officers in twenty-eight counties, and have delivered twenty-two addresses. I have received more than 1,700 letters, besides the reports and returns. I have written 1,847 letters, and have preserved complete and perfect record of the entire correspondence. I have distributed 2,450 copies of the school law, and 1,250 copies of the acts of the general assembly of 1870, including the school law. “I have distributed 8,500 copies of the various circulars and circular Ifetters. I have prepared and distributed 38,000 copies of the various blanks for returns, reports, &c., and 2,230 copies of White’s School Register.” SCHOOL FUND AND PROPERTY. No school funds or property have come into the hands of the State board, and in very few counties have taxes been levied for school purposes, and very little of the amount levied has been collected. The old academy funds are held and controlled, so far as reported, by local trustees, independent of the common-school officers. Such funds will generally be used to supplement other funds for the support of the common schools, but additional legislation may be necessary to secure such results in all cases. ALLEGED IMPROPER DIVERSION OF SCHOOL LANDS. By the land lottery act of 1818, lots 10 and 100 in each surveyor’s district, together with the proceeds arising from the sale of fractional lots in the counties of Ai)pling, Irwin, Early, Watson, Gwinnett, Hall, and Habersham, were set apart for the education of poor children. It is believed that much of this prox^erty has imx^rox)erly xiassed into the hands of private parties, and that very little has l3een, or is, available for the xhh'- pose intended. Additional legislation, and perhaps the appoiutmennt of a commis¬ sioner to thoroughly investigate the whole matter, would be necessary to recover whatever may be valuable of this x^roperty, and make it available for supx^ort of com¬ mon schools. AVAILABLE SCHOOL FUND. The school fund which may therefore be used for the support of the common schools is that set apart by the act of October 13, 1870. The comptroller general reports that there had been paid into the treasury, up to October 1, 1870, moneys belougiug to the school fund, as follows, viz : From the poll-tax of 1868 . . . ^00, 465 61 From the poll-tax of 1869 . . . 98, 198 16 From the poll-tax of 1870 . . . 20, 601 67 From all sources, except poll-tax, as shown by comptroller’s rex^orts for 1868,_ 1869, and 1870 . . . I. . . . 91, 300 78 From liquor tax and tax on shows from January 1 to October 1, 1871 . 26, 516 87 Total . 327,083 09 128 REPORT OP THE COMMISSIONER OF EDUCATION. Brought over . - . $327,083 09 There has been paid into the treasury, by lessees of the Wilmiugton & At¬ lanta Railroad, to October 1, 1871, the sum of $2103,99 79, one-half of which belongs to school fund . 105, 199 89 The interest accruing to school fund on bonds deposited to secure it under act approved July 28, 1870, is unknown. Total amount standing to the credit of school fund, exclusive of interest on bonds . 432, 282 98 In addition to the above, there are in the hands of the honorable the secretary of state bonds issued under act approved December 11, 1858, to the amount of $350,000 — $150,000 issued November 1, 1859, and $200,000 issued November 1, 1860. This money is by the act constituted a ])ermauent school fund, on which the State shall pay an annual interest of 6 per cent, for current expenses of schools, and for which the faith and honor of the State stand pledged. The interest has been paid, or at least the coupons have been detached for the interest due November 1, 1860, on the bonds issued in 1859. The interest is therefore due and coupons unx^aid for the whole amount of these bonds ($350,000) for eleven years, making amount now due, and that should be available for current exj)enses of schools, $231,000. The returns of the enumeration of scholastie population were required by law to be made on or before November 1 ; therefore no apportionment of school fund has or could be made. The returns are now coming in, and the apportionment of school fund can soon bo made, and money distributed for sux)port of schools that have already been established, or that shall be in operation before August 31, 1872. EXPENSES OF THE COMMISSIONER’S OFFICE. There has been paid for expenses of the commissioner’s office as follows, to October 1, 1871 : For salary of ‘State schooi commissioner . $2, 341 62 Traveling ex^ienses of State school commissioner . . . 555 50 Salary of clerk, (ten moiiths) . 1, 000 00 Postage, ifcc . 397 90 Freight, express, telegrams, &c . 248 38 Atlanta New Era, (circulars, blanks, &c . . . 1, 838 80 Wilson, Hinkle & Co., (school register) . . . 1, 507 55 E. P. Studley & Co., (stationery) . 145 00 Philips & Crew, (stationery) . . . 148 56 Printing 2,500 copies school law . 125 00 8,308 31 PAYMENT OF TEACHERS AND OFFICERS. The schools have been organized by the school officers, and contracts made with teachers, which they have fulfilled in good faith, and now demand their money. The same amount expended has never accomplished as much in the State of Georgia. The faith and honor of the State stand pledged to pay these school teachers and officers, and unless the i^ledge is redeemed fully and promptly, the school system will suffer a severe and disastrous check, and the State of Georgia will feel its influence for many a dark day. RECOMMENDATIONS FOR LEGISLATION. The State commissioner makes the following recommendations for State legislation : 1. That section 15, act ajxiu'oved October 13, 1870, be amended so as to designate each county as a county onhf in the school organization, and each subdivision of the county, viz, wards of cities, incorporated towns, and Georgia militia districts^ or parts of Georgia militia districts, constituted a school as districts, and not sub-districts, as styled in the existing law. 2. That members of county boards of education be styled “ county school commis¬ sioners,” and the secretary of said board be styled “ county superintendent.” 3. That the xwesent system of numbering the Georgia militia districts be changed so as to number the districts in a county series in each county, commencing with the most northwesterly district as number one, and numbering them in a regular series from west to east, in successive tiers, so that the highest-numbered district shall be most southeasterly. 4. That no school district shall be formed with boundaries otherwise than correspond¬ ing with those of wards, towns, and Georgia militia districts, and that if changes in GEORGIA. 129 such be needful it shall be done by united action of school officers and county officers haviuo’ authorit3' in the matter, so as to keep the school districts and civil or military districts identical. 5. That county ordinaries be required to establish arid record, within a rcasouablo time, the exact boundaries of each Georgia militia district bj^ metes and bounds that may easily be mapped. 6. That county superintendents of schools bo authorized to examine applicants and grant licenses to teachers at such other times and jdaces than those mentioned in sec¬ tion 22 as they may deem for the best interests of the schools, such action being subject to the supervision and revision of the board at any subsequent meeting. 7. That section 31 be amended so as to grant undoubted authority to the county board to lev\" such tax as may be necessaiy, together with State fund, to maintain a sufficient number of schools for the admission of such children as wish to attend school for a term of at least three mouths in each year, and that said county board shall recommend an additional tax sufficient to maintain the schools for at least three mouths more in each district, which recommendation shall be voted upon at the regu¬ lar annual election of school officers by the qualified electors of each county, and if a majorihv vote in its favor the tax shall be levied and collected ; provided, that such tax shall be uniform for the whole county, except for such towms or wards of cities as may be included in its limit. 8. That the tax laws shall be so amended as to require the tax returns to show the taxabJe property in ca.ch school district. 9. Tliat section 33 be amended to require the enumeration to be taken from the 1st to the 15th of Seiitember, instead of October, and that the beginning of the scholastic 3*ear be fixed by law on September 1. 10. That any city in the State containing a population of not less than 5,000 persons shall have the privilege of securing the x)assage of a sx:)ecial act giving a pro rata part of the general fund, providing a special system suited to the w'ants of her people, ex empting from the general provisions of the school law, excepting such as require equal school privileges to be provided for all, and accept so much as relates to reports and returns and general supervision of tlie State board and the State commissioner. 11. That countj^ boards of education be authorized to pay the couutj" superintendent siich compensation as thej" may determine, in addition to that provided in section 27. Such additional compensation to be x^aid only from funds raised by local taxation. KEASOXS FOn THESE RECOMMENDATIONS. Commissioner Lewis gives the following very significant and proper reasons seriatim for the foregoing recommendations : 1. Designating each county as a school district in the law is of no avail. The county never is called a district, but always a county ; and the subdivisions are almost invariably called districts, and rvill be by school officers, teachers, and x^eople. The nomenclature xu’oposed is the natural one, and corresponding with the Georgia militia districts, the school diistricts, the territory so named will never be misnamed w'heu sxroken or written of, and it will give oxrxiortunitj'^ to designate subdivisions of the districts as sub-districts when necessary, and the terms will never bo transposed. 2. The same reasons apxily for the designation of school officers xiroxrosed. The members of county boards are now, in sxiito of the law, almost invariably styled county commissioners ; even in the election returns they were generally called county com¬ missioners, though there is but one county commissioner under the law — the secretary of the board. The members of county boards are commissioners ; they xierform com¬ missioners’ duties, they suxiervise all school matters, the^’ levj^ taxes, they hold x^Top- erty, &c., &c. The secretary is the suxieriutendent, and is almost invariably so desig¬ nated. His title would thus always be given, and never mi&understood or confounded with members of county boards. 3. The present s^'stem of numbering the Georgia militia districts has led to inter¬ minable confusion, as axpiears from facts heretofore stated in this rexiort. Not one citizen in ten can tell how manj^ districts there are in his county, or the official num¬ bers of them, or even of his own, or where they are situated. The numbers given serve no xmrpose whatever except to officials and on official business, and for that x>iM'pose the3" never can be relied uxion. The system xR’oposed, it is believed, will reined}’ the whole matter ; it x>roposes to change no boundaries, but simply to number the districts. Every man, woman, and child will soon learn the number of districts in the county simxfiy from hearing the highest-numbered district mentioned. Every citizen Avill soon iearn the number of his own district, and, knoAving that, Avill know the number and location of the others. He will kuoAA’ that all the loAver-uumbercd districts are north, and all the higher numbers south. He knoAvs that the next lower ninulier is west, and the next higher cast. Ho Avill knoAv Avhere, or nearly Avhere, to find any district in any county. The Avhole x^opulation Avill soon become familiar Avith tlicso matters, of AA’hich most of them uoav know nothing. It may be accomplished by sim 9 C E 130 REPORT OF THE COMHISSIOXER OF EDUCATION. ply requiring the ordinaries to reineinher the districts in the order specified, and record the same in the records of his court, and also reporting the changes made to the execu¬ tive department. Of course the tax-digests and all official documents ^vill thereafter designate them by their new numbers. 4. The reasons for this provision have been furnished by the operations of the law. The boundaries of districts are troublesome lines to get over. Every subdi¬ vision multiplies the difficulties. All modern legislation on the subject, ail the efforts of the most experienced school-men, have been directed recently to the consolidation of the little petty school districts and reduction of number of school officers required. What is called the township system is first being established under the efforts of experi¬ enced school-men as the most economical and efficient. In all the rural districts where the poimlation is sparse, the districts should be not less than six miles square, corre¬ sponding with the townships of the north and west. This division allows the estab¬ lishment of graded schools as fast as the density of the population will permit two or more primary schools and one central school of higher grade in each district. The small districts necessitate a mixed or ungraded school in each, and the lines are bars to more convenient arrangement for pupils and schools. It is found that one such dis¬ trict is better and more economically managed by three trustees, even if there be six or eight schools, than it possibly' could be b^^ as many boards of trustees as there are schools. Take^ for example, the original organization of Illinois. About one hundred and twenty counties with one county superintendent for each ; these divided into about two thousand townships, with four school officers for each, and the townships into about five school districts each, makiog ten thousand school districts, with three trustees for each — a total of 38,120 school officers for a^ territory less than that of Georgia. The work is done easier and better by one-fifth as many ; and better, far better, schools are established. Georgia has now 1,291 school districts, including the towns and wards of cities. This, even leaviog out the town and wards and allowing 58,000 square miles to the State, would make the districts average less than seven miles square. The smaller districts are generally in the more densely-populated sec¬ tions, and the larger districts are in sparsely-populated sections, just Avherethey ought to be, and two or more schools, as may be required, can be established to much better advantage than if they 'were subdivided. The almost universal comidaint of trustees as to the complexity of the system and amount of labor to be performed will be heard no more when they have become familiar with the duties and learned how to perform them, as they may with very little interference with their private affairs. Such com- IDlaints are not heard elsewhere, even wTien much more is required. The school law and the school system are, and must be, intimately connected with all the affairs of the State. The tax laws must harmonize Avith it, or it cannot Avork smoothly. Unless the tax returns show the property in each school district, there is no available way, without extra trouble and expense, to determine the property Avhich shall build certain houses, or maintain certain schools. There is certainly no more important, as there is no more necessary purpose, for Avhich subdiAusions of counties are required than as school districts, and such subdiAusions as will sein^e for that will be A^ery sure to sei'A^e for any other that may be needed. 5. For this recommendation there need be no argument made ; the necessity is erfi- dent. Very many counties haAm no records on the matter, but all the districts are simxffy recognized by common consent, and the boundaries frequently unknown. 6. If county sujjerintendents are competent for the position, they are competent for this duty, and although, as a general rule, it will be far better to examine appli¬ cants in classes, and before the county boards and public, at the regular quarterly meetings, yet there are frequently cases where it is a hardship to the teacher and a great inconvenience to the school that a license cannot be granted between these meet¬ ings. It is Amry generally requested by county school commissioners, and Avill not only work Avell, but is commonly practiced elsewhere. 7. This amendment is A'ital to the school system ; the power must be given to some au¬ thorized body for this purpose, or the system is and must be a failure. It matters A'ery little where the power is left, so it be unquestionably granted and clearly defined. Cer¬ tainly one-half the counties in the State would have levied taxes for a school term of from three to six months during the last year if the poAver had been unquestioned. What has been done in Sawannah, Columbus, Memphis, NashAfille, and other cities, can be done elsewhere. What has been and is being done in Missouri and Virginia can be done in Georgia. The annual private schools, however expensive, cannot be supplanted by three months’ free school, the term must be extended for such length of time as there is need, to reap the full benefits of the system. All the primary education must be supplied by the free schools, and then prirmte schools of a higher grade will pro.sper. Tile people are hungry for school privileges and a system that shall supply school facili¬ ties at the most economical rates. They look abroad and see the magnificent results of such a system, and desire to moAm to the front of modern civilization amd parlicipate in the use of this greatest engine for human progress known to any time. It is simply a question Avhether the masses shall be enlightened or not. They cannot be, except with GEORGIA. 13 L a commou-scliool system. Look at the statistics of the past. We fnui that only 94,GS7 •white children attended schools of any kind, in 18C0, out of a scholastic population of 236,4.54, (white,) and the number of adult native white persons who could not read or write was 45,199, out of an adult native white population of 251,575, or almost 18 per cent., as reported in the census returns, and the best statisticians add thirty per cent, t o these returns to show the real truth. The census returns of 187U will doubtless show a still larger percentage of illiteracy. What may be expected when the returns in the commissioner’s offiee show that there were only 325 white children in school during the last year in Baldwin County, out of a scholastic iiopulation (white) of 948 ; in Brooks County, only 50 out of 745 ; in Columbia, only 263 out of 632 ; in Habersham, only 769 out of 1,709 ; in Liberty, only 275 out of 860 ; in Lowndes, only 351 out of 1,534; in Talbot, only 645 out of 1,702; in Ta^dor, only 318 out of 1,362; in Worth, only 109 out of 931 ? It is futile to think it can be remedied by a private-school system ; it has been tried in Georgia a hundred years. The commissioner states that, he has discussed all sum¬ mer the questions that have been settled elsewhere for twenty, thirty, forty years or more, and that he believes the general assembly will look the matter squarely in the face, and act wisely. 8. This recommendation needs no argument. 9. This amendment is intended to complete the labor of trustees in the school work before the busy season commences, and also to secure the annual reports of schools and annual returns of scholastic population at the same time. 10. It will be evident to any one who will examine the subject that all towns of that size require a different machinery from that of the county districts. Under what¬ ever dilferent laws the States have established the common-school system, all have found it necessary to x^rovide a sx)ecial system for the towns. 11. This x>i'ovision is intended to x>rovide for only a few of the large and densely pox)ulated counties. CONCLUSION. In conclusion, Mr. Lewis urges that he had attempted to establish the school sys¬ tem upon an educational basis only, ignoring all political, sectarian, or other consid¬ erations. Schools for the masses, schools for all, that shall furnish an ordinary ed¬ ucation. This accomplished, the higher educational institutions are sure to follow. Commissioner Lewis further states that he has labored against oxien and secret oj)posi- tion, general axiathy, and distrust, and Avithout money, and Avithout the xiower to raise any. Promises have been giA^en, only xn'oinises, which, hoAvever, have been founded on the law. The almost universal change in x^ublic sentiment regarding a common- school system and the work accomxilished are sure indications of the Avants and Avishes of the x^eoxile. PEABODY FUND IN GEORGIA. The fifth report of the agent of this fund, Revu Dr. Sears, made February 15, 1871, contained the folIoAviug strictures and statement of his official operations in Georgia : Persistent efforts have been made from year to year l)y the State Teachers’ Associa¬ tion, a highly intelligent body of men, and other friends of education, to xn'cpare the Avay for the passage of a school laAv adapted to the circumstances of the people. The legislature has at length been induced to take action on the subject. The laAv thus passed was ax)X>i'oved October 13, 1870. It XR’ovides for a State board of education like that of Virginia, already described, excex^t that it includes the secretary of state ; for a State school commissioner; for county boards of education and commissioners, and for trustees for the sub-districts. Each county forms a school district, as it does in Florida and Mississipxii. The following x^eculiarities are obsei’A^ed in this hnv : It makes it the duty of the board of education to determine the amount AAdiich, in addition to the income of the school fund, it will be necessary to raise by general tax in order to support a school three months in every district of the State, and to rexiort the esti¬ mate annually to the general assembly. It is made the duty of the commissioner to give such instructions as he may deem requisite and xR’oper for the organization and goA'ernment of schools to the local school officers, avIio are required to act in conform¬ ity thercAvith, liaAuug the right, howcA^er, of axipeal to the State board of education. The county boards consist of one x^erson, to bo elected by the xicoplc, from each militia district, one from each Avard in any city of the county, and one from each in¬ corporated toAvn. These boards elect one of their own in embers, for a county commis¬ sioner. They have x^iAAmr to establish such graded schools (bigh schools) as they may think proper in the county, and also to exercise all the ])owers of the trustees of the sub-districts, Avhenever the latter neglect their duties. The county commissioners hold the same relation to the sub-districts that the State commissioner does to the counties, and are x>Ri'l $3 a day Avhile in actual service. The trustees are to have charge of 132 REPOET OF THE COMMISSIONER OF EDUCATION. tlie xirinifiry schools in their respective snh-clistricts. In contracting with teachers^ they are to he governed hy the ainonnt of money received from the State. For the erection and repairs of school-houses, they are required to levy such a local tax as the county hoard shall deteriniue. The white and colored children are to he taught in sei)arato schools. In contiguous districts, having a sparse jiopulation, provision is made for amhulatory schools of two months’ duration in each district. The same error seems to have been committed in res^iect to city schools as was noticed in the Yirgiuia law. “ It will require scarcely less than a year to put this law in operation throughout the State. As yet, of course, nothing could he done hy us in conjunction with the author¬ ities just coming into power. We continue, therefore, still to act on our former plan of selecting and aiding only those cities which can with such help support free schools. “ The last appropriation made to the city of Savannah was for the year 1867-70. I had g:ood opportunity, in the month of Majq to see what progress had heen made in its schools in the three years in which it had received the henetit of your fund. At the meeting of the State association of teachers, held there at that time, one-half day was spent hy the teachers in visiting all the schools of the city. It Avas the testimony of the most intelligent of these visitors, themselves teachers hy profession, many of them in colleges, that they had learned more of the superior excellence of public schools during that half day than ever before. Such perfect classihcation, such conveniences for the school-room, such skill in the art of teaching and government Avere, in their opinion, hardly to he found elsewhere in the State. The influence of this living and con- sx)icuous example is of estima,hle value, and is already beginning to he evidently felt. “ The city of Columbus did not intend to call on us for any further assistance, hut in March last its large female academy building was burned nearly to the ground. A new building in a more modern style was under contract in August last, and is no doubt comxfleted before this time. The old church, in Avhich another school was kept, has, heen sold, making it necesary to procure another building. An appropriation amount¬ ing to $1,500 was accordingly made. This city ranks next to Savannah in its schools, and is doing a noble work for the Avestern x)art of the State, as the latter is for the eastern. “ The condition of the schools of Augusta, to which we contribute $1,000, I cannot better describe than in the language of its sux)erintendeut : ^ As to our schools, avo have not Ijeen able so far to organize a system v^^hich either you or I would fully apxAroAm; but yon Avould be gratified to see how Avell it works, imx>erfect as it is. By the ox)eniug of the next year we hope to xout in ox)eration a graded system, fully in accordance with your views. This year is, I think, a decided imx)rovement ux)on the last. The teachers work Avell, and the xmpils exhibit great progress.’ It Avas xiroxAosed by the cit;/ government of Atlanta last year to inaugurate a grand system of public schools. The new law has |)robably inteiqAosed an insimmountable obstacle to that project. If it be so, the necessity of removing it will soon be i)erceived. The offer then made of assistance from your fund is still available for them. “ The colored normal school, called the Atlanta UnWersity, is in successful oxieration. The number of normal pujAils has been so great that we have increased our approxiria- tion from $500 to $800, the conditions being the same as at Fisk University in Tennes¬ see, and Hamxiton Institute, Virginia. Correspondence AAms also oxioned A\nth MilledgeAulle, Macon, and some other toAAms with reference to free schools conducted on oui' general jilan, and distinct x>roposition3 were made to them ; however, no definite response has yet been received.” SCHOOL STATISTICS OF THE CITY OF SAVANNAH AND THE COUNTY OF CIIATITAM, From the report for the year 1870-’71, of Hon. W. H. Baker, superintendent of schools of the city of Savaitnah, the folloAA'ing information is j>resented: The board of imblic instruction is coinxiosed of the following officers: President, E. D. Arnold, M. D. ; Auce-xiresident, John Stoddard; secretary, W. H. Baker; treasurer, John L. Villalouga. The members of the board are Messrs. E. D. Arnold, John Stoddard, Edward A. An¬ derson, Henry Williams, Solomon Cohen, John Lama, John L. Villalonga, John Wil¬ liamson, EeAX D. H. Porter, James B. Eead, Eev. S. Landman, and John ScriAmn. The rcceixits and expenditures for maintaining these schools are shown as follows : RECEIPTS. Balance on hand . . . . $1,870 58 City axixiroxiriation . . . 35, 000 00 County ax)X>ropriation . 10, 000 00 Total . . . . . 46, 870 58 GEORGIA. 133 EXPEXDITmiES. Teachers’ salaries, city and comity . . $37, 492 40 Janitor’s wages . - . 600 00 Repairs . 2, 935 24 Furniture . 2, 775 62 Rent . 341 67 Printing and advertising . 636 09 Books, stationery, and school requisites . 549 94 Fuel . 425 75 Insurance . 50 00 Incidentals . 487 24 Total . 46,293 95 Balance in treasury, $576 63. For the year ending July, 1867, there were admitted as scholars in the public schools as follows : Enrolled and admitted . 705 Average attendance . 550 Cost per scholar . $23 00 During the past year 1870-’71, there were enrolled and admitted . 2, 438 Average daily attendance . 1, 915 Cost per scholar . . . $16 25 Among those enrolled during the past year only four have died. No aid has been received during the jiast year from the Peabody fund. The schools are in need of live globes, maps on a large scale, and apparatus for demonstration in science. The schools comprise the Boys’ High School, Girls’ High School, Boys’ Grammar School, Girls’ Gram¬ mar School, Boys’ Intermediate, Girls’ Intermediate, Boys’ Primary, Girls’ Primary, Cathedral (Catholic) School, and St. Patrick’s (Catholic) School ; of all of which Mr. W. H. Baker, A. M., is superintendent, aided by thirty-eight teachers, i;)riuci]3als and assist¬ ants. SCHOOL STATISTICS OF THE CITY OF AUGUSTA AND COUNTY OF RICHMOND. The following facts are derived from the report of Mr. B. Neely, superintendent of schools for the city of Augusta : Number of children of school age . 5, 439 Number of children enrolled in school . 3,500 Average number attending school . 2,632 In the primary schools two male and seven female teachers are employed, with a total number of 1,238 scholars, of which 643 are males and 595 females. In the grammar or intermediate schools six male teachers and one female teacher are employed, with a total number of 777 scholars, of which 396 are males and 381 females. In the corporate school two male and five female teachers are emidoyed, with a total number of 300 scholars, of which 200 are males and 100 females. In the city normal school two teachers, one male and one female, are employed, with a total number of 30 scholars, of which 16 are males and 14 females. SUMMARY. Number of male teachers . 11 Number of female teachers . 14 Total number of teachers . 25 Number of male scholars . . . 1, 255 Number of female scholars . 1,090 Total number of scholars . 2, 345 Total number of schools . 26 INCOME. Amount received from State fund . $9, 000 Amount received from county fund . 14, 000 Amount from other sources . 2, 000 Total . 25, 000 134 REPORT OF THE COMMISSIONER OF EDUCATION. SUMMARY OF SCHOOL LN'FORMATIOX. Georgia lias a State school commissioner and a State hoard of education, consisting of the governor and other State officials. Each county has a county school commis¬ sioner, M^ho reports to the State commissioner. In each county there is a hoard ot education, consisting of as many memhers as there are militia districts in the county ; and the county school commissioner is elected hy this hoard, of which he is a memher, and ho acts as secretary of the hoard. In each militia district a hoard of school trus¬ tees is chosen, three in numher, the office of one of them being vacated and refilled an¬ nually. These trustees provide school huildings, secure teachers, and take a census of the children within the district annually. The teachers are examined and receive their certificates from the school commissioners. No State appropriation is made for the support of schools heyond the poll-tax, which amounts in the aggregate to about $200,000 annually. No colored child is admitted to the schools sustained hy the hoard of education of Savannah. The school hoard is elected hy the city council, under the old law. Chatham county, which includes Savannah, and is the largest in the State, claims to he exempt from the operation of the new law ; and other counties are about claiming a similar exemption. The chief danger to the system in the State seems to he from the exemption of the larger cities from the operation of the general law ; one provision of the law being that, unless any new law should especially repeal particu¬ lar provisions of the old law, those provisions should remain in force. The first census of the scholars of the State has not been completed under the new law, and no money has been raised yet ; there are, therefore, no schools in operation under this law, and none can he opened earlier than January 1, 1872. The new law Avas passed in Decem¬ ber, 1870, and the first election of school officers was held in January, 1371. COLORED SCHOOLS. There are no colored schools in Georgia, except in Thomasville, Quitman, Savannah, Bainhridge, and one school in Liberty County. These are all under the care of the American Missionary Association. Atlanta UuiAmrsity is norv firmly established, having about three hundred students. The last legislature appropriated for this university, $7,500. The Beach Institute at Savannah is in a flourishing condition, having at present about 250 x)upils. The institute is under the superintendence of Mr. Niles^ aided hy a efficient corps of teachers. The university at Athens also receiAmd an appropriation of $7,500. In Richmond County, including the city of Augusta, the amount raised for the sup¬ port of schools was expended for both white and colored schools, and of the seven colored schools, five of the teachers were wffiite and Lwo colored. In Columbus and Macon the schools are for white only, so far as sup^Aorted hy tax. LIST OF SCHOOL OFFICEES, STATE OF GEOEGIA. J. R. Leavis, State School Commissioner, Atlanta; Chas. S. Cook, Cleric. COUNTY SCHOOL COAIMISSIONERS. Appling .. Baker ... BaldAvin . , Banks . . . . BartoAAw . Berrien. . Bibb _ Brooks . . Bryan ... Bullock . Burke . . . Butts. ... Calhoun. Camden . Camxjhell Carroll . . County. Name. Post-office. E. M. Kennedy . . . Thos. W. Fleming John Hammond . . T. C. Chandler . . . Roht. C. Soxon . .. Jas. F. Goodman . W. D. Williams .. S. T. Kingshery . . Geo. W. Sease _ Leroy A. Murphy E. E. Pound . J. J.Beck . O. H. Adams . J.W. Beck . Samuel A. Brown Holmesville. Newton. Milledgeville. Homer. Cartersville. Nashville. Macon. Quitman. Stateshorough. Griffin’s Landing, Indian Springs. Morgan. St. Mary’s. Fairhurn. Bowdon. GEORGIA. 135 List of school officers — Coiitiuucd. Couuty. Name. Post-office. Catoosa . Cliaiitoii . Chatham . Chattahoochee . . . . Chattooga . Cherokee . City of Savannah. City of Columbus City of Atlanta. . Clarke . Clay . . . Clayton . Clinch . Cobb . Coffee . Columbia . Colquitt . Coweta . Crawford . Dade . Dawson . Decatur . DeKalb . Dooly . Dodge . Douglas . . Dougherty . Early . Echols . . Effiugham . Elbert . Emanuel . Fannin . Fayette . Floyd . Forsyth . Franklin . Fulton . Gilmer . . . Glascock . Glynn . Greene . Gordon . Gwinnett- . Habersham . Hall . Hancock . Haralson . Harris . Hart . Heard . Henry . Houston . Irwin . Jackson . Jasper . Jefferson . Johnson . Jones . Laurens . Lee . Liberty . Lincoln . Lowndes . I T. D. Fox . R. C. McKinney C. N. Howard . W. T. Irvine . M. Pucliett . W. H. Baker . Geo. M. Dews . B. Mall on . E. F. Anderson . John C. Wells . Robert Logan . H.D. O. Quin . John W. liaker . E. S. Florence . B. E. Watkins . R. E. Pitman . John W. Ellis . J. T. Sells . John J. Bishop - Robt. W. Davis _ W. H. Strickland . . O. P. SAveariugen. . David M. Buchan . John C. Bowden . . J. S. Ingraham _ Joel W. Perry . J. P. Prescott . . Samuel S. Pitman . H. J. Goss, jr . Josephus Camp ... J. D. McDaniel - C. J. Fall . M. A. Nevin . H. L. Patterson _ Richard D. Yow . . . J. W. Manning - N. L. Osborn . J, J. Hyman . A. Clark . John H. Seals . H. C. Hunt . J.N. Glenn . Thomas J. Hughes . H. S. Bradley . W. H. Bass . William J. Walton Joel T. Johnson .. . Charles W. Seidell. J. B. Merrell . Q. R. Nolan . Charles M. Neel . . . R. W. Clemeuts . . . G. J. N. Wilson . . . W. R. Berner . D. G. Phillips . M. H. Mason . W. S. Ramsey - Samuel C. Wyche Benj. Darsey . C. R. Strother _ A. J. Besseut . Ringgold. Trader’s Hill. Cnsseta. Summerville. Vi oodstock. Savannah. I Columbus. Atlanta. ! Watkiusvillo. I Fort Gaines, j Jonesborough. Lawton. Marietta. Sawdust. Green held. Sharpsburgh. Knoxville. Trenton. DawsonviLle. Ba inbridge. Decatur. Vienna. Eastman. Salt Springs. Albany. Blakeiy. Statenville. Springfield. Elberton. Swainesborougii. Morgauton. Senoia. Rome. Cummiug. Carnesville. Atlanta. Ell i jay. Gibson. Brunswick. Green sborough. Calhoun. LaAvrenceville. Clarkesville. Gainesville. Devereaux. Buchanan. Hamilton. Hartwell. Franklin. McDonough. Perrju Irwinville. Jefferson. Monticello. Louisville. Wrightsville. Dublin. Starkville. Hinesville. j Liucoluton. ! Valdosta. 13G EEPORT OF THE COMMISSIONER OF EDUCATION. List of school offocers — Continued. County. Name. | Post-office. Eninpkin . Benj. F. Sit ton . ! Dahlonega. !Macon . B. A. hludson . 1 Montezuma. Thos. P. Cleveland . Paoli. Buena Vista. McDuffie . E. A. Steed . . Thompson. S. W. Wi'lson . Darien. Meriwether . Wm. T. Reffill . Greenville. Miller . . . M. D. Johnson . Colquitt. ]\Tiltou . ... Mitchell .. . . M. S. Poore . Camilla. Monroe . E. M. Hooteu . ! Forsyth. Montsfonierv . G. M. T. ^^IcLeod . Mount Vernon, Morgan . C. H. Andrews . Madison. Murray . S. H. Henry . i Spring Place. Muscogee . W. W. ITewellen . I Columbus, Newton . . . H. T. Shaw . Oxford. V/. W. McLcster . Lexington. Paulding . Jas. G. Denton . Dallas. Piehens _ _ _ A. P. Mullinax . . Jasper. Pierce . . L. H. Greenleaf . Blackshear. Pike . . . . D. D. Peden . Griffin. Polk . A. Huntington. . . Cedar Town. Pulaski . John La idler . Hawkinsville, Putnam . W. W. Turner . Eatonton. Quitman . . . L. C. A. Warren . Georgetowm. ]?a,hu u.. . - . F. A. Bleckley . Clayton. Randolph . . . J. A. Edwards . Cuthbert. Richmond . . . . Benj. Neely . Augusta. Rockdale . . D. M. Parker . Conyers. Schley _ _ _ _ John N. Hudson . Ellaville. Scriven . W. L. Mathews . ' Ogeechee. Spaldino-. . . . . . H. E. Morrow . Griffin. Stewart . W. H. Harrison . Lumpkin. Sumter . _ _ Wm. A. Wilson . Ainericus. Tnlhoti . _ W. R. War then . Talbotton. Taliaferro . Geo. G. Hixon . Crawfordville. Tatnall . Isaiah Beasley . Reidville. Taylor . . . A. M. Rhodes . Butler. Terrell . L. M. Leonard . Dawson. Telfair . . Alex. McDuffie . Mackville. Thomas . W. F. Hubert . Thoniasville. Towns . J. G. Stephens . Hiawassee. Troup . John E. Toole . La Grange. Tw^iggs . G. W. Thorp . Marion. Union . Wm. C. Hughes . Blairsville. Upson . John M. Greene . . Thoraaston. Walker . J. C. Clements . Lafayette. W alton . G. A. Nunn ally . Monroe. Ware . C. T. Latimer . W aresborough. AVarren . . . . . A. S. jMor'^an . Warrenton. Washington . H. N. Holhfield . Sandersv'ille. Wayne . . . Webster . Benp F. Harrell . Preston. White . . M.K. Palmer Cleveland. Wilcox . . Stephen Bowen . Abbeville. Wilkes . F. T. Simpson . . . Washington. Wilkinson . . F. C. Chambers . Ir win ton. Whitfield . W. C. Richardson . Dalton. Worth . Thos. G. Westfall . Vine’s Mills. ILLINOIS. 137 II.I.INOIS. The eight biennial report of the Hon. Newton Bateman, superintendent of public instruction for the State of Illinois, comprising the years 1869-1870, ^vas issued in January, 1871. Whole population of the State, (census 1870) . Number of persons between ages of six and twenty-one years . Number of white j)ei'sons between ages of six and twenty-one years . Number of colored persons between ages of six and twenty-one years . Number of school districts . - . Number of districts having school six months or more. Number of districts having school less than six months. Number of districts having no school . Number of i)ublic high schools . Number of graded schools . Number of ungraded common schools . Whole number of free public schools . Number of private schools . Number of pupils in private schools . Average number of day-schools sustained . . . Number of male scholars . Number of female scholars . Total number of scholars attending . Number of male teachers . Number of female teachers . Total number of teachers . Total number of days taught . Average daily attendance . Total number of school-houses . Number of school-houses built during the year . Number of districts having libraries . . Whole number of volumes in district libraries . Receipts for school purposes . $7, 064, 793 10 Total expenditures . 16,017^281 Highest monthly wages paid to male teachers . Highest monthly wages paid to female teachers . Lowest monthly wages i^aid to male teachers . Lowest monthly wages paid to female teachers . Total estimated value of school x>roperty . Cost per scholar, (census) . Cost per scholar, (on enrollment) . Cost jier scholar, (average daily attendance) . Number of teachers examined during the year . Number of teachers rejected during the year . Number of certificates issued . Number of schools visited . Number of schools visited more than once . Number of schools visited not at all . Number of institutes held . Whole number of teachers attending . COMMON-SCHOOL REVENUES. The aggregate of common-school revenues received in each of the last six years is as follows : In 1865 . $3,316,7.39 00 In 1866 . 4,445,130 00 In 1867 . 5,707,810 00 In 1868 . 6.896,879 00 In 1869 . 7,064,793 10 In 1870 . 8,057,232 18 1869. 1870. 2, 549, 410 837, 464 862, 624 830, 589 855, 325 6, 875 7,299 11,006 10, 593 9, 769 450 10, 179 551 374 276 108 722 641 9, 774 10, 262 10, 496 11,011 600 530 39, 379 41,001 141 142 345, 279 344, 375 304, 470 308, 340 649, 749 652, 715 8, 981 8,761 11,320 10, 423 19, 404 20, 081 1, 802, 557 1, 998, 240 307, 008 339, 540 10, 485 10,773 485 547 1, 190 52, 149 68, 894 $7,064,793 10 $8,057,232 18 $6,017,281 78 $6,881,537 62 $250 00 $250 00 $120 00 $120 00 $10 00 $12 00 $8 00 $6 34 $16, 410 257 00 $16, 859, 300 09 $4 78 $5 35 $6 17 $7 07 $13 04 $13 80 14, 386 17, 233 2, 480 3,813 11,906 13, 420 8, 353 8, 360 2, 393 1,885 1,510 2, 026 118 119 4,651 5, 868 These figures are sufficiently suggestive, and explain the rapid increase of the State in all the elements of wealth and power. 138 EEPORT OP THE COMMISSIONER OF EDUCATION. THE SCHOOLS. It ia a fundamental requirement of the school law that each district must have and maintain a school absolutely free to all the school-going children in the district for a period of at least six months in each year, as a condition-precedent to a legal claim to share in the distribution of the j)ublic-school funds. This is, therefore, one of the proper tests of the condition of the school system in any given year, showing the degree of compliance with an essential requirement. In this particular the exhibit for 1670 is the most favorable ever presented. Out of the whole number of districts in the State, as reported for 1870, being 11,006 in all, 10,179, or more than 92 per cent., sus¬ tained schools the full time required by la v" ; of the remainder, 551 districts, or a little over 5 per cent, of the whole, maintained schools, but not for the full time, leaving only 276 districts — 2^ per cent, of the whole number — that had no school at all during the year 1870. Five hundred and fifteen more schools are reported in 1870 than in 1869, the whole number being 11,011. Of these, 108 are reported as high schools, 641 as graded schools, and the remainder, 10,262, as common or ungraded schools. The reports of graded schools were returned under a very strict definition of that class or kind of schools, and it is not to be inferred that the very large numbers re¬ ported as common or ungraded are all unclassified schools. The number of public high schools reported is 108, being an average of about one to each county in the State. The number is, no doubt, correctly reported, although there is a wide difference in the extent and character of the courses of study, and in the re¬ quirements for admission, the standards of scholarship, and the general excellence of the several schools reported in each class. The greater portion of these high schools are in the cities and large towns and villages, and are under the control of boards of education, acting in conformity with the provisions of special charters or acts of incor¬ poration. CHANGES IN THE SCHOOL LAW. The report points out carefully, and somewhat exhaustively, the relations of the new State constitution, adopted in 1870, to the common-school system, and suggests various changes necessary to bring the general school law into harmony with the supreme law of the land. While there is but one article in the ne\y constitution devoted exclusively to education and common schools, there are provisions interspersed throughout almost the entire instrument which bear upon the subject. The first section of this article establishes the principle that hereafter all the school-going children in the State shall be equally entitled to the benefits of the public schools without exception or discrimi¬ nation. It is as follows : ‘‘The general assembly shall provide a thorough and efficient system of free schools, whereby all the children of this State may receive a good com¬ mon-school education.” THE EIGHTS OF COLOEED CHILDEEN. The right of colored children equally with others to a good common-school education, (in the judgment of the suxierintendent,) fully accrued and attached when the new constitution went into efiect, on the 8th of August, 1870, and that since that date, now and henceforth, school directors, and other boards of education, working under the general law, may and should ]irovide for the free education of colored children as effi¬ ciently and thoroughly as for the education of white children. It is not a case for labored interpretation or construction ; the language of the supreme law is too explicit to need any studied interpretation, and it is as peremptory as it is clear : “ Shall x>rovide a thorough and efficient system of free schools, whereby all the chil¬ dren of this State may receive a good eommon-school education.” There is no Vydiite, no black; no exception, distinction, or discrimination, in this language. Its scope is co¬ extensive with the territorial limits of the State, and the boon Avhich it provicles is for every child in the State. The only question touching the matter of eligibility Arill hereafter be. Is this youth one of the children of this State, and of lawful school age While the colored jieople may justly claim and demand an immediate participation in the xu’ivileges of the free-school sj^stem in virtue of the exi)ress lU’OAusions of the supreme law, no means Avould seem at xu'esent to exist whereby they can enforce their claim, should a board of directors be indisposed to allow them. The ijrinciple of equality and universality in the exercise and enjoyment of common-school rights and X^rivileges is enunciated and x^i’oclaimed in the organic law, and bj^ that principle school directors may and should be at once governed bj^ their actions. But in respect to remedial or coercive ax>xdiaEces, Avhere school officers neglect or refuse to recognize and carry out that xa’incixrle, further legislation would seem to be necessary. QUESTION OF SEPAEATE SCHOOLS LEFT TO COMMON SENSE. The question whether separate schools shall be proAuded for colored children, or whether there shall be the same school for all, Avas regarded as too triAual a matter for mention, OA'en in the new constitution. It is one ot^those matters Avhich iiiA'olve no ILLINOIS. 133 prindple and ^vbich are best left to regulate tbeniselves. It is the right and the im- X)erativo duty of school boards, under tlie new constitution, to provide at once for the education of children of color as efficiently and thoroughly, in all respects, as for the education of white children ; in the discharge of this duty, it is optional with them, taking into account the state of opinion and feeling in the community, the wishes of the colored people themselves, and the best good of all the schools and school interests concerned, either to admit them to the same school with the whites or to provide sep:i- rate schools for them, as in their judgment may seem best. With prudence and common sense, this problem will gradually and safely work out its own solution. Prejudice and cost will be the two antagonistic forces involved in most instances, and sooner or later the latter will be likely to xirevail. When the continual indulgence of a mere preju¬ dice is found to be exx)ensive, it is not xu'obable that it will be very long x)ersisted in. Since all distinctions of race or color among the sehool children of the State have been abrogated by the x>aramouut law', it will, of course, be the duty of the auditor, in making his divideiids of the school funds and tax funds under the provision of the seventieth section of the school law, to take into account all the children under twenty years of age in the several counties, instead of w'hite children only, as heretofore ; and in like manner, the distributions made by the county sux)eriutendeuts under section sixteen of the school lawg and by trustees of schools under section thirty-four, should be made up on the basis of all the children in the respective townships and districts, and not alone ux)on the w^hite children therein. These points should be included when the legislature comes to consider those provisions of the State school law which con¬ flict wnth ^he requirements of the new constitution. STATE AID TO SECTARIAN SCHOOLS FORRIDDEN. The third section of the article on education is as follow\s: ^‘Neither the general as¬ sembly, nor any county, city, town, township, school district, or other xmblic coiqiora- tiou, shall ever make any av)X)roj)riation, or xiayfrom any jiublic fund w'hatever, any¬ thing in aid of any church or sectarian purjiose, or to help suxiport or sustain any school, academy, seminary, college, university, or other literary or scientiiio institution controlled by any church or sectarian denomination whatever ; nor shall any grantor donation of land, money, or other personal proxierty ever be made by the State, or any such xmblic corporation, to any church, or for any sectarian xmrpose.” The very thing substantially which this clause is intended to xirevent has already occurred in another State, but which, in this State, this article most effectually xirevents. The extraordi¬ nary and startling sxiectacle has actually been xiresented to the American xieox^le of the ax^x^i’^xiriatioii under legislative sanction of immense sums of money for the benefit and sux^x^ort of denominational and sectarian schools, exclusively managed and con¬ trolled by xmrticular sects and churches, and esxieciaily designed to advance the inter¬ ests and inculcate the tenets of said denominations and sects. This is a very grave matter, and well is it that it has been considered and settled in favor of the right, be¬ fore it became embarrassed and imbittered by any actual movements hero toward the disintegration of the school fund for sectarian or other unlawful x)urxioses. STATE AID TO SECTARIAN SCHOOLS FATAL TO THE COMMON-SCHOOL SYSTEM. In its inevitable relations and consequences, it involves the stability, integrity, and ever-increasing usefulness and xiower of the whole system and x>olicy of free x>Rblic schools in these United States, or the gradual disintegration and enervation of that system, and its ultimate overthrow' and destruction, in all the States and in every X>lace. This is too x>lain for argument. Once commence to make ax^x^iMpriations from the State treasury, or from the general school fund, to one denominational school, and there will be no consistent stopxiing-x)lace, until all such schools receive an ecxual or IM'oportional gratuity ; once permit any sect or church to have and control its share of the school fund, and, of inexorable necessity and in all fairness and equity, the same right must sooner or later be conceded to every church or sect, and the whole fabric of xmblic education, as an organized State system, is in ruins at once. And in section 4, “no teacher. State, county, township, or district school officer, shall be interested in the sale, xiroceeds,.or xu'ohts of any books, ax^x^ai’a-tus, or furniture, used, or to be used, in any school in this State, w'ith Avhich such oflicer or teacher may be connected, under such penalties as may be x>rovided by the general assembly.” The object is to cut out, root out, and utterly to extirx)ate from the school system of the State the x>iMcticc ot meddling and trafficking for gain, by school officers, in school-books, furniture, and ax>l)aratus. SCHOOL FUNDS. It is show'u conclusively and at length that the school funds of the State are safely guarded from the possibility of being squandered, lost, or stolen ; that “ they are x>ro- tected by an environment of law s, xmnalties, and liabilities altogether remarkable, and 140 REPORT OF THE COMMISSIONER OF EDUCATION. that tlioy are devoted to the objects for vrliich they exist, rvith a tidelity to which there is no limitation or drawback save what is necessarily incident to the ignorance or poor judgment of the persons charged with their disbursements.” The two classes of school officers who alone can be the custodians of school funds, the county superintend¬ ent and townsliip treasurer, are bound to the faithful discharge of their duties in sums of money more than double that of au^^ funds in their possession, which bond is rigidly enforced. Not even accidents by tire or robbery are allowed to furnish any exceptions to the rule. Tlie aggregate amount of the penal bonds of county superin¬ tendents is over $3,000,000, while that cf the school funds passing through their hands!, has never exceeded the sum of $1,000,000 in any one year. The money received by^ these officers merely passes through their hands on its way to the township treasurers, ' who are the final depositaries of it. The aggregate amount of school money, not prin¬ cipal, coming into the hands of township treasurers, averages less than $7,000,000 per annum, and these officers are held on their official bonds in a sum of over $14,000,000. The principal of the township fund, which is also secured on this bond, is doubly i)ro- tected, aside from the treasurer’s bond, being kept loaned out, and every loan of over $100 secured by mortgage on real estate unincumbered, indestructible, and of double the value of the amount loaned. Township treasurers receive and keep, until wanted for school purposes, the whole vast amount of the distributable school funds of the State. County superintendents are required to pay over to them all the school money coming into their hands. Not a dollar of this fund can be drawn out except upon a Xn’oper voucher, signed by the officers of the board of directors, and setting forth the particular purpose for which it is drawn. If the order is in due form of law, and all right and fair on its face, the treasurer has no option but to pay it ; he cannot go behind it to inquire into the reasons and purposes of the directors, the propriety or impropriety of the proposed expenditure, its economy or extravagance — that is none of the treas¬ urer’s official business ; there is the order, and, unless there is palpable proof of intended fraud or corruption, he must pay it. POWER OF BOARDS OVER EXPENDITURES. The powers of boards of directors in the expenditure of money are of two Mnds — abso¬ lute and conditional, or inherent and delegated. They are clothed with direct and absolute authority to provide for and to expend whatever moneys may be necessary to establish, support, and continue free schools in their respective districts for the jieriod of six months in each year. This power vests in them as directors, and thej^ are bound to exercise it according to their own best judgment and discretion. No vote of the people is required. There are other expenditures and liabilities for school purposes which cannot be incurred by the directors, except as they are empowered by a vote of the people, held and taken as provided by lawx Among these are the following ; Levying taxes to extend schools beyond the period of six mouths in any one year, purchasing lots and grounds, building school-houses, purchasing school-houses, borrowing money for build¬ ing purposes, levying taxes for building or improving school-houses, &c. None of these things can be done, none of these expenses can be incurred by boards of directors, except by express authority conferred upon them by vote of the people so to do. But no outside parties or persons, no township treasurer or trustee, no county or State superintendent, or other officer or person, can meddle, interfere with, dictate, regulate, direct, manage, or control such expenditures or liabilities, or any of them, in any manner whatsoever. TEACHERS. The number of male teachers now employed in the public schools of the State is 220 less than one year ago, while there are more female teachers, making a net increase of 677 teachers during the last yca.r. Every year’s experience in this and other States is demonstrating the especial adaptation and competency of women as teachers. Thej^ are crowding our normal and other professional training-schools, taking the lead therein as diligent and capable students, bearing off a large share of the scholarships and other honorary ])rizes, and passing thence in steadily-increasing numbers to positions of large responsibility in the schools’ of the State. During the past year, the principalships of several large graded schools have, for the first time, been given to and successfnlly held by ladies. The successor of the accom¬ plished and scholarly Harvard graduate, so long at the head of the high school in the State Normal University, is a lady, and the highest praise is accorded her that the school has lost nothing in numbers, efficiency, or prestige under her administration. The o])iuion is expressed that much of the talk about the underestimation of teachers is mere twaddle ; that there is a higher law which graduates wages by the quailty of service rendered, and which will not be set aside for the benefit of teachers or any other class of workmen. The law of supply and demand is unchanging and inexorable; skilled labor receives ILLINOIS. 141 moro pay than unskilled, because it is Trortb more. Subject to tbo occasional excep¬ tions incident to all vocations, lawyers, doctors, ministers, merchants, mechanics, artisans, and laborers of every kind receive as much for their services as they are worth. As they learn to do better work they receive better pay; as they become qualified to step out into the smaller company of superior craftsmen, higher wages, salaries, or fees are promptly offered them and cheerfully paid. As they advance, step by step, in qualifications and competency, the higher law of which I have spoken infolds them, and its rewards are sure. This law is not only immutable and inflexible, but it is also just. What right has one to demand a day’s pay for a half day’s work ? What impudence, for an ignorant, lazy, half-fledged lawyer, doctor, or minister, to ask the fees of a Choate or an Abernethy, or the stipend of a Beecher ! And how stupendous the effrontery of the flippant young school-master, with the im¬ print of the merited stripes of his own dull pupilage still visible on his back, with but a smattering of knowledge and little experience, w’ho should exj)ect the salary of an Emerson or a Taylor. Earnest, patient, persevering efibrt, is the one essential condi¬ tion of success in the teacher’s calling, as in all others. Lucrative and honorable posi¬ tions are as attainable in the field of instruction as in any other, and by the sa-me means: indomitable energy and thorough prej)aration. The public v/ill recognize, ajqmeciate, and reward a master in the high and difficult art of teaching, as quickly and cordially as it discovers and welcomes pronounced pre-eminence in any other profession or occupation. What really able and accomplished lawyer, physician, clergy juaii, engineer, raihoad superintendent, architect, machinist, manufacturer, builder, editor, lecturer, or farmer, is there in Illinois whose services are not in constant demand iipon remunerative terms ? And if there is one deservedly distinguished teacher in the State of whom the same cannot be said, the fact has not come to my knowledge. The appli¬ cations to this office for teachers of exceptional excellence, accompanied with the tender of liberal salaries, have been many-fold more during the last few years than I could supply. The average monthly compensation in 1860 was as follows : male teachers, $28 82 ; female teachers, $18 80. The average for 1870 was: males, $48 35; females, $36 66; showing an increase in ten years of 67 per cent, in the average monthly salaries of male teachers, and of 95 per cent, in those of female teachers. Making proper deduc¬ tion for the dex>reciation of the currency and other loss of the purchasing iiower of the money of the country, caused bjMhe war, these figures show no more than a reasonable advance, Avhile at the same time they demonstrate the effect of the improved general standard of the qualifications of the public-school teachers in the State, which is to be regarded as a favorable indication of the condition of the school system. As large a proportion of poor teachers could have been employed in 1870 as in 1860, but the X)eople chose to euqfloy better ones, at a corresponding increase of Avages. It will Ije noticed with satisfaction that the advance in the compensation of ladies has been much greater in the last decade than that of gentlemen. This is believed to be largely due to the recent marked tendency of ladies to fit themselves more fully for higher positions in the schools of the State. PEORIA COUNTY NORMAL SCHOOL, The Peoria County Normal School was established by the joint action of the board of suxiervisors of the county and the board of school insxiectors of the city of Peoria. Its growth has been gradual. During the first year the total number of students was 56 ; average number, 31. During the second year the total number was 69; aAmrage, 35. The total number during the inesent term thus far is 57; average number, 48. The attendance is OA^er 30 xier cent, greater than during the corresxionding term of last year. The corps of teachers consists of a principal, an assistant, and a training teacher. Much valuable assistance in instruction is rendered by some of the pupils of the adAuinced classes. The training school contains about 90 puxiils, and forms xjart of one of the district schools of the city. In it the xmpil-teachers engage in tlie actual Avork of instruction and school management, under the direction of the training teacher, for as long a time as is thought best, or as long as circumstances AAfill allow. The course of study embraces nominally two years, but the actual time emxfloycd depends upon the attainments and abilities of pupils. It embraces, in addi¬ tion to the studies required by law to be taught in the common schools, school man¬ agement, two terms in algebra, and one in each of the folloAving studies : physiology, mental philosoxfliy, methods of instruction, analysis of Avords, botany, geometry, and rhetoric. Lessons are given twice a week in singing. COOK COUNTY NOR.AIAL SCHOOL. (Englewood, Illinois.) This school was established by the county of Cook for the purpose of furnishing comxieteut teachers of both sexes for the x>Rblic schools, and was first ox>ened 8ex)- 142 REPORT OF THE COMMISSIONER OF EDUCATION. tember 2, 1807, at Blue Island. By act of the general assembly of ]\Iarcli 15, 1809, the action of the counties that had moved in the ma tter of normal schools was legal¬ ized, and provision was made for a system of connty normal schools that should be nnifcriu throughout the State. Cook Connty immediately x^roceeded to conform to the requirements of this law, and at once to ])lace the school on a more permanent footing. The location was changed to Englewood, where a line building, well adapted to the x)nrposes contemplated, lias been erected. The design of this school is strictly professional, to xmepare jinxiils in the best xiossible manner for the work of the school¬ room. The school embraces a normal dexiartment, a training dexiartment, and high- school dejiartment. COUESE OF STUDY. The course of study in the normal department covers two years, the first year being mainly devoted to what may be termed the common-school branches, and the second to higher mathematics and English branches, with Latin or German. Theory and art of teaching, and })ractical exercises, continue throughout the course. EEQUISITES FOE ADMISSION. The conditions of admission are : 1. Age, for males, not less than sixteen, and for females, not less than fifteen years. 2. Satisfactory evidence of good moral character. 3. A declaration in writing of intention to teach in the public schools, and to Cook County the imeference in all offers to secure the services of the teacher. 4. Students entering the school are required to rexiort in writing, to the xirincipal, in the month of January of each year after leaving the school, where they have been teaching, with what success, and at what salary, till they rexiort that they have left the profession. The tuition is free to residents of Cook County. To others it is at the rate of $30 a year. The school is now in its fourth year. Since its opening the number of students has been as follows: Number of different scholars belonging, 1867-’63, 60; 1868-69, 79; 1869-70, 83; average attendance, 1867 -’68, 41 ; 1868-’6"9, 64 ; 1869-70,71. The number of different pupils who have belonged to the school since its organiza¬ tion is 153. Of these, 36 have comxdeted the prescribed course of study, and received diplomas. COUNTY NOEMAE SCHOOLS. Since the superintendent’s last report the Cook County normal school and the Peoria County normal school, both of which had been xE’eviously established, have been so far modified in their organization and management as to bring them fully under the provisions of the act entitled ‘‘An act to enable counties to establish connty normal schools,” axiproved Marcii 15, 1869, and each one has gone steadily and successfully forward. The exxiectatiou that other counties Avould avail themselves of the x^ro- visious of that act, and establish home training schools of limited courses of study, as a feasible and economical means of suxiplyiog their common schools with teachers of suxierior attainments and qualifications, has not yet been realized. Several other counties have had the subject under consideration, some of which are rexiorted to bo about ready to organize such schools under the act, and others exxiect to do so when the way seems clear. There is reason to anticipate the establishment of quite a number of such schools at an early date. STATE noe:\ial univeesity. The financial affairs of this institution are reported in a sound and healthy con¬ dition. The institution is free from debt, and has a small balance in the treasury. The books, records, and accounts have been XMinctually and faithfully kexit, and in an orderly aud methodical maiiuer. The need of a substantial fire-proof building, for the safe- keexiing of the very valuable collection now in the museum of the university, is urgent. The estimated value of these collections is phiced by coinx^etent judges at $95,000. Val¬ uable contributions are witliheld that Avouldhe donated if they could be dexiosited in a fire-proof building. Professor Louis Agassiz, when Ausitiug the university, expressed great satisfiiction as he examined the collectiSns, but remarked that “ fire ought not to have so great a temxhation.” Additional room is also needed for theproxier arrange¬ ment of these collections. The report of President Edwards states, that in. the normal department the attend¬ ance for the term was — gentlemen, 112 ; ladies, 197. In the high school — gentlemen, 27 ; ladies, 25; total, 52. In the grammar school — boys, 64; girls, 41 ; total, 105. In the primary school — boys, 18 ; girls, 9 ; total, 27. In the normal department the gradu¬ ating class, in 1870, numbered 27. The State normal university has been in existence thirteen years. During that time it has given instruction in the normal dexiartment for a longer or shorter period, amounting in aAmragc to one aud a half years each, to 2,084 young x^ersons, not count- ILLINOIS. 143 ing those admitted this term. Most of these are now, probably, teaching in the schools of this State. Of this number, 145 have received the highest honors of the institution in that department, and 15 more have graduated in the high school. Of the normal graduates, 29 only are not teaching, and of these, 6 are deceased, and 13 are ladies who have married, after doing a reasonable amount of teaching. Tins leaves 10 who have deliberately left the profession, or less than 7 per cent, of the whole number of normal graduates. And even of these there were none who did no teaching, and many taught for a number of years. In the model school, instruction has been uiven to 2,360 pupils, of whom, as above stated, 15 have received the diplomas of the high school. According to an investigation, previously reported, from 25 to 33'J- per cent, of the students in the high and grammar schools become teachers. We have no means of definitely ascertaining the precise number of our students now teaching in the State. Two years ago it was estimated at 800; x'>erhaps the additions since made would amount to 100 for each year in excess of the withdrawals, thus leaving now in the field as teachers 1,000 ]iersons from the normal department ’svho have enjoyed the advantages of the university for an average period of a year and a half. SOUTHERN ILLINOIS NORMAL UNIVERSITY. This institution has been established since the date of the last report, and is the result of very general effort on the part of the friends of education in southern Illinois. Twelve cities and towns competed for the privilege of having the university, showing by their liberal offers a remarkable degree of interest in the institution, and a high appreciation of the advantages to be derived from securing it. Carboudale, in Jackson Coimty, was selected. The building is placed in nearly the center of a lot of 20 acres, lialf a mile south of the public square. It is 209 feet in length, with wings of 109 feet. It is about completed and ready for use. ILLINOIS INDUSTRIAL UNIVERSITY. The Illinois Industrial University is a university organized in the interest of the industrial rather than of the professional pursuits. The departments of instruction are as follows : the agricultural, the polytechnic, the military, and the department of chemistry and natural sciences, the department of trade and commerce, the department of general science and literature. All of these depart¬ ments and courses are now organized, and instruction actually commenced, excepting in those of mining and military engineering. Preparations are being made to open rac- tical duties of life ; are ])ut upon the high road to intelligence, if not to advanced culture.” * “ And now, in testing the real efficiency of our free-school system, the measure of success or failure, not the numbers who, during any one year, or any ILLINOIS. 145 two years, fail to report at school, bxit the number of those who, passinpj their entire sixteen schoolable years within the State, have failed to obtain at least the rudiments of an education : for these, and for them alone, should the system, or the management of it, bo held responsible. But, as has already been shown, that number is, practically, none at all. These remarks are not made with any disposition whatever to evade the fact, so fully brought out above, that our school system, as at present constituted, only partially accomplishes what it has real power to accomplish, but only to show the truth in the matter ; that, while confessedly failing in much, it does also undeniably succeed in much. All such abatements which it is possible to make being made, the question still remains a great and a perplexing question — how to reduce this immense evil of absenteeism. It is a shame and a sin for any portion at all, especially for so large a portion of the State’s liberal provision for her children, to bo lost, if, as is most confidently believed, such loss can be avoided. It is doubtful whether any thorough preventive of this evil will be found short of State compulsion. The theory is that a State may of right do whatever is essential, or which it believes to be essential, to its own preserva¬ tion, welfare, and perpetuity ; that the safety and continuance of a republican govern¬ ment require the education of the whole body of the people ; and hence that a State may rightfully do whatever may be found really necessary to secure that end. This is the rock upon which the whole American doctrine of free public education by State law rests down, firmly and immovably. And upon the self-same foundation, in Anrtue of the same high moral and political necessity, and of strictest logical sequence, abides the right of providing for compulsory attendance, as the last resort. The powers and principles involved in the two cases are co-ordinate and co-extensive, interdependent and conterminous, and must, in the long run, stand or fall together. To X)rovide, at great ex- l^ense, by the supreme authority of the State, for the free education of all the youth of the State, and at the same time leave all at liberty to reject what is thus provided, is to allow a self- destructive xirinciple to lurk in the very citadel of the whole system.” AN EVENTFUL DECADE. In closing his report, the superintendent remarks : “ Tlie decade that closes with this report has been a most eventful one. It has witnessed the commencement, progress, and close of the war for the suppression of the rebellion, and five years of peace, dur¬ ing which time the nation has been gathering its energies for the great future that lies before it. The history of the past ten years is crowded with facts concerning the progress of public education in Europe, in the United States, and in this State, hardly less noteworthy and memorable than those which have marked the development of other j)ublic interests during the same j)eriod. EDUCATIONAL MOVEMENTS IN EUROPE. “ In the Old World the movements toward popular education received a signal stimu¬ lus from the great Exposition of the Industries of All Nations, held in the city of Paris in the year 1887. The educational reports, documents, and statistics sent to that cos¬ mopolitan congress of industries, from the different American States, and from other nations and countries having systems of tree schools, were eagerly sought and read by the representatives of Spain, France, Italy, Austria, Turkey, and other European countries, and large numbers of copies were distributed therein, and in many instances republished in their own respective languages. England, with amazement and alarm, found herself discomfited in her own chosen field, by the superior skill of the artisans of Prussia, Switzerland, Belgium, and the United States, and that her herediary iires- tige was gone as mistress of the markets of the world in a large line of manufactured articles, in the production of which she had been without a rival. An immediate in¬ vestigation was instituted by the government of Great Britain into the causes of her lost supremacy as a manufacturing nation, and the conclusion being reached that she had been outstripjied in consequence of the superior general intelligence and culture of the other countries named, through the agency of their common schools, it was at once resolved to overhaul and reconstruct her own educational system. The result is, that, within the year now closing, proud, conservative, but sagacious Old England has actually established and put in operation a general system of common schools, upon a broad and, in the main, wise and liberal basis. Spain, Austria, and Italy are earn¬ estly moving in the same direction, and there is not a country in Europe ui)on which the influence of these examples is not felt. “ In the United States, the closing decade has witnessed the extension of the principle of free popular education into nearly every commonwealth of the republic. Many States, in which common schools were both unknown and discountenanced ten years ago, now have well-organized systems of free popular education in successful opera¬ tion ; w'hile measures are in progress to the same effect in all, or nearly ail, of the others. It is a noteworthy fact that the most advanced positions yet taken on this continent in respect to popular education have been assumed by some of the late 10 CE 146 REPORT OF THE COMMISSIONER OF EDUCATION. slavery-scourged and battle-scarrecl States of the Soutli. The provisions made for the education of the freedmeu have been upon a large and general scale, and the results have been, upon the whole, very encouraging. In some of the States of the South the reiiorts show remarkable progress in acquiring the rudiments of learning, on the part of the freedmen, and, as a class, they evince an aptitude and eagerness in the acquisi¬ tion of knowledge, where fair facilities are afforded them, which leave no room to doubt that they will, in time, become intelligent, industrious, and useful citizens. “ The establishment of a National Bureau of Education is another event of much im¬ portance in the general educational history of the last decade. It is difficult to account for the extraordinary opposition which that Bureau has had to encounter from the very beginning. Its province is simple, and clearly defined in the act of Congress creating it, and no intelligent and unprejudiced man can deny the j)ropriety and eminent utility of such a department in a Government like ours, depending for its purity and per¬ petuity upon the mental and moral culture of the people. The work and purpose of this Bureau is to collect such statistics and facts as shall show the condition and pro¬ gress of education in the several States and Territories, and todiftuse such information respecting the organization and management of school systems, and methods of teach¬ ing, as shall aid the people of the United States in the establishment and maintenance of efficient school systems, and otlierwise promote the cause of education throughout the country. The Bureau has not only demonstrated its usefulness and value, and gained the respect and confidence of the intelligent public, but it has also received the recognition of the Secretary of the Interior, aiid of the President himself, who thus alludes to it in his late message to Congress : ‘ The subjects of education and agricul¬ ture are of great interest to the success of our republican institntions, happiness, and grandeur as a nation. In the interest of one, a Bureau has been established in the Interior Department — the Bureau of Education ; and in the interest of the other, a separate Department, of Agriculture. I believe that great general good is to follow from the operations of both of these Bureaus, if properly fostered. I cannot commend to your careful consideration too highly the reports of the Commissioners of Educa¬ tion and Agriculture, nor urge too strongly liberal legislation to secure their efficiency.’ ” -ILLINOIS STATE TEACHERS’ INSTITUTE. This association held its annual meeting at Normal, August 7 to 19. Over two hun¬ dred names were enrolled. Although the list has been larger in previous years, the actual workers this year seemed as many as heretofore. Exercises were conducted by President Edwards, Dr. Sewall ; Professors Plewett, Metcalf, Sletson, Cook, and McCor¬ mick, of the normal school ; Dr. George A^'asey, curator of Natural History Society ; Mr. W. B. Powell, Mr. James PI. Blodgett, and Mr. Aaron Gove. No part of the exer¬ cises excited more interest than the discussion on the proposed new school law. On account of the extreme heat, several of the evening lectures were omitted. Pres¬ ident Edwards, Dr. Sewall, and Professor Metcalf, each gave an evening address. A committee was appointed to eonsider the question of continuing the annual meetings of the institute. The report of the committee and action of the institute in this matter will be announced hereafter. The proceedings of the institutes of 1870 and 1871 were ordered to be printed with catalogue of members, in one pamphlet, and copies mailed to each member. women’s hospital MEDICAL COLLEGE. The Women’s Hospital Medical College, located at Chicago, published during the summer its second annual announcement. The trustees and faculty congratulate themseWes upon the success which has attended this organization. The first session was attended by a good class of students, whose attainments were not surpassed by any class of male students. The number of students during the session of 1870-71 was 17. There were three gi’aduates. ILLINOIS SOLDIERS ORPHANS’ HOME. Five hours a day are devoted to study. The graded school system, so far as it can be made applicable, is adopted. PUBLIC SCHOOLS. The Chicago Board of Education proposes to equalize the iiay of male and female teachers in the public schools. AGRICULTUR.UL COLLEGES. In August a convention was held at Chicago whose object was “ the advancement of agricultural and practical education.” The chairman. Dr. Gregory, regent of Illinois ILLINOIS. 147 Industrial University, remarked that “ this convention represented an interest never ■before represented in like manner in this country. The object of the couvention was to secure mutual understanding and co-operation, and uniformity of proceeding in exper¬ iments. In this country the business was new and raw. There were many things to he done, about which the only 'light they had came to them from over the water; con¬ sequently there were many changes to be made, and many new things to be attempted.” Several speakers were strongly in favor of admitting women to the agricultural colleges. The committee on exi^erimeuts reported as follows : “ The field of experiment, in its widest sense, in relation to our colleges founded on / the national grant, is large, and crowded with work. We want — “ 1. Meteorological observations, scientific after the Smithsonian plan, and practical like those of the signal service. ‘‘ 2. Mechanical experiments in strength of materials, in motive powers, in trials of agricultural and other industrial implements. “3. Experiments in physics, especially on the effects of different degrees of light, heat, electricity, and moisture on vegetable life. “ 4. Experiments in industrial chemistry, such as analysis of soils, of clays, and other earths used in the arts ; of coals, lime, and building-rocks ; minerals, manures, plants and their products, and of animal products. “ 5. Experiments and observations in mining and metallurgy. “ 6. Experiments with soils, in their drainage ; pulverization by different implements, and their compaction ; the application of different fertilizers ; the variation of soils in adjoining plats, their continuous cropping without manure, and their irrigation. “ 7. Experiments in special culture with different varieties of grasses, grains, roots, plants, &c., with variations in the time, distance, and depth of planting ; modes of cultivation, harvesting, manuring ; modes of propagation ; and with d^iseases and insects affecting plants. “ 8. Experiments in the breeding and fattening of domestic animals, comparing dif¬ ferent breeds and species, their diseases, &c.” The following resolutions were adopted : Resolved, That the strong commendation that the agricultural experiment stations of Europe have received from such persons as Johnson and Liebig, as the source of a large amount of agricultural science and practical progress, as well as our own exam¬ inations into the subject, make us believe that the establishment of at least one such station in each State would be universally beneficial to agricultural purposes. Resolved, That a representative from each of the States in w^hich an institution based on the national grant has been founded be appointed by the president, whose duty it shall be to memorialize Congress and the several State legislatures for the speedy establishment of such stations throughout the country. [From the Chicago Schoolmaster of September, 1871.] ILLINOIS SOCIETY OF SCHOOL PRINCIPALS. This society met at Rockford, Illinois, July, 1871. The advisability of a compulsory school law was discussed, and various opinions expressed pro and con, and finally the resolution in favor of such law was laid on the table. Mr. Harris, of St. Louis, in response to queries respecting the method of teaching the phonetic system in St. Louis, stated that by this method one-half the time is saved, better articulation secured, and spelling improved. Mr. J. B. Roberts read a paper on “ High-school membership Miss Frances Millard, upon “ People of whom more might be made and Mrs. General Beverage spoke upon the “Woman’s Educational Association of Evanston.” Mr. Powell continued the discussion of high-school work. Superintendent Crosby read a paper upon “ Superintendent’s work : what is it, and how shall it be done ?” A committee was appointed to examine the proposed school law, now pending in the legislature, and to suggest changes in it. 148 REPORT OF THE COMMISSIONER OF EDUCATION. Hon. Newton Bateman, Superintendent of Puhlic Instruction. COUNTY SUPERINTENDENTS OP SCHOOLS, (ELECTED NOVEMBER 2, 1869.) Counties. Names. Post-offices. Adams . Alexander .. Bond . Boone . Brown . . Bureau . Calhoun .... Carroll . Cass . Champaign Christian . . . Clark . Clay . Clinton . Coles . Cook . Crawford . . . Cuinherland DeKalb .... DeWitt .... Douglas ». . . Du Page . . . . Edgar . Edwards ... Effingham . . Fayette .... Ford . Franklin . . . Fulton . Gallatin .... Greene . Grundy .... Hamilton . . . Hancock ... Hardin .... Henderson . Henry . Iroquois .... Jackson .... J asper . Jefferson ... Jersey . Jo Daviess . . Johnson .... Kane . Kankakee .. Kendall . . . . Knox . Lake . La Salle . . . . Lawrence .. Lee . Livingston. Logan . Macon . Macoupin .. Madison . . . . Marion ..... Marshall ... Mason . Massac . John H. Black . . John C. White . Rev. Thomas W. Hynes - William H. Durham . . Hon. John P. Richmond _ Rev. Albert Etheridge . Solomon Lammy . . James E. Millard . . Harvey Tate . . Thomas R. Leal . . William F. Gorrell .... - William T. Adams . . Charles H. Murray . Solomon B. Wyle . . Rev. Stephen J. Bo veil _ Albert G. Lane . Samuel A. Burner . . William E. Lake . Horace P. Hall . . Francis M. Vanlue . Samuel T. Callaway . Charles W. Richmond . . Andrew J. Mapes . Levinus Harris . . Sylvester F. Gilmore . David H. Mays . . James Brown.. . Robert R. Link . Horatio J. Benton . . Nathaniel P. Holderby . . . . . Caleb A. Worley . Hiram C. Goold . . George B. Robinson _ _ _ Rev. William Griffin ....... John Jack . . R. P. Randall . Henry S. Comstock . . L. T. Hewins . . John Ford . P. S. McLaughlin . . George W. Johnson . Charles H. Knapp . George W. Pepoon . Robert M. Fisher . . George B. Charles . . Rev. Frederick W. Beecher John R. Marshall . . Frederick Christianer . Byron L. Carr . George S. Wedgwood . OziasV. Smith . James H. Preston . . H. H. Hill . Levi T. Regan . . Oscar F. McKim . Fletcher H. Chapman . . John Weaver . . James McHaney . Thomas J. Show . Henry H. Moose . William H. Scott . Quincy. Cairo. Old Ripley. Belvidere. Mount Sterling, Princeton. Hardin. Lanark. Virginia. Urbana. Taylorville. Marshall. Clay City. Trenton. Ashmore. Chicago. Robinson. Majority Point. Sycamore. Clinton. Tuscola. Naperville. Paris. Albion. Effingham. Vandalia. Paxton. Benton. Lewistown. Ridgway. Carrollton. Morris. McLeansboro\ Carthage. Elizabethtown. Olena. Cambridge. Oakalla. Murphysboro’. Newton. Mount Vernon. Jersey ville. Warren, Vienna. Aurora. Kankakee. Yorkville. Abingdon. Waukegan. La Salle. Lawrenceville, Amboy. Pontiac. Lincoln. Decatur. Carlinville. Edwardsville. Salem. Varna. Havana. Metropolis. ILLINOIS. 149 County Superintendents of Schools, ^'C. — Continued. Counties. Names. Post-offices. Lloyd H. Copeland . . . Bushnell. McHenry . Gardner S. Southworth . Woodstock. John Hull . Bloomington. Wnlliam H. Berry . Petersburg. Keithsburg. Frederick W. Livingston . Joseph W^. Rickert . . . Waterloo. Rev. Hiram L. Gregory . . Irving. Samuel M. Martin . . Jacksonville. David F. Steams . . Sullivan. Edward L. Wells . . . Oregon. Peoria. Peoria . . N. E. W^orthington . . B. G. Roots . - . Tamaroa. Piatt . Caleb A. Tatman . Mouticello. Pike . . . John N. Dewell . . . Pittsfield. Pope . . Theodore Steyer . Golconda. Pulaski . James H. Brown . Mound City. Hennepin. Chester. Putnam . . . A. W. 'Durley . . Randolph . Robert P. Thompson . Richland . John C. Scott . Olney. Rock Island. Rock Island . Mansfield M. Sturgeon . Saline . Frederic F. Johnson . . Harrisburg. Sangamon . W^ arren Burgett . . Springfield. Rushville. Schuyler . Jonathan R. Neill . Scott - . James Callans . Winchester. Sbelby . Anthony T. Hall . Shelbyville. Toulon. Stark . Bartlett G. Hall . St. Clair . James P. Slade . . . Belleville. Stephenson . Isaac F. Kleckner . Freeport. Taze^yell . ...j . Stephen K. Hatfield . . . Tremont. Union . Philip H. Kroh . Jonesboro’. Vermilion . John W^. Parker . . Danville. Wabash . James Leeds . . . . . . Friendsville. Warren . James B. Donnell . . Monmouth. Washiugbon . Alden C. Hillman . Nashville. Wayne . William A. Vernon . Rinard. White . James I. McClintock . . ... _ Carmi. Whiteside . Michael W. Smith . Morrison. Will . Salmon 0. Simonds . Joliet. Williamson . Augustus N. liodo'c . . . Marion. Winnebago . Archibald Andrew . Rockford. W^oodford . William H. Gardner . Panola. 150 REPORT OF THE COMmSSIONER OF EDUCATION. IXBI AX A. From the fifth biennial report of the superintendent of public instruction for the years ending August 31, 1869, and August 30, 1870, made December 31, 1870; Hon. Barna¬ bas C. Hobbs, superintendent. Population of the State. . . Number of children between six and twenty-one years of age . Number of white children between six and twenty- one years of age . Number of colored children between six and twenty- one years of age . Number of cities . Number of school districts in the State . Number of districts in which schools were taught within the year . Number of pupils attending primary schools. . Number of pupils attending high schools . Average daily attendance in primary schools . Average daily attendance in high schools . Average length of schools in days . Average in months of twenty days each. . . Number of male teachers employed . i . . . Number of female teachers emj)loyed . Number of male teachers licensed . . Number of female teachers licensed . Number of school-houses built within the year . Total number of school-houses . Number of volumes in township library . Number of private schools taught in public school- houses . Average daily compensation of male teachers in pri¬ mary schools . Average monthly compensation of male teachers in primary scljools . Average daily compensation of female teachers in primary schools . Average monthly compensation of female teachers in primary schools . Average daily compensation of male teachers in high schools . Average monthly compensation of male teachers in high schools . . Average daily compensation of female teachers in high schools . Average monthly compensation of female teachers in high schools . Average cost of tuition per pupil, per month, in both grades . Amount expended for tuition . Total value of school property.. . . Amount of special school revenue expended within the year . Amount jjaid to trustees for managing educational matters . 1869. 1870. 1, 680, 637 610, 654 619 627 610, 654 612, 090 44 8, 692 7, 537. 34 8,861 8, 604 447,416 12, 502 284, 552 8, 619 92 4.6 6, 7.30 4,274 4,986 3, 452 405 8, 661 285, 100 8,759 450, 282 12, 245 281, 912 9, 177 97 4.8 7, 104 4, 722 5, 283 3, 765 498 8, 827 276, 799 1,621 1,291 87 $1 85 37 40 37 00 1 41 1 40 28 20 28 00 3 79 3 96 75 80 79 29 1 93 3 18 38 60 63 60 1,685,915 04 6,577,258 33 1 32 1,810,866 53 7, 282, 639 30 1,074,421 27 1, 155, 883 30 49, 237 76 52,727 92 PROGRESS OF EDUCATION. The report states : “ The condition of our public schools and of general education was never more flattering than at i)resent. Our academies and colleges were never better filled nor more efficiently conducted. Educ.ation in our schools is constantly assuming a higher standard. The interest awakened by county institutes, and the improved methods which have been introduced by many of our enterprising teachers, who have INDIANA. 151 sought the advantages of the best normal schools of other States, have revolutionized the imperfect systems of the past. The lo^ school-houses, with "thin oiled-paper win¬ dows, puncheon floors, and clapboard roofs, are rarely seen by the traveler. In their places now appear the neat frame or the more substantial brick, furnished withiu with elegant and comfortable seats and desks. Our cities and incorporated towns are giving abundant evidence of their appreciation of their public schools by the superior edifices that are everywhere found, or are being erected in their support.” SCHOOL FUNDS. The common-school and other funds held by counties appear to be safely invested and well secured by mortgage on lauded estate. But auditors are much embarrassed in their efforts to renew mortgages, or to collect when the time of loan matures. The borrower claims that auditors and commissioners ought to be indulgent and contented when there are ample securities, without pressing a collection or renewal. A general desire is felt for relief by more positive and more mandatory law in this particular. The increase of our school fund will not probably keep pace with the increase of population. Our dependence for the increased support of public schools must be found in taxation. Our people are becoming less averse to this. In many portions of the State trustees have levied a township tax for that purpose, and find that regular schools from six tn ten months — giving summer as well as winter schools in rural dis¬ tricts — result in general satisfaction. It is stated that in many cases trustees are induced to apply the funds for tuition to building purposes, to the improvement of roads, building of bridges, or to meet their own private wants. The superintendent recommends such alterations in the school law as will, by attach¬ ing sufficient i)enalties, secure the school revenues as a sacred fund, for the tuiijion of the children of the State, that cannot be appropriated with impunity to any other purpose. THE AMENDMENTS TO THE SCHOOL LAW recommended by the superintendent embrace, among others, one which will place qualified examiners at the head of the county work, who will give their entire time to such counties as have a iDopulation, and make their wages such as will afford them a competent support. Another is : “A general reorganization of the university system, with a view to a larger and fuller system of education, in such a way as will blend all our State insti¬ tutions and make them parts of one system, and in such a manner as will look to a full and complete State university.” And another : “ To make the certificate given by the fasulty of the State Normal School for the common-school course equivalent to a certificate issued by a county examiner, and be legal authority for the holder to teach throughout the State ; and their certificate for a full normal-school course, the equivalent of a State certificate issued by the State board of education.” COLORED SCHOOLS. In most counties there has been a generous disposition shown for the establishment and support of colored schools. These schools have given very satisfactory evideace of the strong desire of the colored population, both parents and children, to avail themselves of the advantages thus afforded them. In some localities there has been an evident neglect, on the part of trustees, to secure them the privileges as the law provides. The colored children, who are too few in number to make a separate school, and whom prejudice excludes from the white schools, are compelled to grow up uned¬ ucated. For these the law fails adequately to provide. It is to be hoped that the time may come when color shall not disinherit either the sons or the daughters of the State, by denying them their constitutional rights. States are for the protection of the weak, as well as of the strong. COUNTY SUPERVISION. Indiana being without county supervision, this subject is discussed at lengfli by the superintendent. The success of any co-operative work, it is remarked, must depend largely upon careful and competent inspection. Some one must be at the head Avho is familiar with the work in all its parts. This is eminently the case in the management of public schools. Every successful State has been led, by necessity, to adopt county and city superintendency. Some States have adopted it, and, fearful of its expense, have for a time abandoned it, and, finding it indispensable, have permanently resumed it. This system is now incorporated into the laws of twenty-three of the States and 152 REPORT OF THE COMMISSIONER OF EDUCATION. Territories. They are allowed reasonable salaries, rangin.sf from $800 in counties of small population to $1,500 in those most populous. We can get competent men only hy adequate pay. The success of our common schools depends more on efficient county superintendence, inspection, and management, than any other one instrumentality. Examiners all tell me that they cannot afford to visit schools, a work which incurs incidental expense of travel, for $3 i)er day. The office being thus unremuuerative, no competent man can assume its duties and responsibilities with the expectation of living by it. It is usually taken by doctors, lawyers, ministers, editors, and teachers, with the understanding that they will devote odd times and spare days to its demands. These are generally men who mean well, and are willing to serve the county as well as they can afford. They have other duties that are their dependence for the comforts of life, and are to them more imperious in their demands for attention and time. Schools must go unvisited ; institutes are imperfectly planned and managed. The examiner, not having inspected the teachers’ work in their schools, is unable to instruct them at their institute in what they need. He is equallj^ unable to tell what percentage to place upon their certificates of examination. The best scholars are often found to be the poorest teachers, and the poorest scholars the best teachers. Trustees do not know what price to pay them, for want of a correct percentage that will show their real merit. When good teachers are not correctly appreciated, they soon leave for other counties. Everything is imperfectly and unprofessionally done. Schools do not give satisfaction, and no one can tell why. Discouragement and discontent are everywhere felt. COUNTY INSTITUTES. All professional men, whether in science, literature, art, or technics, find it necessary to meet in convention, in order to compare their sentiments and experience, and to exhibit and illustrate their methods. Teachers’ county institutes are designed to reach such objects, and to afford opportunities for educators of experience and ability to give instruction in the most approved methods, and inspire teachers with worthy motives, in the performance of their educational work. They can here point out alike the defects and excellencies of the art of teaching. Thus instructed, they can return to their work with increased ability and zeal. There are few instrumentalities that have done more to improve the methods of instruction in our common schools, than the county institutes. But 46 out of 92 counties have been heard from. In these, an aggregate of 4,033 teachers attended ; 104 public lectures have been delivered, and $3,030 35 have been expended. No provision of our school law has been more pro¬ ductive of good than that which creates and sustains these county institutes. The small means allowed for their support is rarely found sufficient to meet their current expenses. examinees’ convention. A convention of the county examiners of the State was called by the State board and met at Terre Haute, August 2, 1870. Only about 20, out of the 92, were in attend¬ ance. The general reason assigned for absence was the want of sufficient compensa¬ tion in the discharge of the duties of the office, and the uncertainty of allowance for expenses by the commissioners. The convention passed resolutions recommending changes in the laws relative to teachers’ examinations, licenses, and other matters. higher education. A comidete system of education, the superintendent remarks, has the common school for its base, and the university for its apex. The common school cannot long exist without the academy or high school. The academy or high school depends in turn upon the college, and the college upon the university. All are but xiarts of a complete system. The absence of any one of these parts would produce deformity. While ail admit the paramount importance of elementary education, and that it is the duty of the State to provide such instruction for all its youth, many are ready to call in question the obligations of the State to cheapen knowledge in the higher grades of instruction. While the great majority of those who attend the primary and intermediate schools are pressed into business life, as soon as they have thus entered the vestibule of learn¬ ing, from the stern demands of bread and butter, the State is deeply interested in having the minds of its youth prepared by more liberal culture for a higher order of citizenship. Experience tells us ail over the world that effects are the results of ade¬ quate causes. When the State opens the academy or high school to all, the poor as well as the rich will enter. When wo exclude the many from higher education by its cost, we close up the avenues to wealth and general intelligence. When the wealth of the State pays for the education of all its citizens, capital only prei)ares the way for greater profits. Woman, too, has a claim upon the State in all this training. To her the future citi- INDIANA. 153 zen will mainly l)c indebted for his love of virtue, home, social life ; for his high aspira¬ tions and Christian patriotism. Her power will be felt for good, as her mind and heart develop together. Her pow ers arc equally susceptible aud expansive, her thoughts as elevated, aud her destiny as noble, as man’s. Why not let her have an equal race? The colleges of our State are generally and generously acting upon this conviction, and in their halls are seen each as but a co-ordinate of the other in the laudable com¬ petition for academic honors. LIBERAL PROVISION FOR MAINTAINING SCHOOLS. The population of our State will soon reach 2,000,000. The next generation may double that number. Wealth, business life, agriculture, manufacture, mining, and engraving, as w^ell as law and medicine, are constantly drawuug on the highest attain¬ ments of science and art to increase their facilities and perfect their economy. Hun¬ dreds of our sons aud daughters are compelled to seek these advantages in other States, because we do not furnish w'hat they there find. Our common-school fund is near $2,000,000 in excess of any other State in the Union. Our university fund is about $200,000. There is a bill pending in the Senate of the United States for an appropriation by the General Government to the State of Indiana in payment of interest and discount on the war bonds of the State wdiich w'ere put upon the market in relief of the General Government in the year 1802. It is confi¬ dently believed that from $400,000 to $600,000 can be realized from this source, which would be a fit tribute to a cause which, of all others, is most iieiqietual in good results. The late census of our State will give us a population of about 1,700,000. To main¬ tain an equal standing with Germany in higher education, w^e ought to have 1,100 of onr sons aud daughters in the university to-day. Wo have now the State University at Bloomington, the normal school at Terre Haute, and the Perdue University, all State institutions of a higher grade. They need general supervision and inspection in order that their professional work may be prop¬ erly tested, and their degrees conferred according to proper educational standards. INDIANA UNIVERSITY. The first board of trustees of Indiana University wms organized by an act of the general assembly in 1820, which act also located the institution at Bloomington, Mon¬ roe County. The first school wms opened in 1824, under the name of Indiana Academy ; it was made a college in 1820, and a university in 1839. The first class of alumni graduated in 1830, and annually since, for forty-one years, the university has sent forth a class of graduates. The whole number of her alumni uj) to the present time is 568. Besides those who completed the course of study, and went forth with the honors of the university, more than 6,000 young men have, within her Avails, received a partial course of instruction, and thereby been better fitted for the discharge of life’s duties. A large number of these have dewoted themselves to teaching, and lia\"e become distin¬ guished as principals of academies, seminaries, and high schools ; many as presidents and j)rofessors of colleges aud universities. Until two years ago the resources of the university amounted to less than $5,000 per annum ; for she ncAmr received one cent from the State treasury until 1867, her support being entirely derived from the two toAvnships of land donated by Congress. For the last two years the university bas greatly improved. Her reputation has spread throughout the Union ; and she is noAV OA’-erywhero recognized as one of the very best institutions of learning in the land. Besides the college of arts, literature, and science, the university now has four professional colleges, auz, the college of laAA% the college of civil engineering, the college of military science, and the normal school, all manned Avith competent and able instructors. The college and society libraries, accessible to the students, contain more than 5,000 Amlumes. The philosophical and chemical apparatus is unsurpassed by that of any institution in the West. The laboratory aud museum of the late Dr. DaAud Dale Owam, of Ncav Harmony, has recently been purchased aud transferred to the university. This laboratory is among the best in the world for chemical analyses, and illustrations of natural science. The museum contains nearly 100,000 specimens, illustrating every department of natural science; but this cannot as yet be used, for the want of a suitable building in Avhich to disi)lay it. The faculty noAV consist of the x>resident and ten professors, and two tutors. Tho Xiresent term has oxiened with the largest number of students in attendance ever kiioAvn in its x^ast history. The senior class numbers 25; junior class, 40; sophomore class, 65; freshman class, 84; normal, 10; sub-freshman class, 30; law department, 50— total, 304. Uxi to the year 1860, two students from each county were admitted free of charge for tuition; but at that time the trustees modified the arrangement, making tuition free for all in every department of the university. 154 REPORT OF THE COMMISSIONER OF EDUCATION. STATE NORMAL SCHOOL. The time embraced by the report extends from the opening of the school, January 6, 1870, to the close of the special term, August 10, 1870. The tirst term of twelve weeks closed March 30 ; the second term of twelve weeks began April 4, and closed June 24. Twentj'-one students were present at the beginning of the first term, and eighteen more entered during the term. Of those who entered during the first terra, 34 remained through the second term, and .32 new ones entered. Educated in common schools, 79 per cent. ; educated in common school and academy, 11 per cent. ; educated in common school, academy, and college, 4 per cent. ; educated in private schools, 6 per cent. Primary and intermediate schools, representing six grades, are in successful operation in connection with the normal school. The six grades are seated in two rooms. They are under the immediate supervision of trained and competent teachers. In these schools, which will eventually represent all the grades, from the primary to the high school, the students of the normal school of proper attainments will be required to observe the details of school management, methods of teaching, and. to practice teach¬ ing under criticism. Number enrolled in primary school, 56 ; number enrolled in intermediate school, 48. The first section of the act creating the normal school declares that the object of the said school “ shall be the X)rei)aration of teachers for teaching in the common schools of Indiana and the first section in the act in the school laws, approved May 5, 1869, declares what branches shall be taught in the common schools. The object of the school, as thus defined, has been kej)t clearly in view. The “common schools” include not only the county, but also the graded schools of the villages and cities. A large majority of the students attending a normal school have neither the time nor the means to prepare themselves thoroughly for teaching in all of the grades of the common schools ; a few desire, and have the means, to attain the needed qualifica¬ tions. To meet the practical wants of these classes, the outlines of two courses of instruction and teaching have been prepared — an elementary course, whose special object shall lie to x>repare teachers to teach in the country schools, and in the jirimary and intermediate deiiartments of the graded schools, and an advance course to prejiare teachers for teaching in the higher departments of the graded schools. There is still another large class of persons who teach in the country through the winter, and follow another occupation the rest of the year. Many of these are disclosed to avail them¬ selves of the advantage of the normal school, if they can have a short course of a single term. To meet the wants of these persons, an “ institute ” class was formed at the beginning of the spring term, April 4. I think it will be to the advantage of this class of teachers, for a time to come, to organize such a class at the beginning of each spring term. The course of instruction for this class should be x>lanned after entering and examination. LENGTH OF THE COURSES OF INSTRUCTION AND TRAINING. Exxierieuce, to the present time, indicates that two years, or two years and a term, will be required of energetic students, having a good common-school education — as the standard now — is to coiujilete the elementary course ; and at least two years more will be needed to comjilete the advanced course. Although 42 per cent, of the students in the school had been teachers in the common schools, and others had received a high- school education, yet it was found necessary, in every instance, to begin with the elements. " ^ INDIANA INSTITUTION FOR EDUCATION OF DEAF AND DUMB. This institution is a part of the common-school education of the State. It has been in operation twenty-seven years, during which time 816 pupils have been under instruction. For the first ten years, the average time spent under instruction was a fraction over three and a half years. The next decade, it averaged four and a half. Now it will average nearly six years. With the increase of time devoted to study there has been a corresponding improvement in the attainments of the XJupils. The number of impils in attendance last session was 195. The number admitted for this term is 240, which is estimated to be about one-fifth of the whole number of deaf mutes in the State and nine-tenths of those who are of the proper age for instruction. There are eleven instructors emjdojmd — eight gentlemen and three ladies — six of whom are deaf-mutes, and five speaking and hearing persons. For several years past the institution has been very much in need of additional rooms to accommodate the appli¬ cants for admission as xmpils. Through the liberality of the last legislature, this deficiency has been suxiidied. The new addition, just comxileted, adds to the capacity of the institution about one-third, and will furnish accommodations for all the benefi¬ ciaries the State will furnish for years to come. The annual cost per juipil for supjiort, including tuition, school-books, boarding, clothing, medical attendance, ordinary repairs and furnishing, the past year, was $230. This is emxihatically a manual-labor school. INDIANA. 155 All the pupils spend a portion of each day in some labor suited to their age and capacity. The boys engage in boot and shoe making, cabinet-making, or in labor on the farm or in the garden. The girls engage in various kinds of needle-work, and other domestic employments i)roper for their age. Tbe object aimed at is to train all the jnipils in habits of useful industry, that when they leave the institution they may be able to support themselves. The profits from the sale of articles manufactured by the pupils support the shops. The receipts last year were $5,862 45, and the expenditures §5,442 60 ; leaving a bal¬ ance unexpended of $419 85. INDIANA INSTITUTE FOR THE EDUCATION OF THE BLEND. This institution constitutes one of the departments of iniblic instruction, and is located at the seat of government, occupying a beautiful and salubrious site in the northern part of the city. Its design is, the moral, intellectual, and physical educa¬ tion of the blind children of the State, and it is in no sense an asylum for the aged and helpless, or a hospital for the treatment of ocular diseases. The institution was founded in the year 1847, conformably to an act of the legisla¬ ture of the State, from which body it received its entire support, through the medium of direct appropriations made upon estimates of its wants, furnished by the oflicers in charge. It is organized under three separate departments, the school, the industrial, and household, each performing its resxiective office of ministering to the improvement and comfort of the pupils. The general government of the institute is intrusted by the legislature to a board of trustees elected by that body, while the immediate control and management of its sev¬ eral departments are confided to a general superintendent chosen by the board. The plan of education x>ursued is designed to be thoroughly xiractical, comprehend¬ ing all that is necessary for such a development of the mental and iffiysical x>owers of the blind as is best calculated to place them upon an equal footing with seeing per¬ sons in their capacity for usefulness and self-maintenance. The course of instruction, therefore, embraces, in addition to the ordinary routine of school branches, the science and x>ractice of vocal and instrumental music, several appropriate mechanic arts, moral and religious culture, and such other training as serves to establish becoming personal habits, energy of character, business tact, &c. In the household department every means that experience can suggest for the jum- motion of the health and comfort of the xmpils is x^rovided. Among these are commo¬ dious, well-ventilated dormitories, school-rooms, hospitals, and various other axiart- ments ; spacious xhazzas and out-door x^r.omenades, suitable for exercise in all kinds of weather ; ample arrangements for cold, warm, and shower bathing ; good wholesome food and comfortable beds ; prompt medical advice, with other necessary attention in case of sickness ; and, above all, kind, symx^athizing friends, whose duty and xfieasuro it is to minister to the moral and xffiysical wants of their unfortunate charges, striving, in each of their various relations, to sux:>ply to them all the desirable comforts of home. The term of instruction is not limited to any definite number of years, but is deter¬ mined, in each individual case, by the acquirements of the x>Rpil and the consequent fitness for graduating. The length of each one’s term will, of course, dexiend upon his ax)tness to learn, and the extent of the course pursued. There is one session of the school in each year, commencing on the first Wednesday after the 15th of September, and closing on the last Wednesday in June following, leaving a vacation of twelvm weeks, during which time the pux)ils have an ox)portunity of visiting their homes and rexfienishiug their clothing. The school opened on the 1st of October, 1847, with 25 pupils. The number enrolled during the last session was 107. The total number receiv’Cil, from the commencement of the institution in 1847 to the date of this rex^ort, is 414 ; 221 males, and 19.3 females. The present number of pupils in attendance is 106 — many more, the ofiicers state, than the building is x^iopeiiy designed to accommodate. But an ax)X)lication will be made to the coming legislature for an approxmiatiou with wffiich to erect an addition to the building, which will double its x^i’csent cax^acity. THE SOLDIERS ORPHANS’ HOME, ^ f located at Knightstown, is reported in a flourishing condition. The matron’s report states that general good health prevails among the children, and that “ the evideneo of reform already visible in many of these children warrant the x)rosx>ectivm vision, that our nation and the world may yet feel the influence of strong, earnest, noble minds, once outcasts upon the streets of our cities.” THE INDIANA MEDICAL COLLEGE, founded in May, 1869, in March, 1870, had received 81 students. The second course, 1870-71, opened with flattering x>rospects. The permanency of the college is now beyond question. 15G KEPORT OF THE COMMISSIONER OF EDUCATIOTST. PRIVATE AND DENOMINATIONAL INSTITUTIONS. INDIANA ASBURY UNIVERSITY. The Iiuliana Asbury University, located at Greencastle, Putnam County, is under the care and patronage of the Methodist Episcopal Church of Indiana, and is the only one of the grade belonging to that church in this State. Although founded and sus¬ tained by a religious denomination, yet its liberal character guarantees equal privi¬ leges ‘‘ to all classes of citizens and students iei)reseutiug nearly all the churches are annually found in its halls. From the organization of the university (1837) to the present time it has had a rapid and healthful growth. The last annual catalogue shows an aggregate of 344 students — 254 of whom were in the college classes, and 90 in the preparatory. The en¬ tire amount of endowment fund and other lU'opcrty is A^alued at about $275,000. The institution is not, as has sometimes been supposed, a theological school, but em¬ braces a classical, a scientific, a biblical, and a preparatory department, and is intended to include professional schools so soon as its funds will permit. The classical course of study, while it covers the branches usually taught in our oldest and best colleges, gives more than ordinary attention to history, German, French, and the English lan¬ guage and literature. The scientific course embraces all of the classical, excepting the Greek, and a part of the Latin studies, and adding several in mathematics and natural science. The biblical department is designed for such students as are preparing for the ministry. The faculty of the university, consisting of seven professors and two tutors, are gentlemen of ability and experience, and are doing efficient work. It is a great mistake to suppose that our colleges and universities benefit only the rich, and contribute their fruits only to the professions. The larger proportion of the students of Asbury arc poor young men and women, many of whom are working their way, unaided by friends, through college. Of its graduates, while it is true that many are practicing law and medicine, many also are in the pulpit and in the school-room, while the goodly number are engaged in industrial pursuits. Besides the graduates, this university has educated, to a greater or less extent, over 5,000 of the youth of this State, most of whom are to-day upon the farm or in the shop, or engaged in some other branch of practical business. WABASH C( ALLEGE. Wabash College was founded and has been sustained entirely by private munificence. It originated in the mature deliberation of a few individuals, at a meeting in Crawfords- ville, November 22, 1832. The first classes of the preparatory department were organ¬ ized December 3, 1833, and the charter was granted by the legislature of 1833-34. The charter was amended in 1851, by which its privileges were enlarged, and the right given to hold real estate, to the amount of $30,000, free of taxation. The number of regular graduates, including twelve scientifics, is 225. Others, who have enjoyed the advan¬ tages of the college, swell the number of pupils to something over 3,000. The present number of students, as by the last catalogue, is, iu the collegiate department, 85; scientific, 32 ; preparatory and English course, 91 ; total, 208. The military department, including drawing and a part of civil engineering, under Colonel Carrington, is fiourishing, and, coupled with systematic gymnastic exercise, promises great good to the students. Fi'ee tuition, when desired, is granted to candidates for the ministry. There are sev¬ eral scholarships to aid young men, without respect to their choice of a profession. EARLIIAM COLLEGE. Earlliam College is beautifully and healthfully located on the National Road, about one mile west of Richmond. It has a campus of IGO acres, including about 30 acres of woodland, so that its walks, play-grounds, and groves are ample. Both sexes are admitted to the college with equal privileges and opportunities. There are accommodations sufficient for 170 students, and there are at present near that number. There is a college and a preparatory department, each having both its classical and scientific courses of study. The students nearly all board and lodge at the college. Those in the sophomore, junior, and senior classes have the i:)riviiege of procuring their board and lodging elsewhere if they prefer it. Special care is taken that all the students be under the guardianship of moral and religious influences. Co-operating with the fixculty are a governor and governess, and also a superintend¬ ent in charge of the financial interests, who, with an efficient matron, has entire charge also of the domestic department, where thorough order and system are secured. The expenses of tuition, board, lodging, fuel, lights, &c., is from $180 to $235 per year. The year is divided into the autumn, winter, and spring terms, including iu all thirty-nine weeks. The institution, formerly know n as Friends’ Boarding School, was first opened in 1847, INDIANA. 157 and was chartered as Earlham College in 1859. An earnest effort is now being made to raise $50,000 as an endowment nucleus, which will naturally lessen the expenses of students in the college department. The subscription, opened three mouths since, has reached $20,000. When the endowment is obtained it is proposed to dispense with the first preparatory year, and in time with the entire preparatory dei)artment. UNIVERSITY OF NOTRE DAME. The academic year commences on the first Tuesday of September, and closes on the last Wednesday of June, when the annual commencement, the conferring of degrees, and distribution of premiums take place. It is divided into two sessions of five months each. At the termination of each session a strict examination of all the dif¬ ferent classes is made in the presence of the faculty. When a student presents himself for admission into the college, he is examined by the director of studies and placed in the class for which his previous attainments may have qualified him. His further promotion depends on his application and progress. Special facilities exist at Notre Dame for the acquirement of the French and German languages. Not only are these languages taught very carefully by persons of acknowl¬ edged competency, but many of the members of the institution being natives of France and Germany, opportunities at all times occur for conversation in these tongues. UNION CHRISTIAN COLLEGE. Union Christian College is located at Merom, Sullivan County, was incorporated in 1859, and opened for the admission of students in 1860. It is a first-class college, and, although the youngest in the State, has already gained a high reputation. The course of study embraces all the branches that lie between the primary school and the bachelor’s degree. It is arranged in three departments — academic, classical, and scientific. Ladies pursue the same studies, are subject to the same privileges, and receive the same honors, as gentlemen. This joint education of the sexes has been a prominent feature of the institution from its commencement, and the arrangements for its success are complete and satisfactory. While gentlemen and ladies mingle freely, as brothers and sisters at home, and enjoy the advantages of one another’s presence in the street, in the recitation-room, and in all public assemblies, every circumstance that might invite or even permit undue intimacy, or might endanger their morals, is carefully guarded against. Neither is permitted to make calls upon, or receive calls from, the other, at private rooms ; all are required to remain in their own rooms after 7 o’clock p. m. in winter, and after 8 p. m. in summer ; and no family is allowed to take both as boarders. FRANKLIN COLLEGE. In 1834 a manual-labor school was established at Franklin by members of the Baptist denomination. Its situation was determined by the fact, that, of four competing com¬ munities, the village of Franklin made the largest ofter in order to secure its location. In time the “ manual-labor ” feature was laid aside, as has been the case with other institutions which have tried this experiment. The institution at length received full college powers, and entered upon the work of giving to young men a complete collegiate education. There are at present in the college about ninety students. These are contained in the three lower college classes and two preparatory classes, pursuing two courses of study : the classical, and the scientific. Twenty are jjursuing collegiate, and the remainder preparatory studies. Twenty of the pupils are females. The college build¬ ing consists of two brick edifices, each 80 by 40 feet, situated on a campus of 12 acres. The ground is elevated and the location is exceedingly healthful and pleasant. moore’s hill college. This institution, which admits both sexes, is under the patronage of the Methodist Episcopal Church, and is situated in the village of Moore’s Hill, forty miles west of Cincinnati, on the Ohio and Mississipjii Eailroad. The village contains about 1,000 inhab¬ itants, and is located in one of the most beautiful sections of the State. Perhaps in no village is the standard of morals higher than in this; and being entirely free from dram-shops, it presents few temptations so common to our cities and larger towns. The college building is a fine brick structure, 54 by 84 feet, three stories higli, and its value is estimated at$30,000. There is an endowment fund of about $24,000, and eliorts are being made to increase it to $30,000. The number of students enrolled last year was 364, of whom 77 were in the collegiate, and 287 in the XJreparatory department. SALEM COLLEGE, KOURBON, INDIANA. This institution was to commence December 14, 1870, to consist of two departments, 158 REPORT OF COxMMlSSIONER OF EDUCATION. academic and collegiate, in 'wLicli instruction was to be given in all branches usually taught in colleges ; stiuleuts of both sexes admitted on equal footing. DE PAUW COLLEGE FOR YOUNG LADIES. The name of this institution has been changed during the past year from that of the Indiana Asbury Female College. The present name was given in honor of W. C. De Pauw, esq., who contributed $10,000 for the enlargement and improvement of the col¬ lege building. It is under the patronage of the Methodist denomination, and is now in a flourishing condition. HARTSVILLE UNIVERSITY. This institution was established in 1850, on the scholarship plan. The scholarships are now being rapidly converted into permanent funds. The last catalogue presents an aggregate for the year of 215 students. Every year adds improvements and indicates increasing prosperity. BROOKVLLLE COLLEGE was founded in 1851 ; is free from debt. The property is worth $25,000, and apparatus $2,000. There are 2,000 volumes in the library. The college admits both sexes. NOTRE DAME AND ST. MARY’S is an incorporated universitjq a charter having been granted by the State of Indiana. It was established in 1845, and comprises law, medical, and commercial departments. NORTHWESTERN CHRISTIAN UNIVERSITY, located at Indianapolis, embraces both classical and scientific courses. The female college course has been abolished, no distinction being made between male and female students with respect to branches of study, but they are invited to pursue those branches upon an equal footing, and side by side make proof of the right to the high¬ est academic honors. A new professorship, endowed by Ovid Butler, esq., has been added, called the ‘‘ Demia Butler chair of English Literature,’’ to be perpetually filled by a female professor. COMPULSORY EDUCATION A PRACTICAL ANTIDOTE FOR CRIME. The superindeudeut remarks in respect to this subject as follows : ‘^Political economy, as we discover in the administration of our criminal code, presses uj)ou the State the imj)ortauce of a liberal educational policy. About one-ffth of the inmates of our prisons are entirely illiterate ; about the same number only spell and read ; about two-thirds can only read and write ; and about one in two hundred are well educated. We have about seven hundred convicts in our two State prisons, which, in the cost to the State for their arrest, imprisonment, and prosecution, as well as in sub¬ sequent expenditures, have been a heavy expense. We have about one hundred county and city jails, which will average five each as regular boarders at public cost. The incendiary is busy in swelling the cost of crime. Crime, vagrancy, ignorance, and superstition are mutually supportive of each other. A general system of education is the most effective practical antidote at the command of the State for these evils. It fertilizes the heart and head for good. It is the surest way to secure perpetuity of our social, moral, civil, and religious institutions. In con¬ nection with this subject comes to our consideration the whole subject of compulsory education, wliich has been of late years a topic of national concern on both sides of the Atlantic. “ The tendency of all civilized nations is to a full recognition of the truth that the State has the right, and that it is its duty, to educate its entire population ; that is, when parents neglect the education of their children, the Stats should require it of them ; first making comi»liance with such obligations possible by an ample and complete educational system.” INDIANA REFORM SCHOOL, PLAINFIELD. The legislature of the State of Indiana, by an act approved March 8, 1867, established an institution to be known as the “ House of Refuge for the correction and reformation of juvenile offenders.” To carry out the provisions of this act, the sum of $50,000 was Appropriated. In the spring succeeding the passage of this bill a farm, consisting of 225 acres, was purchased for a location, and during the summer following the primary buildings were erected. The farm is situated on the east and west banks of the White Lick Creek, one mile south of the village of Plainfield, in Hendricks County, and fourteen miles west of Indianapolis, on a line of the Terre Haute, Vandalia, and INDIANA. 159 Indianapolis Eailroad. The leading industries of the institution are cane-seating chairs, farming, gardening, and shoemaking. About thirty of the boys are employed in the different divisions of the domestic department, and a few are emx)loyed at carpentering. The idan upon which this institution is conducted is familiarly known as the “family system,” as opposed to the “ congregate plan.” Upon this plan, the inmates are divided I into families of fifty boys each, each family having a separate house, and separate ! family officers. The officers of each family are, a house-father, under whose charge the family is placed, and an elder brother, who assists the house-father in the government of his family. Each familj’’ is distinct from the others in its own local management, but is united in government with the other families under one central head. Each family has a separate dormitory, school-room, play -ground, and a separate table in the dining-room. The government of the families is iiarental. Coercion is never used until moral means have failed. The inclosure contains about 22 acres, which will eventually be tastefully laid off into lawns, and suitably ornamented and beautified. No physical instrumentalities are employed to restrain the inmates, or to prevent them escaping. A deplorable state of ignorance is reported to prevail among juvenile delinquents. Many of the boys are destitute of a knowledge of the elementary branches usually taught in our common schools. This illiterate condition is not owing to any deficiency in their mental capacities, but to their unfavorable social condition in early life. A large majority of the boys are half-orphans, and many of them were early deprived of both parents. Usually, when first received, they do not evince much anxiety to study ; but, after they become thoroughly interested in their books, they show as much eager¬ ness and ability to learn as is generally observed in other children. The educational facilities of the institution afford ample opportunity for each boy to prepare himself for the successful conduct of the ordinary affairs of life. The system of instruction is substantially the same as is employed in our best-regulated common schools. The common branches only are taught. One-half of each day is devoted to school, the other half to labor. Thus, while their minds are being cultivated, they are acquiring phys¬ ical strength and habits of industry. Education has been found to be a potent agent in reform. Its tendency is to expel the ignorance which has kept them in surveillance to their animal propensities, and to elevate them above those degrading pursuits from which they have derived their ill-gotten gain. Besides, it furnishes new and more elevating subjects of contempla¬ tion, and engenders more ennobling ideas of individual being and individual responsi¬ bilities. Aside from the benefit which they derive from a half day’s schooling each day, they all have access to a well-selected library from one to two hours every evening during the year. STATE PRISON. Recognizing the prisons of the State as in a very important sense educational agencies, the superintendent has included in his report information resiiecting them, from which it appears that, in the northern State prison, among 540 convicts, only about 20 were, on reception, adepts in some of the educated arts or professions, or experts in penmanship, or gave evidence of good mental discipline. Seventy could not write, and many, who could but sign their names, had no knowledge of arithmetic, geography , American history, or English grammar. The younger men were uneducated in everything but vice. This is true of three-fourths of all whose history I have learned. They either had no homes, or bad home surroundings. As far as consistent with daily work, they have been keiit to regular lessons on secular days during the summer. About 30 have learned to read ; 2(3 have learned to write ; 44 to use arith¬ metic; a few were too stupid or too stubborn to learn even the alphabet. Of the 370 inmates of the southern prison, about 100 c.an neither read nor write; 30 read and not write ; 240 read and write. Of the numbers who read and write none are good scholars. Thirty-five might analyze a sentence in grammar, and perhaps 60 can cipher to the rule of three. Very few know anything of general geography. As to the moral condition of the inmates, I cannot, of course, furnish very definite statistics, but can bear witness to a marked improvement in a large proportion of the w hole num¬ ber. There have been not a few sound conversions, which have been evidenced by consistent lives, both while in the prison and after having gone out into society. The superiTitendent quotes at length from the declaration of principles respecting education set forth by the managers of prisons and reformatories at their late conven¬ tion, held at Cincinnati. Out of many sentiments of great importance and significance, the following are selected : “Education is the vital force in the reformation of fallen men and women. Its tendency is to quicken the intellect, inspire self-respect, excite to higher aims, and afford a healthful substitute for low' and vicious amusements. Education is therefore a matter of primary importance in prisons, and should be carried on to the utivnsc extent consistent witli the other purposes of such institutions.” 160 REPORT OF THE COMMISSIONER OF EDUCATION. “ In order to the reformation of imprisoned criminals, there must he not only a sincere desire and intention to that end, but a serious conviction in the minds of the prison officers that they are capable of being reformed, since no man can heartily maintain a discipline at war with his inward belief; no man can earnestly strive to accomidish what in his heart he despairs of accomplishing.’’ ‘‘A system of x)rison discipline, to be truly reformatory, must gain the will of the convict. He is to be amended ; but how is this possible, with his mind in a state of hostility ? No system can hope to succeed which does not secure this harmony of wills, so that the prisoner shall choose for himself what his officers choose for him. But to this end the officer must really choose the good of the prisoner, and the prisoner must remain in his choice long enough for virtue to become a habit. This consent of wills is an essential condition of reformation.” “The interest of society and the interest of the convicted criminal are really iden¬ tical, and they should be made practically so. At present there is a combat between crime and laws. Each sets the other at defiance, and, as a rule, there is little kindly feeling and few friendly acts on either side. It would bo otherwise, if criminals, on conviction, instead of being cast off, were rather made the objects of generous parental care ; that is, if they were trained to virtue, and not merely sentenced to suffering.” LIST OF SCHOOL OFFICIALS. Hon. M. B. HoPKms, Siipei'intendent of Public Instruction. COUNTY SUPERINTENDENTS. Counties. Names. Post-offices. Adams . Allen . Bartholomew Benton . Blackford ... Boone . Brown . Carroll . Cass . Clark . Clay . Clinton - Crawford .... Daviess . Dearborn .... Decatur . De Kalb . Delaware. ... Dubois . Elkhart . Fayette . Floyd . Fountain . . . . Franklin .... Fulton . Gibson . Grant . Greene . Hamilton. ... Harrison . . . . Hancock .... Hendricks . - . Henry . Howard . Huntington , Jackson . Jasper . Jay . Jefferson . . . . Jennings .... Johnson .... Knox . . D. D. Heller . J. H. Smart . John M. Wallace _ Hebry C. Neal . Lewis Willman . Joseph Foxworthy .. Fletcher D. Wood... L. E. McReynolds .. Peter A. Berry . A. C. Goodwin . William Travis . J. N. Armantrout . . . Alexander Sipes . . . . George A. Dyer . Myron Haynes . W. H. Powuer . James A. Barnes - O. M. Todd . A. J. Strain . Valois Butler . J. L. Rippetoe . P. V. Albright . James W. Harper . . . William B. Maddock William PI. Green... W. T. Stillwell . Thomas D. Harp _ R. C. Hilburu . S. N. Cochran . Seth S. Nye . . . Janies A. New . A. J. Johnson . Clarkson Davis . Rawson -Vaile . M. L. Spencer . James K. Hamilton. S. P. Thompson . Simeon K. Bell . Charles W. Allfrey.. John Carney . . W. T Stott . . Anson W. Jones - Decatur. Fort Wayne. Columbus. Oxford. Hartford City. Lebanon. Nashville. Delphi. Logansport. Jeffersonville. Bowling Green. Frankfort. Grantsburgh. Washington. Lawrenceburgh. Clifty. Waterloo. Muncie. Ireland. Bristol. Connersville. New Albany. Covington. Brookville. Rochester. Princeton. Marion. Newberry. Noblesville. Cory don, Greenfield. Danville. New Castle. Kokomo. Huntington. Brownstown. Rensselaer. Mt. Pleasant. Brooksburgh. Vernon. PVauklin. Vincennes. INDIANA. IGl List of school officials — Contiuwd. Counties. Names. Post-offices. Kosciusko . La Grange . Lake . La Porte . Lawrence . . Madison . . Marion . Marshall . Martin . Miami . Montgomery . Monroe . ISlorgan . Newton . Noble . Ohio . Owen . Orange . Parke . Perry . Pike . Porter.. . . Pulaski . Posey . Putnam . Eandolph . Eipley . Rush . . . Scott . Shelby . Spencer . Starke . Steuben . St. Joseph . Sullivan . Switzerland .... - Tippecanoe . Tipton . Union . Vanderburgh . Vermillion . Vigo . Wabash . Warren . . . Warrick . Washingtou . Wayne . Weils . White . Whitley . . Walter Scott . Alfred Bayliss . James H. Ball . W. P. Phelon . James B. Crow - H. D. Thompson . . . William A. Bell.... Thomas McDonald. Thomas M. Clark .. W. N. Dunham .... J. F. Thompson — James H. Rogers.. . Robert Garrison ... John B. Smith . T. Morgan Ellis - John Buchanan . . . . W. B. Wilson . Theo. Stackhouse.. Ai-ed F. White - Theo. Courcier - T. C. mburn . Timothy Keene.... S. Weyand . James B. Campbell Wilier B. Smith.... Andrew Stakebake. Ithomer H. Drake.. D. Graham . Jacob Hollenbeck.. Richard Norris . James R. Temple .. W. M. McCormick . R. V. Carlin . Elisha Sumption... G. W. Register . Will M. Smith . John E. Mathews.. B. M. Blount . H. K. W. Smith-... T. W. Peck . William L. Little ., John W. Jones _ Alvah Taylor . Henry Ritenour . . . . C. W. Armstrong .. A. A. Cravens . James McNeill .... John S. McCleery.. Gilbert Small . A. J. Douglass . Warsaw. La Grange. Crown Point. La Porte. Bedfoid. Anderson. Indianapolis. Plymouth. Dover Hill. Peru. Crawfordsville. Bloomington. Hall. Keutland. Albion. Rising Sun. Spencer. Orangeville. Rockville. Rono. Winslow. Valparaiso. Winamac. Mt. Vernon. Greencastle. Winchester. Rei. Rushville. Lexington. Shelbyville. Grandview. Knox. Angola. South Bend. Paxton. Vevay. La Fayette. Tipton. Liberty. Evansville. Newport. Terre Haute> Wabash. Poolsville. Boonville. Salem. Richmond. Bluffton. Idaville. Columbia City, 11 C E 162 REPORT OF THE COMMISSIONER OF EDUCATION. IOWA. The superintendent of public instruction, Hon. A. S. Kissell, in the fifteenth biennial report to the fourteenth general assembly, 1870-’71, gives the following information : Number of district townships in 1871 . , . . Number of independent districts in 1871 . Number of sub-districts in 1871 . Number of persons between the ages of five and twenty-one years in 1871, males, 236,940 ; females, 223,689; total . Number of schools in 1871 . . Number of graded schools in 1871 . Number of pupils attending school in 1871 . Average number of pupils attending school in 1871 . Number of teachers emplojmd in 1871, males 5,483; females 8,587 ; total Average compensation of male teachers, per week, in 1871 . Average compensation of female teachers, per week, in 1871 . . Number of days schools were taught in 1871, summer, 335,654 ; winter, 405,158; total . . . . . Average number of months of school in 1871 . Average cost of tuition, per week, for each pupil in 1871, summer 35 cents ; winter, 40 cents ; average . . . Aggregate amount paid teachers in 1871 . Balance of teachers’ fund in hands of district treasurer in 1871 . Number of school-houses in 1871, brick, 600 ; stone, 247 ; frame, 6,459 ; log, 288 . . . . . Value of school-houses in 1871 . Amount of district tax for building school-houses and purcha^iug grounds in 1871 . . . . . Amount of district tax 'for library and apparatus . . Amount of district tax for rent of school-houses in 1871 . Amount of district tax for repairing and furnishing school-houses in Amount of district tax for fuel in 1871 . Amount of district tax for compensation of secretaries and treasurers in 1871 . . . . Amount of district tax assessed for teachers’ fund for 1871 . Amount of apportionment of county tax and income of X)ermanent school fund in 1871 . . . Amount of apportionment of temporary school fund in 1871 . Number of volumes in school district libraries . Value of school apparatus in 1871 . 1,260 344 7,716 460, 629 7, 823 289 341, 9.38 211,568 14, 070 |9 00 6 95 740, 212 6.5 $0 38 |1, 900, 893 54 $439,222 60 7,594 $6,764,551 28 $914,297 05 $21, 319 66 , $13,757 58 $182,619 17 $176, 317 76 $59,986 39 $1,2.58,920 51 $479,534 27 $83,207 34 ir, 482 $104, 359 43 NORMAL SCHOOLS. The necessity of normal training is enforced, while aptness to teach is regarded as the essential qualification, and a system of graded normal schools is proposed, upon the plan iudoised by the National Teachers’ Association of 1870, and commended by the United States Commissioner of Education. COUNTY superintendents’ CONVENTION. Three such meetings w’ere held during the year, with gratifying results, showing the importance of the unity of jJlan in the work of all educational agents. STATE teachers’ ASSOCIATION. This association held its last session at Council Bluffs, and among the results of this meetiug a course of study for high schools was agreed upon. The general and hearty concurrence of all classes of educators in their work w'as exhibited. THE TOWNSHIP SYSTEM is advocated, and the experience of other States cited in its support, while many independent reasons for adopting it are given. SCHOOL-HOUSES. During the past two years over $l,25u,G00 were added to the school-house property of the State, w hich, either in the foim of splendid structures in the iiopulous portions IOWA. 1G3 of tlio state, or of more humble edifices uiiou the prairies, exerts a perpetual luflucuco in favor of education. teachers’ institutes and county superintendency. Nearly 7, .500 teachers have met in the 77 teachers’ institutes held throughout the The State «mYe for the support of these institutes $3,8o0, to which sum the counties and indivfduals added liberally. These were held from one to lour weeks each, and were well attended by teachers and county superintendents. MORAL AND RELIGIOUS INSTRUCTION IN PUBLIC SCHOOLS. The imuortance of moral training is recognized in the fact that the moral character of the teacher is a subject of State legislation. The report discusses very lully the obiectious to technical religious instruction, giving the arguments ot eminent men on both sides of the question, refers to the common errors on this subject in conlounding Christianity with deuominationaiism, and claims that religious instruction should not be excluded from the public schools, sustaining the positions assumed by reterences lo a variety of facts and illustrations. TEXT-BOOKS AND CRAMMING. / These topics are dwelt upon, and the claim is made that the deranged public senti¬ ment in regard to both is a great cause of the evils connected with them ; some ot these, resulting from the system of cramming in certain graded schools, are, however, not necessarily incident to the system. SCHOOL JOURNALS. Two school journals are now published in the State — the Manual, at Des Moines, and the Iowa School Journal, the former of which is the official organ of the superin¬ tendent of public instruction. HIGH SCHOOLS. At present Iowa has 40 high schools connected with its 289 graded schools of which 23 have well-defined courses of studies. The boards of seventeen of the independcmt districts employ superintendents for these public schools, ten ot whom devote a part ot their time to teachiug, and seven who give all their attention to work ot superin tendiuo-. Of the latter, two receive salaries of |1,200 each ; three of |l,o00 each ; one of Si, 800: and oue of $2,500 per annum. There is only one large city in the btate whose schools are without the services of a capable superintendent. Every year the people’s interest in these home educational institutions is increasing. During the last t^vm vears 1 have known fifteen of these to extend their courses of study aiul teaching force ■ for the patrons have learned that sett ing aside all the superior moral and social benefits which their children enjoy under their own parental guidance in comparison with any associations or influences to be had away from home, there is the question ot finauciai economy to be considered. The tuition of the even reach the sum of $50 or $G0 per aiiiium, and yet it will be from $100 to $200 less per pupil than if sent t^ schools away from home. COUNTY HIGH SCHOOLS. A law empowering counties to establish high schools was enacted two years ago. Its requirement, to submit the question to a vote of the electors, is so difficult to attain that a number of counties desiring the schools failed to secure them. 11 the future legislators will simplify the law many counties will found such schoofs. ACADEMIES AND SEMINARIES. At this time there are fifteen schools of the class in the State. They compare favora¬ bly with similar institutions in other States. Denmark Academy was the first m- au-mrated, in 1843. Its present faithful and scholarly principal, H. K. Euson, A. ai., has been in charge for nearly twenty years. He took possession wi^th 18 pupils, am the same year closed with 90 ; and this number increased until in l&bo it reacficu The buildings and grounds are valued at $25,000. COLLEGES. There are eighteen institutions of a collegiate character in the Stat^ embracing the two State institutions, Iowa State University and the Agricultural College. In the 164 REPORT OF THE COMMISSIONER OF EDUCATION. absence of full statistics from all of tbese, onr estimates can only be proximate. Yet we can affirm, with tolerable certainty, that the aggregate assets of these institutions will not fall much below two millions of dollars, having in attendance not less than 4,000 students, and employing uxiv/ard of 200 teachers. AGRICULTURAL COLLEGE. Located at Ames, Story County, on a farm consisting of 648 acres. The site is eligible, and the grounds are laid out with great care for purposes of ornament and use. The amount of land received from the General Government, and by a legislative enactment, made a perpetual endowment for the college, is 204,309 acres. The main college build¬ ing is 157 by 61 feet on the ground, and four stories high. Besides dormitories, it con¬ tains a library, museum, cabinet of minerals, &.c. There are also in a separate building a workshop and chemical laboratory. The number of students, male and female, is 218. A system of self-government has been inaugurated, which, under the skillful management of the president, Hon. A. S. Welch, and faculty, has been productive of the most gratifying results. IOWA STATE UXIV'ERSITY consists of an academical, law, medical, and normal department. It is open to both sexes. It is under the management of a board of regents, of which the governor of the State is ex officio president. Thirty teachers and professors give instruction in the institution ; 447 students were in attendance, and 66 graduated during the year closing Juhg 1871. Its fall term opened with 430 students. The annual income approximates §35,000. STATE REFORM SCHOOL. This school is located in Lee County, four miles from Salem, Henry County. It has 86 inmates, all boys; and seven officers and teachers. In October, 1868, it received its first inmate, and since, 140 have been brought under its reformatory influences. The cost per capita is $152 22 per annum. Its board of trustees report the institution as under the best of ossessed of ordinary capacity, graduate from the high school at eighteen. A good mind attend¬ ing school regularly may, if thought desirable, do the wnrk in less time. This is one year saved, as comxiared with the former classification, the same amount of work being-required. But I am satisfied that the course may be comxfieted in twelve years, and nothing be lost to the xMix)il — and thus two yea,rs of school-going be saved to this community. But before making a further reduetiou of the time allowed for the completion of the course of study, it is important to consider whether the age and cax^acity of a fair minority of children Avill admit of it. The actual workings of the schools show that nothing but non-attendance or inca- X^acity interrupts the progress of the individual. Scarcely a week passes that does not embrace in its record xM’omotions of classes or x^upils. It is true that here and there is found a mind ]>ossessed of superior talent or axAtitude in some one branch, on whose Irehalf it is urgetl by x>ersons not Avell informed as to facts, that such an one is resthn and sufiers injustice under the restrictions of grade and class. The A^ery few of such cases that may x^ossibly exist are provided foi by means of the method of averages. By this, least and greatest attainments are considered together, with the scale ahvays on the side of talent. For it is seldom, we might almost say noAnr, the case that talent in a single direction is unaccorax^anied by ability in any other. Besides, all great think¬ ers Avho have spoken on the subject urge that education must aim to develoxA and strengthen each of the Avhole round of human faculties. Moreover, talent takes care of itself. Certain it is that somebody must decide that minds are fit or unfit to be classed, to bo x>i'omoted in a body, or singly, and the decision must bo a reasonable judgment, based uxion observation in accordance Avith a xhan containing in itself the x^roofs of its own value and correctness. Discard the idea of classes and grades, and by so doing you make free schools an intolerable burden to the community. For by means of them large numbers of children are taught by comparatiAnly few teachers, and thus the cost of instruction greatly reduced, and "taxation rendered less burdensome. It is classification that helxis most to make xmblic schools better and cheax^er than xnivate institutions. IOWA. 167 The table reveals one highly important fact to the commnnity, one in which society as a whole is profoundly concerned. I refer to the large falling off of pupils belore the course of study has been completed. In the primary department the first three grades, corresponding to the ages six, seven, and eight, there remain 1,448, one-halt of the whole number, while in the high school but 102 remain in the tour grades ot that deiiartment. Out of the whole number but 10 remain to gTaduate! , The o-rand objects of education cannot be attained by the best methods in the liands of the best teachers the world can furnish, in the limited time permitted to the majority of children taken from school at early ages. It would be folly to siqipose that any artifices could be made to replace the element of time in a process of natural growth. “ To everythin‘»- there is a season.” Neither human muscle nor brains can be forced to a maximum result before the age of twenty. Why, then, force the youth to employ their physical powers in hard labor while their mental faculties remain undeveloped T It is bad economy to take the youth from school and put them at work with a view to gaining, pecuniarily, thereby. Every boy added to the number of laborers tends to diminish the wages of men. Labor is cheapened, but by means of actual waste. Immature brams and hands will produce cheap results, but at a loss in the quality and workmanship of products. If there be anything in the idea o^ educated labor, it fails of a fair expression by reason of the fact that education is not given time to train and mature the powers of labor. In the outcome force is wasted through imperfect instrumentalities and crude applicatious. It is deleterious to the morals of society. If it be conceded that intellectual employ¬ ment adds to moral character, then the question needs no further argument. For the mind of the youth engaged daily in the study of facts, principles, and sciences, must live in an atuiosphere whose prevailing hue is pure truth. Indeed, one of the chief ends of knowledge is the removal of error, and the consequent gain of truth. As soon as the youth enters any ordinary vocation or profession he nears the purlieus of false¬ hood and vice, and to resist temptation to evil becomes no small portion of his daily asks. He should have leave and help to grow, intellectually and morally, till he shah have acquired stability of character. PENMANSHIP AND BOOK-KEEPING. Before the present year instruction in penmanship was not given to pupils below the ‘‘A” rooms ; now it is extended to all the children in the schools. Book-keeping is added to the high-school course. That these are great improvements of a useful character the community will not be slow to admit. Book-keeping in the . high school seems to find much favor with parents and pupils. Nearly all of the masters and misses of that department are receiving instruction in a regular course, which will prove equivalent to that obtained at the best commercial schools. MUSIC. Instrnction in vocal music was introduced into the schools this year for the first time I am aware that many persons regarded it as a doubtful experiment, and some as involving a useless expense. But nine years’ observation as principal of a city school, where the elements of music and singing were taught to every one of sixteen hundred children with unquestioned success, was my assurance that it introduced and properly tauglit in these schools it would become an essential and permanent part of the system, and would earn for itself the hearty approval of the community. My hopes are real¬ izing quite fast enough. _ . , ■ In no exercise of the school-room are the children more interested than m this; to none, say their teachers, do they look forward with more desire, and in none do 1 find teacher and pupils more heartily in sympathy Avith one another. It w'ill afford parents pleasure, surely, to see their children growing up into posses¬ sion of a knowledge of music as complete and thorough in its particulars and influence^ upon the character as any other branch of culture. How it could so long remain out ot a good system of schools is a mystery to me. The teacher cannot personally instruct all the children, for a very good reason want of time. She can give but one lesson a week to each of the rooms ot the intermediate, grammar, and high-school dexiartmeuts, leaving the primary rooms to be reached through the regular teachers, whom she instructs. This may not seem so Avell, but it is the best that can be done under the circumstances. It Avill not do to neglect the little ones. The notion of faA'oring the older juipils Avith instruction in the special branches, and ignoring these little ones, is neither good xihilosophy nor sale xiractice. When the work takes shape, and the teacher finds himself at home in it, time maybe gained, and nothing lost, by bringing any two rooms of nearly the same grade in each building together. Instruction in music may often be giA^en to pupils in mass with advantage, ybuiy things are gained by bringing many voices together, xuovided they can be suitably directed and harmonized. 168 REPORT OF THE COMMISSIONER OF EDUCATION. Snell an arrangement ■will enable tlie teacher to visit each grade of pupils offc^^ner than once a week^ an end much to be desired, on behalf of rapid progress and unfailing interest. THE TRAINING SCHOOL. An attempt has been made this year to give the school a more scholastic character, and, at the same time, preserve all that makes it valuable as a training school for teachers in school government, and methods of instruction. Accordingly, grammar, arithmetic, and geography have been regularly taught. Considerable attention has been given to English analysis, elocution, and composition. Physical geography has been taught toiiically. Mental plnlosopliy has been considered i'n its relation to teach¬ ing. Duiiug tile remainder of the year, it is proposed that physiology, history, and literature be taken up and studied as far as time will permit. It will at once occur to you that the re sults to be accomplished in so wide a range of subjects in a single year, will dexiend largely upon the willingness of the pupil-teachers to read and investigate for themselves in hours out of school. But the majority of them are already somewhat familiar with most of the branches specified, and for such the task will be only a favor¬ able occasion for review, with a special view to their practical apiilicatiou, and the best modes of teaching them. All are zealous, and seem anxious to qualify themselves in all jiossible ways for the work of teaching. An assistant, whose time is chielly occupied as a model teacher, has- been employed, but is in part devoted to the instruction of classes from the high school, and in part to teaching in branches of study pursued for professional benefit. This arrangement provides a skillful and competent teacher to the children attend¬ ing the training school for a good portion of the time, and thus is met an objection made to it, on the part of some persons, to the effect that their children suffered for the sake of inexperienced girls who were learning to teach. The management of the school has been satisfactory. The good work done this year must commend its usefulness to the confidence of the people. All of last year’s gradu¬ ates, save one, are now in the schools, and, without exception, have proved themselves Avell qualified. In this connection, I wish to recommend that an examination for graduation on technical and practical qualifications be held at the close of the year, Avhich shall be final for einploymeiit in the order of merit shown by means of the examination, and that this be made a standing rule of the board. It is recommended, further, that a two years’ course be authorized, in addition to the present oiu', which, in character and comjirehensiveness, shall aim to reach the dignity of a normal-school course, for the complete training of teachers, in the interest of the city. The reasons for these recommendations are, in brief, 1st, that the increasing and higher demands of the schools may be siqiplied with teachers educated under the supervision of the board ; and, 2d, that the influence and reputation of the schools of the city may be extended, and thus the interest of the city itself be built up and conserved. . GERMAN INSTRUCTION. From one teacher in 1868, the corps of instructors in the German language has increased to six, regularly emxfloyed, besides two others, a x>ortiou of whose time is occupied in teaching German. From 134 jmpils taught in that year, the number has increased to 742, an increase out of all xiroportion with the school xiopulation. Dividing the number of pupils by the number of teachers, we find that there are over 100 ]mpils to the teacher. Dividing the last number by the number of half-hours at the disjuisal of each teacher in 11, Ave shall hatm one half-hour each day, allotted to each ten children, in which to acquire the reading and Avriting of German. In all of the buildings, excejit one, a sexmrate room has been x>i‘OAdded the German teacher, and thus the time of the teachers of the English branches is not interfered Avith exeexit by the x^arsing of classes. Some irregularities incident to the introduction of any subject into a course of study remain to afiect disadvantageously the xuogress of the xmpils and the discipline of the schools. But it is believed that these will gradually clisax^pear AAuth careful manage¬ ment, and that, eventually, the German, as a branch of study, will be as easily handled and thoroughly incoiqioratcd into the system as geograxihy, arithmetic, or Latin. The law of the State contemplates as much, if the electors so desire. Tavo obvious gains Avill be made for the community by suitable instruction in Ger¬ man iu the xmblic schools, viz : 1. German children Avill sooner acquire x^ractical familiarity with the English lan¬ guage, by instruction iu the two languages at the same time. 2. The children of American xiarentage have the opportunity of acquiring a knoAvl- edge of the most useful and cultivated modern language, excepting, always, one’s native tongue. IOWA. 1G9 Hon. A. S. Kissell, Siqycrintendent of Fahlic Instruction. COUNTY SUPEEINTENDENTS. County. Post-offices. Superintendents. Adair . Adams . Allamakee.. . Appanoose . . Audubon . . . . Benton . Black Hawk Boone . Bremer . Buchanan ... Buena Vista. Butler . Calhoun . Carroll . Cass . Cedar . Cerro Gordo. Cherokee.. . . Chickasaw .. Clarke . Clay . Clayton . Clinton . Crocker . Crawford . . . . Dallas . . Daris . . Decatur .... Delaware . . . Des Moines.. Dickinson . . . Dubuque . . . Emmet . . Fayette .... Floyd . Franklin ... Fremont . . . . Greene . . Grundy - Guthrie - Hamilton .. . Hancock ... Hardin . . Harrison . . . . Henry . Howard .... Humboldt .. Ida . Iowa . Jackson .. .. Jasper . Jefferson .. . Johnson.. .. Jones . Keokuk .. .. Kossuth. . .. Lee . Linn . Louisa . Lucas . Madison. .. . Mahaska . . . Foil tan elle . Rev. J. AA’^. Peet. Ouincv . AV. P. Jeffrey. Leuthell Fells. Centerville . Oakffeld . David T. Alouroe. David B. Beers. Vinton . H. M. I loon. Waterloo . A. 11. Nye. L. AA^ Fisk. Grove Hill . Chiles S. Harwood. Independence . S. G. Pieree. Storm Lake . James D. Adams. Butler Center . . AV. A. Lathrop. E. L. Hobbs. Gliddeu . Myron AV. Beach. E. D. Hawes. Lewis . Mechanicsville . A. B. Oakley. Asa S. Allen. Cherokee . John H. Roe. New Hampton . Joseph F. Grawe. John H. Jamison. Osceola . Spencer . Charles Carver. Farmersborough . John Everall. Low Moor . R. B. Millard. Seneca . Sarah A. Littlefield. Denison . N. J. AATieeler. Adel . Amos Dilley. Moses Downing. Troy . Leon . AA’^. C. Jackson. Colesburg'h . John Kenuedv. Burlington . AV. R. Sellon.'' Okoboji . Joshna H. Pratt. Dubuque . J. J. E. Norman. Estherville . S. AA’^. Brown. Douglas . Floyd . Marshall M. House. Hervey AVilbur. J. C. AVhituey. H. Russell Laird. Hampton . Sidney . Jefferson . . . A. R. Alills. Grundy Center . J. M. Rea. Pmiora, James H. Meek. AVebster City . H. N. Curtis. Upper Grove . A. R. Barnes. New Providence . Enos P. Stubbs. Logan . Horace H. McKeuney. George AA^. Thompson. C. T. Breckinridge. Mount Pleasant . Cresco . Lott’s Creek . Eber Stone. Ida . M. G. Aldrich. Marengo . Constant S. Lake. Macpioketa . J. AA’^. Fleming. Newton . S. J. Moyer. John N. Edwards. Batavia . Iowa City . George S. Hampton. M. AV. Herrick. Monticello . Sigourney . J. A. Lowe. Algol! a . M. Helen AAffioster. Fort Madison . AVm. G. Kent. AVesteru . AA’m. Laugham. Cairo . Lewis A. Riley. John AV. Perry. Rev. H. AV. Hardy. Proff G. T. Carpenter. Chariton . AA'interset . Oskaloosa . 170 REPORT OF THE COMMISSIONER OF EDUCATION. COUNTY SUPERINTENDENTS— Continued. County. Post-offices. Superintendents. Marion . Marshall . Mills . . IMitcliell . Monona . Monroe . Montgomery - .. Muscatine . O’Brien . Page . Palo Alto . Plymouth . Pocahontas Polk . Pottawattomie Poweshiek .. .. Ringgold . Sac . Scott . Shelby . Sioux . Story . Tama . Taylor . Union . Van Bnren .. . . Wapello . Warren . Washing-ton . . Wayne . Webster . . Winnebago ... Winneshiek . .. Woodbury . . . . Worth . . Wright . Knoxville . Marshalltown . . . . Glenwood . . Stacyville . Onawa . . Albia . Red Oak Junction IMuscatine . O’Brien . . Clariuda . . Emmetsburgh . . . . Melbourne . . Lizard . . Des Moines . Council Bluffs.... Montezuma . Mount Ayr . Sac City . . Davenport . . Harlan . . Calliope . Nevada . Toledo . Bedford . Afton . Doud’s Station.. . Ottumwa . ludiauola . Washington . Confidence . Fort Dodge . Forest City . Castalia . Sioux City . North wood - - Belmond . Rev. Aaron Yetters. Cyrus H. Shaw. Rev. C. H. Newell. Miss J. C. Addington. W. A. Greene. Win. A. Nichol. W. M. Wright. Charles Hamilton. Stephen Harris. Dr. Elijah Miller. Jeremiah L. Martin. David Miller. J. A. Nash. G. L. Jacobs. George W. Cutting. Win. J. Buck. Raselas Ellis. Philo S. Morton. Caleb Smith. Eli Johnson. A. K. Webb. J. R. Stewart. John S. Boyd. Thomas Roberts. George B. Walker. Mrs. M. A. Peck. A. L. Kimball. E. R. Eklridge. Enos Rushton. James M. Phillips. Martin Cooper. Rev. J. W. Wedgwood. Dr. Andrew W, Hunt. Pranklin G. Parker. John D. Sands. KANSAS. 171 K A IV S A S . From the tenth annual report of the department of public instruction made Decem¬ ber 15j 1870, the following view of the condition of education in this State is taken . Increase for the year. Number of school districts . . - - - . oao Number of reports from district clerks ------- . r: ' " ‘ Number of male persons between the ages ot five and twen- ^ tv-one years . ---- . . Io’atq Number of female persons of school age . - Total number of persons of school age --- ----- . ot’ fit fqta Number of male persons enrolled in public schools . 32, 18.3 l, JoO Number of female persons enrolled in public schools . 31, U3o A ooi Whole number of persons enrolled in public schools . b.3, 21« 4, oo Average daily attendance in public schools 3J, 4Ui o, / Average length of time school has been taught, (months) . . 5;^2 Number of male teachers employed in public schools . 1, ^ Number of female teachers employed in public schools . rn 4^o S Averan-e wages paid to male teachers in public schools - . . |.33 bO i)o Average wages paid to female teachers in public schools.. - 31 1 Amount paid for teachers’ wages . J fq’ onn 57 Amount expended for repairs and incidentals . - . - - 98, 644 33 19, 3UU 0/ Amouut received on the semi-annual dividend of State school money . Vr' ^ ’ I’y ^ 51S,323 85 89,339 87 Total amount derived from various sources for public ^oa o. schools . . . 6/3,041 41 1U/,73U 24 Number of school-houses : log, 352 ; frame, 864 ; brick, 46 ; stone, 239 ; total . GENERAL PROGRESS OF EDUCATION. Normal district institutes were held during the year at nine institutes were held also in nearly all the counties of the State. At tlie distnct ^d county institutes the great desideratum is a supply of competent instiuctois. is of but little use to convene teachers unless they can be benefited instruction presented. During vacation many of oiir ablest lectuieis and instiuctom volunteered their services gratuitously, some even beanug their own expenses. But the public cannot reasonably expect that persons can afiord such and expenditure of means. To render teachers’ institutes in the highest degiee eflicient, several provisions are necessary : i . , • , x i -p 1 To arrange for holding annually three or four normal institutes, each of which sessions shall continue for two or three weeks at central points, ^ State normal schools. An institute of a few days is worth but veiy little. It lequiies several weeks to accomplish a thorough work, and to produce impressi^ 2. To make an annual appropriation for employing the best instructois amUecti e . for the central institutes thus established. Other States are doing this. New loik appropriates about $20,000 each year for the support ot institutes ; Maine, $4,000 , Oon- necticut, $3,000; Massachusetts, $3,000; Minnesota, $2,000. Such an ‘Mfi>i'oi™tiou would secure the services of some of the ablest educators of much to elevate the grade of instruction and infuse new life into the public schools or the that au institute of two or three weeks’ session shall he ■iiinua^^^^ in connection with each State normal school, under the supervision ot pVve This would enable our normal schools to reach scores of teachei^ .1 selmcd Qie disposition or ability to pursue a regular course. The length of t inl+itntes • year might be abbreviated, if necessary, and the time be g|\eii to mua al m or the normal year might begin two weeks earlier, at the 1st of Scptcmbc , c first fortnight or so be devoted to the work which is here suggested. „ „„„ 4. To authorize and require a county appropriation, each year, tain amount, for the maintenance of the county institute required by f Pennsylvania, Ohio, New Jersey, Michigan, Vermont, Iowa, have passed laws providing that the county institutes treasury each year an amount exceeding, in some instances, ^ ‘ \ ion, a calendar of county institutes could be made out, and two oi thicc co i 172 REPORT OF THE COMMISSIONER OF EDUCATION. instructors, under the supervision of the State superintendent, could go from county to comity and make each institute a success. The law requires that all the schools in the county shall he closed during the session of the county institute, and that the teachers shall attend, and receive their wages while in attendance as if engaged in their respective school-rooms. COEPOmVL PUNISHMENTS. No subject connected with school discipline has been more frequently discussed at institutes, and other educational conventions, than the subject of corporal punishments. Some take the position that corporal punishment in the government of a child is a divinely instituted ordinance. They rely on persuasion, but it is on what has been aptly termed “ birch ” persuasion. lu their estimation, the most healthful process which a child can undergo is the sprouting’’ process. Their theory accords well with the practice of Hood’s school-master, of whom the iioet, from personal experience perhaps, declares, “He spoils tbe child and never spares the rod, But spoils the rod and never spares the child ; And so with holy rule deems he is reconciled.” Others, again, are strenuously opposed to corporal punishment under any circumstances. It is evident that, while such diherences of opinion exist, the settlement of the question will be postponed far into the future. In many a school-room, also, will be found some honestly of the oiiinion that they cannot succeed in school government without resort¬ ing to corporal punishment in one form or another. The personal power of the teacher is one important element in the consideration of this subject. Some teachers can govern themselves ; every step, look, word, and action is such as to secure and preserve order. There is no straining, no attempt at over¬ doing government by an oppressive stillness. General Grant can control hundreds of thousands on the battle-field with comparatively no effort ; another cannot handle a company of twenty men. The difference is in the leaders. The same principle holds in the scliool-room. Knowledge and skill in the teacher are essential to efficient disci¬ pline. What will prove the best means of discipline will depend on circumstances. Methods which prove very successful at one time will fail at another. One motive will appeal most forcibly to one pupil ; different motives, perhaps, must infiuence another. The means of discipline which one teacher finds eftective will prove worthless when tried by another. It is very evident, therefore, that no cnt-and-dried formula of school government will work in all cases. Dr. Arnold once made the remark that two very important requisites in a teacher are, “ That he be a gentleman, and know how to treat the boys.” In other words, the teacher must endeavor to understand the nature of those with whom he deals, and exercise good common sense. The tendency of the times is to the disuse of corporal punishment. To whip and scold are indications of a poor teacher. The best teachers seldom, if ever, resort to either of these means of disci¬ pline. The experienced teacher will find other means more effective. Every teacher who wnuld take rank in his profession, must think and study outside of the routine of his daily work. One may ask, “What can I do? I am pressed to the earth already by a multitude of labors. The duties of the school-room are sufficient to prostrate body and mind.” We admit all this. And yet the teacher will have leisure hours in long winter evenings, and cool summer mornings, together with v’acatious, during which important plans of study may bo prosecuted, valuable books read, and the mind greatly enriched for its chosen work. Dr. Johnson is said to have remarked once, that “Constant teaching belittles the mind, keeping it constantly moving in a circle.” How frequently does the observation of Dr. Johnson prove true. The long, beaten path becomes monotonous. The mind shrivels under the strain of incessant routine. The way to prevent such a result is, to strike out in new channels of thought and feeling. Let fresh aliment nourish new tissues. The standing water becomes insipid ; trace your pathway to the bubbling spring, and the cool, shady fountain. As another has observed, “A man is fit to teach only so long as he himself is learning daily. A stag¬ nant mind can give no fresh draught to another mind.” teachers’ libraries a necessity. In order to accomplish the best results in the direction indicated a teacher needs a good library. The lawyer, the clergyman, and the physician find a collection of books indis¬ pensable at the very outset of their ]>rofes8ions. Teachers are often remiss in this resiiect. How few, comparatively, have had their attention directed to this subject. Many teach for years, and yet never ])urchase a single book illustrating the most approved process of instruction. A few well-selected works, such as Page’s Theory and Pi’actice, Sheldon’s Elementary Instruction, Calkin’s New Primary Object Lessons, well studied, will do very much toward increasing a young teacher’s efficiency in the school-room. KANSAS. 173 SCHOOLS IX CITIES SUCCESSFUL. The efficiency of public instruction in towns and cities is due mainly to a concentra¬ tion of ineaus and efforts. The different schools, instead of existing as scattered fragments, constitute one organic whole, part coiinccted with part, and each ministering to the other. Owing to these and other advantages, the public schools in our towns and cities are usually successful. Indeed, it is now generally conceded that the public schools of tlie cities of the United States are upon the whole equal, if not superior, to any in the world. ONE CAUSE OF POORNESS OF COUNTRY SCHOOLS. Of our country schools so much cannot be said. The people erect substantial houses, levy a large per cent, of tax for the pay of teachers ; and yet the results, so far as any liberal culture is concerned, are meager in the extreme. Why is this? The main reason is the lack of all co-operation on the part of contiguous communities in educa¬ tional efforts. School districts, in many instances, are too small, and are constantly becoming smaller. Each district struggles on year by year in its poverty and feeble¬ ness, taxing itself heavily, and yet never able to furnish its youth with any adequate educational facilities. Children grow up to manhood and womanhood restricted in their education by the bounds of petty districts, and never rising above the low i)lane of a very ordinary common-school. How, then, can this condition of things be rectified? How can our country schools, in which, after all, the majority of the youth of the State are being educated, be iufused with new life and energy ? How can a broader, higher, and better culture be brought within reach of the masses of the peojtle? This is one of the great problems of the age. Normal schools, city graded schools, superior teachers, efficient county superinteudeiits, and competent district officers will do much toward securing the desired result. And yet, as long as the means and forces of the people are divided into weak and helpless organizations, comparatively little Avill be effected. Educational facilities depend on pecuniary ability. A poor district cannot secure and retain the best teachers. Concentration of means and effort is essential to the greatest success. In many of the States the adoption of what is called the township districting is attended with most encouraging results. TOAVNSHIP DISTRICTING. According to this plan, a civil or congressional township embracing an area of six miles square is constituted one school district. This district is sut)dividcd into sub- districts three miles square, or into any convenient size. Each sub-district eh'cts a director, and all the directors of the sub-districts constitute the school district board for the township, with power to levy tax, locate and erect school-houses, employ teachers, &.c. The schools in the sub-districts are of the nature of primary schools, while the graded school, centrally located, is designed for the older and more advanced pupils, securing to them, at their own homes, the advantages of a more liberal culture than could possibly be enjoyed on the independent system of districting. In our oAvu State, just now, peculiar obstacles lie in the way of tin' adoption of this township system of districting. The civil townships are irregular, and rarely coincide Avith the congressional townships. • The school dislricts are formed without any regard to either civil or congressional township lines. The settlements are chieffy along the valleys and Avatcr-courses. While it is easy, therefore, to speculate uj>on uniform toAvn- ship districts, and make the Avhole appear beautiful upon paper, the subject assumes quite a different aspect Avhen one considers the actual cotidition of things, and the A^ery great incouAmnience Avhich Avould be occasioned by an arbitrary .system of districting. All that the people can hope to accoiiiplish at ])resent, therefore, is an approxima¬ tion toward the concmitration and co-operation which the township system is designed to effect. To this end, two, three, or four school di.stricts could often consolidate, for the purpose of maintaining a graded school, with the very best results. A central site, embracing scA'eral acres and handsomely situated, could be fixed u})on as the grounds for the graded school-building. The other district schools would, in that event, become primary schools, and might be discontinued during the Avinter, halving the jicojile fi'ce to deATite more of their means to the central school for the older and more advanced pupils. Tims the Imrdeii Avhich one small district is endeavoring to bear Avould be shared by several districts. AGRICULTURAL COLLEGE. The State agricultural college is reported as in a ]>ro.sperous condition. The number of students present during the winter term was 108; spring term, 7:5 ; fall tmin, lO.j — making the aggregate, by terms, 283 ; of these 13.3 were geiU humm, ami 121 were ladies. They are from 2.1 different counties of this State, and from Colorado, Wyoming, Ne¬ braska, Ohio, and Illinois. 174 REPORT OF THE COMMISSIONER OF EDUCATION. In the college course there are 32 — 16 gentlemen and 16 ladies; in the preparatory department are 89 gentlemen, and 47 ladies. The number of different gentlemen pre¬ sent during the year T\ as 105, and of ladies, 63 ; total 168. From 15 to 20 more have api)lied, whose age and attainments were not suhicient to warrant their admission. A sufficient number have been added this year, to those that have gone out from the institution to teach, to make the whole number of teachers supplied to the State, by this institution, over 100. The professors have rendered service at the teachers’ institutes in some of the coun¬ ties, and the agricultural institute held in January at the college was attended by large numbers and increasing interest, and was a decided success. Another will be held at the college during the fourth week in January, 1871. A large and valuable addition of specimens have been made to the cabinet of geology the present year. The board of regents decided not to purchase additional land for the farm, but to receive x^roposals for acquiring it by donation to the institution and the State. Near fifty acres adjoining the city are thus offered, and forty-five acres of the quarter section directly west of the college are pledged by the xDerson owning it, on condition that the whole quarter is obtained in a similar way. IXCREASING POPULATION DENOTES INCREASED FACILITIES. The very rapid increase of the poxmlation of the State, and its corresponding develop¬ ment and increase in wealth, strongly indicate tnat the development of its educational institutions should be in corresponding ratio. But the serious question confronting ns at every step is the question of means. Two counties of the State that had no inhab¬ itants in 1860 — Neosho and Cherokee — in 1870 have over 10,000 each ; and though the in¬ crease in all the counties is not as great, the xioxmlation of the State has advanced from 107,204, in 1860, to 353,478 in 1870, and ere the close of 1871 will doubtless become 400,000. In 1860 there was not a mile of railroad completed iu the State ; now fifteen hundred miles are completed, and yet the work goes on. One million niue hundred and tw^enty thousand six hundred and ten acres of laud in Kansas are now improved ; but this is less than one twenty-fifth of its area. Settlements are rapidly extending westward, and its whole area is destined to be occu- X)ied by towns or cities, or iu x>asturage or tillage, or fruit or forest trees. Aecordiug to the census returns, the number of horses owned iu the State, in 1870, is 122,192; of mules and their kind, 13,916 ; milch cows, 127,452 ; working oxen, 22,090 ; other cattle, 220,515; sheep, 96,583; swine, 211,109; and the value of all the live stock is, $23,749,855 ; add to this the value of the farms, $78,891,098 ; of farm xiroduc- tions, $24,351,585 ; total, $126,992,538. While it is true that Kaiisas is pre-eminently a stock-growing State, and stock here is generally healthy, and fattened on the grasses alone in five or six weeks iu the spring, it is also true that they are, to some extent, liable to disease, and this liability may increase as their numbers increase. A dexiarnuent of veteriuaiy science, xiroperly manned and rightly conducted, would tend to bring this institution into very intimate relation to the stock-growing interest of the State, and would tend to correct many of the fatal and costly blunders now committed in veterinary i^athology, medicine, and surgery, on account of the great lack of knowledge on these subjects. A thorough knowledge of the anatomy and physiology of domestic animals, and of the true theory of stock-raising, would be of immense benefit to the young men of the State, even though they should not become veterinary surgeons. EMPORIA STATE NORMAL SCHOOL. The iiriTjcipal’s report states the attendance to be 243 — males, 111 ; females, 132. The enrollment would have been eousiderablj" larger than this, but the crowded con¬ dition reiiaratory class of the elementary school. The second will be occupied, in connection with obtaining a knowledge necessary for the x^rofession, in rexu’oduciug the drill which has been received, both as to methods of teaching and governing, under the supervision of skilled teachers, whoso duty it is to criticise their work, commend their excellencies, x)oint out and correct their errors, and to suggest to them sources and means of imxu’ovement. In the advanced course those branches of study will be pursued having more direct reference to the prex)aration of the student for the higher dex)artment of our xmblic schools, including the usual branches of physics, metaphysics, language, both ancient and modern, and literature, and it Avill require a x^eriod of three years for its comxAe- tion. The classes of this course will be known as junior, middle, and senior. Each rexjresentative and senatorial district of the State is entitled to one x)npil. Tuition and the use of all text-books are free. Students will bo held responsible, however, for any injury or loss of books. teachers’ institutes. Institutes were held during the first four mouths of the year ux)on Saturday of each week, commencing at 10 o’clock a. m. and continuing until 12 m. During the last six months of the year they have been held every alternate week. Literary, scientific, and professional subjects have been discussed. History of nations, of individuals, of art, of civilization, has had an imxiortant xiart in each meeting. Several lectures have been delivered upon xHactical chemistry bj^ Professor Wherrell. Classes have been intro¬ duced from the different grades of the xirimary and grammar schools, and drilled by their respective teachers in the various brauches of study, to illustrate their methods of teaching. School polity in its various dexiartmeuts has been taken uxi and thor¬ oughly discussed. Methods of presenting truth, and of conducting recitations, have received their full share of attention. Eeports and criticisms of teachers who have visited schools have been read, select readings have been given, and object-lessons dis¬ cussed and illustrated, and notes of each exercise have been required from each teacher, the work of one institute being reviewed at the next. female TEACHERS. “ AVe have employed,” remarks the suxierintendent, “during the xiast year, four male and thirty-four female teachers, or more than 89 per cent, of our teachers have been ladies. In emxiloying this large x>rox)ortiou of ladies, we are but carrying out the general xilan of schools throughout the land. The emx>loyment of ladies for teachers seems to be the order of the day. In Massachusetts there are six times as many female teachers as males. In Vermont the relation is five to one ; in Iowa, three to one ; in the State of New York, four to one. In largo cities the x>i’ex)onderance is still greater in favor of lady teachers. In Chicago they have 24 men and 241 Avomen ; in Cincinnati, 60 men and 324 Avomen ; in St. Louis, 18 men and 160 Avomen ; San Francisco, .56 to 183. Bos¬ ton has 67 to 565 ; Providence, 9 to 142; Brooklyn, 27 to 510 ; Philadelphia, 82 to 217 ; Baltimore, 42 to 325 ; Washington, 4 to 56 ; in New York city, 160 to 2,400. “ There seems to be a fitness in this order of things. We have the testimony of our best educators in faA'or of female teachers. It is recommended that Avomeii bo employed as xu’incipals of all the schools of the city, Avith the excexdion of the high school, and thus reducing the number of male teachers to two — the x>riiicipal of the high school, and the professor of xdiysical science.” AVASIinURN COLLEGE. This institution Avas founded in 1865, and is under the care of the Congregational churches. At the meeting of the general association of Congregational^ churches and ministers of Kansas, held at Emporia, a resolution Avas xaisscd ])lcdging .$25,000 for the erection of permanent buildings for Washburn College, provided the citizens of T*)peka would raise $40,000 for the same object. This amount has been made up at Toi)eka, and the trustees propose to lay the foundation of the new building during the autumn. 180 REPORT OF THE COMMISSIONER OF EDUCATION. OTTAWA UXIYEESITY. This institution was organized in Fehrnary, 1860, by the Baptist church of Kansas, and called at first the Roger Yfilliams University. In December, 1862, the Ottavra In¬ dians, in council assembled, agreed to give to tlie university 20,000 acres of their land, provided that in two years from the ratification of the treaty the trustees of the uni¬ versity shall have expended $10,000 toward this enterprise, and also from and after this time they shall board, clothe, and educate a number, not exceeding fifty, of the Ottawa children "every year for thirty years, and after the expiration of the thirty jmars the Ottawas shall be entitled to ten scholarships in the university forever. The institu¬ tion is out of debt, and is in-a x^rosperous condition financially. Tables of statistical details of schools in Kansas, by counties, for the year 1870. Hon. H. D. McCarty, Superintendent of Public Instruction, Topelca. I.— DISTRICTS, PUPILS, AND ATTENDANCE. COUNTV SUPERINTEXDEKTS. County. Superintendent’s name. Post-office. O Number of schools taught . . . . 5, 068 Increase . 591 Average number of children at school . . . 120,866 Increase in average number at school . . . 8,236 Amount apportioned to each child, per rate, in 1870. . $2 00 Amount apportioned to each child, per rate, in 1871 . $2 30 Total amount of estimated receixits year ending July 1, 1872 . $968, 176 80 SOURCES OF SCHOOL REVENUE. The manner in which tbe State school fund is constituted from year to year will be shown in the following last annual estimate of the State auditor, as required by law : A statement of moneys which may be expected to be paid into the treasury during the year ending 30th July, 1872, subject to the order of the superintendent of public instruction, viz : Amount of revenue 1871, as per valuation of 1870, at 20 cents . $618, 418 12 Amounts of delinquents re-listed with sheriffs . 40, 000 00 858,418 12 Less sheriffs’ commissions, &c . $90, 000 00 Paid premiums to 1st July . 1, 467 20 - 91, 467 20 766, 950 92 From interest on State school bond . . 132, 036 50 From Bank of Ashland . . 1, 000 00 From Bank of Keutucky . 6, 000 00 From Commercial Bank of Kentucky . 7,500 00 From Farmers’ Bauk of Kentucky . . 8, 500 00 From Farmers and Drovers’ Bank . . . 500 00 From tax on billiards . 1, 500 00 From tax on dogs . . 2, 000 00 From Bank of Shelbyville . 950 00 From German Bank and Insurance Company . . 900 00 From sheriffs’ old balances . 15, 000 00 942,837 42 Add balance in treasury 1st July, 1871 . 85, 339 38 1,028,176 80 Deduct estimated amount of unpaid school drafts for the year 1871, 1st July, 1871 . $20,000 00 Deduct estimated amount of $766,950 20, to cover balance un¬ collected 1st July, 1872 . 40, 000 00 _ 60, 000 00 Total amount of estimated receipts 1st July, 1872 . . . 176 80 The interest on county school bonds is not included in the above estimates. Attest : D. HOWARD SMITH, AmUfer. 182 REPORT OF THE COMMISSIONER OF EDUCATION. WORKINGS OF THE NEW SCHOOL LAW. “ lu Riakiug- tlic fourth and last annual report during my official term, as is required by law/' says the superintendent, “ it becomes my duty and privilege to embody in it an analysis and review of the operations and results of the first year’s experiment of the system, as administered under the new law of 1870, and the increase of taxation, as sub¬ mitted by the previous legislature and ratified by jiopular vote in 1869. As set forth in jiiy last report, the present law was severely criticised and condemned as too awk¬ ward, incompetent, and incomplete to meet the demands of a growing public senti¬ ment and public necessity among the people of our State. Yet, the legislature having made this the law under which the interests of this department should be controlled, I felt it to be incumbent on me to execute the law, amd to administer the afiairs of the department wdth all possible enterprise and efficiency. That the law is unsuited and inadequate to the demands of our commonwealth, and a reproach to the reputation and intelligence of our people, is instinctively felt by every Avell-informed person on the subject of popular educational systems. The argument used most popularly by the legislators, that the peoifie of Kentucky Avere too ignorant to understand and operate an advanced and liberal school system, is founded neither in good logic nor experience. An indifiereut and imperfect hiAV, such as we haAm, must vmrk awkwardly and feebly; and especially in the hands of the multitudes of novices who must be appointed to ex¬ ecute its details, Avithout regard to qualifications. A liberal and perfect law is no more difficult to understand and operate than such a laAv as we now have, and I cannot but commend the alacrity and readiness with which the commissioners generally through¬ out the State have endeavored to understand and apply the new law. The idea that we must adopt an indifferent law, and modify and change it from year to year, until the officials are educated to the point of understanding a good law before we finally have one, is most absurd, for the above reasons. To force such a law as we now have upon the commonwealth, and place it in the hands of the officials of the system, and demand of them good and flourishing common schools, is cruel and unwise.” THE RATE-BILL AMENDMENT. The amendments to the school laAv, made last winter, the principal one of AAffiich liad the effect of establishing the rate-bill system, receUm severe criticism from the super¬ intendent. The following is the amendment, AAuth the comments thereon : “ That section 9, article 6, be amended by adding thereto the following : Provided, That whenever the pro rata share of the school fund for any district shall be insuffi¬ cient to employ a competent teacher to teach a full session, the trustees are authorized to apporiioH the deficit among tlieijatrons of the school in proportion to the number of children and length of time aetuallg sent hg each; and the sum thus apportioned to any parent or guardian shall be collectable in the same manner as subscriptions arenoAv collected by law.’ ‘‘I italicize a portion of the aboAm, to give emphasis to the probable effects of the use of the authority given on the schools. “ The adoption of such a provision into our school system, however well intended, in¬ troduces an insidious and Aucious principle, AAffiich is directly hostile to the design and genius of the free-school iiolicy. If we reflect a moment, reason and experience AA'ill indorse the maxim that ‘the property of the State must guarantee an education to eA^ory child of the coramonAvealth.’ The school xiolicy of the State, therefore, must be liberal and universal to this end — not exclusive and excexitional. Any xiro vision in the school laAV, then, Avhich x>Tesents an impassable barrier to, or drives aAvay from, the common-school iiriAuleges, any class of xmxiil children who haAm been xireAdously quali¬ fied and classified as such, makes a mockery of the boon and heritage of free education, and Avars uxion the xn’inciple of equality of x>iTAdlege. This the x'>i’ovisious of this ninth section does ; and is consequently inimical to the interests of our common schools. Its introduction is but the x^^Mude to violent agitation and controAmrsj'^ until it is purged from the system, if we may judge from the history of every State laiA" Avhich lias experimented Avitli a similar xu'OA’ision. “ This x^rovision incorporates into our school system what is x>oxmlarly known as the ‘ rate-bill’ feature, and almost as X)Oxmlarly, ‘ the odious rate-bill feature.’ Every State which has tried the experiment had abolished the feature, after much injury to the cause of x>oxndar education and acrimonious contention between friends and foes, uxa to 1868. Connecticut purged her system of the rate-bill x^rovision in 1868 ; and ju'e- A’ious to that time Ohio, Iowa, Missouri, PennsylAmnia, NeAv York, Rhode Island, and other States, had done the same.” THE RATE-BILL AND THE FREE SYSTEAIS COAIPARED. In xJiesenting the arguments against the rate-bill. Superintendent Smith republishes a xiortion of the correspondence draAAm out by Suxierintendent Northrop, of Connecti¬ cut, in 1868, from Avhich the following deductions were then made : KENTUCKY. 183 “ ‘ These letters and discussions establish the following important facts and conclu¬ sions : “ ‘ 1. Many States copied the rate-hill from Connecticut. ‘ 2. All these, with one exception, have given it up. 3. The results of the change are favorable, and meet universal approval. “ ‘ 4. No State that has once tried the free system has since adopted the rate-hill. “ ‘5. The free system greatly increases the whole numher in attendance. “ ‘ 6. It lessens tardiness, irregularity, and truancy, and thus increases the average attendance. “ ‘ 7. The free system elevates and dignifies the school in the esteem of the pupils. “ ‘ 8. It enhances the interest of the parents. ‘ 9. It quickens the educational spirit of the Avhole people. “ ‘ 10. It has tended to lengthen the school term. “ ^ 11. It has led to the erection of hotter school-houses. “ ‘ 12. It economizes the exiienditure of money, securing a hotter result for the same cost. In one town in Connecticut, containing sixteen districts, the expense of the joint meetings of selectmen and school visitors to act upon questions of ahatenient of rate hills is, on an average, $60 a year. If every town spent as much, the aggregate thus thrown away would form a large percentage of the amount now raised hy the rate-hill. ‘ 13. The rate-hill is a iK-oliiic source of trouble and strife. ‘‘ ‘ 14. It is burdensome and odious to the poor, imposing an unequal tax upon those more blessed in their children than in their basket and store, becoming a tax upon pa¬ rental affection, and a barrier between poverty and intelligence. ‘ 15. The free school tends to break down invidious distinctions and to fraternize the people.” THE LEGISLATITE ARGUMENTS FOR THE RATE-BILL. “ The member of the legislature who introduced this rate-bill clause, a most estima¬ ble gentleman, told me, when I protested with him, that in the school district where he resided there were only about one-fifth of the citizens who were men of wealth, and who paid nearly all the school taxes that were paid in the district ; that the remaining four-fifths were poor, indigent, and dependent fellows, who did little or nothing for the common schools, and shared their full benefit, and who should be made to pay. Ho did not reflect that he v/ould drive some of their children from the school, and that good common schools were necessary to make these children intelligent, thrifty, and enterprising, and would redeem the community from the reproach he uttered ami wished to perpetuate upon posterity. If Kentucky had been given a liberal system of common schools thirty years ago, there would not have existed to-day so large a class of these poor, shiftless, and worthless x^eusioners iixion the rich, as our politicians choose to regard them in their mental reservations ; nor would there have been to-day 40,000 white voters unable to read aud write their names, in our State. •* The same selfish spirit, which rebels and protests in the blue-grass aud wealthier sections against paying taxes to suxiport schools in the mountain and poorer counties, dictated this rate-bill xwovision to drive out the children of the x^oor and helpless, that the benefits of the common schools might be more exclusively available to those able to x^ay additional tuition fees. It may ax^xiear to work xdausibly and Avell, in some in¬ stances, for a time, but the axipearauce will be deceptive. It has but to live on our book of statutes a few years to become odious.” THE FINANCIAL ENDOAVMENTS OF THE KENTUCKY SCHOOL SYSTEM. The suxierintendeut, who has given much thought to this subject during the last four years, gives his views relative to the nece.ssary xmovision for an effective tree-school system in Kentucky in the following extract: “ Kentucky has established a liberal and sufficient financial basis, as far as action in the name of the commonwealth is concerned, in the assessment of an ad valoreni tax of two mills on the dollar of xu’oxierty. No further ad valorem tax should be asked of the State. But few if any States have large amounts of school tax on them, as States ; depending on local and district taxation for the greater XM’oxiortion of the school revenues exx^ended. The necessity for a maximum State rate on xnoperty, the revenues from which are to be distributed pro rata for the sux)X^ort of free schools throughout the commonwealth, is found in the extremes of wealth aud x^overty wJiicli exist between difl'erent sections of the same. Left to their owii resources, there are many communities and sections where the x^eoxfle would be utterly unable to educate their children. The basis must be laid, therefore, for a system of common schools in a general tax on x')rox>erty, which liecomes a kind of nucleus or guarantee for a free school in each district throughout the State. ‘‘As an equilibrium of justice in the distribution of tax burdens for common schools, I cannot but think that a poll-tax of one or two dollars on the head should be assessed. 184 REPORT OF THE COMMISSIONER OF EDUCATION. in conjnii .'tion vritli the State ad valorem. A poll-tax of $2 on the head, allovring for ‘.>0,000 dehmpient polls, would increase the school revenues 50 per cent., and give ns a grand total, on present taxable basis, of over $1,500,000. With this, and a general j)ro- vision in the statute allowing all town and county districts the i^rivilege of local tax¬ ation, when sanctioned by popular vote, just as Louisville, Henderson, Frankfort, and other cities are specially permitted to do now, we might safely leave the rapid and grand development of onr common schools to the instincts and enterprise of the peo¬ ple of each respective community. Every citizen, howmver indigent, should feel grateful for so priceless a heritage as the common school, which brings an education within easy reach of all his chilclren, lifts them above the shadowy spheres and degradations of ignorance, and places them in the ranks of a common equality for the great race and straggle of life. If he has little or no visible property to tax, and has health and vigor of constitution to earn but his daily wages, his pride of manhood would prompt him to pay the pittance of $2 per annum toward the support of popular education. A sense of justice wdll satisfy him thait such a contribution would be but an earnest with every man of his willingness to share some of the lighter burdens where he receives such vast benefits in return, and that he did not desire to receive all without at least a slight consideration and acknowledgment. If any should be too poor and dependent to pay even this poll-tax, and were possessed of no visible property, it could not be collected of them, and to such it would make no difference. “the beau-ideal of a well-exdowed school system. may be expressed and guaranteed in an ad valorem State tax of two mills on the dol¬ lar of proxierty, a State x>oll-tax of |2, and the general xuivilege given in the statute to the X)eox)le of any city, toAvn, or county district to vote an additional local tax for school xmrxioses, of not more than three mills on the dollar, at discretion. Such pro¬ vision would embody the following just principles of equity and statesmanshiii : “ 1. The establishment of six months’ free schools in every district in the State, which would guarantee the means of a good elementary education to every pu^jil child of the commonwealth. “ 2. The reasonable apxilication of the doctrine that the property of the State should be made to guarantee the universal education of the children of the State. “ 3. An equitable, but not an oxipressi ve, distribution of the burdens of taxation, so that all who are beneficiaries may share a just and reasonable portion, and thus be made to feel an interest and independence in the common particijiation of free-school xndvi- leges. 4. The guarantee of the opportunity to improve and extend the school in any dis¬ trict, beyond the general xirovision of State funds, by local liberality and enterprise, to meet the demands of the growing educational idea-s and interests of the community, without a threatening rate-bill at the close to bar the indigent from the school. “ 5. The axixilicafioD of laws that would be common in their benefits to all classes and communities in every xiart of the State, without making discriminations in favor of or against any.” unexpended surplus. The unexxiended balances in the several counties, accruing during thexiast three years, hawe been returned to the State, and bonded according to law, as uuexxiended surxffus by the State, to the board of education. TMs sui’xffus now reaches over $300,000, and Superintendent Smith says : “ Now, what is best to be done with this ‘surjilus’ in the State bond, and which is annually accumulating ? It has been a temptation to negligence, and a sort of com¬ mon relief to delinquent school officers, ever since it was created. They have come to know that if they neglect the school in their district, the next legislature will enroll them in an ‘ omnibus bill,’ and order them paid any wmy out of the suiidus due their counties. Thus it offers a XD'eniium uxmn iudiff'ereuce and delinquency among school officers, and has done as much to demoralize the vigorous oxieratiou of the school system as any other one defect in the land. I would advise that the next legislature of 1871-’72 place this bonded suiqilns at the disposal of the several counties to which it is respectively due. for the ]nirxiose of— 1. Building, rexiairing, or furnishing the school-houses of the various districts ; or, 2. For improving or extending the time of the free schools ; or, 3. hhr x>aying the wages of school commissioners and the exx^enses of county teachers’ institutes. In some such way the fund could be made immediately useful.” SCHOOL-HOUSE ACCOMMODATIONS. The x>ressing need of school-house accommodations and improvements throughout the State has induced Sux>erintendeut Smith to make this subject a specialty in the X)resent report. About IGO x>nges is given to the discussion of the subject, the xiresenta- KENTUCKY. 185 tion of plans and specifications, and arcliitectnral illustrations. To tins object ho '^•onld have the unexpended sinplns appropriated, and the special act of last winter for building sch('ol-honses in every ower to remedy the evil axipointmeut of an unqualified xiersou. There are unfortunate features in the law respecting the ax>pointuient of the county commissioners and jurisdiction. The State superintendent jiresents (he ]>lan of con¬ solidating three counties into a district under one commissioner, vdio shall thus have constant enqiloyment and full annual comxiensation. The State superintendent has been much annoyed by neglects and omissions of com¬ missioners in preparing statistics. He also urges that both commissioners and trustees be elected and enter on their official duties at about the close of one school year or the beginning of another, and not, as now, in the middle of a school year. In the absence of normal schools, the superintendent rccommeiids the cheap, accessi¬ ble, and practical plan of establishing teachers’ institutes for the respective countms 186 REPORT OF THE COMMISSIONER OF EDUCATION. The siipenatendent has heeu surprised to find a very general sentiment in favor of a law of comxuilsory attendance upon the schools, and, while believing such a law would be a dead letter, as many of the laws of the commonwealth are, he hopes to see the question discussed on its merits until a ripe public sentiment shall precede any trial of the compulsory system. A modified and milder form of compulsion is pointed out by so amending the State constitution that the school revenue shall be appropriated on the basis of an average attendance on the schools, instead of upon the census of school children. Such a contingent appropriation would, of course, incite trustees and patrons to the greatest diligence and efi'ort in urging the constant attendance of every school child on the district school. QUALIFICATIONS OF TRUSTEES. Among the prominent difficulties of establishing an efficient free-school system in Kentucky, is the existence of large sections where the essential qualifications of a good free-school officer — as, intelligence and culture, a sympathy with the free-school system, a public spirit, a hearty and enthusiastic devotion to the public welfare, and moral uprightness — are universally wanting, and qualified citizens cannot be secured for the position of school trustee. Says Superintendent Smith : “The neglect hitherto of our school interests, and the inadequacy of means to edu¬ cate the masses in the poorer sections for generations, have left a large percentage of the adult population utterly destitute of the barest elements of education, ■svhile the balance have only enough to say that they are one degree better off. The result is, that the ideas of the people as to what education is, and what the schools need, are of the crudest ajid most imperfect kind. We must take into account that there are forty thousand v/hite adult male population unable to read or write their names in Ken¬ tucky. We cannot be surprised, therefore, if it is often the case that trustees are elected who cannot write or read. As long as we follow the diminutive and isolated district plan of organization, with the vast number of trustees of all classes to be elected, we cannot fully remedy this barrier to good school management.” NON-ATT'ENDANCE OF CHILDREN AT THE SCHOOLS. One of the most discouraging features, and, says the superintendent, “ one of the most difficult to xiractically provide against in the establishment of a general school policy for universal education, is the large percentage of pupil children who do not appear in attendance upon the schools, though they are made free and open to all. If we accept 370,000 as the average number of pupil children annually reported in the State for the last four years, we may safely take 30 per cent., or 111,000, as the average number in attendance on the common schools, for the full legal sessions. The non¬ attendant list runs up to the enormous figures of 259,000, or 70 per cent, of the whole. If we accept 4,900 as the average number of schools taught for sessions of three months each, we will have an average attendance on each of 25 pupils. If we except the city schools from the county, this average for the town and county school districts will be about 70 census children reported, and 20 pupils in constant attendance for each. In another view, the ratio of pupils in average attendance to the non-attending pupil children is as one of the former to two and one-half to the latter.” The superintendent suggests as one remedy a reduction of the legal school age, so as to embrace only those children between six and fourteen. The xiresent legal school age is six to twenty years. DEPARTMENT OF STATE SUPERINTENDENCY. The state suxicrintendent having Avorked under the difficulties of an inadequate jirovision for his office, and having, wliile in the midst of his term and the labors of ad¬ justing the Avorkings of a ncAv school-law, been dexirived of traAmling exxienses, forcibly states the embarrassment under Avhich he has labored, and ax^x^eals to a succeeding legislature to increase tin; office force by at least another clerk, and x)lace the salaries of both tlie superintendent and his clerks on an equality Avith those of the co-ordin¬ ate dex^artment of State. “The term of the inesent suxierintendent exxiiring in September, the ox^x^ortunity iiiA’ites me to sxieak freely of the office aiid dexiartment Avhich I liaAm had the honor to occuxiy and administer for the past four years. I have not much comment to make upon the x»rovisions of the law embodying and setting forth the duties of the superintend¬ ent in the main. But I must respectfully xu'otest against what seems to be an illiberal Xirejiidice and a discourteous dexu'eciatiou of the department of x^ublic instruction, AAdiich apx)ears to have marked the character of our State legislation to the present date. The friends of education claim for it an equal consideration Avith the interest in charge of other State departments; no more, no less. Yet, in the salaries alloAved in its suxq^lemcntal aid, and in the liberty and discretion granted, it has been ranked KENTUCKY. 187 rather with the dignity and importance of a clerkship than with the co-ordinate de¬ partments of State. In the responsibilities imposed, the nature and importance of the work to be done, the amount and elaborateness of details of the same, and the constant demands on time and attention, there is but one other department that bears compari¬ son. The superintendent is allowed one clerk, and the total of salaries paid the entire office force is but .^3,000 — less than a first-class clerkship in many of the business houses of our cities. The business of the office relates to the disbursement of over $800,000 annually to about 5,000 school districts, and for a multitude of other and miscellaneous purposes; to the tabulation and statistical arrangement of a census of 400,000 pupil children annually reported, of 5,000 schools taught, and the pro-rating and apportion¬ ment for same ; the keeping of records and account-books ; the preparation and distribution of blanks for commisioners, for trustees, census, school, and annual reiDorts, and for other things ; the examination, correetion, and certification of thousands of drafts upon the auditor; the daily and continual corresxiondence from all parts of the State, incidental to all these ; the j)reparatiou of the superintendent’s annual report, and the attention to miscellaneous matters without count. I know of no public servant in the State — I question if there is one in any other State-^so inadequately sux)plied, so inconsiderately overtasked, and so shabbily remunerated for the services rendered. “ To every intelligent and observing man, who has experience in official life, there are two distinct methods of administering the affairs of office. The one consists in a mere mechanical discharge of the duties iwescribed, fulfilling the letter of the law ; no more. The other, in addition to this, is evidenced in that devoted vigilance and at¬ tention which study to economize all forces and utilize them to the best advantage of the trusts in charge, to invent ways and means of improvement, and to apply that energy and enterprise which infuse vitality of function and the growth of clevelop- ment through every arterial channel and from every organic center ; and thus, by the successive steps of reformatory progress, to advance the system and its interests to the highest attainable excellence. The merely mechanical service is easily done — usually wffh ample time for leisure. The additional and optional labors of energy and enter¬ prise may, and do, double, triple, and quadruple this mechanical service ; and without them no great interests intrusted can be made to grow and prosper beyond the mo¬ notony of a stagnant existence.” EXTEACTS FROM REPORTS OF THE COUNTY SCHOOL COMMISSIONERS. “Wo need teachers of a higher grade, better school-houses, district organizations, and an improved standard of education; to accomplish which the plan of securing subscriptions in aid of the school-fund should be encouraged, and, if possible, schools should be kept up ten months instead of five. This would improve the grade of teachers and raise the standard of education. “One matter of special interest that I desire to call attention to is the size and number of districts. The number should be lessened and the size greatly increased ; the county should be laid off in townships, and in that way have fewer districts and fewer officers, and thus increase greatly the efllciency of the system.” — M. H. Rhorer, Common School Commissioner, Adair Count}]. “We have summer school-houses in each district; but not more than three that would do for a winter school in the county.” — J. K. Howard, Common School Commis¬ sioner, Elliott County. “The practical operation of the common -school system now, and here, is to cause the people in the majority of the districts to rely almost exclusively upon the public funds and the free schools for the education of their children ; yet, the average attendance upon the schools is not one-third of the children; and the wonder to me is that the attendance is as large as it is, for the quality of instruction there imparted is of such a nature — so inaccurate, loose, and unsatisfactory, as to palsy all the young inspiration and spirit of inquiry, and transform the pupils into obstinate loafers. Our teachers are, with a few exceptions, graduates of these schools, and never having themselves been taught how to study or to think, are incompetent to teach others. The rich and more educated men refuse both to support the common schools and to act as trustees, forcing us, iu many instances, to take trustees who cannot sign their own iiames, and these do not visit the schools, as required by law, because, they say, they are ignorant as to how a school ought to be conducted. We have not enough school-liouscs, and those we have are not, generally, in the center of the districts, nor fit for the i)urpose. The majority of the people are not disposed to bear their proportion of the burden iu build¬ ing sehool-houses ; and where a school-house is not in the center of the district, those Avho consider themselves aggrieved thereby refuse to support the school. “ My opinion of the common-school commissioner, under the present school law, is, (unless he is in an unnsual degreee animated by a more genuine and enlightened zeal for the improvement of the schools, and by higher motives than a defective compliance with the positive and explicit provisions of the law,) that he is a nuisance. “The law ought to make it the duty of the commissioner to report to the grand jury 188 REPORT OF THE COMMISSIONER OF EDUCATION. any default or neglect on the part of the trustees, and every person who goes to the school-house to whip or insult a teacher. If any one desire to whip a teacher, let him wait until Saturday.” — J. D. Wilds, Common School Commissioner, Ballard County. ‘‘ We are badly off, as a general thing, in the character or quality of teachers ; quite a number of men who have been attending other pursuits, principally laboring on farms from ten to fifteen years, come up to get certificates as teachers. They say they are rusty, but a little practice and they will be all right.” — S. Coleman, Common School Commissioner. Bath County. “In my judgment, all growth and development in our common schools is suppressed by the rate-bill feature contained in the ninth section of the amendment. I believe it should be abolished. The trustees of a majority of the districts in this oounty assess the parents ten, fifteen, and twenty dollars on their children in attendance, after the common schools were announced as open and free to all. In this way many children of poor parents are driven from the schools.” — W. H. Lockhart, Common School Com¬ missioner, Bourbon County. “ I would recommend that the State adopt some plan for the establishing in each county a school that would be free for each teacher of the county to attend for at least three months in the year, upon condition that he would teach a school in some district of the county after he had attended the same. This would be one of the most efficit nt ways of providing good teachers for the counties.” — George W. Sewell, Common School Commissioner, Breathitt County. “As to school accommodations, there is not one school-house in Cumberland County that is fitted up with the actual necessaries, such as the modern improvements and aids to education require. Many of the teachers we have are of the so-called second class ; but were they subjected to a thorough examination, they would be assigned to the third class, which is now abolished by law, while many of those who would pass a first class lack the faculty of imparting information to others, or are wanting in patience and firmness, without which qualities no one can expect success as an edu¬ cator.” — John G. Craddock, Common School Commissioner, Cumberland County. “ At the outset I wish to state that I have paid more attention to teaching and teachers than to school-houses, districts, common school law, or school fund. Wherein I could work under the common school law, I have done so. Wherein the thing heaved itself up between the pupil and education, I bowed to it religiously and went round it. The houses extemporized in five districts are warm- weather establishments. At present the State pays the commissioner just enough to keep him from doing any¬ thing. The ofiice is generally held asn help to somebody in some other business than that of seeing the common school answer the ends for which it is intended ; consequently, so EQUch money is lost to the cause of education. In the present state of public oxiinion, the subject of education challenges our most matured judgment. Public men have an open field — a wide expanse. This x^ublic sxieaker says he understands the subject ; tha;t intimates that he is thorougly x^osted. A knightlier wreath than ever awarded to a Roman awaits the framer of a good common-school system for Kentucky.” — B. N. Grehan, Common School Commissioner, Fayette County. “Fot the year ending June 30, 1871, 77 schools were taught, making a gain of 101 per cent, under the new school law. The peoxile are very enthusiastic on the subject of schools, and many are in favor of an additional tax for school x^^iiqDOses.” — j. S. Thomas, Common School Commissioner, Graves County. “ During the school year ending December 31, 1869, I found a few of the schools well conducted, but most of them imxierfectly and badly managed. More than half the teachers were teaching loud schools, some of them having nearly as many classes as impils. During the year ending June 30, 1871, while the schools were in session, I found the character of them somewhat improved. Loud schools had given vmy to silent, pupils better classed, and the system of teaching more uniform.” — Vincent Boreing, Common School Commissioner, Laurel County. “ Trustees are under the necessity of riding from five to twenty miles to make sx^ecial oath to each rexiort. It is difficult to see why a trustee should swear to every separate act. One good, strong oath, well iihrased and well administered, ought to last a man of ordinary conscience at least one year.” — J. H. Bowden, Common School Commissioner, Logan County. “ There is one point I desire to call your attention to, and uxion which I want your decision. There is a system in the mountain counties termed the vocal, or ^blab sys¬ tem.’’ This is x)revalent in x^ortions of this county, and has been since its first settle¬ ment. The trustees require and xwescribe these rules, or this system, to the teacher, and make him carry it out. If the law will sustain me, which I certainly think it will, I will do away with this in this county. I think it would be doing a great deal for education. It would be one step toward getting old-fogyism out of the county — the great drawback to education and improvement generally.” — B. F. Howard, Common School Commissioner, Magoffin County. “ It will ])e seen, by reference to the tabular x^ortion of this report, that the entire Xiroxierty of the county in school-houses amounts only to the insignificant sum of KENTUCKY. 189 $1,705. It is a fact also kno-wn to the commissioner, that in three or fonr only of the forty districts in the comity do the trustees hold the legal title to the ground upon Avhich the school-houses stand. “The glittering tinsel of military achievements, the bloody monuments of vrar, -will appear like dismal shadows when compared with the civic glories that will arise in the future intelligence and morality of Kentucky’s sons and daughters who shall live to realize the perfection of her school system.” — L. W. Gates, Common School Commis¬ sioner, McLean County. “ Ignorance and old-fogyism have received a blow from which they will never recover in Wayne. A new era has dawned on the educational interests of our county. We have permanently organized our teachers’ institute, and also a teachers’ association of 52 members, properly officered, and subject to a constitution and by-laws. Our associa¬ tion will meet once a month until changed by a vote of the members. Our county is supplied with a far better class of teachers than ever before.” — B. C. McBeath, Common Scliool Commissioner, Wayne County. KENTUCKY TEACHERS’ ASSOCLVTION. The state Teachers’ Association met at Paris, Kentucky, in August, 1871. The after¬ noons of the session were devoted to the discussion of a system of common-school law for the State. Mr. Reynolds lectured on and illustrated the best method of teaching grammar ; Mrs. Nettie Roberts, principal of the State Normal School at Catlettsburgh, supplemented the lecture with some exceedingly appropriate and instructive remarks. Hon. Z. F. Smith, superintendent of public instruction, delivered an address upon the general system of education and the particular wants of the State of Kentucky. He expressed the opinion that the State had some cause for congratulation that within the X)ast three years her school-fund revenues, collected and disbursed annually, have increased from $275,000 to over $900,000 — more than three-fold. In the same time the common schools have been extended from three to five months sessions ; while the number of schools taught has been increased little less than 20 per cent., thus giving an increase, in the total number of mouths taught, of not less than 100 per cent. The teachers are now paid for five mouths’ sessions instead of three, and their wages are about doubled. We have a better class of teachers, who are manifesting a dis- IDOsition to improve their qualifications, and we may safely estimate the aggregate of net results of school reform, within the time mentioned, at an increase in the quantity and value of free education given of 100 x>er cent. BETHEL COLLEGE. Bethel College, a Bai^tist institution located at Russel ville, founded in 1854. Presi¬ dent, Dr. Noah K. Davis. In Fayette County twenty schools were reported in operation during the month of January, with an aggregate attendance of 936 ; in the month of February, twenty-nine schools, with an attendance of 1,561 ; in March, thirty-four schools, Avith an attendance of about 1,800. SCHOOL COMMISSIONERS. Counties. Names. Post-offices. Adair . . M. H. Rhorer . . Columbia. Allen . John H. Walker . Scottsville. Anderson . L. W. Chambers . Lawreuceburgh. Blandvilie. Ballard . J. D. Wilds . Barren . R. P. Collins . Glasgow. Owiugsville. Bur ingtou. Paris. Bath . L. Coleman . . . Boone . R. C. Green . Bourbon . W. H. Lockhart . Boyd . Jacob Rice . Catlettsburgh. ParkesA'ille. Bovle . R.H. Caldwell . Bracken . . A. C. Armstrong . Augusta. Breathitt . George Sewell . Jackson. Breckinridge . M. Board . Hardinsburgh. Shepherds ville. Morgantown. Princeton. Bullitt . R. J. Mcvler _ . . . Butler . . J. S. Chandler . Caldwell . D. M. Barkley . . Calloway . D, W. Padeitt . . . . Murray. Tibbatts’s Cross-Roads Campbell . Leo. Tibbatts . 190 REPORT OF THE COMMISSIONER OF EDUCATION. Sell 0 0 1 commiss io n ers — C ontinued . Counties. Carroll . Carter . Casey . Christian . Clark . Clay . Clinton . Crittenden . Cumberland . . . . Daviess . Edmonson . Elliott . EstiU . Fayette . Fleming . Floyd . Franklin . Fulton . Gallatin . Garrard . Grant . Graves . Grayson . Green . Greenup . Hancock . Hardin . Plarlan . Harrison . Hart . Henderson . Henry . Flickman . Hopkins . Jackson . Jefferson . Jessamine . Johnson . Josh Bell . Kenton . Knox . Larue . Laurel . Lawrence . Lee . Letcher . . . Lewis . Lincoln . Livingston . Logan . Louisville . Lyon. . . . Madison . Magoffin . Marion . Marshall . Martin . Mason . McCracken . McLean . Meade . Menifee . Mercer . Metcalfe . Names. Post-offices. J. J. Orr . Jas. H. Armstrong . . . D. W. Coleman . George A. Champlin D. J. Pendleton . . John E. White . Jesse Ewing . Isaac McMurry . John G. Craddock.. David E. Todd . James A. Edwards . - Jesse K. Howard - A. D. Hamilton . B. N. Grehan . W. A. Morrison . G. M. Witten . W. L. Jett . A. S. Tyler . Samuel Turley . John K. West . J. H. Thompson . J. S. Thomas . N. C. Tilford . . J. W. Williams . S. J. Filson . J. R'. A. Brents . James A. Gaither - Henderson Howard . J. F. Lebus . H. C. Martin _ ... . John McCullagh .... Samuel Jones . N. P. Moss . George W. Murphy. Greeu V. Holland . . . John Downey . George R. Pryor - J. F. Stewart . John Gffiodin . J. C. By land . J. H. Tinsley . S. H. Bush . Vincent Boreing . . . . James R. Dean . Simpson Kelly . William H. Nickels . Joseph A. Sparks ... S. S. McRoberts . Randolph Noe . J. H. Bowden . Oliver Lucas . J. C. Church . W. B. Stivers . B. F. Howard . James W. Hopper . . W. A. Holland . Mark Dempsey . Emery Whitaker . . . D. D. Thomson . L. W. Gates . Thomas J. Gough... F. W. Gross . C. Terhune . J. W. Compton . Carrollton. Olive Hill. Middleburgh. Hopkinsville. Winchester. Manchester. Clinton. Marion. Burkes ville. Owensborough. Glasgow Junction. Martinsburgh. Irvine. Lexington. Flemingsburgh. Prestonsburgh. Frankfort. Hickman. Glencoe. Lancaster. Williamstown. Mayfield. Litchfield. Greensburgh. Greenupsburgh. Hawesville. Elizabethtown. Mount Pleasant. Cynthiana. Muufordsville. Henderson. New Castle. Clinton. Madisonville. Clover Bottom. Anchorage. Nicholasville. Paints ville. Pine ville. Indeiaendence. Barboursville. Hodgenville. London. Louisa. Proctor. Whitesburgh. Vauceburgli. Stanford. Salem. Russellville. Louisville. Eddyville. Richmond, Salyersville. Lebanon. Benton. Warfield. Maysville. Paducah. Calhoun. Concordia. Frenchburgh. Harrodsburgh. Edmonton. KENTUCKY. 191 School comm i ss i oners — Conti u n c d . Counties. Names. Post-offices. Monroe . Montgomery . Morgan . Muhleuburg . Nelson . Nicholas . Ohio . Oldham . Owen . Owsley . Pendleton . Perry . Pike . Powell . Pnlaski . . Robertson . Rockcastle . Rowan . Rnssell . Scott . Shelby . . Simpson . Spencer . Taylor . Todd . Trigg . Trimble . . o . Union . Warren .... Washington Wayne . Webster.... Whitley . . . . Wolfe . Woodford .. J. Rowan Leslie _ J. W. Orear . Joseph B. Wolfe . Henry Porter . J. W. Muir . . Isaac M. Chism . W. F. Gregory . Martin De Moss . John C. Strother . Joseph G. Hampton.. Gideon M. Colvin - E. C. Dutf . . Thomas O. Marrs - W. Frank Crawford . . John M. Barnett - W. Vaughan Prather. J. C. P. Myers . . R. G. Scott . . James M. Lester _ H. S. Rhoton . . C. J. Hinkle . . F. Lee Wilkinson _ C. B. Stilwell . . D. G. Mitchell . W. E. Mobley . . J. B. Garnett . . L. G. Peak . . John F. Cromwell - . A. E. Moore . F. S. Hill . . R. C. McBeath . R. K. Thornberry _ M. A. Moore . G. B. Swan go . W. M. Dickey . Tompkinsville. Mount Sterling. West Liberty. Greenville. Bardstown. Carlisle. Hartford. Beard’s Station. Owenton. Boonville. Morgan Station. Hazard. Piketon. Stanton. Somerset. Mount Olivet. Mount Vernon. Farmers’ Post-Office. Jamestown. Georgetown. Shelbyville. Franklin. Taylorsville. Campbellsville. Elkton. Cadiz. Bedford. Morgan field. Bowling Green. Springfield. Monti cello. Poole’s Mill. Whitley Court-House Hazle Green. Versailles. 192 REPORT OF THE COMMISSIONER OF EDUCATION. I.OUISI AN A. From the report by Hon. T. W. Comvay, St.ate superintendent of public education, made January 30, 1871, for the year 1870, the following information respecting schools in Louisiana is taken : SUMMARY OF STATISTICS. Number of children between six and twenty-one . 253, 353 Whole number of public schools . . . 230 Number of pupils enrolled, (male, 11,462 ; female, 11,761) . . 23, 223 Number of teachers, (male, 112 ; female, 412) . . . 524 Number of private schools . 132 Number of teachers employed in private schools . 203 Estimated number of children attending private schools . 6, 170 Amount of free-school fund . |1, 193, 500 09 Amount of seminary fund . . 138,000 00 Total value of school property . 234, 016, 771 75 CURRENT SCHOOL-FUND ASSESSMENT. Amount levied by the auditor of public accounts . $468, 035 .52 Amount of poll-tax assessed . 122, 668 00 Total apj)ortionment for 1870 . 496,401 38 ORG-4NIZATION UNDER THE NEW ACT. The state superintendent, as he reports, has endeavored, during the nine months which have elapsed since the passage of the school act, to carry its provisions into prac¬ tical effect. During that time the work of organization has proceeded uninterruptedly, and, considering all things, with a fair degree of success, there having been a larger number of schools in operation than at any previous period in the history of the State. DOCUMENTS DISTRIBUTED. The act to regulate public instruction, after being thoroughly indexed in the office, was printed, and, in connection with a compilation of all laws of the State relating to education, was circulated among the school directors of the State, to the number of 4,500 copies, and an equal number of coiiies of the rules for the government of the schools distributed. Circulars, giving full and clear instructions as to the best methods of procedure for a prompt organization of the school work, were issued, and all informa¬ tion sought promptly and cheerfully furnished. Teachers’ certilicates and the various school blanks , required were provided and supplied to the proper officers. Five hun¬ dred and sixteen certificates of appointment for school directors of the various parishes and towns were issued, and 460 commissions. The necessity for an entire reorganiza¬ tion of the school work of the State has made the office duties of the State superin¬ tendent exceedingly arduous, involving an amount of corresjiondence and a iiersonal attention to the details of the work never before required. The preliminary need of creating and organizing the school boards necessarily occu¬ pied time, so that tne period of actual work in establishing schools has been limited to a fraction of a year. Only nine mouths have elapsed since the school a,ct received the signature of the governor. Various impediments to the execution of the school law are alluded to in the report, which have seriously retarded the work of establishing schools in the State. DEFECTS OF THE SCHOOL LAW. Certain defects in the law itself are mentioned, as, for instance : The school act gives no power to the State board nor to the superintendent of a school division to act in establishing schools where a parish board fails in its duty to appoint ward district directors, nor where a district board refuses or fails to perform its legal functions. With a nominal control of the entire educational work of the State, the liower of the State board actually expires with the appointment of the subordinate boards, while the division superintendent, though clothed with the power of general supervision, and held responsible for the proper and efficient performance of the school work of his division, does not possess authority to open the humblest school in all his division, no matter how completely the district boards may have failed to perffirm or even to attempt the performance of their duties. In these points the law is essentially LOUISIANA. 193 feeble, and needs to be strengthened, by placing a power of nltimate action in tbo bands of those Avliom it nominally intrusts with the control of the schools. A WISE PROVISION OF THE LAW. By a wise provision of the law, a parish board of directors is empowered to establish schools in certain cases after the failure or neglect of the ward boards, but no pro¬ vision is made to supplement by other action the failure or neglect of the parish board itself. SCHOOLS DEPENDENT ON ACTING PARISH OFFICIALS. This oversight, by which a subordinate board is thus enabled to paralyze the endeavors of tlie highest school authorities of the State, is one which should be rem¬ edied, especially as the difficulty is of a practical and pressing character. Whole parishes in certain sections of the State have been left without a school, owing to this cause. FUNDS UNUSED AND CHILDREN UNTAUGHT. Thousands of dollars of public-school money remain idle in the treasury of the State, and the children for whose instruction it should be employed are sufiered to grow up untaught. MIXED SCHOOLS. As required by section 5 of the act of 1870, the State board of education, at its first meeting, adopted a rule for the government of the public schools of the State, by which they were all opened to children of educable age, without distinction of color or race. PAY OF MALE AND FEMALE TEACHERS EQUALIZED. At the same meeting, the board adopted a rule equalizing the rate of compensation for teachers performing similar services, thus removing all distinction based upon the sex of the teacher. This equitable rule, abolishing that relic of barbarism which underestimates a service because rendered by woman, has received an approval from the people of the State which is practically unanimous ; the few dissenting voices, coming from men whose prejudices obscure their perceptions of justice, have been lost amidst the general and cordial assent given by the community at large; and this measure of justice to the feebler sex may be regarded as now permanently established in our State. COMMENTS OF DISTRICT SUPERINTENDENTS. One superintendent complains of the difficulty of getting the tax authorized by sec¬ tion 27 of the school law, voted by the people of the districts, and suggests the im})ort- ance of such amendment of the law as will place the support of the schools beyond the reach of hostile opposition ; another, of the imperfect and unequal enumeration of the educable children of his division, as “ causing much confusion and, in some cases, greatly wronging the wards another, that after organizing boards of school direct¬ ors in every one of the parishes of his division, he met Avith only supineness and indif¬ ference on the part of a majority of the boards, and nearly all of what has been accom¬ plished in this division has been the result of his own steady and determined labor. In the city of Shreveport, which is in this division, public schools have been success¬ fully established, and at some other points. But what is said by him of the parish of Winn applies to a great extent to the larger x)ortion of his division : “There have been divers obstacles to the successful prosecution of the school work in this district, among which may be mentioned the prejudice against the frec-school system itself, the gen¬ eral inditference of all classes in regard to education, the political excitement, and the scarcity of intelligent workers.’’ REPORT OF SUPERINTENDENT OF THIRD DISTRICT. T1k5 superintendent of the third district classifies the schools under his charf^e as private, sectarian, complex, and public schools. He says : “There are in the division forty-one private schools and institutions of learning, Avith 78 teachers and 1,070 pu¬ pils, and four benevolent institutions Avith 2G8 inmates. It will be seen that there are feAV x>riAmte schools, and these are inadequately siq)})orted. The best scliools of this class are in St. Mar3’^, (12 ;) in St. Landry, (4 ;) East Baton Rouge, (G ;) and in East Feliciana, (7.) Some of them are strictly sectarian, being convents and colleges of the Roman Catholic Church, or 8ux)X)orted by and 8ui)plemeutary to dili'ereut Protestant churches. COMPLEX CHARACTER OF SOME SCHOOLS. “ There is also to be met with occasionally a school of conqdex character, sustained partly by the Peabody Fund, i)artly by an organized local society and by tuition fees. 13 c E 194 EEPOET OF THE COMMISSIONEE OF EDUCATION. Wliile children exclusively are entitled to their benefits. Sometimes the State schools haye been embarrassed in their organization by the local authorities granting public school-houses, as at Batou Rouge, to trustees of this fuud. NO SUBSTITUTE EQUAL TO COMMON-SCHOOL SYSTEM. “It is plain that neither churches, nor Peabody funds, nor private enterprise, nor all combined, can adequately or properly meet the demand iu this matter. A uniform na¬ tional system of public education is needed ; next to this in value is our State public- school system, securing to every man’s child, to the children of the commonwealth, that great blessing — free, universal, and beneficent as the air they breathe — agoodEn glish education.” SELF-DENYING TEACHERS. With regard to some of the teachers employed in this district, he says : “ Some of them hold claims for services which have been unpaid for years; others had to procure rooms iu which to gather the children, pay the rent, furnish benches, desks, &c., and then wait months for their scanty pay. They submitted to social and personal discom¬ forts, ostracism, and opprobrium, which only a true love for their honorable and holy vocation and for humanity enabled them to endure.” PRESENT SYSTEM OF WARD ORGANIZATION DEFECTIVE. Respecting amendments suggested in the law, he says : “ It is the judgment of every school officer and citizen with whom I have conversed on the subject, that at the pres¬ ent time our plan of ward organization is a hinderance instead of a help to our public education. POPULATION SPARSE AND UNFAMILIAR WITH DUTIES. “ The reasons are, that the country is thinly settled, the people are poor, traveling is expensive, and few persons outside of the towns are familiar with clerical business ; then it is difficult to give bond of a safe character, as men shrink in these evil days from being securities. The people say, ‘ Send us a teacher, build a school-house, tax us for these purposes, but attend to the business ; we don’t know how.’ It is certainly unsafe to scatter the public money so widely; it involves much expense in the aggre¬ gate, each locality requiring the same expenses as would be required at one for the whole parish, and then the people are frequently changing houses.” SUPERINTENDENT OF DIVISION OF NEW ORLEANS. The report of the superintendent of the division of New Orleans, while it contains many valuable suggestions iu regard to the future, touches but lightly on the embar¬ rassments which have obstructed the progress of the schools during the past years. Among those named in his report is the insufficient provision made bylaw for the sup¬ port of the schools, a complaint which is common to the whole number of school offi¬ cers iu the State. Mr. Carlin’s language is : “A prominent cause of anxiety to the friends of the schools of this division, is the uncertainty as to their necessary support under the present law. The council of this city, which has, without legal obligation to do so, generously honored the pay-rolls of the teachers for several mouths, declines to do so longer, and as the State apportionments are inadequate and the generally fa¬ vorable result of the levy of the school tax is at least problematical, our future from this cause is somewhat clouded. SCHOOL LAW MUST BE MODIFIED. “ Iti is very clear that the present school law of the State must be modified as an indispensable preliminary to any general and speedy progress of our schools.” There have been 67 schools iu operation iu this city during the year, with 375 teach¬ ers, a detailed report of which will be found in the statistical tables accompanying this report. DIFFICULTY OF ENFORCING THE LAW. The State superintendent explains very fully the difficulties and embarrasments which have arisen and still exist respecting the enforcement of the school law in New Orleans. The city board has seen fit to place itself in direct antagonism toward the public school law, in obstructing its execution by the ward boards of the city. Haying usurped the powers rightfully belonging to the ward boards, and being enjoined by the courts from such action, they have appealed from the judgments rendered, which appeal is now pending. Their appeal claims that the ward boards having failed to organize and to exercise the powers intrusted to them, (the same powers usurped by LOUISIANA. 195 the city board and claimed to be vested in said city board,) the said city board should be authorized to exercise such posvers and to receive from the State treasurer the ward apportionment of the State school fund. EVII.S OF ENFOKCING MIXED SCHOOLS. “ There is probably no other State in the Union where the work of popular education, by a system of free schools, is conducted under the disadvantages which are encoun¬ tered in Louisiana. Not only have Ave, in common Avitli some sister States, to build the whole system anew, and to do this in the face of that general apathy, rising at times to positive antagonism, Avhich prevails in the Gulf States, but that provision of onr constitution which forbids the establishing of public schools from which any child shall be rejected on account of race, color, or previous condition, excites a determined opposition on the part of many who would otherwise co-operate in the opening of schools and in the raising of funds for their support. “ Justice to our division superintendents requires that, in estimating what has been done by them, this fact should be borne in mind. OFFICIALS DENIED DISCRETIONARY POWER. ‘^Neither the division superintendents nor the boards of school directors are allowed, under the law, the least discretionary power, and because of that constitutional pro¬ vision, to which reference has been made, the sympathies of thousands are alienated who might otherwise be expected to co-operate with us, and the weight of their influ¬ ence is often thrown against the establishment of any schools whatever in the districts where they reside. ANTAGONISM AROUSED — OFFICIALS OSTRACISED. Even further than this : where persons of character have been willing to accept the position of school directors, from a desire to extend the advantages of education, they have, in many instances, been deterred from accepting the trust by the apprehension of persecution, and even social ostracism, on the part of the opponents of the law. FACTS TO BE MET. It were irrational to overlook the fact that this active antagonism of so large a por¬ tion of the white population of the State is a formidable hiuderance to our school-work. However unreasonable it may be shown to be, and unworthy the intelligence of the age, its undeniable existence and influence must be taken into account in any esti¬ mate of past progress or of future prospects. The noblest vessel, however ably man¬ aged, makes but slow progress when forced to contend with both wind and tide. Such has been the position of those intrusted with the school-Avork in this State, and such it continues to be, Avith but little promise of a speedy alteration. What has been accomplished has been in the face of difficulties nowhere else experienced, and, at many points, in defiance of a sleepless opposition. FULLER POWERS NEEDED BY SUPERINTENDENTS. “ A corrective for the last-named difficulty would be found in empoAvering the divis¬ ion superintendent to establish schools Avhere, after a reasonable time for action, a parish board fails in performing its duties. The lack of direct power in our higher school officers greatly lessens their efficiency, inasmuch as it renders their most A’ig- orous exertions liable to be neutralized by the apathy or timidity of the boards through whom alone they can act. With poAver given the division superintendent to act in case of the failure of a parish board in its duty, he may be justly held respon¬ sible for the opening of a school in every ward district of his division. DEFECTIVE ENUMERATION. “ Some embarrassment, and much injustice, has been occasioned by inaccuracy in enu¬ merating children of educable age by tax collectors and assessors in many of the par¬ ishes. The duty, in some cases, appears to have been entirely neglected, and mere guesses, guided by no intelligence, have been substituted for the enumeration required by law.” AMENDMENT'S TO THE LAW RECOMMENDED. In view of the many difficulties to the enforcement of the school law, and its lack of adaptation in some respects to the circumstances of the people of the State, the super¬ intendent recommends to the legislature that it be amended in some important particu- 196 EEPORT OF THE COMMISSIONER OF EDUCATION. lars. He remarks : “ The system embodied in it for the State at large'is, in itself con¬ sidered, an admirable one. It has been adopted in other States with the best of results. Its vital germ resides in the ward district plaiy by which the control of the educational work in each neighborhood is placed in the hands of those who are to be taxed for and benefited by it ; and the presumption is, that iu a country such as ours men will em¬ ploy the power thus conferred both wisely and efficiently. CAUSES OF FAILURE. “ To render this presumption reasonable, however, several things must be previously determined. They to whom this power is intrusted must be imbued with a sense of. the value of education ; they must be capable of administering the system so far as it devolves on them, and be willing to devote to the public good t^he time and labor which the administration of the law requires ; and, finally, they must be in sympathy with the system itself. Should either of these pre-existent conditions be wanting, the ward district system contains within itself the elements of failure. A district will not vol¬ untarily tax itself to support a system it dislikes. A community deficient iu intelli¬ gence will manifest no zeal for education, and people struggling for the necessaries of life will feel liitle disposed to devote themselves to gratuitous labors for the public. COLORED CITIZENS WILLING BUT INCAPACITATED. “ The recently emancipated citizens of Louisiana constitute the portion of our peo¬ ple who sympathize most with our public-school system. Struggling upward to the light, after generations of bondage, oppression, and enforced ignorance, the instances are rare in which the necessary qualifications for this delicate and important office are found to exist among them, and as they are generally compelled to employ their entire energies in securing the necessaries of life, they have no time to bestow on a work which offers no material compensation. WHITE CITIZENS OPPOSED TO MIXED SCHOOLS. “The older wffiite citizens of the State are, as a body, possessed of ample intelligence and leisure to act in the work of popular education, but a majority of them are decidedly averse to a system of instruction which makes no distinction on account of race, color, or previous condition, and as the.se two classes constitute the bulk of the people of the State, successful results from the ward district system are problematical at the best. In those sections of the State where an active, intelligent, and courageous leadership could be secured, good results have been obtained ; but in other seetions, where these requisites were unattainable, the system has proved a failure. PRESENT SYSTEM UNSUITABLE FOR NEW ORLEANS, “ It may be fairly questioned whether, iu a large city such at New Orleans, requir¬ ing a system of graded schools and separated into districts only by arbitrary divisions, the ward district system is practicable, even when conducted under the supervision of a city board. “ I have never believed it to be desirable, but under the law which establishes that system, 1 have had no alternative except to do my best to enforce the law ; but while thus acting as a servant of the law, I have hoped that the proper authority might so modify the school act iu its relation to this city as to remove the embarrassments which must continually arise under its present requirements. PROPOSED AMENDMENT. “ I would, therefore, respectfully propose the following amendment to the act of 1870 : BOARD OF DIRECTORS. “That the control and regulation of the imblic schools of the city of New Orleans be vested in a board of fourteen school directors, one from f^ach ward of the city, to bo ap¬ pointed by the State board of education, and one additional member, who shall be the treasurer of the board, to be appointed by the city council, and who shall give bond in such amount and terms as the city council may require. BOARD TO ELECT CITY SUPERINTENDENT. “ That this city board shall elect the superintendent of public schools for the division of New Orleans, "who shall be ex officio president of the board and its executive officer, and shall form one of the State board of education. LOUISIANA. 197 BOARD TO DETERMINE EXPENSES. “ The city hoard to determine annually the snm needed to carry on the schools of the city, and to report the same to the hoard of administrators, who shall xdace the amount on their annual budget and levy the same on taxable property of the city, to he collected at the time and in the manner of other taxes. TREASURER OF BOARD TO HAVE CUSTODY OF SCHOOL FUNDS. The same, when collected, to he paid to the treasurer of the city hoard of school directors for distribution in the manner and for the purposes provided for by law. CITY BOARD TO GOVERN SCHOOLS. “ The said hoard to possess all the powers and privileges of a corporate body, and to he vested with the power to make all needful rules and regulations for the government of the schools ; provided, that no rule shall he made which shall conflict with those adopted by the State hoard of education. The foregoing recommendations, if adopted by your honorable body, would, I am convinced, meet every necessity of the case, and give to the State a school system both judicious and eftective. INDUSTRIAL SCHOOLS. “ I would invite attention to the desirableness of establishing, at on early date, schools of the above-named class, in which, in connection Avith the ordinary branches of an English education, pupils might be instructed in some of the useful avocations of life. It is a subject which has been pressed on my attention by the peculiar circum¬ stances in AA'hich large numbers of our recently enfranchised citizens are placed. By the disadvantages of their previous condition, the great mass of them, both male and female, were prevented from acquiring the knowledge which gives to skdled labor its high value. Among the males comparatively feAV are possessed of trades, while many branches of indoor industry have scarcely a representative among that portion of our people. The females are almost equally deficient in the higher dex>artments of needle¬ work, the products of which are always in demand in a highly civilized community.” EVENING SCHOOLS. He also remarks upon the need for evening schools in our large towns and cities for the benefit of persons whose necessary occui)ations prevent them from enjoying the advantages of the ordinary public schools. He also repeats his former remarks respect¬ ing the importance of providing a State normal school for the special training of teachers to be employed in the public schools of this State. MANAGEMENT OF SCHOOL LANDS. In reference to the management of the school lands of the State, the superintendent remarks : “ There is either a culpable indifterence existing on the part of the officers to whom the duty of guarding the interests of the people in the school lands is intrusted, or the matter requires an amount of time and labor in making the necessary iuA^es- tigations greater than those officers are able to bestow. lu either case, the necessity for axipointing some person, legally authorized to attend to this inqiortant matter, becomes a]tx)arent, if these resources are to be preserved to the object for Avhich they were donated by the General Government. TIMBER STOLEN FROM SCHOOL LANDS. “ Even during the last year it has come to my knowledge that school lands have beeu stripped of the timber which constituted their chief value, and, when thus denuded, have been thrown into the market and sold at public sale for a fraction of their former value, the x>orson who had previously stripped the lauds of their timber becoming, in one instance, the purchaser. PEABODY FUND — RESOLUTIONS OP STATE BOARD. “ By direction of the State board of education, I transmitted to Rev. Barnes Sears, D. D., the general agent of the Peabody fund, an attested cox)y of the following ine- amble and resolution adopted by the board : “ ‘ Whereas a portion of the munificent endowment of Mr. George Peabody, for the promotion of public education in the South, has been assigned and set apart for this State ; and whereas this board, created by law and now organized and engaged in the 198 REPORT OF THE COMMISSIONER OF EDUCATION. control and management of the public schools of the State, would seem to be the proper medium for the care and disbursement of the portion of said endowment to which the State is entitled : Therefore, “ ‘ Be it resolved, That the president of the board be, and is hereby, instnicted to open a correspondence with the Rev. Barnes Sears, general agent of said endowment, with the view of securing the transfer of such portion of the same as may at any time be set apart for the good of this State to this board, and that he may convey an authentic copy of this resolution to the said general agent.’ “ No reply having been received, I forwarded to Dr. Sears a second copy of the above resolution, attended by the following communication : LETTER TO DR. SEARS. “ State of Louisiana, “Office State Superintendent of Public Education, New Orleans, Ocioher 28, 1870. Sir: The State board of education for this State, at its first meeting, adopted the following preamble and resolution. A copy of the same was forwarded to you, but, as we have not heard from you, we presume you did not receive it. “ The object in view is to call your attention to the question of the use made of the Peabody Fund in Louisiana, and to suggest that it might add greatly to its success if you were to change the local agency here, and for the following reasons : “ First. Mr. Lusher, your present agent, does not co-operate in any way with the State authorities in the promotion of the work of popular education. “ Second. There is good reason to believe that he is greatly opposed to the State authorities, and that he aims to build up a system antagonistic to that of the State. “ Third. Some of the teachers, aided by him, are doing all in their power to break up our public schools, and in some cases circulars have issued from them urging the citi¬ zens to oppose the establishment of public schools. “ Fourth. Mr. Lusher announces that the schools aided by him are for white children, thereby involving the trustees of the Peabody Fund in the false position of establish¬ ing a caste system of education, which is, as I believe, at variance with the declarations j)ut forth by them. “ Fifth. Mr. Lusher must necessarily excite widespread opposition because of his j)rejucliced feelings, his inharmonious conduct toward the public-school officers, and bis neglect of the educational interests of the colored population of our State. We think the fund for this State can be used by the State board of education to far better advan¬ tage than if it remain in the hands of Mr. Lusher. Not only would we assist schools attended exclusively or partially by white pupils, Avithout exciting the jealousy of the colored population, but we could render all proper assistance to the latter class without exciting the opposition of any of the Avhite citizens of the State. “ You will gain great advantage by having the fund used in perfect harmony with our public-school system ; it w'ould be far more economical, since our school officers would charge nothing for any service you would require, and it would secure you double the results which you can possibly accomplish under the present auspices. “ Very respectfully, “ THOMAS W. CONWAY, “ State Sujfenntendentof Fuhlic Education, “ Rev. Barnes Sears, D. D., General Agent, 4'c.” REPLY BY DR. SEARS. “Staunton, Virginia, Novemler 8, 1870. “ Dear SiR : In reply to your communication of October 28, I beg leave to say that, in the distribution of our fund, I should be most happy to co-operate Avith the State authorities. But I understand that the State public schools are so organized that the greater part of the A\’hite population are unwilling to send their children to them, and that, consequently, the benefit of the public money goes, in fact, chiefly to the colored children. If there is any feasible way of remoA'ing this inequality, bringing the Avhite people generally into co-operation Avith you, the necessity for a local agency Avould cease, and Ave could act in concert with you. “ We, ourselves, raise no questions about mixed schools. We simply take the fact that the Avhite children do not generally attend them, without passing any judgment on the propriety or impropriety of their course. We Avish to promote universal educa¬ tion ; to aid whole communities, if possible. If that cannot be, on account of peculiar circumstances, Ave must give the preference to those Avhose education is neglected. It is Avell known that Ave are helping the Avhite children in Louisiana, as being the more destitute, from the fact of their uuAvillingness to attend mixed schools. We should give the preference to colored children, were they in like circumstances. LOUISIANA. 199 “Mr. Lusher ha^i been requested to avoid controversy and antagonism with the State authorities; and he has assured me that this is in accordance with his own views and wishes. “ Yours, truly, “ Hon. Thomas W. Conway.’’ “R SEARS, “ General Agent of Feabodg Fund. GOOD WORK OF THE FREEDMEN’S BUREAU. Ill respect to the wmrk of the Freedraen’s Bureau, the superintendent remarks : “ The closing up of the educational work of the Freedmen’s Bureau affords a proper occasion for expressing my sense of the value of the aid afforded by it to the class of citizens for whose benefit it was especially designed. “ Coming to the aid of the freedmen almost at the moment of their emancipation, the Bureau was far in advance of all other organizations in making provision for their edu¬ cation. At a time when the State was powerless to provide them with the, advantages of mental culture, the strong arm of the Bureau, clothed wdth the power and authority of the nation, was extended in their behalf. My intimate association with that work, as assistant commissioner of the Freedmen’s Bureau for this department, during the first year of its existence and operations, enables me to speak intelligently of the value and amount of the work which was performed. It seemed to be one of those providential instrumentalities which an overruling power brings into operation at the coming of great emergencies, and the results of its official work amply vindicate the wisdom of the mind by which it was originated.” PEABODY FUND. The report of the general agent of the disbursements of this fund in Louisiana for 1870, is as follows : “ It has not been practicable to make any equitable arrangement to co-operate with the school authorities of the State. We have, consequently, continued to act upon the plan pursued in former years, availing ourselves of the voluntary services of Hon. R. M. Lusher, as local agent. The mode of distribution adopted for the present school year is to give the customary aid to twenty-eight localities which have been selected according to their importance and influence, and which will contribute their share of the expense. “ The Peabod.\ Normal Seminary for the State at large, at New Orleans, with six model schools attached, and five auxiliary normal departments at institutions in the rural districts, for the benefit of pupils who cannot attend the former, receive our patronage. “ The local agent has authority to alter the proportions of the donations specified in the list given below, if he see cause ; and also to substitute other towns, if any of these shall fail to fulfil their engagements.” Schools receiving donations from the fund. Towns. Local contri¬ butions. Donations, Towns. Local contri¬ butions. Donations. Arcadia . $1, 600 $600 Clinton . $1, 420 $500 IJastiop . 1, 400 450 Fairview . . ’ 7.50 200 Columbia . 1, 300 400 Franlilintou . 1, 000 300 llarrisonburgb . 1, 500 400 Gretna . 3, 200 1, 250 Homer . 1, 400 375 T.ivnnia . 500 200 Miiulen . 1,300 350 First district. New Orleans . 2, 000 700 Monroe . i,20;j 375 Second district. New Orleans - 1, .500 51)0 Natcbitoclies . 1,200 400 Third district. New Oilcans .... 1,200 400 Pleasant Hill . 1, 100 300 Fourth district. New Orleans. . . . 1,200 400 Shreveport . 2, 5 0 750 Fifth district New Orleans . 000 300 Wiunfield . 700 250 900 300 Amite City . 2, 500 800 Plur[ucniiuo Oilctins --- 000 300 Baton Boiige . 2, 800 1, 000 Terre aux Boeufs . 1, 300 .500 Bayou Sara . 2, 700 1, 000 _ _ 1, 475 1 .500 Total . 41, 445 1 13, SCO To this sum of $13,800 is to be added $2,100, appropriated to normal schools. A largo part of these expenditures is covered by the aijpropriation of last year. 2C0 REPORT OF THE COMMISSIONER OF EDUCATION. LOUISIANA STATE UNI\^RSITy. This institntioa is located at Baton Rouge, and was organized in 18()0. The course of study embraces a preparatory and academic department, including a literary, scien- titic, and optional course, a special school of civil engineering, and a commercial school. Tlie discipline is military, with daily drill. Exjjenses of board and tuition, $400. Number of cadets last session, 185. The geological, mineralogical,’ botanical, and conchological cabinets are said to be among the largest and most complete in the South. The commencement exercises of this institution at the close of the last session were exceedingly interesting. The introductory exercises, consisting of a contest for the oratory and declamation medals, took place on June 27. The annual address to the society of alumni was delivered by Mr. Samuel H. Lewis, of Baton Rouge, a graduate of the university, and now one of the joint principals of the Orleans Military High School. Eighty cadets received certificates of distinction. Degrees conferred were : Master of arts, 1 ; bachelor of arts, 4; bachelor of science, 12 ; bachelor of philosophy, 2; civil engineer, 1. Hon. William M. Burrill, of New Orleans, delivered the annual address. He spoke of the exercises of the occasion as representing a new departure in the educational system of the South. The graduating class were eminently fitted for the important duties they were to assume, having no antecedent opinions to obstruct their onward progress, and nothing to forget or recant. They could so shape their action as to adopt a policj’’ adequate to the change in the social and industrial condi¬ tion of the South. He was in favor of adding a scientific department to the course of Southern education. He was there to show that while the abstract principles of southern statesmen had been correct, there had been always wanting that education which qualifies every member of the State for the service of the State in some moral, political, or industrial capacity. He appealed to the graduates to accept and improve the situation ; to maintain the Union — it was useful ; it was indispensable to the resto¬ ration of the South. He reeommended to them the duty of reconciling “ capital with labor,” reminded them that the colored population j)r<>duced by its labor an annual value of probably $200,000,000. The mental and moral education of this class of our people belonged to them as a part of their duty to sustain and advocate. The speaker congratulated the institution upon the position it had assumed, and assured both pro¬ fessors and graduates that they would be honored and trusted by the good and wise throughout the entire South. Notwithstanding the pecuniary difficulties under which the institution has been laboring, the library has been increased by several thousand volumes, among them some valuable and important works on civil engineering and the applied sciences. The chemical and philosophical departments have also been greatly improved, and extensive additions have been made to the mineralogical and botanical collections. During the past year the university has lost many cadets from want of room. The recent law of the legislature transferring the entire building for the use of the univer¬ sity will remove this trouble. BLIND ASYLUM. Since last session the blind pupils have been removed to the Orphans’ Asylum at Baton Rouge. They number at present 25, and are under the joint care of Professor S. Wrotnoski and Rev. P. Lane. DEAF AND DUMB ASYLUM. The Deaf and Dumb Asylum occupies a portion of the university building at Baton Rouge. There arc at present about 40 inmates, under the charge of Professor J. McWhorter. NEW ORLEANS. UNION NORMAL SCHOOL. This institution is sustained by the Methodist Episcopal Church. Government funds purchased the premises and building, and a Methodist benevolent society pays the teachers. One hundred students attended this school during the past year. LELAND ACADEMY. This institution is under the special patronage of the Baptist denomination, though open, free of charge, to all pupils of proper qualifications. At the time of closing in July it had been but five mouths in operation, and numbered 170 students. STRAIGHT UNIVERSITY. The Straight University, through many diflicnltiesand under many discouragements, has made steady progress, and gives promise of extended usefulness in the future. A normal department, organized in 1869, is connected with the university. , LOUISIANA. 201 boys’ house of refuge. An exhibition at this institution on the Fourth of July showed that tlie large num¬ ber of boys confined there were improving both mentally and morally, and many of them acquitted themselves with great credit. It has been proposed to make in this institution tbe experiment of an “artisan school,” which, if successful, might lead the way to the establishment of similar schools in connection with the public schools, where, in addition to the ordinary studies, piquls should be taught such industries and trades as are called for in the struggle of men and women for their daily bread. This work, being paid for, would enable the pupil to continue in school until thoroughly skilled in a trade, and also enable the city, in time, to require the attendance of all children at school. PUBLIC SCHOOLS. The public schools of New Orleans have been conducted during the past year under very great disadvantages. The great difficulty has been want of money. The teachers have been scantily and tardily paid, and many of the school-houses have, from want of funds to make necessary repairs, fallen into a state of absolute dilapidation. Much of the school furniture is old and inconvenient, and the supply of apparatus extremely limited. The report of the committee on school-houses, made in July, showed that many of the school-houses were mere sheds, not only entirely unfitted for the juirpose, but so out of repair as to be absolutely unsafe. In some places fifty children are crowded into a room 12 by 13 feet. The only remedy for this is the abolishment of the existing system of rentals, and the erection, as fast as means will permit, of suitable school buildings to be owned by the public. Many of the buildings in use at present are rented for sums entirely out of proportion to their value. The great lack of sympathy with the cause of education, and the almost total want of interest in the schools on the part of a largo proportion of the population, could not but have a depressing effect upon these institutions and form a real obstacle in the way of their progress. It wjis all-important that an interest should be awakened and the parents and teachers brought together. As a means to this end the examinations were closed with a series of exhi¬ bitions in the different schools, so conducted as to form a lively and attractive enter¬ tainment. The overflow of the river interfered with some of these exhibitions, but in most cases the programme was fully carried out with enthusiasm by the pupils, and to the great gratification of the parents, who attended in large nnmbers. TEACHERS. The present board of directors have determined to make competency, in the most extended sense of the word, the sole guide in the selection of teachers. They intend, also, to institute the principle of permanency of position, deciding very properly that institutions for the instruction of the young are no subjects for party politics. teachers’ institutes. An important auxiliary to educational progress, recently organized, is the teachers’ institute. In accordance with the requirements of the law, a series of these institutes has been held in different places, wuth a good attendance, and a manifestation of great interest. The State superintendent had invited Miss H. N. Morris, a lady who had been through the best training schools in the North, to assist at these instititutes. Her lessons and illustrations of improved methods of teaching were a prominent and most interesting feature of the exercises. Previous to the adjournment of the Carroll¬ ton institute a vote of thanks was tendered by the teachers present to Miss Morris, and an acknowledgment made of the benefit derived from her suggestions. At one of the institutes a division superintendent stated that last year he could report but 71 schools, 79 teachers, and 3,600 pupils in fourteen parishes ; now he reports 133 schools, 150 teachers, and 7,500 pupils, and the number constantly increasing. LIST OF SUPERINTI'INDENTS. Hon. T. W. Conway, State Supcrintoideyit, New Ch'lcans. Division superintendents. Name. Division. Address. R. C. Richardson . First Oiv'ision _ Amite City. Carrollton. Baldwin. Shreveport. E. S. Stoddard . Seeonfl rlivisinn . _ _ R. K. Diossv . . . TbirO fHvisinn _ _ _ .. James McCleerv . Fourth tii vision _ - _ _ .. R. C. Wyly.../ . Fifth division ...... ......... J. B. Carter . Sixth division ....... _ ... .. New Orleans. 202 EEPOET OF THE COMMISSIONER OF EDUCATION. MAINE. (Trom the seventeenth annual report of the State superintendent of common schools for the year 1870 — Hon. Warren Johnson, superintendent.] Whole number of towns in the State . 409 Whole number of plantations . . . . . - . 72 Number of towns making returns . 399 Number of plantations making returns . 60 Whole number of scholars between four and twenty-one . 228, 167 Number registered in summer schools . 121, 125 Average attendance . 94, 429 Number registered in winter schools . 132, 867 Average attendance . 106,602 Percentage of average attendance to whole number . 50 Number in winter schools not attending the summer schools . 20, 086 Average length of school year, in weeks . 20 Number of school-houses . 4, 004 Number of school-houses in good condition . . . 2,232 Number of school-houses built last year . 158 Cost of the same . $210, 520 Estimated value of all school property . $2, 443, 426 Number of male teachers employed in summer . 107 Number of male teachers employed in winter . 1, 987 Number of female teachers emx)loyed in summer . . . 4, 020 Number of female teachers employed in winter . 2, 205 Number of teachers graduates of normal schools . 193 Average wages of male teachers per month, excluding board . $32 26 Average wages of female teachers per week, excluding board . 3 21 Average cost of teachers’ board per week . 2 31 Amount of school money voted . 740, 321 00 Excess above amount required by law . 136, 804 00 Amount raised per scholar . 3 07 Amount drawn from State fund in 1869 . . 12, 409 00 Amount derived from local funds . 27,809 00 Amount paid for tuition in private schools, &c., iu the State . 58, 601 00 Amount paid for same out of the State . 9, 451 00 Amount expended for repairs, fuel, insurance, &c . 102,615 00 Amount expended to prolong schools . . 18, 816 00 Amount paid to superintending school committees . 22,593 00 Aggregate amount expended for schools . . 1,077,927 00 Amount of school fund . . . 293, 576 00 THE CHILDREN. During the last ten years there has been a decrease in the number of persons of school age in the State of 15,753, while for the corresponding time there has been an increase of 440 in the total population. Four reasons are given in explanation of this fact: First. Emigration of young men and women without a corresponding immigra¬ tion. Second. The temporary removal during the war of almost half the male popula¬ tion between twenty and forty years of age. The third cause is a determination on the part of the parents not to raise large families — for various reasons, the principal of which is the increased expense of living demanded by the despotic will of custom and fashion, and their own slavish obedience to it. The fourth cause of this diminution in number of school children is the insidious, demoralizing practice of abortions. Quietly flitting through the community, like the noiseless vampire on the thickening shades of evening, this weird embodiment of sin and death sucks away at the very life-blood of the State, and threatens to impair, if not to destroy, that finer appreciation of spiritual existence and that exalted sense of parental relations underlying the whole struc¬ ture of human society. SCHOOL ATTENDANCE. The whole number of children enrolled in the summer schools is a little larger than last year ; in the winter schools the number is less. . The average attendance for either season bears the same order. The average attendance for the year is really a decimal less than last, but not sufficient to make a difference in the record. The stub¬ born, startling fact still stands before us, that only 50 per cent., or one-half of the youth for whom the State provides education, are found in our public schools. The MAINE, 203 State furnis'hes means at the rate of $4 78 for each child between the ages of four and twenty-one years, but the expense for those actually educated is twice this amount, or $9 5t). The largest enrollment, that of winter schools, 132,867, is but 58 per cent, of the total census number, while 20 per cent, of this is lost by truancy and occasional absenteeism. THE SCHOOLS. The permanent school-fund continues to increase by small items, the gain the p.ast year being $15,400; total fund, $293,576. Six per cent, of this sum is divided annually among the several towns and plantations according to the number of school chil¬ dren enumerated and returned to the superintendent’s office and reported to the State treasurer. It is remarked that the amount voluntarily imposed and paid by a com¬ munity is a far surer index of popular sentiment and popular favor or disfavor toward any school system than the size of the school-fund, and it is stated that larger sums have been contributed by the people, better school houses have been built, the old houses are being repaired, teachers and committees are receiving a little better com¬ pensation than in the past, while the number of children is increasing and the per¬ centage of average attendance remains about the same. The State establishes a school-tax of $1 for each inhabitant. This is levied by the towns on the property or wealth of the town. This is right as based on the principle that property shall pay for education, but unjust as between the several towns com¬ posing the State. The city of Augusta can easily raise its requirement of $8,000, while it may be comparatively a hardship for a small town with twelve hundred inhabitants to raise $1,200. The amount thus raised in the State by direct taxation exceeds $600,000. The school-tax is generally paid cheerfully. The people of Maine are settled in the conviction that their children must be educated and the expense of this education must be paid. A small revenue is received in aid of schools in some of the towns — about one-third of the whole number — from local funds, the proceeds of sales of land, or from bequests. The amount is small, compared with the total expenditure for schools. The voluntary contributions by towns, in addition to the regular tax, exceed those of any previous year, amounting to more than $100,000, while the citizens have taxed themselves for building new school-houses more than $200,000 additional. The amount drawn from the State fund ten years ago was nearly $80,000 ; this year it was but $12,409. The amount contributed to prolong schools shows a slight gain on the past year. The amount expended for repairs and for tuition in academies and colleges in the State exceeds the amount returned in 1869, while the amount paid for tuition out of the State is less. The amount paid to committees shows a commendable increase. The number of towns and plantations which have failed to send in school returns has decreased slightly during the year. There were 60 delinquent plantations in 1869, and only 12 in 1870. In the number of delinquent towns there is a decrease of one. The only penalty attached to a failure in making the required return is inability to draw from the State treasury the proportion of the annual interest on the permanent school-fund belonging to such delinquent town, to be paid, however, when said town does make the proper return. The average length of the school year is now twenty weeks. This time, however, is very unequally divided — in a few towns the school-year being thirty-five and forty weeks, in a majority of the towns less than twenty. The division in the same towns is also unequal — in some districts running as high as thirty-eight weeks; in others, in the same towns, only a summer school of ten weeks. SCHOOL DISTRICTS. The number of districts and parts of districts remains nearly the same. There is a great reluctance on the part of committees to “consolidate” or unite so as to afford longer and better schools. An examination of the school registers returned to this office by the teachers reveals the fact that there are many summer schools with only five, eight, twelve, or fifteen scholars in attendance, the whole number of scholars in the district being correspondingly small. TEACHERS. There are about 6,000 teachers in the State actively engaged — 4,000 females, 2,000 males. Not quite a hundred males are employed in the summer, and these are mostly principals of high and grammar schools in the cities and larger towns. In the winter the two forces, male and female, are about equally divided. Nearly three-quarters of the school instruction is given by females. Some of these teachers are fine scholars in every branch required in the school-course, but with no range of information beyond — they are cisterns soon exhausted. Others are well grounded in every study, but have no executive ability. These fail in practical school- work. They can “ ask printed ques¬ tions;” can answer the queries of the inquisitive scholars, if any happen to be 204 REPORT OF THE COMMISSIONER OF EDUCATION. inquisitive; but have no sort of conception how to wake up niind, to stimulate pupils to be inquisitive, to searches after truth, and are totally ignorant of methods of instruction. Others are naturally good executive workers, but are with¬ out suflicieut acquisitions ; they teach better than they know. Others have neither attainments nor executive abilities. Of course, schools wuth such heads are failures ; time and money are wasted. There are a few who are as good teachers as can be found in any State. The average teacher in Maine, it is thought, will compare favorably with the average teacher of any other State, and that the natural brain quality is certainly superior, but enough is" not paid to retain first-class teachers, or to encourage good teaching ability to enter into the business. Other States pay more, or other callings are more lucrative. The highest salaries paid to teachers in the United States, it is stated, are those paid to Maine boys and girls, now occupying high positions in the schools of other States ; and as soon as Maine teachers have arrived at a certain elevation in their profession, they have gravitated elsewhere by the attraction of better compen¬ sation. teachers’ wages. Maine still stands the lowest on the list of States in wages paid teachers. Consider the amount earned in the school year by a female teacher in Maine. Length of school, five months ; w^ages per month, $14." Total annual salary, $70. This small sum must sup¬ port her for the entire year. She must engage in other occupations between school terms, or more likely she seeks continuous employment in the shop or mill where the annual compensation is much larger. COMPULSORY ATTENDANCE. The following is the only portion of the State law which looks toward compulsory attendauce at school of scholars between certain ages : “ Sec. 13. Towns may make such by-laws, not repugnant to the laws of the State, concerning habitual truants, and children between six and seventeen years of age not attending school, without any regular and lawful occupation, and growing up in ignor¬ ance, as are most conducive to their welfare and the good order of society ; and may annex a suitable penalty, not exceeding twenty dollars, for any breach thereof; but said by-laws niust be first approved by a judge of the supreme judicial court.” This law has amounted to little or nothing. It is not the positive mandate of the people that the ignorant and vicious shall be instructed and subjected to discipline. Where parents are dependent upon the labors of children, society should carefully bal¬ ance the necessities of each, administer to the wants of the parent, and send the chil¬ dren to school. Very few towns have availed themselves of the license of the law, and yet from every quarter the complaints of small school attendance comes up, and the accompanying requests for a compulsory law. The future welfare of the child, the obligations of the State to the tax-payer, the harmony and security of society, the prosperity and perpetuity of the State, demand, it is believed, some positive statutory expression, under w^hose force the hundreds of youth now growing up in ignorance shall be gathered into the x)ublic or private school. HIGH SCHOOLS. The establishment of free high schools in the larger towns and cities, amply sup¬ ported at public expense, and attracting the best teaching talent, has withdrawn largely both the students and the superior administrative ability from the academies. The fact, also, that high schools afford generally a larger and sure salary, has compelled the academies to increase their revenues by imposing still higher rates of tuition, to seek further endowments by gifts from individuals or from the State. Seeking the latter aid by frequent requests to the State legislature, the academy system has compelled educators to an examination of its merits compared wdth the higli-school system. The result is that aid is now almost invariably refused to academies on the iiart of the State. Medium and smaller towns, pereeiving this determination on the part of legis¬ lators, and anxious to secure instruction for youth superior to that afforded by the common school, but still too poor to furnish such superior instruction, are beginning to ask the State to aid them individually in the establishment of free toAvn high schools. This entreaty for aid is most commendable, and deserves to be met with hearty encour¬ agement by the State. It is the beginning of a new system of superior instruction, free to the youth of every class, and should be based on certain jirinciples of sound educa¬ tional policy, ample, just, comjilete. NORMAL SCHOOLS. Maine has established two normal schools: one at Farmington, opened in 1864; the other at Castine, opened in 1866. Neither school is endowed ; they depend on the MAINE. 205 annual bounties of tbo State le^jislature for tbeir support. This is rrell, althoug-h it lenders tbeir continuance soiiiewbat precarious. The perniaueut investment at Ear- inington in buildings, . Date of the report of the hoard of State school commissioHers, January 14, 1871. Report for the scholastic year ending September 30, 1870. CHANGES IN SCHOOL LAW. The school law of 1870 made several changes in that of 1868, of which the most important are — 1st, that with reference to the appointment of State and county school commissioners and local trustees ; 2d, the limitation of the county school tax, which the hoard of school commissioners have a right to charge to a maximum of 10 cents on the hundred dollars, beyond which amount the county commissioners must have concurrent action. The new school-law has not yet been thoroughly tested, but it has met with little opposition, and promises well. The change Avhich occasioned most anxiety was that restricting the county tax; yet, in spite of the restriction, the school tax of 1870 exceeds that of 1869 by |80,000, a cheering indication of the people’s approval. GENERAL INTEREST IN THE STATE. The year has been marked by earnest and intelligent activity, with reference to school interests throughout the State. The importance of selecting men of peculiar fitness to the position of school commissioners, and of removing the schools beyond the influence of partisan x>olitics, has been fully recognized. Further, the commission¬ ers seem convinced that the x)ower of the school dejAends ux)on the qualifications of the teachers, and while circumstances compel them to keej) teachers’ salaries at a low figure, they admit that the surest way of elevating the schools as they desire is to make the comxiensation commensurate Avith the labor and talent demanded. Through¬ out the State jAarents are becoming more alive to the adAmntages of the free-school system, as is ‘manifest from their increased x>atronage of the schools and their more general attendance upon the public exercises. STATE NORMAL SCHOOL. The State normal school is highly apx*reciated, and a most gratifying testimony to its efficiency is found in the desire of every county to secure teachers from its graduates, and the universal admission of their siijAeriority OAmr others. There is an earnest desire to increase its facilities, and it is recommended that some plan be adopted by Avhich needy students, of peculiar fitness for teachers, may be so aided by the board of county school commissioners that they may jAursue the normal course. The standard for graduation has been raised this year, and while this has diminished the number of graduates its adA^antages will be felt in their superiority as teacjiers. During the summer a countj^ normal school was organized in Alleghany and xAlaced under the charge of two graduates of the State normal school. teachers’ institutes. Increased interest has been manifested in the teachers’ institutes during the past year, and the attendance has been larger than ever before. At the institute held at Easton for the counties of Talbot and Caroline, an attempt was made to interest the teachers of Delaware, Avho were iuAfited to attend. The superintendent in his circular says : ‘‘ Wherever school officers and teachers haAm come to understand what an institute is; and the manner of conducting them, they haAm become one of the most useful adjuncts of the school system.” A local paper, reporting the exercises of one of the institutes, says: “The old-time XAiejudices against school-teachers seem to be giving way boa better feeling.” HIGH SCHOOLS. Throughout the State there is an earnest desire for the establishment of high schools, but it must be remembered that vital Avork is done in the elementary schools, and that high schools Avill be the natural x^roduct of the graded system toward which the State is "aiming. High schools already exist in a foAv districts, and are reported as accom¬ plishing satisfactory results. PRIVATE ACADEMIES. Many private academies receive appropriations from the State. The entire sum thus exxAended for the year was $62,350, of Avhich $26,000 was x^aid to St. John’s College MARYLAND. 211 and the Agricultural College. The policy of bestowing public money upon private academies originated when there Avas no public-school system either in State or county, and may have been Avise then; Avhether it be equally wise now, deserves serious consid¬ eration. SCHOOL-HOUSES. There has been great activity this year in improving old school-houses and building new ones. Though the necessities in this direction Avere urgent, the Avisdom of diminishing teachers’ salaries and shortening school-terms to secure money for this purpose is doubtful. Forty-three noAv school-houses have been opened during the year, besides which many schools have been supplied Avith furniture and necessary apparatus. COLORED SCMOOLS. No report has been received from any colored schools outside of Baltimore City. EMBAERxVSSMENTS. The progress of the schools has been retarded by a decrease in the amounts received from the State school-tax, and by the apportioning of that fund according to the old census of 1860. Thus Alleghany County, educating 7,000 different pupils, received but $16,82.5 66, Avhile Anne Arundel, educating about 2,200 pupils, received $15,000. This source of embarrassment, it is hoped, will be removed another year, as the State school- tax will be apportioned by the census of 1870. In some counties troubles haAm arisen from a want of co-operation on the part of county commissioners where the necessities of the schools demanded a greater tax than 10 cents on the hundred dollars. Further, individual schools have suffered from great irregularity on the i)art of xmpils — an evil demanding immediate remedy — by reduction in teachers’ salaries, causing in many instances the resignation of good teachers, and by the shortening of the school year to three terms, in jilace of four as ordered by the law. It must not be forgotten that while Maryland has a good school law, the xirac- tical application of that law in the establishment of schools, in every district, is yet in its infancy. BALTIMORE CITY. Date of superintendent’s report, February 17, 1871. GENERAL VIEW OF THE SYSTEM. No important change was made in the system of city schools during the year ending September 30, 1870. The grade is carefully preserved, and reasonable adAmncement has been made by the schools generally. The reiiort show's that there were, on the 1st of January, 1871, 102 day schools for w'^hite children, including 1 college, 2 high schools, 37 grammar schools, 60 jn-imary schools and 2 unclassified schools, with 511 teachers, and 21,795 pupils. Besides these wmre 6 evening schools for white scholars, with 22 teachers, and 1,135 pupils ; and 13 schools, for colored children, with 38 teachers, and 1,743 xmpils ; making a total of 121 schools, 571 teachers, and 24,673 scholars, or an in¬ crease over the preceding year of 2 schools and 760 teachers. BALTIMORE CITY COLLEGE. This institution is still without suitable accommodations, but it is confidently hoped that a building wall soon be furnished. The Avhole number of pupils on the roll Novemlier 20, 1870, Avas 313. FEMALE HIGH SCHOOLS. The Baltimore female high schools maintain their former popularity. In the twenty years since they have been established upward of a thousand young ladies haAm com¬ pleted fhe xwescribed course of study, and many of these are now successful teachers in the primary, grammar, and high schools. The number of xmpils on the roll Novem¬ ber 20, 1870, was. Eastern High School, 349; Western Female High School, 486. STANDARD OF ADMISSION. It is adAusable to maintain the fixed standard of admission, and eA’^ery effort is made to Avithstaud the tendency to loAver it, caused mainly by the anxiety of parents to haA e their children enter these schools at as early a period as possible. GRAMMAR SCHOOLS. The grammar schools are in good working condition, and notAvithstanding the additional requirements xmt ux)on x)ux)ils, the results are A’ery satisfactory. There is a 212 REPORT OF THE COMMISSIONER OF EDUCATION. disposition to regard these schools as a mere source of supply for the high schools, and the status of graniiiiar-school teachers depends greatly upon the number of candidates they furnish to the higher institutions. It should be remembered that many scholars step immediately into the active duties of life from the grammar schools, and they should provide such a course of study and such instruction as tends to produce self- reliance and correct habits of thought. The number of pupils on the roll November 20, 1870, was, female grammar school, 4,290; male grammar school, 3,952. PRIMARY SCHOOLS. These schools have made good i)rogress in many respects, and there is reason to anticipate wholesome improvement in the methods of teaching. The number of pupils November 20, was, male primary, 4,738; female primary, 6,621. EVEXING SCHOOLS. The attendance at evening is not in all respects satisfactory. COLORED SCHOOLS. In these schools there has been an increase of two schools and 122 scholars over the last year. LIST OF SCHOOL OFFICERS. Hon. M. A. Newell, Principal State Normal School, President State Board of School Com¬ missioners. COUNTY EXAMINERS. County. Examiner. Alleghany . . . . Anne Arundel Baltimore . . . . Calvert . Caroline . Carroll . Cecil . Charles . Dorchester . . . George G. McKay . William H. Perveil. — Dr. Samuel Kepler. — Richard Stanforth - Rev. George F. Beaven J. M. Newson . . Rev. John Squier . George M. Lloyd . . Dr. James L. Bryan - Frederick . . Harford . Howard . Kent . Montgomery ... Prince George’s Queen Anne’s. .. Somerset . St. Mary’s . Talbot . . Washington . . . . Wicomico . . Worcester . Baltimore City. . John W. Page . Robert Henry . S. K. Dashiell . Howard Meeks _ James Anderson . . . . Dr. M. J. Stone . James W. Thompson W. Edgar Jones - Dr. James Bunting . Alexander Chaplain . P. A. Witmer . John W. Dougherty. Irving Spence . W. R. Creery . Post-office. Cumberland. Annapolis. Towsontown. Huntington. Hillsborough. Westminster. Port Deposit. Port Toliacco. Cambridge. Frederick. Abingdon. 32 St. Paul st., Baltimore. Edesville. Rockville. Aquasco. Centreville. Princess Anne. Chaptico. Easton. Hagerstown. Salisbury. Snow Hill. Baltimore. MASSACHUSETTS. 213 MASSACHUSETTS. Thirty-fourth annual report of the hoard of education, and of the secretary of the hoard, for the near 1870. Population, United States census of 1870 . 1, 457, 351 Number of persons in the State, live to fifteen, May 1, 1869 . 271, 052 Number of towns and cities* . - . 339 Number of public schools . 4, 963 Number of different persons employed as teachers . 8, 106 Whole number of scholars attending . 247, OcO Average attendance . 203, 468 Average length of public schools, 8 months, 6 days. Number that have raised $3 or more per pupil . 334 Number of high schools . 172 Estimated attendance at private schools . 13, 916 Aggregate expended on public schools alone, exclusive of repairing and erecting school-houses, and for school-books . $3,304,917 22 Amount paid for erecting and repairing school-houses . 1, 768, 719 38 Estimated amount of tuition paid private schools . 479, 681 18 LOW RATES OE SCHOOL ATTENDANCE. From an examination of the school registers in the several towns I have visited, and from the returns made by the school committees throughout the State, I am surprised at the low rates of attendance at school to the whole number of children between five and fifteen years of age. The number of children of this age in the State in 1869-70 was reported to be 271,052, and the mean average attendance of these at public schools 199,713, being a ratio of only 74 per cent. The “ratio of attendance” in seventy of the three hundred and thirty-five towns of the State is very good, being 85 per cent, and upward, which is as high as could rea¬ sonably be expected, considering all circumstances. In some it is much higher, and would be increased somewhat, perhaps, in nearly every case, were the number of those attending private schools and academies taken into the account. In many the number of the habitually idle and attending no school must be comparatively insignificant, were it not that even one such child threatens to become an element of evil to the body- politic. NOTICEABLE DIFFERENCE OF ATTENDANCE IN DIFFERENT COUNTIES. There is a great difference in this respect in the different counties, the ratio being 78.36 per cent, in Middlesex, and nearly that in several other counties, while in Essex it is only 66.70 per cent. In “average attendance” Essex County stands very low, Berkshire only being lower. This “ratio” is much lower in the cities than in tovms. There are but two towns in the State that rank lower than Salem, and six lower than Eawrence ; and the rank of Newburyport and of Lynn is but little better. It is difficult to understand why, in two cities so nearly alike as Lowell and Lawrence, the “ average attendance” in the former should be 74.61 per cent, and in the latter 54.36 per cent., or wdiy in New Bedford it should be 85.96 per cent, and in Salem only 49.89 per cent. The difference between the number of those attending separate Catholic schools in the two former cities, and of private schools in the two latter, is not sufficient to make much difference in the comparison. It is a sorrowful thought, that, notwithstanding the very large amount expended for the maintenance of the public schools of our State, so large a proportion of children of school age fail to reaii the advantage of this, and grow up in comparative ignorance. COMPULSORY LAW NOT ENFORCED. It is true we have a compulsory law, with sufficient penalties, if it were enforced ; but in many towns it is not only never enforced, but no disposition to enforce it is shown. Says General Oliver, whose experience and observation for two years as a State constable, specially delegated to see to the enforcement of this law, were such that he knows whereof he affirms : “ Nobody looks after it — neither town authorities, nor school committees, nor local police — and the large cities and many of the towns of the State are full of unschooled *A11 have made returns except four towns incorporated at the last session. 214 REPORT OF THE COMMISSIONER OF EDUCATION. children, vagabondizing about the streets and growing np in ignorance and to a heritage of sin. The mills all over the State, the shops in city and town, are full of children deprived of their right to such education as will fit them for the possibilities of their after-life, and nobody thinks of obeying the school laws. In fact, most persons are ignorant that there is any such law, so that between those so ignorant and those that care for none of these things, we have no right to boast of compulsory education in Massachusetts.’’ DIFFICULTY OF ENFORCING COMPULSORY LAW. In fact, from the experience of the writer in attempting prosecution to enforce the school act for factory children, an act almost wholly disregarded, he doubts whether any law officer to whom cases might be brought would bring action. It would require much courage to enter the lists against the power that sets the law at defiance. We ought to stop boasting in Massachusetts, educationally at least, because we are very- weak and vulnerable in that direction. LAW ENFORCED IN CERTAIN CITIES AND TOWNS. Some of the cities and towns in the State have availed themselves of the authority given them by the statute, and have appointed truant officers, and established “ reform schools ” to which children between -fche ages of seven and seventeen who are “ not attending school, or, without any regular occupation, are growing up in ignorance,” may be sent if it is thought best, instead of being fined. Such a school, for boys only, has been established in Springfield in one wing of the alms-house — a very objectionable place, for obvious reasons — and ]olaced under the care of a suitable matron. An un¬ graded school has also been established in that city, where habitual truants who ought not to be sent to the reform school may be kept under instruction until they can return to the graded schools. From several visits to this school, I judge that it is doing good work. It is under the care of a gentleman who is also the principal truant officer, whose duty it is to look up all truants, and investigate the cases reported to him from the public 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 one is a real truant, and that there is no mode of preventing it, he takes him to the ungraded schools and keeps him until his attainments and habits will allow of his being trans¬ ferred to a graded school. If still irregular, the reform school is pointed to as the alter¬ native, and this is generally effective; so there were reported to be only twenty-two in the reform school, some of whom would have been in jail if not sent there. “ The result has been,” say the committee, “ that the attendance ujion the schools has been increased and made more regular.” HALF-TIME SCHOOL AT INDIAN ORCHARD. “In my last report I alluded to the ‘ half-time school’ established at Indian Orchard, by the Springfield school committee, where the children employed in the manufactories attend school three hours each day for forty weeks, and work in the mills the rest of the time. They are paid full wages for three-quarters time, so that the arrangement is satisfactory to the parents. The agent of the mill says, ^ 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.’ He fully believes the half-time system is practicable, and, wherever adopted, the manu¬ facturer as weU as the operative will derive a benefit from it.” FALL RIVER SCHOOLS. In Fall River, also, the effort to secure a better attendance of all children of school age, and especially to afford to those employed in the factories the advantage of in¬ struction, has been continued with excellent results. To the efficient labors of its own truant officer during (fie year is attributed a decrease in truaney of about 50 per cent. The “ factory school,” as the superintendent says, has succeeded far beyond the most sanguine expectations of its friends. Difficulties which were anticipated have not been encountered, and good results unlooked for have appeared in the iirogress of the work. The children in the mills look forward as to a vacation to the time of school, as a relief from the long hours of labor; they take hold of study with earnestness and enthusiasm, and return to their work not only invigorated and refreshed, but, carrying with them school influence, are more attentive and industrious. A class of children is reached and brought under moral influence here, that could not be reached in any other way. The school year comprises the fifty-two weeks, giving thirteen weeks to eacli term. One fourth of the factory children attend six hours a day for a term, the additional week enabling any who need it to make up lost time, MASSACHUSETTS. 215 and so complete the period of twelve weeks required by law, and these receive from the superiiiteudent a certificate, without which they could not again he employed in the factory. As three-fonrths of the children are constantly at work, there is no lack of sucii help, and the families where there are three or four children of school age lose the wages of hut one at a time. The prominent features of this system are admirable, and worthy of imitation in largo manufacturing cities. During the year 1869, the whole number reported as received from the mills was 851, and the average number in school each term was 212. This excellent arrangement meets the wants of this class of children in that city very well. The report of the board stated that by the present law attendance at school for three months in each year is rendered compulsory for every child between the ages of eight and fourteen, except in certain special cases, while the towns are required to maintain their schools at least six months in the year. The board recommend that the statute be changed so as to require attendance for the whole period, at least, during which schools are required to be maintained, believ¬ ing that attendance upon the schools should be compulsory for the child for the same term in which the maintenance of the school is compulsory for the tax-payer. FAITHFULNESS OF SCHOOL COMMITTEES. “The greatmajority of school-committee men, to whom by statute the supervision of our schools is confided, by their own acknowledgment, discharge this duty very imper¬ fectly. There are very few men in any community who can afford to devote the time and labor which this service requires for the paltry sum of, “in cities $1, and in towns $1 50 a day, for the time they are actually employed in discharging the duties of their office ” as members of the school committee ; for this is all that they can receive, unless, as is seldom the case, except in the large towns and cities, additional comx)ensation is expressly allowed them. It gives me great pleasure to say that, from an examination of the school registers, from the statements of teachers, and in other ways, I am satisfied that this duty is very faithfully discharged, and vith most excellent results, by the school committees, or some portion of them, in numerous towns of the State. Where it is not, the result is what might be expected. school,’ says Everett, ‘ is not a clock, which yon can wind up and then leave it to go of itself.’ Our railroads and factories require some directing, controlling, and constantly supervising mind for their highest efficiency ; and do not our schools need the same ? LOC.IL SCHOOL SUPERINTENDENTS. “ To meet this great want, eleven of the fifteen cities in our State, and numerous large towns, have availed themselves of the provision of the statute and elected school superintendents who devote their whole time and energies to this work of supervision. I have visited all or nearly all these towns and cities, and several of them frequently, and can bear my decided testimony to the great benefit that has thus resulted to their schools. “ How to meet this great want of a proper supervision of our schools is the great problem of the day. The more direct, frequent, and constant this supervision is, when wisely and judiciously exerted, the more successful will be the results. Hence the employment of a person possessing the needed qualifications, who shall devote his whole time to the schools of one town, is unquestionably the best thing. Next to this, is for several towns, favorably located, to unite in employing such a person, who shall divide his time among them and be paid proportionately by them according to the time and services rendered, and this they are authorized to do by the special enact¬ ment of the last legislature. If a sufficient number of county or district superintend¬ ents can be appointed and adequately remunerated for their services by the State, counties, or towns, this, in the ox:)iuiou of many, would be very desirable. GENER.XL DISSATISFACTION AT REPE.LLING THE ACT ABOLISHING THE SCHOOL-DISTRICT SYSTEM. “ I have found, with scarcely an exception in the towns visited by me, a general and strong dissatisfaction among those most familiar with and interested in the schools, at the action of the last legislature in virtually repealing the act of the previous year, whereby the school-district system was aliolished. That act was passed with such unanimity by the legislature of 1869, there being but nine votes in opposition to it in the house of re})resesentatives and none in tlie senate, that the people gemn-ally regarded it as a finality, and the towns that had not previously voluntarily abolished the system were, with few exceptions, making arrangements to comply with the act. The great majority of the friends of education throughout the State rejoicele time and thought should be given. I therefore respectfully recommend that the x)resent legislature be requested to pass a resolution directing the board of education, or such other compe¬ tent body as may be deemed proper, to take into consideration all existing laws rela¬ ting to school attendance, truancy, absenteeism, and the emxfioyment of children in manufacturing establishments ; and inquire what alterations and amendments are needed to combine said enactments into a uniform, consistent, and efficient code, adapted to the present views and wants of the xiublic, and to report the same, with the reasons therefor, to the next legislature.” AGENTS OF THE BOARD OF EDUCATION. In 1850 the legislature made the first appropriation of $2,000 to the board for the employment of agents. Six agents were employed to visit the towns in the early sum¬ mer, among whom were Professor S. S. Greene, now of Brown University, and Hon. N. P. Banks. The secretary of the board. Dr. Sears, reported that these agents “ were welcomed enthusiastically by the x)eo]Dle of the towns they visited.” APPROVED BY GOVERNOR BOUTWELL. Writing in 1860, Governor Boutwell says : “ The experience of the entire period (from 1850 to 1860) demonstrates the utility of the work performed. The cost of the agency is many times saved to the x)eox)le every year in the value of the advice Avhich the agents are able to give to teachers, school committees, and building committees.” APPROVAL SUSTAINED. The secretary expresses the opinion that “the experience of another ten years has served to strengthen and confirm the oinnions thus exx)ressed as to the value of the agency. My own views of the Auilue of the existing agency, especially as lelated to a more thorough suitervision of the schools, have been often expressed, and need no repetition here. Nevertheless, I am x>ainfully imj^ressed with its inadequacy to meet the just demands of the schools. “We have 340 towns to be visited. Governor Boutwell has well said, ‘that it is desirable to confer with the citizens of every town as often as once in every tAvelve months.’ And I may add that this is the least j)0ssible amount of visitation which should be accomxdished. Very many of the towns would be greatly benefited by relocated visits in a single year. When jars and difficulties occur, when existing organ¬ izations are to be modified or wholly changed, when school-houses are to be built, when new branches are required to be taught, as Avas done by the last legislature in respect to drawing, the rexieated iiresence of an experienced and conqietent educator who Avill command confidence as the exxionent of the Auews of the board, to lical divisions, to Xioint out the most judicious methods of procedure, and to saA'c from ‘expensive and 218 REPORT OF THE COMMISSIONER OF EDUCATION. pernicious mistakes/ cannot fail to be of inestimable service. Now it is impossible for a single agent, in addition to bis labors in connection with the teachers’ institutes, to reach, ev^en with single visits, more than one-third of the towns in a single year, or the whole number in the period of three years. INCREASED NUMBER OF AGENTS RECOMMENDED. therefore earnestly recommend that the board ask for an additional appropriation which will enable the board to employ such a number of agents as may, in their judg¬ ment, be wisely em^Dloyed for the purposes above set forth.” SCHOOL FUNDS. Respecting the results accomplished by the school fund, the secretary remarks that it has established and sustained for thirty years the State normal schools, unsurpassed in excellence by any in the country, from which thousands of trained teachers have gone forth, who have done, and are now doing, a great and good work in the schools of all our cities and towns ; it has maintained, for twenty-live years, an annual series of teachers’ institutes — those brief normal schools — by means of which vast numbers of teachers have been guided, instructed, and stimulated in their work, and the com¬ munity has been aroused to higher and better-directed efforts for the education of its youth ; it has supported the board of education in all the departments of its action, printed and circulated its annual reports, and sent its agents throughout the length and breadth of the State; by its annual distribution it has served in some measure to relieve the smaller towns from the heavy burdens which the support of their schools imposed, and at the same time has stimulated to greater exertions, so that the amount raised by taxation in this behalf has risen from $485,228 in 1837, to $3,125,033 in 1870 ; it has, moreover, secured annual and complete statistical returns and general reports of the character and condition of its schools from every town in the commonwealth. Thus it is that the school fund touches the various educational forces of the State, and is to all a life-giving power. ' TEACHING OF DRAWING. “ The legislature of 1870 provided ‘that ‘ any city or town may, and every city and town having more than ten thousand inhabitants sliallj 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.’ The law has been cordially welcomed in nearly every section of the State. It evi¬ dently met a want felt, if not acknowledged. INDUSTRIAL DRAWING. ‘^That portion of it especially which relates to the teaching of industrial drawing has called forth a degree of interest, not to say enthusiasm, altogether beyond my expectation. In many of the cities large classes have been formed, and are now instructed in evening schools composed of persons (mostly mechanics) of all ages from fifteen to fifty, and the x^rogress of attainment has thus far given the highest satisfac¬ tion alike to the xmjjils and instructors, and fully justified the exx')enditures made. Large classes have been formed in Springfield, Worcester, Boston, Cambridge, Charlestown, Salem, Taunton, New Bedford, and Fall River; and in other cities the matter has been favorably considered and steps taken for the formation of classes during the x^resent season. The number in attendance has been large, varying from 120 to over 400. In many instances more X)ersons apx)lied for admission than the com- juittee could accommodate with room, or furnish with competent instruction. Indeed, the small number of prox)erly qualified instructors who can be obtained, is the most serious obstacle in the way of forming classes. If, however, the demand for such instructors shall continue, the pupils in our scientific school will, I doubt not, make special efforts to qualify themselves, and there will soon be no lack of comxietent teachers.” The rex^ort contains valuable xiax)ers and letters upon drawing by eminent x^rofessors of the art. A special x>aper upon this subject, written by Professor C. O. Thomxison, of Worcester, will be found among the x^ax^ers accompanying this rex)ort. BOSTON. [From the annual report of the school committee of the city of Boston, (1870,) Loring Lathrop, esq., chair¬ man of the board, and John D. Philbrick, esq., superintendent of public schools.] This report contains, in addition to the annual report of the school committee, the two semi-annual rexiorts of the suxierinteudent for the year 1870, the reports of prin¬ cipals of schools and of sx)ecial committees upon various subjects. MASSACHUSETTS. 219 SUMMARY OF ST .TISTICS. Population of the city, United States census, 1870 . Kumber of persons in the city between live and fifteen years of age, May 1, 1870 . Number of districts into which the schools are grouped for supervision. . Number of high schools . . Increase for the year . Number of grammar schools . . . . . Increase for the year . Number of primary schools for boys and girls . Increase for the year . Number of schools for licensed minors . Number of schools for deaf-mutes . Whole number of day schools . Increase for the year . Number of evening schools . . . Increase for the year . Whole number of day and evening schools . Number of school-houses for high schools. . . . Number of school-houses for grammar schools . Number of school-houses for primary schools, belonging to the city, now occuiDied . . The number of seats . Number of teachers in high schools . Number of male teachers . . Number of female teachers . . Number of teachers in grammar schools . Number of male teachers . Number of female teachers . Number of teachers in primary schools . Number of male teachers . . . Number of female teachers _ : . Number of teachers in evening schools . . . Number of male teachers . Number of female teachers . Whole number of teachers . Whole number of male teachers . . . . . Whole number of female teachers . . . Aggregate increase for the year . Average whole number of pupils belonging to day schools of all grades during the year . Patio of the number of pupils belonging to the schools to school popula¬ tion . Average dail}^ attendance of j)upilsiu all the day schools . Whole number of pupils belonging to evening schools . . Average attendance at evening schools . Aggregate whole number belonging to day and evening schools . Whole amount of current expenses for all the day and evening schools, and salaries of officers . Expenditures for school-houses and lots . Total expenditures for all school purposes . Cost per scholar, based upon the average whole number belonging . Whole amount appropriated by the city council for salaries, and ordinary or current expenses of schools, for the year beginning May 1, 1870.... 250,701 46, 301 30 5 1 36 8 323 16 2 1 367 26 11 1 378 4 36 67 18, 000 55 30 25 466 70 396 324 1 323 99 31 68 950 132 818 129 35, 164 .76 32, 463 3, 250 835 38, 414 $987, 412 60 612,337 86 1,599,750 46 , 28 07 1,111,000 00 ATTENDANCE .AND EXPENDITURES. The effect of liberal and judicious expenditures of school money has been found to be very great in securing a better average attendance. The whole amount expended for the purcliase of lots, and the erection and alteration of scliool-buildings, during the two financial years 1868-69 and 1869-70, was $958,948 64. This is considerably more than twice as large a sum as ever was before expended for the same objects within two years. This sum has been invested in several noble school edifices for the accom¬ modation of primary, grammar, and high schools. If to the ordinary expenses of the schools for the past year we add the outlay fornew school-houses, the cost per scholar is swelled to the unprecedented amount of $45. But this is evidently not the true cost per scholar for the year. The increase in the school expenses has not kex)t pace with the increase in the amount annually raised by taxa- 220 REPORT OF THE COMMISSIONER OF EDUCATION. tion for ten years. The average per cent, of the first five years is 0.14, while that of the last five is a fraction over 0.12. The rate of salaries paid teachers is, X)erhaps, somewhat higher than it is in most of the other cities of the country ; hut it has not been raised so much as that of the city officials and employes generally. The annual cost of tuition, per scholar, does not, however, depend upon the rate of salaries alone. The reduction in the number of pu¬ pils to a teacher, which has been going on for ten or twelve years, has largely contri¬ buted to the cost of tuition per scholar. With our excellent classification of pupils, and our admirable accommodations, each pupil haviug a separate desk and chair, it is not unreasonable to require a considerably larger number of pupils to a teacher than we now have in our primary and grammar schools. It is believed the wise policy is to pay the teachers competent salaries, and require them to teach a reasonably large number of pupils. PKEMARY SCHOOLS. In these schools great improvement is reported in the classification, instruction, and discipline of the i)upils', and in the bearing and influence of the teachers. A complete “ programme ’’ of studies for the several classes has been introduced, defining with distinctness the work to be done by each teacher, and thus greatly increasing the efficiency of her instruction by x^roviding a standard by which her work may be, to a reasonable extent, tested. Desks and comfortable seats have taken the place of the arm-chairs in use many years. The primary slates,” most imx)ortant helps to x)rogress, have been introduced. The ‘^x^rimary tablets,” designed to facilitate instructions, not only in writing, but also in most of the other branches taught in these schools, have also been introduced. These schools, on the whole, are doing very well ; visited at all sea¬ sons, without warning, by the suxDerintendent, he finds few faults to condemn in pro¬ portion to the excellencies to admire. The singing is better and better every year. All the x^upils now begin to learn to sing at the same time that they begin to learn to read. It is very evident that good instruction in singing has helx)ed to imx)rove the instruc¬ tion in reading. The names of two ladies are mentioned, who have lately x^roduced particularly excellent results in reading — Miss Anna M. Stone and Miss Berthia W. Hintz ; the class of the latter being taught by the use of books printed in Dr. Leigh’s pronouncing-type. The sanitary condition of the schools is vastly better than it was ten or fifteen years ago. The children are not rexn'essed, and made to sit still, doing nothing but breathing poisonous air. They are taught to sit and stand in proper x^ositions. They are kex>t in pleasaut and useful activity. The whole number of x^rimary-school pupils, 14,739 ; average daily attendance, 13,339 ; seats about 18,000 ; teachers, 324. GRAMMAR SCHOOLS. The grammar school-houses are so arranged that each class is by itself ; it is taught by a master and a lady assistant, thus giving to the training of these boys and girls the influence of both man and woman. Among other improvements, vocal culture, Xihysical training, and vocal gymnastics have been adopted, as x^art of the school training in these classes. Among the changes that have taken x^lace in the manage¬ ment of these schools, the most imx)ortaut was the abandonment of the “ double-headed system,” and x>lacing each school under the care of one master, with such assistants as might be required. In I860 it was x>rovided that “ the masters of the grammar schools shall x:)erform the duties of principal, both in the grammar aud x^rimary schools of their resx)ective dis¬ tricts, apportioning their time among the various classes in such manneras shall secure the best interest, as far as x')ossible, of each pui^il, throughout all the grades, under the direction of the district committees.” In the face of many temx^orary obstacles, this Xflan has steadily advanced, and before another i^eriod of four years shall have passed, it is believed it will probably be in full operation throughout the city. Up to the time of the adoption of this xdan the master was little more than the head teacher, aud the x)oliceman of his school. To him the knotty cases of diseixfliue were referred by his subordinates ; but in the matter of instruction his thoughts and labors were in¬ tensely concentrated on the finishing-class, the class that was to show off on exhibition day ; leaving ten or fifteen comx)aratively neglected classes below, whose progress was not satisfactory. It was objected to the improved xflan that the standard of the graduating class would be lowered, but facts in abundance are now at hand to xu’ove this objection groundless, aud it is remarked that if a master of a grammar school is really worth $3,000 a year, the worst x^ossible use that can be made of him is to shut him ux:) in one small room, and keep him drilling a small finishing-class. The whole number of x>npils of the grammar schools was 19,023 ; the number of schools, 36 — 10 for boys, 10 for girls, aud 16 for both ; number of teachers, males 70, females 396 — 46G. The cost per scholar for tuition was $21 67. MASSACHUSETTS. 221 About 7 per cent, of the pupils of the grammar schools are found in the first class, and a little less than 30 per cent, in the sixth class. The number in the second class is not much larger than that in the first. The average number of pupils to a teacher, not counting the master’s head assistants, is nearly 46. The annual cost of carrying on these schools is about $60,000 more than it would be if the regulations respecting the number of teachers to be employed were strictly carried out. The number of scholars who received the diploma of graduation, at the close of the school year, July, 1870, in grammar schools is, boys, 377 ; girls, 415 ; total, 792. HIGH SCHOOLS. The school board has now under its charge five free public high schools ; and the Eoxbury Latin school, although not under the control of the board, is free to all resi¬ dents of the city. Each of these institutions is difierent in its character and course of study from all the others, which diversity is regarded as a fortunate circumstance, since secondary education has two very distinct and well-defined functions, namely : 1, to servo as a j)reparation for a liberal education ; and 2, to serve as a supplement to elementary education, preparatory to some occupation or craft not requiring a higher or liberal education for its pursuit.’^ “As a matter of fact,” it is remarked, “ wo find that wherever education advances, the kinds of educational institutions are multiplied. This is the law of educational progress. The city of Berlin affords a good illustration of this law. No city surpasses it in educational advantages ; and no city has greater vari¬ ety of educational institutions, from its peerless university down to its kindergarten schools.” “ If Boston is to maintain and advance her position as one of the leading edu¬ cating cities of the world, the policy to be pursued is, to multiply the kinds of insti¬ tutions of learning to meet the new wants of advancing civilization.” “ The special committee on high-school education of boys, in their recent report, were unanimous in recommending the modification of existing schools, especially the Latin school, rather than the consolidation of this school Avith the English high school, as had been sug¬ gested.” “ The modifications of the Latin school course recommended and adopted are, mainly, to make the course even more emphatically liberal than it had previously been ; to make it a better preparatory school than it had been, and thus render it more adequate as a substitute for the college, and not to turn it into a technical school, or to make it a composite institution with incongruous functions.” “ Our two great sec¬ ondary schools for boys, the Latin and the English high, have long stood as types of the liberal and professional schools, respectively. The latter has not, however, been a professional school in the narrow sense, as it has always had some decided character¬ istics of liberal culture, especially in the scientific branches ; while the former has adhered too closely, it is thought, to the old routine of grammatical drill, and too much neglected the claims of literary and scientific culture.” “ The English high school might be rendered more strictly technical on the one hand, or more liberal on the other, but it is thought it would be preferable to establish a separate school, which should fill the existing gap in the technical direction between the grammar schools and the institute of technology.” girls’ high and normal SCHOOL. The whole number of teachers in the two departments during the year ending August 31, 1870, was 26. The number of ditferent scholars registered was 492; 174 of whom were received from the public grammar schools of this city. Tavo hundred and nine¬ teen haA"e been discharged. The largest number present at any one time was 459 ; the largest aAmrage attendance for any one month was 459, in September ; and the average attendance for the year, 431. Sixty-one young ladies received diplomas of graduation. A new, elegant, and commodious building is almost completed for this school, on an open sunshiny and ample space, betv/een Tremont street and Shawmut aAmnue. This school was founded in 1852 as a normal school, and while the primary design has not been changed, it is belicAmd that less attention has been devoted to preparation for teaching than was desirable. An attempt has been made to combine tAvo dissimilar and, in some respects, incongruous elements ; and so strongly was it felt by the com¬ mittee that the institution was becoming almost exclusively a high school, that in 1864 an order was passed by the board requiring those seniors who intend to become teachers to pass four weeks in Ausiting, observing, and assisting in the public schools. Whether the tAvo departments should be entirely separated is a question Avhich is of late receiving careful and deliberate consideration. The school Avill enter the neAV building Avith nearly six times as many ])upils as there were at its opening, eighteen years ago. The Seavey fund amounts to $2,700. The income is lent to scholars requiring assist¬ ance AAuthout interest, but Avith the promise to return the amount, if circumstances permit, Avhen they obtain schools. LATIN SCHOOL. The aAmrage number of pupils in this school the past year has been 227 ; the aA-erage attendance, 214 ; the per cent, of attendance, 94. The "school committee, it is stated, 222 REPORT OF THE COMMISSIONER OF EDUCATION. liave aimed to secure, by an honorable salary, men of talent in the management of this school. The present heatl master has been connected with the school, as instructor, since 1831. In 1814 the salary of the master was fixed at $2,000 per annum, greater than that of the pastor of the most prominent church in the city. Changes have been made in the school which in former years would have been regarded as innovations., and a new plan of work has been adopted, giving the school a higher purpose and em¬ bracing in the range and variety of its studies all that the best schools of our times anywhere offer. The purpose now is to give thorough general culture to boys intend¬ ing to pursue the higher branches of learning, and preparing for professional life. The success of this proposed plan is regarded somewhat as a matter of experiment. “ Whether the boys of this city have the physical stamina requisite for the attainment of high scholarship, and whether they will be willing to apply themselves to the hard work necessary for the successful prosecution of the plan of study proposed, and thus keep the institution where it has always been, foremost among the classical schools of this country, and on a par with European schools of a corresponding grade, are questions the future will determine.’’ ENGLISH HIGH SCHOOL. The number of pupils in this school during the year was 463 ,* they were taught by one head master, three masters, ten sub-masters, and three siiecial teachers. Some changes have been introduced in the course of study and instruction, which give it greater breadth and make it more interesting and useful to the pupils. One of these is, thorough and systematic instruction in English language and literature, begun when the pupils enters the school and continued through the three years of his attend¬ ance. Some oral, desultory, and incidental instruction in this department has gener¬ ally been given, particularly in the last year, to the first class; but as there was no system adopted, and no special time assigned, the amount of instruction varied, was always inadequate, and was often entirely crowded out. Instruction in this department has now been systematized, with a text-book and a regular course of studies and lec¬ tures for each year, and, the result thus far has been very favorable. For several years the number leaving the scho(d without completing the course has been gradually diminishing. But three boys have left from the first class during the year, and those from the second division ; from the first division not a boy has left, and this, it is believed, is an unprecedented fact in the history of the school. The number attending the school the past year was 361, of whom 61, the whole of the first class, after a thorough examination, received diiilomas and graduated at the annual exhibition in July last. DOKCHESTER HIGH SCHOOL was established by the town of Dorchester in 1852, and has continued to increase in numbers and usefulness. It has prepared many young men for college and many more ladies as teachers. One hundred and twenty-eight pupils were registered during the year, wEile the average whole number was 106. Of these, 70 were girls and 36 were boys. The average attendance was 101, or 95 per cent. It was established as an ordi¬ nary town high school for both sexes, in which boys are fitted for college, and in which both boys and girls are instructed in the higher branches. Its programme, therefore, has always included a classical course, as well as the usual routine of French, German, mathematics, and the sciences. Its regular course is completed in three years, but a fourth year’s study is provided for those who desire to continue longer, and dii^lomas are awarded to those who are graduated in each course. EVENING SCHOOLS. These schools during the last year were more largely attended and more successful than they were during the preceding year. Aii evening school was established in the primary school-house in Harrison avenue, where the higher branches were taught. The whole number of pupils was 142; the average attendance, 83. The total number of pupils in attendance at evening schools, exclusive of the evening high school, was 3,250 ; average attendance, 835 ; number of teachers, 103. SCHOOLS FOR LICENSED MINORS. There are two schools of this description, one in North Margin street, and one in East Street Place. The average number belonging during the last half year was 81 ; and the average attendance was 68. The sessions are kept two hours in the morning and two hours in the afternoon. The boys who attend are chiefly occupied, out of school hours, as newsboys and bootblacks ; the former attend at the morning sessions, and the latter at the afternoon sessions. It is very noticeable that since the establish- MASSACHUSETTS. 223 ment of these schools there has been a great change for the better in the appearance and manners of the boys who attend them. SCHOOL roil DEAF-MUTES. This school ^Yas oxiened in September, 18(i9. It is located at No. 11 Pemberton Square. The average number belonging to the school during the last half-year was 33. The school is taught by a lady priucipal and three lady assistants. The system of instruction pursued is that of ariijicial articulation and reading of the li^js. This is the same method employed at the Clark Institute for Deaf-Mutes, at Northamiiton. The teachers are working with extraordinary patience and earnestness, and the results of their instruction have exceeded expectation. Still, it is a question whether it will not be found necessary at least to supplement the method here used by others, which have long been employed, such as the manual alphabet, or rhe natural language of signs. CHARLESTOWN. [From the annual report of the school committee. — B. F. Tweed, esq., superintendent.] The schools are, “as a whole,” in a satisfactory condition ; meaning that many improve¬ ments are desired. Increased school accommodations, and of a better character, are called for by the school committee. The superintendent in his report criticises the course of study ; thinks that not enough attentiou is given to reading ; grammar, as now taught, is not of much practical value, the great error being the omission of prac¬ tice in writing ; geography has usurped more time than properly belongs to it, in the teaching of more facts than can be retained in the memory ; history is made uninter¬ esting by dry and unimportant details and dates ; drawing has pushed its Avay into the course of studies through the instinct of childhood, which could not be whipiied out, impelling the pupil to make pictures on his slate. Is it not possible that some other restless activity of youth which now subjects the olfeuder to punishment may hereafter be found to be in the same category? “ Take heed that ye offend not one of these little ones.” In compliance with the new law of the State, a school for instruc¬ tion in mechanical or industrial drawing has been established under direction of the committee on evening schools. The present number of pupils is 188 and is increasing. The school meets a decided want. Although the condition of the primary schools is as a whole satisfactory, some of them are croAvded, and some which are the best accom¬ modated have unskilled teachers. The teacher, more thau anything else, determines the character of the school, and the idea that almost any one can teach a primary school has gone by. The younger the puj^ils, the greater the call on the teacher for ingenuity in imparting instruction. In resiiect to discipline, Avhilenot prohibiting the use of corporal punishment in extreme cases, the committee'believe its abuse to be far more detrimental than would be its entire abolition ; that order should be secured by mild means, and that all restraint not absolutely needful should be aAU>ided. To se¬ cure good behavior, the superintendent remarks, teachers should first presume all scholars to be av ell-disposed ; he should not only be just and firm, but magnanimous and kind ; keep the children at work, and relieve the tedium of it by frequent changes. A new and commodious high-school bnildiug has been completed, dedicated with iin- Ijosing ceremonies, and is now occupied. The school, which Avas, for Avaut of room, compelled to meet in different places, was reorganized in the iieAv building. A new department was added, embracing an English course of three years for the benefit of such as cannot remain long enough to complete the four years’ course. The eA’euiug schools were not so well attended as during the previous winter ; num¬ ber belonging 224, and average attendance but 91. Still, much good was accomplished by the schools, which are uoav a part of the educational system. Population of the city . 28, 323 Number of children between five and fifteen j^ears . 6, 081 Number of pupils in all the schools. . (5, 137 AA-erage attendance . 4, .’382 Expenditures for school purposes . . $79, 227 15 FALL RIVER. [From the annual report of the school committee for 1870. — AUilliam Cornell, jr., chairman, and ilalcoliu W. Tewksbury, superintendent of schools.] Notwithstanding that these schools have suffered someAAdiatfrorn oA’crcrowuled rooms and frequent changes of teachers, yet it is thought that more and better Avork lias been accomplished than ill any previous year, oAving to the fidelity and earnestness of the teachers. The teachers liaA^e formed a book club for the purpose of obtaining the reading of scientific journals and other educational AA'orks. The discii)line in the schools has been excellent, and obtained Avithout undue severity. The teacliers are 224 REPORT OF THE COMMISSIONER OF EDUCATION. more and more relying upon love and Idodness in government, and the greater variety of interesting exercises in school has diminished the causes which led to punishment. In the j)rimary schools a general exorcise of five or ten minutes in gymnastics, includ¬ ing marching, singing, counting, or object-teaching, follows every recitation. The super¬ intendent says it is found tha.t Leiglfis X)honetic system iwoduces better readers in two- thirds of the time previously required. STATISTICS OF- FALL RIVER SCHOOLS. ' Population of Fall River, 1870 . . 27, 191 Number of children between ages of five and fifteen . 5, 827 Number registered in schools . - . 6, 359 Average attendance . . 3, 639 Number of children registered in factory schools . . 1, 190 Amount expended for schools . . . ^44, 859 49 LAWRENCE. [From report of E. G. Hood, superintendent.] The past year in the schools has been one of quiet, steady work, and, in general, sat¬ isfactory x>rogres8, in all the branches exceiit those of reading and writing. Too little time, it is thought, is given to these all-inqiortaut branches, and too much in proiiortion to others — as intellectual arithmetic in xirimary schools. The order has been good, with fewer cases of punishment of any kind than in any xirevious year, in xiroxiortioii to the number of scholars. Drawing has been introduced into all the schools of the city, the elements of this branch, at least, being regarded almost as necessary as is the learning to read and write. The school board, at the request of the Lawrence City Mission, assumed charge of the evening school, and also oxiened another for women and girls. Six rooms are occupied ; largest number of x^juxiils, 534 ; smallest number in attendance, 148 ; progress and order, good ; nothing lacking but regular attendance to make the schools one of the greatest objects of x^ride in the school sj-stem. The training school has been in ox)eration a year and a half, and has graduated nine young ladies, who are now teaching in the city. The establishment of a truant school in connection with the Poor Farm is in contemplation. Population of the city . 28, 921 Number of children between five and fifteen years . 4, 846 Number enrolled in schools . 3, 625 Average attendance . 2, 629 Receipts for school xmrposes . . . . . $51, 985 72 Exx^enditures for school xmiqioses . 52, 344 96 NEW BEDFORD. [From the annual report of the school committee for 1870.— Henry F. Harrington, esq., suxoerintendent of schools.] Good effects are already observed from the new system of salaries, xiroxiortioned to the value of the service rendered. The establishment of a training school for teachers is contemxdated. The teachers are believed to be as intelligent and faithful as maybe found anywhere among equal numbers, and earnestly endeavor to meet the demands which the [irogress of the age requires. Complaints in regard to the frequency of cor- Xioral punishment are sometimes made. A decided advance in the study of music has been made during the year, the xmx)ils are interested and earnest in the study, and the public generally ap|)reciate the benefits and kindly influences of this branch of instruc¬ tion. The gymnastic exercises have been carefully studied and systematized with refer¬ ence to the best develoxnnent of the [diysical x'iowers. The State law in resxiect to estab¬ lishing schools for teaching industrial and mechanical drawing has not yet been com- X)lied with, though steps have been taken to that end. Irregularity of attendance is a great and growing evil. As a remedy something has been accomxdished through the efforts of Rev. Isaac H. Coe, wdio was ax>pointed truant officer with the understanding that he was to act rather as friend and adviser than in any x)olice caxiacity, and has labored among x>arents and guardians as well as with the children. SUMMARY OF STATISTICS OF SCHOOLS OF NEW BEDFORD. Population of the city. United States census of 1870 . 21, 500 Number of children of school age, (1871) . 3, 850 Number of children in xmblic schools . . 3, 534 Average attendance . 2, 990 Evening schools . 75 Total exxienditures for school purposes . $45, 469 25 MASSACHUSETTS. 225 TAUNTON. [From the school committee’s report for 1870.— 'W. "W. Waterman, esq., superintendent.] Good and general progress in the schools is reported. The many cases of truancy have been annoying, especially since there are many children necessarily absent in the mills. A free school for factory children has been instituted, and is supported by the liberality of Mr. Charles D. Albro. The establishment of a similar public school is suggested. The progress of the primary and intermediate schools is encouraging. A portion of the teachers have imbibed the progressive spirit of the age. The black¬ board and slate have been more used, and to a better purpose ; musical and physical exercises, &c., and the sounds of letters have been taught as well as their names. The impression is too prevalent that inferior teachers can be tried in the primary schools, while special tact and fitness are required in these schools, which are the foundation ©f the educational structure, and it is known that “it requires the greatest v^^isdom to teach the greatest ignorance.” A professional teacher of music was erai)loyed in the high schools and grammar schools, and with great success. Evening schools were in session about four mouths ; number of pux)ils, 403 ; average attendance, 236. Population of city in 1870 . . . 18, 467 Number of children between five and fifteen years . 3,471 Number enrolled in schools . 3,613 Appropriation by city for school purposes . $30, 000 WOBURN. The annual report of the town officers of the town of Woburn, for 1871, contains the valuation of property and tax-list of its inhabitants. The tov/n clerk’s report com¬ mences with a list of the births of children during the year, rvith the names and nativity of the parents and the father’s occupation ; the intentions of marriage, the number of marriages registered, with names of all parties concerned ; the number of deaths regis¬ tered and suppo.sed causes of the same. In connection with these reports is printed — THE REPORT OF TH01VL4S EMERSON, ESQ., SUPERINTENDENT. There are fourteen school-houses in the town, most of them in good condition, though some of them are defective in proper provision for heating. A more thorough grad¬ ing of the schools, with the addition of two more rooms, has relieved the overcrowded condition of the primaries. In these the instruction is principally oral, and based on the Xiriuciples of object-teaching, no book except the reader being used, and the time occu¬ pied in the use of the slate and the blackboard. The variety of exercises by which the pupil is amused and instructed is limited only by the ingenuity of the teacher. Slates are furnished, at the public expense, as a part of the furniture of primary school-rooms. Musical instruction has been introduced into the high and grammar schools during the year with decided success. Twenty-three [mpils were graduated in the high school at the close of the term, 8 males and 15 females. The training school in less than five years has prepared 29 teachers. The repeated attempts to put a stop to truancy during the last three years have failed in consequence of defects in the statute law, and also in the by-laws of the town. These have been amended, but have not yet sufficient force, and truancy is increasing in the town. STATISTICS. Population of the town in 1870 . 8, 564 Number of children between five and fifteen years . 1, 844 Average number of pupils belonging . 1,610 Average attendance . 1, 412 Total receipts for school purposes . 1 . $24,223 18 Total ex^ienditures . 23, 116 86 CITY OF WORCESTER. In population, Worcester is the second city in the commonwealth ,* in wealth, the third, Boston and Cambridge having a greater valuation ; in the amount of money appropriated for the education of each child, for the year 1869, the nineteenth ; in 1868 this city was the thirteenth. The ordinary expenses of the schools have increased about 9^ per cent, above those of last year, and the number of rooms occupied and the number of pupils registered has increased in about the same ratio. But the cost per scholar is $1 31 greater than last year. This apparently large increase is due to the prevalence of small-pox in the city during the spring and summer, by which the average number belonging was re- 15 C E 99a REPORT OF THE COMMISSIONER OF EDUCATION. (Inced. The expense of carrying on the schools was not diminished, though the nnm- her by whom that expense is divided is less. It is to be noticed that the cost of main¬ taining schools increases with the wealth and population. This is because they are better provided for — have better houses, furniture, apparatus, and teachers. The same is true ot the cost of living. Rents, the cost of streets, and of lighting them, are greater in the city than in the country. But our sidewalks are better, aud our houses have, generally, more conveniences than those in the country. If we si^eud more money, we have also better accommodations and superior schools. SCHOOL-BUILDINGS. The buildings in process of erection at the time of the last report, on Woodland ■ street and Ledge street, have been completed aud occupied during the year ; the first in May, and the last in September. A new house on Belmont street, similar to the one on Ledge street, is nearly com¬ pleted. The new high-school house is advancing toward completion, and for adaptation to the purposes of a school this building has challenged the admiration of many gentle¬ men from abroad who have visited it. Petitions have been received from the villages of Valley Falls and .Jamesville, iu the’ south xiart of the city, for better school accom¬ modations, which will be provided. VENTILATION OF SCHOOL-BUILDINGS. In respect to ventilation the superintendent remarks : “ The proper ventilation of school-rooms is of such importance to health, and is so ofteu discussed in communica¬ tions to the daily papers, that some remarks on this hackneyed subject may not be inappropriate here, to show the attention it has received aud the difficulties attending it. Although every school-house in the city has been supplied with some attempt at a system of ventilation aside from the opening of windows, common to all, iu some cases the system is ridiculously insufficient ; but the best results by no means follow the most elaborate outhiy. Teachers are expressly directed to attend constantly — every hour — to the temperature aud ventilation of their rooms, using the best means at their command. At recess, when the jiupils are out of doors, and midway between recess, and the beginning and the close of the session, when all are engaged iu physical exercise, the windows maybe thrown o]ieu and the air changed. So much, at least, all can do, except on a very few of the coldest days, aud on these very days the air changes most rapidly, through the draughts of chimneys and the crevices around the doors. But this method is sadly insufficient. If any other has been provided it is the busi¬ ness of the teacher to understand its jirinciples, and day by day regulate it to suit the changing winds and temperature. On visiting an elegant school-house in a neighbor¬ ing city the air was found very imxiiire. The means of rapidly changing it, aud secur¬ ing a fresh, warm, pure siip^ily were at hand, but not used, because not understood. A committee of this board, visiting one of the finest school-houses in New England, found un abundance of registers, passages, and fines for hot and cold air ; but the principal could not tell which was for the ingress aud Avhicii for the egress of air — which for the hot and which for the cold. In vain the best system, unless it is used. VENTILATING TH BOUGH CHIMNEYS. In some houses, as that on Salem street, a sheet-iron smoke-fine, which becomes heated, extends upward in the center of a brick chimney. The draught Avithiu the chimney rnid around the smoke-pipe is sufficient to AA'ithdraAv a constant current of air from the school-rooms through registers near the fioor and near the ceiling. Fresh air is supplied through an opening in the outside wall of the house, connected by a wooden tube with a hole in the fioor beneath the stove. EOBINSON VENTILATOR. In the Dix street house wo haAm the Robinson ventilator. This consists of a tube 20 or 30 inches S(piare, leading from the ceiling of the room upward through the roof, aboAm wliich it rises several feet. It is covered Avith a kind of liip-roof Avith eaves nrojecting several inches beyond its walls. Through the Avhole length of this tube, vertical partitions divide it into four parts. As the air iu the room becomes heated it rises through one or more of these tubes, aud the heavier external air descends to re¬ store the equilibrium iu the room. The Avind, also, striking against the sides of the A'entilator on the top of the building, is refiected aud strikes against the projecting roof aboAm, and theuce is again refiected doAvuAvard through the tubes, the hot air rising in the remaining tubes on the opposite side. Such is the theory of this appa¬ ratus. But in seAmral of tire houses where it is used, only two of the four tubes extend to each room, aud Avhere it is properly applied the good results are not marked. The MASSACHUSETTS. 227 fresh air enters the rooin at a low temperature, and hoth the ingress and egress take place in only one part of the room. In soHie of the newest houses four registers through the floor, in diflerent iiarts of the room, are connected hy passages hetween the sleepers leading to a ventiduct, which extends horizontally across the building above the entries, and then vertically to cupolas above the entrance. Open sides with broad inclined slats admit the free pas¬ sage of air through these cupolas. The fresh air is admitted to the room through o])eii- ings in tbe external wall near the stove, and, in the design, is to be heated in its passage by the stove. No provision seems to have been made for creating a draught upward through these cupolas. METHOD OF TEX’TILATION IN HIGH SCHOOL. In the new high school, the air is conveyed by tin pipes to each room, from steam- heated radiators in the basement. Registers through the floor, and passages between the sleepers, connect each room with a separate brick flue in which a jet of gas is to be kept burning. Thus a constant draught of air is taken from the room. NO SYSTE3I FOUND PERFECT. No one of these systems, so far as they have been put in operation here, seems free from objections. Fifty pupils in a room 30 feet square will vitiate the atmosphere in a very short time. To supply a fresh quantity at the proper temperature as often as it is needed is expensive. Good ventilation cannot be secured without cost. THE FAN EXCELLENT, BUT EXPENSIVE. To secure a fall supply of fresh warm air to a denselj^ crowded room, in all kinds of weather and at all seasons, there is only one reliable method ; that is, by means of a fan driven by machinery to force into the room every minute as many cubic feet as are consumed. This method is in use at the Insane Asylum in this city, and at the State House in Boston. It is objectionable for its great expense, and its irapracticabiliU' in small houses. Whoever will produce some plan by which as good results can be secured in a practical and less expensive way, will be hailed as a iniblic benefactor. DIFFICULTIES IN CLASSIFYING. In respect to the difficulties attending classification, the superintendent remarks that “ circumstances here are against any very close grading of our schools at present. No sooner does a new house furnish room for the rapidly increasing school j)opulation of any part of the city, than this opening of new schools disturbs more or less the classification of all the x>upils in the vicinity, and often the Avant of room interferes Avith a desirable classification still more. In some of the rooms two classes pursuing the studies of different grades are necessary. This happens oftenest Avith the fourth and fifth grades ; and in all the suburban schools, as well as in those in the borders of the city, from two to half a dozen grades are represented. “If all the pupils who enter the lowest class of schools were to continue through all, the proper classification would be easy. There Avould be the same number of schools in each grade. But pupils are dropping out of school at eA’ery stage. The number of schools must therefore diminish with the number of pupils in advancing to the higher grades, and the difficulty of determining the proper ratio betAveen these grades is in¬ creased by the constant accession of new pupils, and the increase of population in certain localities. It is not easy to secure such a classification of puiiils as is desirable, and ‘to secure uniformity of instruction in all schools of the same grade ’ is a thing of the future. THE TRAINING SCHOOL, v “ The training school has graduated twenty-nine teachers, aaTio are now successfully engaged in the primary schools of the city. At present eight young ladies are in train¬ ing there, all graduates of our high school. The success of those who hav'e enjoyed the advantages of this school, both in obtaining situations and in filling them, Avould seem a strong inducement for those Avishing to become teachers to aA'ail themsclAms of its lu’ivileges. But the school could not accommodate a class tAvice as large. “ The remedy suggested for this evil, of supporting a most excellent school to do half the work for Avhich it is fitted, is to broaden its aim so as to coA^er all grades, and to extend its territory so as to include the whole country. But this contemplates work Avhich belongs not to this city, but to the Avhole State. If this school Averc so enlarged, there would be always at hand a ])lenty of well-trained teacliCLS, not only for our schools, but for those of our sister towns. 228 REPOKT OF THE COMMISSIONER OF EDUCATION. WORCESTER NEEDS A STATE NORMAL SCHOOL. “Let it not be forgotten that the great need of this county now is a State normal school here ; and let rbis legislature feel a throb from this central county, beating harder than Hartford and Erie, and deeper than the Hoosac Tunnel. The men at the State House can be made to see that schools are more important than railroads ; that all material prosperity depends upon public intelligence and virtae ; and if they want proof, the Prussian gnus proclaim the fact ; for behind each gun in that wonderful army there is a brain ! and to these educated brains, not to the guns, the victory is due.^ THE UNGRADED SCHOOL FOR TRUANTS. As now constituted, and in the hands of its efficient teachers, the ungraded school is doing an excellent work. Its sphere should be enlarged. To this school we send, first, incorrigible truants, who are assigned by the board of overseers of the poor, according to the law, watched daily by the truant officer, and who are candidates for immediate promotion to the truant school at the city farm ; secondly, insubordinate pupils, for whom a change of administration is desirable, to remind them that a change in their conduct is necessary, or because the superior skill of these teachers may prevail to subdue them ; thirdly, scholars who on account of sickness or poverty, or for some good reason, are very irregular in attendance at school ; and lastly, young men and ladies more than fifteen years old, who work in the busy season and wish to attend school a part of the year only. To the first two classes, it will be seen, the school has a penal character, while to the last two no such idea properly attaches. And yet it is well-nigh impossible that the idea of penalty, which we wish should deter pupils from being sent there for the first two causes, should not also operate to keep out those who ought to go on other grounds. The same idea is unpleasant to teachers, who dislike the name of keeping a reform school when theirs is more largely of a different character. The present arrangement is defective, then, because it throws together these two classes of pupils ; and because it does not sufficiently provide for the last class, which might be and ought to be much larger. GR.VDED SCHOOLS INJURED BY CHANGE OF PUPILS. The design of grading schools is to have, in one room, a class of pupils at very nearly the same stage of xirogress. Thus, the explanation of a princixile will not be lost upon any for wuiut of x^revious knowledge, and the XM'ogress may be raxiid. But in nearly all the schools there are those whose irregular attendance seriously interferes with this. New x^Rpils are constantly entering the schools from the country, where they have been taught a good deal of some things and very little of others. Many more return to school after sickness or absence from town in the middle of the year, and find themselves behind their own class and in advance of the one below them. SCHOOL CHILDREN OP FOREIGN BIRTH. Scattered through the schools there are numbers of Germans, French, Norwegians, and other immigrants who cannot sxieak English. Some of these are well instructed in their own tougue. It is interesting to see how well many of them can write. But they need to commence reading in the most elementary books ; and so they must often be xilaced in a school of children much younger than themselves. For all these, and more w'ho might be mentioned, as well as for the imxHovement of all our schools in grade and xitogress, this school for special instruction is needed. In its organiza¬ tion one room should be set apart for the disorderly and the truants ; and before them might be the constant hope of x^romotion, for good behavior, to the other rooms. In these other rooms each x^uxiil should receive that sxiecial and individual aid which he needs, and wffiich he cannot well receive in the graded schools. DRAWING SCHOOL. Li compliance with the law requiring every city having a x)opulation of more than 10,000 inhabitants to xu’ovide free iustruction in drawing to persons over fifteen years of age, a school was opened, when over 200 candidates for instruction axiifiied, being more than accommodations allowed, but on examining the list it wa,s found that none could reasonably be excluded, except pupils from the day schools, for whom instruc¬ tion is already x>rovided. Omittiug these, and such as were in any way deterred from entering the "school, there remained 145 — 136 men and 9 women. These were organ- * Since the publication of Mr. Marble’s report the following has been published : Five acres of land in AVorcester have been set oft’ as a site for the new State normal school, for which the last legisla¬ ture appropriated $75,000. The State board of education is to have charge of its erection. MASSACHUSETTS. 229 ized into two classes for free hand drawing, each meeting two evenings a week. After these classes were opened, many others applied for admission, hnt after some progress had been made, beginners could not so profitably commence ; the classes were full, the enterprise was new, the strength of the teachers limited ; it was not thought best, therefore, to open a third class. In respect of age there were 49 under twenty, G1 between twenty and thirty, 28 between thirty and forty, 4 between forty and fifty, 2 between fifty and sixty, and 1 over sixty. In respect of occupation, there were machinists, 42; carpenters, 2(i ; pattern-makers, 7 ; teachers, 9; masons, 3 ; farmers, boot and shoe makers, clerks, and architects, 4 each; organ-builders, book-keepers, painters, armorers, and engravers, 2 each ; insurance agents, civil engineers, reed- makers, engineers, upholsterers, molders, wire-drawers, blacksmiths,! each; miscel¬ laneous, 24. Since the class started very few have dropped out. More than half the class walk two miles to get the lessons, and more than two-thirds of them are in their seats half an hour before the time of beginning. METHOD OF INSTRUCTION IN DRAWING. All the instruction in these classes is oral. The teacher illustrates with crayon at the board, at first drawing in advance of the class the figure he wishes them to copy, and, further on, showing what perspective is by models, cubes, cones, spheres, and a few other simple forms before the eye, and their representation by lines upon the board. In the mechanical classes the ]irojection of any object upon the vertical and the horizontal plane is shown by a small blackboard hinged in the middle. When placed at right angles the two planes are seen ; when open, it appears the ordinary surface on which the two planes must be represented. In this simple, practical way, principles are elucidated — uot mystified by abstract definitions. Each pupil is pro¬ vided with paper, pencils, rubber, and a simi)le drawing-board only, except that the mechanical class have a simi^le set of instruments ; a pair of adjustable dividers, a pen, a scale, a T-square, and a triangle. THE TEACHERS. Of the 140 teachers at present employed in our schools, 29 have l)een engaged within the year. Part of these are graduates of our training-school. The others have, for the most part, been purloined from the smnlier town, at whose expense their experience and practical skill have been acquired, aud where their services were still needed. By the same unjustifiable practice, some of our best teachers have been lost to ns. More of them have been removed by matrimony ; a cause more natural, and hence more diffi¬ cult and less desirable to prevent. The average length of time female teachers continue in the business here is about four years. Ninety-three per cent, of all our teachers are females. Very likely and properly this per cent, will continue to be nearly as large. For reasons beyond the control of society, and higher than human laws, their time of service will, as a rule, continue to be short. But frequent change in the corps of teachers is injurious. There should be a conservative element among them — a class permanently employed. YOUNG MALE TEACHERS DIMINISHING IN NUMBER. Statistics show that the proportion of young men engaged in teaching is smaller than it was twenty years ago. But there is an army of agents urging upon the public that which is not desirable, and of persons courting success in unproductive employ¬ ments for which they are not qualified. If the men of talent among these would fit themselves to be teachers, and engage in this noble work, they would become useful members of society, and, in elevating humanity, find themselves ennobled, and their self-respect restored. .LOSS OF MALE TEACHERS TO BE REGRETTED. The policy which has driven young men from this profession is not good. To retain in it in sufficient numbers those whose ability may illustrate its capacity for good, requires a change in the popular estimate of its importance. ENTHUSIASM OF THE TEACHERS. The teachers of our schools have entered into several plans for their own improve¬ ment, proposed during the year, with an enthusiasm which shows them to be in earnest in their own work. With a few exceptions, the teachers’ meetings haA'e been well at¬ tended. Nearly 90 per cent, of the whole coiqis attended the county convention at Southbridge. 230 EEPOKT OF THE COMMISSIONER OF EDUCATION. AVERAGE ATTENDANCE. The average daily attendance of pupils has been 91 per cent, of the average whole iinmbcr belonging to the schools. During the summer term the small-pox prevailed in the city to an alarming extent, and many children were withdrawn from the schools on that account. This will probably fully explain the decrease of about .007 from the l)er cent, of last year. After every allowance has been made for necessary absence, tlie number of pupils who attend school with no regularity is alarmingly great. There can be no good reason for the constant absence of one pupil from every eleven, or the absence of each scholar one-eleventh of the time. The cost of the schools is the same as if all were present. By these absences, then, nearly 9 per cent, of this expense is lost. By the rules of the school board, sickness, domestic affliction, and absence frooi town, are regarded as the only legitimate causes of absence or tardiness.’’ To enforce this rule, it is generally necessary only to point out to i>arentsand guardians the evils of irregular attendance, both to their children and to the schools. But if moral means fail, the ultimate remedy is expulsion from school ; that is, to cure the evil of occasional absence, we compel constant absence. As may well be supposed, such a remedy is applied with great hesitation. For those who willfully or carelessly detain their children from school, it is v^orth considering vrhether some other means should not be used. What right have a few persons thus to defeat almost 9 xJor cent, of the good our schools might accomxflish ? PARENTS RESPONSIBLE FOR IRREGULAR ATTENDANCE. The right of the j)arent to control his own children is admitted on all hands. But that control is limited. He cannot take their lives, as he could under the Roman law ; he cannot dexirive them of food, nor of at least a little education. And so, when they are once in school, he is morally bound that their irregularity shall not retard the general i»rogress, and thus infringe uxion the rights of others. Besides irregular xmjiils, there are children under fifteen years of age who do not, even nominally, attend school more than one term in a year, if at all. This leads to the question whether it would be right to make ATTENDANCE COMPULSORY. As intimated above, other rights are to be considered besides that of the jiarent 6ver his child. The child himself, every human being, has a right to such a training as will fit him for usefulness and enjoyment, just as he has a right to care, food, and raiment in the helx>less years of infancy. The xiarent who abandons an infant may be ximi- ished ; so should he be xmnished who neglects the education of his child. The infant Avould xierish. The child in ignorance may live in wretchedness and toil, to curse his Xiarents, and by his blighted life to rex)roach society, if not by crimes, to visit it with retribution for the evil it should have xire vented. Society, then, has rights. It is of the highest interest to us, each, whether our fellow citizens are intelligent or ignorant. We are all concerned whether in the future our children are to live in an educated community, or in the semi-barbarous state of x^re- vailiug ignorance. It is a shame that any intelligent freeman — and no others are free— can stand at the ballot-box and see his vote canceled by some ragged, unkemxit sot,^whose leering eye cannot see, nor his benighted mind cojuxu’ehcnd, the x>rinted bal¬ lot he casts. Where this is x)ossible, democracy is a sham. To establish firmly rexmbli- can institutions, such a thing must be made imxiossible. In self-defense, therefore, and not from benevolence merely, the State has established free schools. But this defense is not comxflete while those who know not the advantage of those schools may desert them. To secure the education of children, the law of this State imxioses a fine uxmn all xiarents who do not send their children to school, at least twelve Aveeks each year, from the age of eight to fourteen years ; and another law, fixing a x>enalty upon all x>iM'Sons in whose enqiloy children are found, under twelve years of age, Avho have not attended school eighteen weeks within the twelve months next xireceding such employment, or between twelve and fifteen years of age, who have hot attended school eleven weeks during the xR'ccediug year. ATTENDANCE OF WORKING CHILDREN. During the past year a large number of children have been sent to school from the manufacturing establishments of this city ; and to the credit of the xiroprietors be it said, not one of them has failed to comply with the law in its true spirit as soon as they learned its existence. To them it had been unknown, and under the first of these two laws children are in school to-day who otherwise would be in the street, Not the infliction of the xienalty, but the fear of it, keeps them there. To the credit of the city be it said, these unnatural parents number less than a dozen. One hundred and five weeks at least, or a little more than two and a half school years, the child MASSACHUSETTS. 231 fifteen years of age, 'born iu this State, must have atteuded school. This little is important; it may create a thirst for knowledge wliich will lead to further search; hut it is very little, and wholly inadequate, if intelligence is the qualification for citi¬ zenship. At this point the State’s defense is weak. THE TRUANT SCHOOL. The committee on the truant school report that “ under the State law, whicli requires cities and towns to make all needful regulations concerning hahituai truants, this school was established at the City Farm, by an ordinance of the city in 1863. It was opeued in December of that year, and was in charge of a board of truant com¬ missioners. By a change in the law, in the year 1867, the care of this school ])assed into the hands of a committee of the board of overseers of the poor. The expenses of the school, which previously had been included in the cost of maintaining the poor, have since that time been made a distinct item. The yearly cost of each boy is about $170. This outlay accomplishes more than the education and reformation of a single boy, though, when we consider from what he is saved, this seems but a small expense. The fact of truancy implies the absence of proper parental care ; and he who when left to himself forsakes his school, will not fail to receive on the street an education iu the school of vice. To save a boy from the consequences of such conduct is worth more than $170, and many an instance can be shown of a vicious, idle wanderer transfoianed at this school into a well-behaved and studious boy. But great as the benefit, in most cases received at this school by the pupils themselves, is believed to be, this is but a small part of the good it accomplishes. By a wholesome regard for its restraints, many an idler, in inclination and wish, is retained in school.” The superintendent of the alms-house has the general care of those sent to this school. He attends to feeding and clothing them, and gives them such liberties about the xiremises as their conduct entitles them to receive. A teacher assembles them for instruction and study four hours a day in summer and five hours in winter, and in the teaching reference is had to fitting them for re-entering the graded schools. NUMBER OF TRLUiNT CASES. During the year the truant officer has attended to 2,441 cases of absence from school from unknown causes, rex)orted by the teacher. Of these, 1,180 were returned to their schools. One hundred and forty -eight boys, inclined to truancy, have been assigned to their schools by the overseers of the poor, which is the first stej) toward the truant’s school. Of these, 28, who x^ersisted in their truancy, have been arrested and brought before the municix:)al court. Eighteen of the number have been sentenced to the tru¬ ant school for terms varying from six months to tv/o years, while the cases of others have been xdaced on file. THE METHOD OF THE OPERATION OF THE LAW. The route to this haven is now x^retty well understood by the truants of the city. If absent from school without known inched old age; a sure, if slow, x)romotion must reward every successful young teacher. ELECTIVE STUDIES. Room was made for a large extension of the elective courses of study, by abridging somewhat the previously existing course of required studies. In addition to the required work, each senior and junior was obliged to take two, and -might take three electives, each of three hours a week ; and each soxffiomore was obliged to take four electives, each of two hours a week. The fact is given as worthy of mention, that only 25 seniors out of a class of 129, and 45 juniors out of a class of 161, confined them¬ selves to the minimum of two electives. It was also arranged, in most dejiartments, that any studv. nt of a higher class might pursue with a lower class any elective course which iie had not taken in a previous year ; and that any student of a lower class might x>ursue any elective course with a higher class which he was qualified to study with advantage. The faculty of the theological school decided ad the commencement of the last ear to admit to the full course students who had no knowledge of the Greek and Latin languages ; but, under the apiirehension that this limited x)i’eparation will not only be in most cases a disadvantage to the student himself, but tend to lower^ the standard of theological education in the university, this decision has been modified to the former terms of admission. In the law school, lectures from practical lawyers have been introduced with marked success. CHANGES IN STATUTES. The x)ractice of giving degrees for residence merely is done away with ; henceforth the degree of bachelor of laws is to be given on examination. The regulation permit¬ ting the conferring of the degree of master of arts ux^on every bachelor of arts of three years’ standing has been rexiealed, and after commencement, 1872, no degree will be conferred, whether in arts, laAv, divinity, medicine, or science, without exami¬ nation. THE APPOINTMENT OF A NEW COLLEGE OFFICIAL. It being conceded that the duties of the president of the college were too arduous, and that ho should be relieved of the immediate charge of the college administration, a new statute was adojited, defining the duties of the president, and another statute creating the new office of dean of the college faculty, and defining the duties of the dean ; by which change, nearly three-fourths of the labor hitherto x>erformed by the X>resident now devolves ujion the dean. THE DUTIES OF THE DEAN. His is a very responsible and laborious office. He has the immediate charge of the students, of their studies, record of conduct and attendance, scholarshii), beneficiary MASSACHUSETTS. 233 aid, and in general the snperiutendeiice of the clerical and administrative business of the college. It is provided that the dean shall he a professor of the college. The salary was fixed at $4,500 a year ; and Professor E. W. Gurney was appointed to the office. CHANGE OF TEEMS. Another statute was passed by the corporation in the mouth of May, defining the academic year, and malcing term-time the same in all the departments of the college. The winter vacation is shortened, and the summer vacation lengthened by three weeks, the original reason for tlie long winter vacation having ceased to exist, since the under¬ graduates no longer keep district schools for three months in winter. UNIVERSITY STATUTES TO BE REVISED. It is stated that the statutes of the university need revision ; that there is no com¬ plete collection of them, either in print or manuscript, and that the work of revising and comxiiling them has been commenced. DIVINITY AND SCIENTIFIC SCHOOLS REFUSE ADMISSION TO WOMEN STUDENTS. The fact is stated, without comment, that in the month of August, 1869, a young woman made formal application to the corporation for regular admission to the divinity school ; and, in the month of February, another young woman made application for admission to the scientific school; both of which applications were refused by the corporation. IMPROVEMENTS IN BUILDINGS. Extensive repairs and imxirovements were made in buildings of the university during the year. Thayer Hall was begun and completed in 1869-’70. It contains room for over 100 students. Its net income is from $10,000 to $11,000. The cost of the building, without grading, was over $100,000, paid for by Mr. Thayer — the most munificent gift ever made to the college. The organization of the school of agriculture aud horticulture is begun, which is to be established in connection with the university, under the trusts created by the will of Benjamin Bussey. Contracts ha.ve been executed for the erection of a stone building to cost about $45,000. BEQUESTS. Among other bequests received by the college, it is stated that Miss Eebecca A. Per¬ kins bequeathed $1,000 for the benefit of indigent under-graduates ; aud Eev. Adams Ayer has given a like amount for the benefit of the divinity school. A gift of $1,000 has been made to the botanic garden by the same person who has given that sum to the garden anonymously for several years past. The Massachusetts Society for the Promotion of Agriculture has appropriated $3,000 per annum for the term of five years for the support of a laboratory, and for experiments in agricultural chemistry to be conducted on the Bussey estate. LANDS ADDED. Important additions were made to the territory of the university grounds in 1869-70. A tract of land was bought for $15,000, containing about five acres, to be used for the purpose of a play-ground. A piece of land which adjoined and projected into the ob¬ servatory estate, about seven-eighths of an acre in area, was bought in order to protect the observatory against the chance of injury through the proximity of houses or other buildings. BOATING ENCOURAGED. To encourage boating, the corporation paid $1,080 for a piece of marsh land by the river side, “to be occupied for a boat-house aud the usual incidental uses.’’ In June, 1870, Mr. Henry W. Longfellow and other friends of the college presented to the president and fellows about sevent}^ a,cres of salt marsh lying on the Brighton side, above the Brighton street bridge, for use as gardens, public walks, ornamental grotmds, &c. TAX REMITTED. In view of recent decisions of the supreme court of Massachusetts, the city of Cam¬ bridge exempted a portion of college real estate from taxation in May, 1870, which had previously paid taxes to the amount, per year, of $2,500. The corporation propose to appropriate the money thus saved to improvements on college grounds. FIFTY YEARS OF AMHERST COLLEGE. The following is from the Boston Advertiser’s report of Eev. Professor Tyler’s his¬ torical address, delivered at Amherst, Wednesday, July 12, the day before commence- 234 REPORT OF THE COMMISSIONER OF EDUCATION. ment, ou the occasion of the fiftieth anniversary of the founding of Amherst College; \'.-hic]i occasion was celebrated at the last commencement by an unusual gathering of tlie alumni of the college. After a graphic sketch of “the dedication to the service of God and the great Head of tlie Church” of the South College, he proceeded to an analysis of the natioual anel social conditions of those days. A charitj^ fund of $50,000 was the money foundation of the college. Forty-seven students in all entered the college as members of the four classes at the first examination. “The educational institutions of those times were also in their infancy, imperfectly manned, poorly furnished, and scarcely at all endowed. Endowments were meager, the course of study limited, and the idea even of a university with studies wholly elective had not yet dawned upon the darkened minds of presidents and professors, or even of the most progressive sophomores and freshmen. The decade which immediately preceded the founding of Amherst was, however, one of great political, mental, and religions activity, and among the educational and charitable institutions which date their life from this period are Princeton Theological Seminary, Yale Divinity School, and the American Bible and Educational Societies. “The idea of Amherst College, the first public proposition from which a definite result has developed, originated with the Franklin County x\ssociation of Congrega¬ tional Ministers, at the house of Rev. Theophilus Packard, in Shelburne, May, 10, 1815. Later the preposterous project for the removal of Williams College to Amherst was peremptorily ended by the legislature, and on the 29th of September, 1818, a conven¬ tion of pastors and laymen, representing forty parishes in the four western counties of Massachusetts, met in Amherst and approved the plan of the trustees of Amherst Academy, then tlourishing in the vigor of its fourth year, to found a college and endow it with a charity fund of fifty thousand dollars. Noah Webster delivered the address at the laying of the corner-stone of South College, August 9, 1820. There were presenl on that occasion the Christian men and women of Amherst and the surrounding towns the foremost of whom were Colonel Rufus Graves and Nathaniel Smith, of Sunderland; and Fowler Dickinson, esq., and Hezekiah W. Strong, of Amherst. Professor Noah Webster, while laying the deep foundation of his philological fame, gave also some of his best and most earnest labors to the infant institution at Amherst. Of all these noble pioneers in the cause of liberal education Professor Tyler speaks in terms of most unqualified gratitude and admiration. Passing onward, he sketches the first faculty of the college. President Moore, Professors Olds and Easterbrook, and Tutors Field and Burr ; the doubts, difficulties, and obstacles through which they struggled, and over which they triumphed ; and gives a more detailed review of the second administra¬ tion, that of President Humphrey, under whom, says Professor Tyler, Amherst College was treated. Ills first great battle was that of the charter ; a war, rather, in which Moore had fallen, and in which all the strength of sectional prejudice, local envy, rival interests, hatred of orthodoxy, and hostility to evangelical religioji were arrayed against the college. But the right cause triumphed at last, and ou the 21st of February, 1825, the charter of Amherst College was won. In February, 1827, the college chapel was dedicated, and in 1828 the new North College was erected. Pecuniary aid, refused by the legislature, was supi)lied by the people, and Amherst rose rapidly in power and position. The first fully organized faculty under the charter appears on the catalogue of 1825, and from their names may be judged the character of the workmanship and material which entered into the foundation of Amherst College. Four have finished their course, and may therefore be spoken of without flattery or prejudice. They are all names of world-wide fame. During President Humphrey’s administration students increased rapidly, college societies flourished, and the college passed successfully its experimental stages. Soon after, however, the tide of prosperity began to ebb ; per¬ petual solicitation for funds had wearied the friends of the college ; students decreased ; disaffections were rife, and embarrassments thickened till the faint-hearted despaired and the strongest minds doubted. Professor Hitchcock was just the man for this emergency, and, says Professor Tyler, ^ his personal reputation and liis wise policy — I repeat it, and I mean just what I say — his personal reputation and his wise jiolicy saved the college.’ Then Williston, Hitchcock, Woods, Sears, Phillips, and others tjegan those generous benefactions which they so liberally continued, and Avhich have proved the life-blood of the institution they nourished. The college, under the Hitchcock administration, took a new departure ; subscriptions Avere abandoned, debts averted, jieace at home and abroad established ; and the problem of existence and efficiency for¬ ever soWed. “The prominent events and attainments of the college since the accession of the Rcax Dr. Stearns to the presidency are next reviewed, more briefly than tliose of his predecessors ; honorable mention made of the liberal donors of the past feAv years, Dr. Walker and Mr. Stearns; a sincere Avord of jiraise bestowed u])on the treasurers and secretaries of the college, models of fidelity and integrity, and the history closes with an eloquent tribute to the alumni of Amherst and to their services for their country MASSACHUSETTS. 235 and tlio world, dcpictiuo- the thrilling days which followed the opening of the rebellion in 1861 — and none wlio were in Amherst then will ever forget them. The address con¬ cludes with a far-reaching, prophetic view of the mission of Amherst College in the future, and the noble and commanding results which it will yet achieve.” DU. SAMUEL HARVEY TAYLOR. The sad bereavement suffered in the death of this eminent educator and Christian minister finds expression in the memoriai address by Professor Edwards A. Park, published in the Bibliotheca Sacra. A brief abstract of the address only can be given here. Dr. Samuel Harvey Taylor was a descendant of devout Scotch ancestors, who first left their homes for the North of Ireland, to escape the persecutions of the Covenanters, and afferward emigrated to this country and established themselves in Londonderry, New Hanpishire. Inured to hard labor on a farm from early childhood, his classical education began at the age of eighteen, Avheu, in consequence of being thrown from a wagon, he lost in some degree his power of physical endurance. He had manifested a ])assion for books from early childhood, and he now commenced his preparation for college with intense delight, and studied with such vehemence that after but two years of preparation he entered the sophomore class of Dartmouth College. He spent his winter vacations in teaching district schools, and graduated with honor in the class of 1832 ; entered ut)on the study of theology in the seminary at Andover, in the mean time acting as assistant principal of Phillips’s Academy, and again as tutor in Dart¬ mouth College, preaching in some pulpit upon the Sabbath, and still spending his win¬ ters at Andover. He was an acceptable x^reacher, with warm and zealous religious feelings, but he declined the i^astorate of an important church he was urged to take, and, after graduating at the theological school, commenced his work as x>riucix)al of Phillips’s Academy, in which he was eminently successful, being beloved and reverenced by nearly all his i>upils. The number in attendance more than doubled during his administration, the fame of his teaching attracting young men from the x^lautatious of Georgia, the cotton-fields of Louisiana, the banks of the Ohio and Mississix^i^i, and the Canadian Provinces. He was an educator by nature. His stalwart x^erson, sonorous voice, and strong emx:)hasis ; his great rex^utation for success in teaching; his example of x^unctuality, energy, and enterx)rise, gave a distinct force to his admonitions. To these requisites he added a passion for training the youthful mind. He was in his ele¬ ment when his x^upils were before him and his words were summoning them to exer¬ tion with a kind of talismanic force. He was constitutionally fitted for a disciplinarian. Professor Patterson, now a Senator at Washington, one of the descendants of the Lon¬ donderry colonists, says : “ Profound convictions, an inflexible will, and strong sensibil¬ ities are the natural inheritance of our x^eox^le.” Dr. Taylor shared largely in this inheritance. He had a stern conscience, a keen sense of duty, a deex) regard for obli¬ gation. In his eye subordination was the first virtue of the x^apil ; he was the stern foe of the x^i’oud and unyielding, and sometimes x>i’obably denied them real justice. The thoughtless and idle x^uxnls disliked him, and yet when they became responsible for boys they often placed them in his care. One of his x>Rlfils says : “ To come under his influence was to move into a new sj' stem of gravitation ; every one, even the dull¬ est, felt that now he was exx^ected to accomplish something. He increased his author¬ ity by maintaining a reserve toward us, which, indeed, he seldom relaxed until we had left his care as puxiils and met him as friends, when his manner became in the highest degree frank and cordial. We were called ux^ with great rapidity, and trained to tell Xn’omptly and concisely what we knew. Woe to the boy rvho x^rofessed to understand what he did not ; no matter how smoothly he could rex)eat it, the fraud was instantly detected, and exx^osed without mercy.” He was a model of x>atience in helx)iug dull scholars, if they were industrious; a very model of x>erseverance in exx)laining the text until he made it clear to obtuse minds, if they meant well. He ascertained the circum¬ stances of his x^Rpils, knew their fears and their sufferings. Ho dispensed charities with singular x^rudence, and without letting his left hand know what his right did. He was an enthusiastic classical student and scholar. AVhen he first studied the Greek accents he was transported with delight ; he loved the Greek verb, and felt a x>ersonal interest in the Greek syntax. An offense against the laws of the Latin language seemed to be a personal injury to himself. It is not claimed that he possessed all the Cjualifications of an eminent teacher, though he possessed many remarkable qualifica¬ tions for the office ; and while some teachers may have avoided ids faults, but few have surpassed his merits. He died very suddenly on Sunday morning, the 29th of Janu¬ ary, 1871, in the academy where ho had so long taught, falling near the door of the chax^el, toward which he was hastening to teach his Bible-class. REPORT OF THE COMMISSIONER OF EDUCATION. 23G MASSACHUSETTS STATE TEACHERS’ ASSOCIATION. The twenty-seventh annual meeting of this association was held in Boston, October 20, 21, and 22, 1871. The first address was delivered by Professor Agassiz, of Cambridge, who spoke of some of the defects of the public schools. He criticised the methods of teaching as defective, developing little else than the memory. Teachers are required to teacli too many studies. Classes are too large, and too much reliance is put upon text-books, many of which are almost worthless. Things themselves should bo taught in place of the verbal exposition of things. Normal schools should be furnished with the means of fitting teachers to teach the elements of the physical sciences. Teachers should be prepared to unfold to pupils, in a clear manner, the history of the earth. Rev. A. P. Peabody gave an address on the subject of “ Words.” The question, Is it advisable to continue the study of grammar in its present artificial form?” was treated by Miss Jellison, of the Girls’ High and Normal School, in a paper full of force, v.dt, and sharp quotations, showing that the use of grammar, as taught in our public schools, was nonsensical and harmful. The subject was discussed by Mr. Greenough, of the Normal School of Rhode Island; Mr. Leighton, of Melrose; Mr. Hill; Mr. Howison, of the English High School, Boston ; Mr. Greene, of the Oread Institute, Worcester, and others, in a manner which showed that the speakers had devoted much thought to the subject. Professor Ternault, of the Normal School, gave a very interesting lesson on free-hand drawing. Papers were read by Mr. H. H. Lincoln, master of Lyman School, East Boston ; by Mr. J. D. Philbrick, superintendent of xniblic schools of Boston, who urged the payment of higher wages to teachers ; Mr. L. M. Chase, of Boston ; and Mr. Emerson, superintendent of public schools in Newton. Mr. N. A. Calkins, superin¬ tendent of primary schools in New York, talked of “Object-teaching,” and Hon. Josexih White, secretary of the board of education, spoke at length upon a “ State edu¬ cational tax,” advocating a tax apportioned to cities and towns according to actual attendance. TECHNICAL EDUCATION. In scientific and technical education Massachusetts is in no ways deficient, when comiiared wdth other States, as the admirable Institute of Technology, at Boston, testifies. This institute, liaving been made a sharer in the United States grant in aid of colleges of agriculture and the mechanic arts, dividing the grant wnth the Agricultural College at Amherst, is noticed in Professor Gilman’s report upon the “National Schools of Science,” pages 427-444 of this volume. The substantial building possessed by this institute, and the fund, arising from the gifts of benevolent men, in addition to the State and national aid granted to it, with its excellent corps of instructors, and its already large attendance, numbering some 224 students, place it upon an assured basis as one of the best of the schools for scientific and technical training and culture. For the technical training of those who intend to work at mechanical trade, there seems requisite some modification in plan of the rapidly increasing scientific schools. This need appears to have been admirably met in the institution at Worcester, w'here the experiment of combining training in practical working mechanics with theoretical culture has been successfully solved, and the model of an institution, which will ere long be deemed an imperative need to every manufacturing center, there furnished. We give a brief account of this admirable institution, which has received the merited praise of some of the ablest foreign observers. The Free Institute of Industrial Seicnce at Worcester, established by funds contributed by John Boynton, esq., and Hon. Ichabod Washburn, and now under the charge of Ih'ofossor C. O. Thompson, w'as dedicated November 11, 1868. It provides for a junior, middle, and senior class, having an attendance, according to the last report, of 89. The aim of this institute is peculiar, being designed to give instruction in those branches not usually taught in common schools, and which are essential and best adapted to train the young for practical life, especially such as are intending to become meclianics, manufacturers, or farmers. The plan of instruction embraces recitations, in small divisions ; practice, actual work in the machine-shop, beginning at the middle of the junior year; lectures and examinations in the departments of mechanics, civil engineering, chemistry, architec¬ ture, and designing. The course of study embraces chemistry, physics, geology, mechanical engineering, civil engineering, architecture, drawing and designing, and language. The institute has two buildings, one having rooms for lectures, recitations, drawing, library, and a thoroughly equipped laboratory, and the other used as a shop for prac¬ tice. It has graduated its first class of sixteen, who, wdth ease, at once secured honorable and lucrative employment. (Hon. Joseph White is the secretary of the State Board of Education. Adresses of city superintendents w'ill be found in the tables of cities, pages 574-605 of this volume.) MICHIGAN. 237 MICHIGAN. [From tlie Thirty-fourth Aiinual Heport of thoSuperintotulent of Public Instruction, for the year 1870.- Hon. Oramel Hoslbril, Superintendent.] Population of the State, United States census . School population of the State, live to twenty years - Number attending school . . Number attending school under five or over twenty years . . . Number of counties in which schools are reported . Average number months of school . Number of districts failing to have school the legal time . Number of districts having no school . Number of male teachers . Number of female teachers . Total number of teachers . Average monthly wages of male teachers . Average monthly wages of female teachers . Total amount paid for teachers’ wages . Estimated number of pupils in private schools . Number of private schools . . . Number of visits to schools by county superintendents . Number of graded school districts . Number of school-houses . Yalne of school-houses . Amount paid for building and repairing . Amount raised by rate-bill . Amount from tax on dogs . Total resources for the year . . . 1869. 374, 774 209, 587 6-3 2, 354 7, 895 10, 249 $1, 177, 847 86 4,921 $5,331,774 00 776,074 00 94, 752 55 1870. 1,184,059 384, 554 278, 686 6, 404 64 6.9 135 73 2,793 8, 221 11,014 $52 62 $27 31 $1, 398, 228 59 9, 613 139 6, 621 5,111 $6,234,797 00 852, 122 62 25,893 81 3, 154, 221 28 SCHOOLS. The report from all the schools of the State is, that the past year has been one of continual success. Seldom has anything occurred to disturb the quiet of the school¬ room, and unusual prosperity lias attended the labors of both pupils and teachers. The results predicted in reference to the beneficial efi'ect of the free-school system are already partially realized; there is a manifest change in the average length of the school, as well as in the number of pupils in attendance. In some counties the school year has been increased from four and five months to seven, eight, and in some in¬ stances even to nine months, and an attendance of less than 50 per cent, of the enroll¬ ment has been increased to 60, and even 75 per cent. In other counties less time has been given to the school year, and a much less average of attendance has been secured ; yet in these counties, at the last annual meeting, it was decided by vote that the time should be lengthened, and several months were added to the former school year. In a number of the schools in many counties the school term has been divided into three portions instead of two, with the most gratifying results. It has long been known that those schools which were continued through the months of July and August were of comparatively little worth. Many, numbering from 40 to 50 pupils, were reduced in these warm months to less than 20, and often to less than a dozen. Mhere this change has been made there is secured a more uniform attendance, a greater interest in the school, and more rapid and thorough progress in study. The number of counties in v.hich schools are reported is 64, one more than last year. There is an increase of 30 in the number of townships reporting, and an increase of 9,760 in the number of children in the State of school age, a much smaller gain tlian in the previous year, owing to a depression in the mining interests ; the average an¬ nual increase of children for the last ten years being reported as 13,787. The increase in the number of children attending school over the previous year is 9,099. This, how¬ ever, does not show the full increase, for the reason that since the abolition of the rate-bill many teachers have supposed it was not necessary to keep or return any roll of the pupils. The nuinber of districts thus failing to reiiort is 142 more than last year. GRADED SCHOOLS. The number of schools reported as graded are 231, or five less than last year. In these districts are 134,634 children, or over one-third of all in the State. The number 238 REPORT OF THE COMMISSIONER OF EDUCATION. attending school is re^iorted at 91,692, but fifteen districts, Tcith 4,612 children, do not report the attendance. The ^vhole should be as much as 95,000. The amount paid by these districts to 1,549 teachers was $610,478 35, or 40 cents per month for each person of school age. The same exxiense per child in the State, including the graded schools, averaged 52^ cents. If we take the remainder of the State separately, it will not be less than 54 cents. So the figures show, as in former years, ^that the largo schools, which pay the highest wages, are the cheajiest. SCHOOL-HOUSES. There have probably been more school-houses erected during the past year than during any one year before. A very fine school edifice has been completed in Marshall, which, in contrast with the old style, shows the great advancement made in the school architecture during the lust fifteen or twenty years. The new edifice in Battle Creek is one of rare beauty. It is located on one of the highest elevations in the city, overlooking the town and the surrounding country. It is lU’oposed to heat the entire building by the use of steam. If the plan should prove successful, it wnll greatly modify the present system of heaitiug. These edifices are among the most expensive that have been erected, but a large number of the smaller towns have built houses which are a great honor to the citizens, and have taxed the people to build them quite as severely as those of the larger towns. A very large number of school-houses have been erect ed in the country districts. ' In the more populous districts larger houses have been built, consisting of two rooms, thus permitting a partial grading of the schools ; these houses, or many of them, are heated with a furnace; they have been tastefully built, and are furuislied with the most approved modern seats and desks, and are w^ell supplied wnth blackboards and other general apparatus. PRIMARY SCHOOL FUNDS. The congressional grant of school lands to the State, upon its admission into the Union, amounted to 1,068,340 acres, of which only 1,009,025 could be selected in section sixteen, thus making a deficiency of 59,313 acres ; 12,590 of which, under the provision of an act of Congress, have been selected and confirmed to the State, leaving an unse- iected deficiency of 46,725 acres, in regard to which deficiency correspondence has been had with the Laud Office at Washington ,* but, as yet, wnth no satisfactory conclusion. It is desired that the matter sliould be settled before all the best lands in the State are otherwise disposed of. The quantity and avails of primary-school lauds sold, for the year ending November 1, 1870, is 24,582.80 acres for $98,331 20. The amount of unsold primary school land is 468,713.07 acres, and of unsold agricultural college laud, 218,393.37 acres. The total amount of the primary-school luud November 30, 1870, was $2,700,834 63. The increase of the fund during the year was : Realized from primary-school lauds, $106,180 88 ; for primary-school lands previously sold, $2,380,203 24 ; making a total increase during the year of $2,486,284 10. In 1860, ten years since, the total school fund amounted to $1,684,394 38; which is an increase in ten years of $1,016,440 25, and an increase of annual income in the same time of $68,954 11. The increase of the fund has fully kept pace with the increase of children, an increase of 136,687 in ten years. teachers’ institutes. The spring and autumn series of State teachers’ institutes was held at sixteen differ¬ ent towms and cities, with a total attendance of 2,005 teachers. The interest mani¬ fested by tlie teachers in these institutes has not in the least abated. The numbers in attendance have never been greater than during the past year. The county superin¬ tendents have manifested the same earnestness as formerly, and the success of the institutes has been owing in no small degree to their labors. COUNTY SUPERINTENDENTS. It is nearly four years since the organization of the system of county superintend¬ ency. Since then great improvements have been made in the schools. The influence of the superintendent is seen in the general interest which has been excited in the schools, as shown by the number of visits which have been made by school officers during the past year, as compared with those of former years. It was formerly a rare occurrence to And school officers visiting the schools ; since the appointment of super¬ intendents, there has been a constant increase of visits reported, and although it is now less than four years since the system was inaugurated, there were reported, the last year, more than 12,000 visits from directors alone. MICHIGAN. 239 • IRKEGULAR ATTENDANCE. Altliongli the free schools have wrought a marked change for the better, yet a deplorable lack of promptness and regularity still exists. There is no reason why all the children of the State capable of receiving an education should not obtain it, since every obstacle has been removed which may have prevented anjMrom study; not even poverty can now serve as an excuse for absence from the school-room. Any failure to become educated now must bo owing to the most stolid indifference. This in¬ difference exists in many places to an alarming extent. There are young men and women who were born in the State, and have been reared almost within sight of the school- house that was always open to receive them, and yet to-day are unable to read or write. One of the prominent educators from Europe, in an address at the Cooper Institute, after praising very much many things he had seen in this country, said that in general our system of education was the best in the world, but that it needed one thing to make it perfect, and that is, that education should be made compulsory. “I should be uucandid,” he further said, “ if I did not frankly tell you that North Germany and Switzerland excel you in the thoroughness and universality of their systems, aaid this, I believe, is entirely owing to the fact that in those countries the parent has not the right to deprive the chiid of the excellent training which the state has provided. When the parent fails in his duty, the state stands in loco pareniis ; and this is what you chiefly need to perfect your educational system.” The free schools of this State have not been in operation long enough to determine their complete power and inlluence in securing the attendance of all who ought to be found in school. The results have been gratifying, but as yet fall far short of reaching the desired end. There are many of our citizens whose education is very limited, if not entirely wanting, who are utterly iudilferent to the education of their children, or of those under their care. , But there is evidently a change taking place among the people, and many are now beginning to feel that some measures must be taken to secure a. more general and constant attendance upon the public schools. These un¬ educated children are, in a very few years, to be the men and women upon whom the responsibilities of society will rest. These uneducated boys will become men, and into their hands the sacredness of the ballot is to be committed. Well may we trem¬ ble when we remember those burning words of the great champion of universal edu¬ cation, ^^An uneducated ballot is the winding-sheet of libertg.” “ The human imagination can j)icture no semblance of the destructive potency of the ballot-box in the hands of an ignorant people. The Roman cohorts were terrible ; the Turkish janizaries v.mre incarnate fiends ; but each was powerless as a child for harm, compared with universal suffrage without mental illumination and moral principle. The power of casting a vote is far more formidable than that of casting a spear or javelin.” In the uned¬ ucated ballot is found the nation’s greatest danger ; but the educated ballot is the nation’s main tower of strength.” COMPULSORY ATTENDANCE AT SCHOOL. An act was passed during the session of 1871 of the State legislature requiring every parent, guardian, or other person having control of children between the ages of eight and fourteen years to send them to a public school for a period of at least twelve weeks in each school year ; and in case of failure to comply with the provisions of this act, such parent or guardian to be liable to a line of not less than $5 nor more than $20. STATE NORMAL SCHOOL. Since at)X)ointments have been made by members of the legislature, a wider State interest has been taken in the normal school. No particular change has occurred since the last report. The number of pupils has been quite equal to that of any xu'evious year. Professor Daniel Putnam, on account of the inadequate salary, felt compelled to resign, and accex)t a position in which he would receive a larger comi)ensatiou. Mrs. Evans also resigned her x^osition in the model school. We have been comx^ellod frequently to x>art with our best teachers on account of the inadequacy of their salaries. The success of this institution depends largelj’’ ux)on the x^ermauency of the professors. The number of pupils during the year was 74G ; number of students from the normal department, acting .-ind trained as teach¬ ers in the exx)erimental school, was DO; the number of instructors, 10. The normal school fund, including princix^al due from purchasers, together with that in the hands of the State, amo'unts to $67,616 69. THE STATE UNIVERSITY. Since the resolution was passed recognizing “ the right of every resident of Michigan to the enjoyment of the xM’ivileges aflbrded by the university,” without regard to sex, 240 REPORT OP THE COMMISSIONER OF EDUCATION. the iiiiiversity is as accessible to women as to men. But one woman entered the uni¬ versity last year. Thirty now are in attendance ; seventeen in the medical department, one in the law department, and twelve in the department of science, literature, and the arts. In all parts of the State young ladies are found in courses of study designed to fit them for tlie university. The admission of women will increase the current expenses, and will also make more urgent the demand for additional room. The dei)artment of science, literature, and the arts has already grown entirely beyond the capacity of the present building. The total number of students reported for 1870 is 1,126. Professors and instructors, 34. Number of students in the department of science, literature, and the arts, 477 ; in that of medicine and surgery, 340 ; in that of law, 309. The number of graduates for the year, 303, besides those who have received a second degree in course. The total receipts for the year were $84,922 56 ; exi^enses, $70,167 81. The general library has been rendered more available by the completion of the card catalogue. Its value is greatly enhanced by the large supply of leading periodicals and newspapers, domestic and foreign, chiefly furnished by the iDublic spirit of the students them elves. Professor Watson, of the chemical laboratory, has been engaged in making zone obser¬ vations with the equatorial, and determining star places, preparatory to the formation of new tables of the moon ; a work committed to him by Professor Peirce, Superintend¬ ent of the United States Coast Survey. The degree of jiliarmaceutical chemist, for the year 1870, has been conferred upon 28 students who have completed their course of instruction. No large collections have been added to the museum during the past year. Two alumni of the university, how¬ ever, have honored themselves by making noble contributions to her material for instruc¬ tion. Mr. J. B. Steere, a graduate of the literary and law departments, has made dona¬ tions aggregating 412 specimens, of which 400 are chiefly insects and shells from Ionia County. Dr. J. T. Scovell, of Central City, Colorado, donated 41 zoological and 350 botanical specimens. A large proportion of both classes belong to species not heretofore repre¬ sented in our museum. - The Smithsonian Institution donated, from its store of duplicates, 142 species of British shells. The number of visitors to the museum registered during the*year ending September 1 is 6,658; an increase of 1,118 over last year. Of the university fund, only some 200 acres remain unsold. The principal due from j)urchasers, and that in the hands of the State, amounts to $564,443 31. AGRICULTURAL COLLEGE. The number of students has been largely increased, and the general condition of the college greatly improved. The farm is rapidly imxu'oving, and will soon be in condition to furnish better opportunities for general experiments than it has done hitherto. The expense of the college to the State is already diminishing, and will rapidly decrease in the future. In a few years the proceeds from the sale of college lands will fully defray the current expenses. The State will then have a vigorous institution, permanently located, munificently endowed, and thoroughly furnished with all the appliances neces¬ sary to the successful working of all its departments. There are now 129 students in attendance, 10 of whom are ladies; instructors, 9 ; other officers, 4. Of the agricul¬ tural college lauds 17,280 acres have been sold for $56,880. STATE REFORM SCHOOL. November, 1869, the inmates of the institution numbered 285. This number has been increased during the year by 89 fresh commitments, thus making the total number connected with the institution during the entire year to be 375. Of this number, 118 have been released, either by ticket of leave, permitting the individual to remain away from the institution during good behavior, but subject to recall whenever the board shall see cause, or by full discharge. In addition to the above, the governor of the State holds the power of pardon — a power, however, rarely if ever exercised, all applications therefor being by hhn referred to the board of control. This is deemed the preferable course, inasmuch as the purpose of commitment is reformation, and not xmnishmeut. At this date the inmates numbered 262. In all cases of release in which the individual has neither home nor friends, where and with whom he may find such surroundings as shall promise favor¬ ably, efforts are made to provide such for him. Some of the worst cases with which we have to deal consist of those sentenced to the institution in violation of law — they having attained an age in excess of sixteen years, while law affirms that none in excess of those years shall be admitted ; resulting from a desire on the part of friends to save MICHIGAN. 241 the youth from State prison, by giving tiie individual the requisite age to admit of a substitution tlierefor of the reform school. The prevailing health of the institution during the year just closed has been good. The emidoyment of inmates during the year has been mainly the same as in former years, to wit : in domestic service, including the ■work of dining, washing, and ironing rooms and general house-cleaning; in cane, llag, shoe, and tailors’ shops ; in the bakery, on the farm, and in the garden. Efforts to escape from confinement generally prove a discouraging undertaking ; inas¬ much as the individual, when recaptured, again commences at the foot of the ladder of deportment, whence by slow gradations, achieved by unexceptionable deportment, he regains his lost ground, and finally reaches the point of honorable release. The legislature of 1867 passed a law precluding from the institution all lads under ten years of age, and, in their report of 1869, the board of control asked for the repeal of that law, giving their reasons therefor. This request, either through a misapprehen¬ sion of its importance, or through the press of other matters claiming attention, failed of being acted upon ; and the board now desire to press the matter upon the careful consideration of the incoming legislature. The purpose of sending boys to this insti¬ tution is not their idiinislimcnt. but their reformation. By the original law, the age for admission was fixed at seven, and by the revised law, of subsequent date, at ten years of age ; and the board ask that the revised law, or the law fixing ten years as the min¬ imum age for admission, be repealed, and that the original law be again placed in force. The cornet band continues to be an attractive feature in the recreations of the school. Their services on different occasions have been sought quite as much as it has been convenient to let them go. The necessary means to sustain the band have been secured by their services, by gifts of kind friends interested in their welfare, and by concerts given by themselves and a large company of their associates. KALAMAZOO COLLEGE. The report represents the college as enjoying its usual prosperity. The course hith¬ erto known as the “ladies’ course” is abandoned. The young women now in the col¬ lege, and those preparing to enter, pursue the same studies as the young men in the same department, and are candidates for like degrees. The college has three distinct courses of study, each occupying four years, and each student is at liberty to pursue the course he may prefer. The whole number of students in attendance is 246; instructors, 12. ALBION COLLEGE. Various changes, for the better, have been made in the college buildings and grounds. At a recent meeting, arrangements were made to secure a larger endowment than it now has. The proposition made was to raise ^100,000. Pledges have been made to such an extent as to insure the required amount. This will be a great relief to the college, and will enable it to enter at once upon a wider sphere of usefulness. The col¬ lege embraces two courses of study, a classical course and a scientific course. The num¬ ber of students for the year was 121 ; instructors, 6. OLIVET COLLEGE. The report of the president of Olivet College represents its condition as essentially the same as a year ago. The new edifice, which has been in progress of erection for some years past, is at length so nearly completed as to be occujpied. The building is 112 feet in length by 54 in width, three stories in height, with a fourth story in the Mansard roof. Efforts have been continued during the year to secure additions to the present resources of the college. COUNTY superintendents’ CONVENTION, 1871. The convention of county superintendents held its ninth semi-annual meeting in Charlotte, August, 1871. The counties having been called upon for reports of progress. Superintendent Luce, of Branch County, said: “The greatest difficulty was not from licensing too young teachers, but too old ones. The best, or among the best, was a girl fourteen years old, whose first school numbered 47 pupils ; and the worst, a mail who had taught nineteen terms.” Superintendent North, of lughani County, expressed similar sentiments. He had found the most energetic, industrious, and successful teachers to be young men and women. Superintendent Hutchins said : “ The business of education reached out so near the edge and down so near the bottom of human nature, that to exi)ect a giil of fourteen years to master it is absurd. He had old maids of both sexes tell him that the teacher always teaches his bes^ school first; but he didn’t believe it. Ho should grant certifi- IC C E 242 REPORT OF THE COMMISSIONER OF EDUCATION. cates to inexperienced boys and girls only when he was out of timber, and when it is understood that they take very small schools.” Snperiiitenueut Crowell, of Montcalm, said : “ It was his experience that the older teachers were, the worse they taught. If they ever had any ambition to become good teachers, they had got beyond it.” Superintendent Goodman, of Saginaw, said the worst failure in his county the last year was made by a lady who had taught twenty-five or thirty terms. It was stated that in Hillsdale County 75 x)ersons under sixteen years of age now hold certilicatcs, the whole number of certificates in force being about 390. Three adjacent counties have but three each under sixteen years of age. Reports from other counties shov/ed that a number of young girls hold certificates that are merely com¬ plimentary, and do not entitle the holders to teach. A resolution was offered to the effect that certificates should never be granted to any applicant under sixteen years of age ; but it was laid on the table. The discussion showed that the resolution fairly- expressed the sentiments of the meeting. Superintendent Kellogg read a paper enti¬ tled, Our Country : its Peculiarities, its Dangers, and its Hopes.” Papers were read by Superintendent Latta upon “ County Uniformity of Text-books ;” by Superintendent Hill, upon “What do the Times demand in our Courses of Study?” by Superintendent Gootlman, upon “ The Hinderances to Success in Teaching;” by ex-Superinteudent Ford, an essay on “The Place of an Educational Journal in the School System of a State;” by Superintendent Bennett, upon “ The County Superintendent’s Work, Ordinary and Extraordinary ;” by Superintendent Antisdale, “ Our Work : Its Nature, its Hiuder- ances ; How shall wo perforin it ?” and by Superintendent Rinehart, “Are we Educating the Youth of Michigan practicallj’-, or not ?” Remarks were made by many of the superintendents in warm sympathy with the aims and management of The Michigan Teacher, and pledging active efforts to increase its subscription list in their respective counties. INAUGURATION OF PRESIDENT ANGELL, OF THE STATE UNIVERSITY. The inauguration of James B. Angell, LL. D., as president of the University of Mich¬ igan, is an event worthy of commemoration. The exercises consisted of an introductory address by Professor Henry S. Frieze, LL. D., followed by an inaugural address by the new president, from which the following suggestive paragraph is extracted : “ Men are of more consequence than methods. Small men will accomplish little with the best methods. Mon of large scope and culture will do much with any method which they will be willing to adopt. There is much discussion just now concerning collegiate methods, and it bids fair to be fruitful of good results. But under any system of col¬ lege life which is likely to be followed in this country, the best work will probably be done Avhere the students are best jirepared for their study, and the professors best pre¬ pared to instruct. As the soul of a nation is in the spirit of the x^eople rather than in the words of their constitution, so the soul of a university is in the men who compose it rather than in the plan of organization. If it is to have the highest success it must be able to command the services of the choicest teachers, and to remunerate them so that they can give their best vigor to professional Avork.” On the same occasion, the corner-stone of the new nniversity hall was laid with ap¬ propriate ceremonies. DETROIT CITY SCHOOLS. [From the twenty-eighth annual report, for the year ending December 31, 1870, Hon. Duane Doty, superintendent.] There were 18,717 volumes in the public library. The public-school property was valued at $413,142. An indebtedness of $15,900 thereon was paid oif during the year. For buildings and lots there was expended the sum of $97,827 80. It Avas estimated that $20,000 more would pay for all unfinished work at that date. There Avere 112 schools in 23 buildings, with 143 teachers. There Avere 11,252 different xmpils enrolled during the year, out of a school population of 26,641. The average daily attendance was 7,261. About 42 jAer cent, of the school population Avas thus enrolled, and about 27 per cent, of it in daily attendance. There Avere, on January 1, 1871, seats for 8,321 pupils, or about 31 per cent, of the school jAopulation. The total amount paid for teachers’ salaries, ranging from $1,800 to $300, was $61,620 25, or about $460 to each teacher. MICHIGAN. 243 LIST OF SCHOOL-OFFICEES. Hon. Oramel Hosford, Superintendent of Ptiblic Instruction, Lansing. COUNTY SUPERINTENDENTS. Counties. Names. Post-office. Allegan . Barry . Bay . Benzie . Berrien . Branch . Calhoun . . Cass . Charlevoix . Clinton . Eaton . Genesee . Grand Traverse Gratiot . Hillsdale . Houghton . Huron . Ingham . Ionia . Isabella . Jackson . Kalamazoo . Kent . Keweenaw . . . . Lapeer . Leelanaw . Lenawee . Livingston . Macomb . Mast year. The signs of the times show that the ratio of female teachers to the males is gradually increasing. This is true of every State in the Union. The time is coming when nearly all the instruction given in our common schools will be¬ come monopolized by the ladies. The average wages of teachers for the year has been as follows : In the winter schools, males, $36 67; females, $24 83; in the summer schools, males, $37 64 ; females, $21 89. The average for the year has been, males, $37 14; an increase of $3 23 over that of 1869 ; females, $23 36; an increase of $1 21 over that of 1869. The above figures show that the average of male teachers is larger for the summer than the winter schools, and that female teachers receive a greater compensation in the winter than in the summer months. This is owing to the great increase of female teachers in the summer schools, which serves to bring down the general average. NEW SCHOOL-HOUSES. The number of new houses erected during the year 1870 is not so large as in former years, and will probably decrease each succeeding year, owing to the fact that all the districts nearly, in the older counties, have already commodious houses. In 1867 there were built 258 houses, at a cost of $242,039 03; and in 1870 there have been erected 242, at a cost of $243,294 71. In the last four years there have been erected in tho State 1,151 school edifices, at an aggregate cost of $1,105,171 67. During the year there has been completed, at St. Peter, a school edifice costing $25,000. It is of brick, 70 by 70 feet, with re-entrant angles and French roof. It is three stories high, and has a basement. It has the most approved heating and ventilating apparatus, and is furnished with the Sterling (Illinois) furniture, and the Gothic folding single-slat desks. At Reed’s Lauding, Wabashaw County, they have built a fiue, commodicus brick school-house. Anew build¬ ing was erected at Ansti nthe past year. For so young a State, the people have done nobly in the way of providing comfortable and commodious school-houses. In many ot tho counties there are good houses in nearly every district. In the villages, cities, and larger towns, tho school-l>uildings are oftem among the most elegant and imposing public structures. The fact is every day gaining ground that, next to an accomplished and thoroughly qualified teacher, a suitable school-house is the most essential condi¬ tion of success. A good teacher may teach icell in a barn or a hovel, but ho cannot possibly teach his lest without the auxiliary of an appropriate building. 246 EEPORT OF THE COMMISSIONER OF EDUCATION. GRADED SCHOOLS. The majority of these schools, it is thought, will compare favorably with those of our older States in everything that goes to constitute completeness. Many of them are annually sending out teachers to supply the needs of the district schools. Many of these teachers are among -the most successful instructors and disciplinarians in our common schools. So long as the district system is in ox^eration, it will be quite im- i:)racticable to establish graded schools in the rural districts. When the average attend¬ ance in a district is less than 30, including pupils from the age of five to twenty-one, Avith a corresx^onding range of diversity in the branches x)ursned, it is simxdy impossible to grade the school. And the great majority of the county schools are of this kind. There must, from the A^ery nature of this state of things, be a great Avaste of money and of teaching force while the x^resent system continues. The remedy exists in Avhat is usually called the township system. But while the adoption of that system Avould remoA'e the obstacles to the general adox^tion of graded schools, and until which no great improvement can be made, it would not remoAm the prejudice, misaiDprehension, and indifference which x^reAmil in respect to the improved kinds of schools and methods of teaching. To do this will require time. CHANGE OF TEACHERS. In the great majority of the district schools throughout the State there is a change of teachers with each returning school term. This tells more than volumes of the temxAorary and itinerant character of the occupation of teaching. In a majority of our country districts it may be literally said that teachers ha\m no abiding-place ; they go from district to district, picking ux) a three months’ school here, and a four months’ one There, and then strike their tents,” like the Arabs, and as silently glide away. What a contrast is this to the schools of Prussia and Germany, where the teacher often teaches the same school during his life-time ! This constant change of teachers is a continual hinderance to the success and adAuincement of our rural distriet schools. It takes a good teacher nearly the whole length of a three months’ term to introduce his system into a strange school, and get it into good working order ; he gets the rubbish removed, his foundation laid, and just commences to build, when his terra expires, and another takes his place who does not understand or does not axAx:)rove his x^lan, and he goes over the same ground by some other method, and his term expires ; and so on to the end of the chax^ter. The habits of thought and reasoning introduced and initiated by one teacher are broken up by the next, till the mind of the child becomes a confused jumble of ideas, Avithout any plan of clear and Avell-defined thought on any subject, and thus the children are turned out into the world to guess their Avay through it the best they can. It is a great wonder that children leave school knowing half as much as they do. Were it not for the odds and ends of x^ractical knowledge they acquire in the nooks and corners of life, it could not be told where or liow, the results of such a system of education would be much more deplorable than they are. STATE teachers’ INSTITUTES. The law provides that the State suxierintendent of x>Rhlic instruction shall hold annually, in as many counties as shall be found XAracticable, a teachers’ institute, to continue in session one week at least; that he shall give due notice thereof to all teachers and persons proxiosing to become such, and invite their attendance. It also X)roAddes that he shall be present and have charge of such institutes ; invite the aid and co-operation of the .superintendent of schools for the county ; employ suitable instruct¬ ors and lecturers to giAm instruction and addresses, with the aucav to aid the teachers for qualifying themselves for a more successful discharge of their duties in the com¬ mon schools of the State. In accordance with the x^roNisions of this law, eighteen institutes haAm been held the x^ast school year, Avith a total attendance of 701 members. The exx^erience of another year proA'es the wisdom of the annual ax>proxAriation for holding teachers’ institutes. It is found that these local meetings, Avhich bring together the teachers and people of a single community, are, on the one hand, numerously and often enthusiastically attended, and, on the other, occasion no inconvenience to the inhabitants of the toAvn Avhere they are held. Teachers’ institutes are iuA'aluable auxiliaries in aid of popular education. When prox)erly organized, the teachers place themselves under the direction of a competent and Aveil-qualificd board of instruction, by Avhom they are thoroughly drilled during each day in all those branches ordinarily taught in our common schools. The teachers’ institute brings out the most approved modes of organizing, governing, and teaching the schools, in connection with such measures as are found best calcu¬ lated to develop and mature the thinking powers of children — all of which are freely tliscussed and clearly exxdained for the benefit of all. The institute is a ready medium through Avhich the entire body of teachers in the MINNESOTA. 247 state may l)e kept informed of all those edncational improvements which experience is constantly adding to the facilities of acqniring knowledge. Greater uniformity is secured in the common rontino of school exercise, preventing that loss of time always occasioned by a change of teachers, introducing different regulations. The institute provides facilities for combining agencies to bear more efficiently on the common cause of popular education, and the salutary counsels of age, experience, tact, and talent, to reach the great body of teachers in the State. Mind is brought in contact, in the several exercises of the institute, by which the intellectual energies are aroused to more vigorous action, and the members return to their several schools more thoroughly imbued with the true spirit of their profession. Congregating the teachers of a county arrests public attention, and awakens a deeper interest in the several districts to improve their own schools. Our greatest present want is good, well-skilled, active teachers, who shall bring to their aid all the modern improvements in edncational work. The problem, “ How can wo secure such teachers V’ is one which Minnesota is solving- in tvv'o ways : First, bj’^ the establishing of normal schools ; the second is, by main¬ taining teachers’ institutes. While the normal schools present the greatest inducements to those who are pre¬ pared to devote sufficient time to the work and incur the necessary expenses of attend¬ ing them, there are very many teachers already at work who have never been able to avail themselves of such advantages. Their work is, consequently, more or less defective. Much unavailable force and effort is spent, just as is the case in running machinery without oil, or sleighs without steel-shoeing. A certain amount of resist¬ ance, corresponding to the friction, has to be overcome before any real x^ositive work is performed. By means of the institute the most pressing needs of all these teachers are, in a great measure, supplied. STATE teachers’ CERTIFICATES. The act providing for the granting of State teachers’ certificates, passed March 5, 1868, provides that “ the State superintendent of public instruction be authorized to grant and issue State certificates of eminent qualifications as teachers of such persons as may be found worthy to receive the same vipon due examination by himself, and who shall exhibit satisfactory evidence of practical experience and success in teaching. Said State certificate shall supersede the necessity of any and all other examinations, and shall be valid in any county school district in the State for a period of seven years ; but a State certificate may be canceled by the State superintendent upon p)roof of immoral or unprofessional conduct.” In the State of Illinois, and perhaps other States, thQ law touching State certificates makes provision requiring, in all cases, a public examination. The president of the Normal University is associated with the State superintendent of public instruction in arranging for and conducting the exami¬ nations. This ari-augement is a yise one, and commends itself to all professional teachers. The two gentlemen above named appoint practical teachers of eminent qualifications to become associated with them in conducting these public examinations. They give notice of the time and place of holding these public meetings, and prescribe the necessary regulations for conducting them. It is recommended that the law of Minnesota respecting State certificates should be so amended as to make similar pro¬ visions. The president of the State University might be associated with the State superintendent, to appoint a committee to co-operate with them in conducting the pub¬ lic examinations. Notice of these meetings might be given from time to time, upon application of a specified number who might desire to be examined. PROFESSIONAL TRAINING FOR TEACHERS. Professional schools for teachers do that for our common schools which can be done by no other existing agencies. Sufficient trial in our own and other States has dem¬ onstrated the truth of this statement. Other agencies are as essential to the prosperity of our schools as normal schools; because it is just as necessary that other things be well done, as that the work committed to them be well performed. But they have a sphere to fill, Avhich, in their absence, must remain essentially and daiuagingly un¬ filled. Anything which looks to the abolition of our normal schools, or to the crip])ling of their efficiency, looks in the direction of educational retrogression. Without them, largo sums of money spent in the education of the youth of our State, on account of incompetency on the part of those under whose management it is expended, must be worse than wasted. As with the eminent occulist who confessed that he spoiled a hat- full of eyes to obtain proficiency in his art, thus it is with incompetent teachers; they may spoil school-rooms full of children to learn how to teach, and, perhaps, may not always learn even then. The thoroughly prepared teacher does not perform the part of an experimenter. He moves forward with the assured bearing of one skilled in his science and art. His diagnoses are always complete, and his prescriptions arc adapted 248 REPORT OF THE COMMISSIONER OF EDUCATION. to do all wliicli the circumstances of the case permit. He strikes the harp whose vi- bratioiis last forever, not wholly without appreciation of the high functions of his position. It is a great i)ity that so many of the teachers in our common schools have been, or are, compelled to learn all they know of the science of teaching by experiment¬ ing upon immortal mind. The contemplation of all which is involved in this lament¬ able condition of things is, indeed, appalling. It is a privilege to be permitted to labor with those who wmuld reduce the number of this class of teachers to the minimum. To produce this result, normal schools are organized and maintained. They cannot pro¬ vide a full supply of teachers for our common schools. But, if conducted upon such principles as their design demands, those trained in them, being scattered in various portions of our State, set up a standard which is a rebuke to all charlatanry in teach¬ ing, and an incitement to high endeavor on the part of all who would be faithful. It should, in the opinion of the superintendent, be the pjolicy of these schools to retain in the teachers’ training department onlj^ those who give evidence that they appreciate the high work for which they have made preparation, and that they are competent to do well in their chosen vocation. WOMEN TEACHERS. Already in many towns the common schools are nearly all instructed by female teachers. As their wages are usually but about half those of the male teachers, dis¬ tricts are enabled to have much longer schools than if they employed males. So far as the experiment has been fully tried, the result has demonstrated the wisdom and pros¬ perity of this practice. Though the wages of women are still very low, they have rela¬ tively increased of late far more than those of male teachers. Should not, then, a system Avhich has already worked so well, which is becoming increasingly popular and preva¬ lent, and which furnishes teachers of equal qualifications at half the usual wages of male teachers, be more extensively adopted f This is a question of immediate interest to all friends of our public schools. COUNTY SUPERINTENDENTS. In reference to the compensation of these officers, the superintendent remarks : As the law now stands, it is left with the county commissioners of each county to deter¬ mine the compensation their own superintendent shall receive. If the board of com¬ missioners was always composed of the best material in the county, this would do, but, unfortunately, in very many instances, this is not the case. Even when the board is composed of men of fine business capacity, in a majority of counties, they are men pos¬ sessing no knowledge of school matters, and have very little idea of the duties of, or the labor required to be performed by, their county superintendent. Why should not tbe legislature regulate the salary of this board, as well as that of oUier county officers ? The fees of sheriffs, county auditors and treasurers, jurymen and judges, are fixed by law. For the same reasons the legislature should, it is urged, establish on some equitable plan the annual salary of county superintendents. In some of the larger counties, as Goodhue, Fillmore, Olmsted, and Hennepin, the entire time of these officers is required in the proper supervision of the schools. There is no reason why the men who spend alh their time and talents in the interests of their counties should not be paid as fair salaries as other county officials receive. CONVENTION OF COUNTY SUPERINTENDENTS. The annual convention of county superintendents, which the law makes it the duty of the State superintendent to convene, was held in Mankato, August 23. Each county superintendent j)i’eseut gave a report upon the condition of schools and their success in his own county, and many interesting subjects connected with school work were disenssed. The first-grade Certificate, the examination that should claim it,” was also discussed. It was the unanimous sentiment of the county superintendents present that the third- grade certificates should be abolivshecl, and that all those claiming lirst grade should be examined, in addition to the branches now prescribed by law, in the higher English branches. It is decided that next year the convention of county superintendents should con¬ tinue in session two days instead of one. STATE teachers’ ASSOCIATION. The tenth annual session of the State Teachers’ Association was held in Normal Hall, Mankato, August 24 and 25. It was attended by over 200 members, representing all the different educational institutions in the State. The session is regarded as the most important one ever held in the State. The proceedings were highly interesting and MINNESOTA. 249 profitable, and ■will doubtless have an important bearing upon the future educational iwosperity of our State. Many of the able papers read were freely and thoroughly dis¬ cussed, and important resolutions were passed. COURSE OF STUDY. In respect to a course of study for common schools, the opinion of the superintendent is expressed that it would be better to restrict tho branches taught to reading and writing, arithmetic, geography, grammar, history, and drawing. These six elementary branches are of infinitely more importance in a course of education than any others possibly can be, because tho child who is taught how to master these subjects is at the same time taught how to master all branches of human knowledge. It is of vastly more importance to the future man or woman that these common-school branches should be thoroughly mastered, than that a much wider range of study be skimmed over super¬ ficially. With an accurate knowledge of these few elementary branches, the pupil possesses tho key that will enable him to unlock the store-house of all the arts and sciences. The object of the common school is not to finish the education, but to lay the found¬ ation for future and higher attainments ; to teach the pupil how to study, and to inspire him with a love of learning. If this is only done, he will do the rest for himself. That boy is not best educated who leaves school with the greatest array of facts in his head, but the one who is in possession of the most mental power, in the use of which he can for himself obtain facts. “ It is the discipline of the intellectual and moral faculties that constitutes the man, and gives him his individual character and jmwer. It is by means of this discipline that he will be able to excel in any pursuit or profession.’^ NORMAL SCHOOL NO. 1. Normal school No. 1, at Winona, was established by act of the legislature of 1858, and went into operation in September, 18G0. It was suspended and remained closed over two years. Under favorable legislation, it was reopened November, 1864, and has been in steady operation ever since. Its sessions were held in rented and very inconve¬ nient buildings until September, 1869, when it began to occupy its own noble edifice, erected by the public-spirited and generous liberality of the State, in charge of Professor W. F. Phelps, A. M., as princii^al, who has now entered on his seventh year of service under our board. The actual cost of keeping the school through the year 1869-70 has been $14,180 48; earnings of the model-school, $3,660 48; probable cost of running it through the year 1870-71, $14,350; probable earnings of the model-school in the same time, $3,000; net expense for the year, $11,350. Tho number of normal students last year was l^^S ; num¬ ber now in school. 216 ; the number of graduates in the school from the first is 91 ; number to be graduated this year, 17 ; entire number that have received instruction from the first opening, 427. A large part of these, though not graduated, are abroad in the State, doing good service in its public schools. The report of the principal states that the aggregate attendance in the normal depart¬ ment is greater by thirty-one than last year, and the average in all departments has increased about 25 per cent, over that year. The attendance has been much more steady during the year than heretofore, and this has given to the school greater stability and character than at any former period. The number of counties represented in tho school remains about the same as last year, there being nearly twenty-five in all. The attendance from some of the more distant counties has considerably increased during tho past year, indicating that the benefits of the institution are becoming more widely diffused than heretofore ; and, what is quite as important, perhaps, tho students are now almost entirely from the industrial classes, rej) resenting the farmers and mechanics exclusively. At the last annual meeting of the board a resolution was passed requesting the prin¬ cipals of the three State normal schools to report a course of study in harmony with the object of these institutions and with the wants of our common schools. It lias not been altogether practicable, for various reasons, for tho juincipals to act in accordance with this resolution. During the past year, however, aided by my associates, 1 have revised the course x>Rrsued at the first State normal schotd, and it is ]U’esented here¬ with as actually carried out. This course was also reported, substantially as it a])pears herewith, to tho convention of the American Normal School Association at its session in Cleveland, in August last. The report was earnestly and ably discussed through nearly two days, and was at length adopted, with some modifications. These changes were, hovv'cver, in the direction of its limitation, rather than its extension. Tho conviction was quite generally expressed at this convention that tho interests alike of our normal and common schools require more attention in the former to the art of teaching, as such, and less to the studies, which belong more appropriately to high schools ami colleges. Tho ground was boldly assumed and maintained that the great problem of American 250 REPORT OF THE COMMISSIONER OF EDUCATION. education is emphatically the x>rol)lem of elementary instruction, and that if our pri¬ mary and intermediate schools, including also the schools of the rural districts, are prox)erly cared for, not only will the masses of our people be suitably taught and trained, but a far better foundation v/ill bo laid for higher education, Vv^hich may safely be left largely to care for itself. What the nation ^vants more than anything else is a supply of earnest, thorough, skillful elementary teachers. ■ It wants a good common education for the common people, far more than it wants a higher or so-called liberal education for a few. Plighly educated persons are conceded to be of incalculable value to the community, bid it is more important still that the great body of our population should be blessed with such a training as our elementary schools can be made to impart. Hence, let our normal schools not be too ambitious for an extended curriculum of gen¬ eral studies, but rather let it be their supreme aim to send forth the greatest possible number of carefully trained professional teachers, fitted for the work of improving and elevating our schools for elementary instruction. NORMAL SCHOOL NO. 2. Normal school No. 2, at Mankato, was opened under the act of the legislature in October, 1868, in charge of Professor George M. Gage. During two years it was conducted in rented buildings, under serious disadvantages, but at the commencement of the present scholastic year, September 7, it began to occupy its new edifice, and is now comfortably housed. It is, in respect of capacity, inferior to the one in Winona ; but it is believed to be durable, safe, comfortable, and for most purposes convenient. Its entire cost, including necessary grounds, and bring¬ ing it to its present degree of completion, has been $45,768 82 ; actual cost ©f running the school last year, $6,200 14; received from model-school, $702 70. The institution is entirely free from debt, and has a small cash balance on hand. Its number of nor¬ mal students last year was 121 ; number of normal students now in school, 175 ; num¬ ber of graduates last year, (its first graduating class,) 10; number to be graduated this year, 12. NORMAL SCHOOL NO. 3. Normal school No. 3, at St. Cloud, was opened in September, 1860, in charge of Pro¬ fessor Ira Moore, as prineipal. Impelled by imperative legislation, the board could no longer delay opening the school, but the limited means at command did not w\'irrant the commencement of a permanent edifice at that time, nor could buildings be rented in St. Cloud to answer well the purposes of even a temporary school-house. In this emergency, the board decided to purchase what was known as the ‘^Stearns House” property, in the city of St. Cloud, and the old hotel, (Stearns House,) with repairing and refitting, has been the home of the school thus far. This ijurchase is believed to have been eminently judicious. The school has now a beautiful lot of six acres of ground on the west bank of the Mississippi River; and the old hotel building, after sheltering the school as long as shall be necessary, will render excellent service as a boarding-house for students — certainly a most desirable appendage to every normal school. The cost of these grounds, including the old hotel building and its necessary repairing and refitting, has been $6,774 52; furniture, including stoves, $2,075 78; total cost, $8,850 30. Number of normal students in attendance last year, 68 ; this year, about the same — no increase is possible, as it has been crowded to its utmost capacity from the first. No class has yet been graduated in this school ; but its iiresent senior class, now numbering 14, is expected to graduate next June. PERMANENT SCHOOL FUND. This fund is derived from the proceeds of the sale of the school lands of the State. The lands are sections 16 and 36, and constitute one-eighteenth of the entire public domain. They are sold by the State auditor. The receipts are invested in State and national securities. When it is deemed advisable to dispose of the pine timber on any of those lands, jicrmits to cut off timber are sold at public sale. The conversion of the school lands into interest-beariug funds commenced in 1862. The total production fund, at present, is $2,476,222 19. Disbursements of the interest of the fund, based upon the number of scholars between five and twenty-one years of age, since 1862 amount to $749,358 74 ; for the year 1870 it was $176,806 35. RECOxMMENDATIONS. The superintendent makes the following among the other recommendations to the legislature : That the law authorizing the State superintendent of public instruction to issue State certificates bo so amended as to provide for the appointment of a committee of gentlemen of scholarship and long-teemhing experience, to constitute a board of exam¬ iners, to co-operate with the State suxierintendent in conducting public examinations MINNESOTA. 251 of all sncli as may desire a State certificate. Also, that a law is very much needed, pro¬ viding that whenever a district clerk fails to make his annual report to the county superintendent, as required by law, it shall bo made the duty of the county superin¬ tendent to forthwith report such district clerk to the county attorney, whose duty it shall be to commence immediately a prosecution against said clerk on the x)art of the district, and collect the $50 fine for the benefit of said district. PKIVATE AND lUGHER INSTITUTIONS OF LEARNING. The superintendent states that soon after he assumed the duties of his ofSce he sent to the county superintendents and teachers of private sehools, so far as their addresses could be ascertained, a blank circular, for the purpose of obtaining what information he could in reference to the number, character, and number of pupils in attendance, of all the private and select schools in the State. Nearly every teacher receiving the blank responded by forwarding the desired information. The aggregate attendance of pupils in these several schools, including the three normal schools and the State University, was 4,030 ; and there were 119 professors and instructors in these schools. The larger iiroportion of the pupils attending these schools are reported as having attended no public school. Among these institutions, the most prominent are the Carle- ton College, at Northfield ; Groveland Seminary, at Wasioja ; Afton Academy, at Afton ; Shattuck Grammar School, and St. Mary’s Hall, at Faribault; Catholic Cathedral School, St. Mary’s Female Academy, St. Paul Female Seminary, Assumption German Catholic School, at St. Paul; Sisters of Notre Dame, at Mankato; German Evangelical High School, at St. Peter ; German Catholic Seminary, at Brownsville ; Lutheran Private School, at Cortland; and the Eiuscopal Parish School, at Red Wing. These several institutions are in a flourishing condition. The Northfield College’^ has added to its endowment fund some $23,000 during the past year. Rev. James W. Strong has been elected president, and the friends of the institution are greatly encouraged in reference to its future success. The trustees have determined to erect the college building at an early day. Dr. Allen, of the Groveland Seminary, reports the institution at Wasioja under hi's charge as having had a prosperous year. The condition of the several denomi¬ national schools at Faribault, under the Episcopal Church, is highly prosperous. UNIVERSITY OF MINNESOTA. The university faculty consists of the president, William W. Folwell, and ten pro¬ fessors. The number of students in the university is as follows : In the collegiate depart¬ ment, classical course, 61 gentlemen and 21 ladies ; scientific course, 53 gentlemen and 22 ladies. Preparatory department : Latin course, 37 gentlemen and 12 ladies ; Eng¬ lish course, 52 gentlemen and 31 ladies ; unclassified, 7 gentlemen and 5 ladies. Total number, 301. The president’s report states that in October, 1867, the University of Minnesota, organ¬ ized as a preparatory school, opened its doors to the youth of Minnesota. Ably offi¬ cered and sufficiently equipped, it secured at once the patronage it deserved. The same liersons continued to conduct its affairs and give the instruction up to the close of the academic year 1868-’69, at which time a class of students, small in number, but of high character, was passed as competent to enter upon the studies of college freshmen. At the same time the board of regents determined to enlarge the faculty and give the institution some kind of a college status. The act of the legislature, approved Febru¬ ary 18, 1868, recognizing the university, had intrusted to its regents the income to be derived from the lands granted by the General Government for the benefit of agricul¬ ture and the mechanic arts. This statute required the board of regents to establish and maintain five or more colleges or departments, specifying these : 1. A dejiartment of elementary instruction ; 2. A college of science, literature, and the arts ; 3. A college of agriculture and the mechanic arts; 4. A college of medicine; 5. A college of law. Hitherto the departments of elementary instruction had been provided for by the so-called preparatory department, covering a period of three years. This department was iireparatory not to university studies proper, but to those of the freshman year of the old college courses. Under the modified plan, the ‘Glepartment of elementary instruction” called for by the statute embraced, along with the three years of the preparatory department just named, two other years, live years’ work in all. These additional years corresi)ond very nearly to the so-called freshman and sophomore years of the old colleges. For a reason which will appear further on, wo separate the studios of the first of these five years, and give to that division the name of pnjpara- tory or Latin school. The remaining four years are grouped into a so-called collegiate department, which, * Since the superin tondent’s report was published this colloffo has received an additional endow¬ ment of §50,000 from William Carleton, esq., of Charlestown, Massacliusctts, and ishereai'ter tobo known as Carleton College. A fine stoiui edifice is nearly finishoil, and professors have been appointed, and, through the generous gift of Mr. Carleton, the success of the college seems to bo assured. 252 REPORT OF THE COMMISSIONER OF EDUCATION. receiving students tn'cII grounded in the “common branches,” and in Latin grammar, if they are to take a classical course, brings them out at or near the point usually reached by sophomore classes. There are classical courses of study, which, coinciding as to other matters, offer a choice between Greek and German. There are scientific courses, whicli, offering the same mathematics, sciences, &c., give an option of any one at a time of the English, French, German, Latin, and Gre^k languages ; to this list vre shall add, as soon as may be, the Scandinavian languages. Then there are military exer¬ cises and gymnastics, drawing, elocution, lectures ou agriculture and mechanics, and other subjects common to all the courses. No degrees are conferred at the end of these courses, but only certificates of fitness to proceed with some proper university course. Lecturing, in the opinion of the president, should have but small place iu the instruc¬ tion of youth. The university professor, however, will employ that method largely, l)resumiug that adult students may be relied on to investigate the subject, and verify for themselves the statement of the lecture. Young ladies are admitted to the x>reparatory school and the collegiate department not by virtue of any positive legislation. So far as I am aware, there is not anywhere a line or a word wLich discriminates between the sexes. There is nothing on record to prevent or embarrass the admission of ladies to any department of the university. The president, however, recommends the establishment, so soon as it may be j)i'actica- ble, of a ladies’ college, in which shall be taught those branches of learning and those arts, fine and useful, which are especially calculated to fit women for her chief duties and functions. Referring to this subject, the State superiuteudent remarks : “In my judgment, all classes and departments of the university should be open to both sexes alike. If a girl possesses the requisite qualifications, and she desires to study auy branch that may be taught in the university, there is no reason why she should not be permitted to pursue it in the regular classes of the iustitution. For a century and a lialf after its settlement, girls were not admitted into the free schools of Boston, and it is within the memory of many now living when they became entitled by law to the full benefits of common-school instruction. Now, not only is there no discrimination iu Massachusetts, or other States, between boys and girls in these schools, but seminaries for the exclusive education of females are almost as numerous as are our towns. “Women are every day obtaining a higher and more independent position. They now stand where they can prefer and clefeud their own claims to social, if not to political equality, with the physically stronger sex ; and they will make good these claims. Sneers have lost their power, and ridicule its point, in opj)osition to the efforts of wo¬ men to force from society what is justly their due ; and the day is not far distant when all shackles will be struck from their limbs, and they will be permitted, nay, required to study and practice any profession, cultivate any taste, and follow any branch of business for which their capacities fit them and their sex does not disqualify them. Tile Almighty is the great lawgiver, and society has no right to controvene His statutes. "He never gave to any single being powers that were not to be exercised, genius that was not to be used. Whatever good thing a woman can do, and can do well, she should be permitted to do, and she should be paid for her work accord¬ ing to its value, and not according to her sex. The public seutimeut in this country is moving strongly and, if I mistake not, irresistibly in this direction, and I have no fear of the results. Then, why should not our girls be educated as our boys are edu¬ cated? Why should not our colleges and lecture- rooms be thrown wide open to them, so that they may be permitted to follow any profession, and embark in any business for- which they may be intellectually and physically qualified? “ The idea that by giving a woman fair play on the stage of life, placing her in a position in which, by the exercise of her talents, she may obtain an independent sup¬ port, she will be less attractive and interesting ; that weakness and dependence ou her part are essential to her charms, is now eutertained only by silly girls, and sillier young men. Men of sense involuntarily respect independence and reverence superiority wherever they find them, and their admiration of a vroman will be in exact proportion to the true independence and mental superiority which she attains.” ^VXNUAL CONVENTION OF COUNTY SUPERINTENDENTS."* The annual convention of county superintendents was held at Winona in August, 1871, about one-half of the counties Ijeing represented. The president of the conven¬ tion addressed the meeting on the nature of the work iu which they were engaged, and the importance and value of these annual gatherings in producing a cordial co-opera¬ tion with the State department, rendering their labors more and more efficient each year; and that he regarded the county superintendeucy as the right arm in carrying forward our educational system. Superintendent Niles, of Olmsted, delivered an address on the subject of “ How can the greatest number of trained teachers be obtained iu the shortest time ?” which elic- * From the Minnesota. Teacher for October. MINNESOTA. 253 ited mncli valuable discnssiou, and wasliighly indorsed. SuiierintcndcntS. T. Jones, of Dodge County, delivered an address upon “ How to awaken an educational si)irit among the people.” Ho began by saying that “ Americans are a peculiar people, made up of two classes. One would pay 'more for a humbug than ibr that which possessed real merit; while the other, including the Yankee, would inquire, ^ Would it ])ay The first would spend money more freely for a circus-show than for spelling-books and arithmetics; while the other desires results, ‘value received.’ Some teachers create a spasmodic interest with show, examinations, exhibitions, &c., but they would soon die out, because the end is worthless and the means unnatural.” The public schools were an everyday affair, and must de])eud upon merit for their hold upon the people. His ffrst plan to create an interest was to have better schools, and this implies better teachers. He urged the necessity of superintendents being more careful in giving licenses to unqualified persons. He believed in public examinations, and thought they might be conducted in connection with the regular visits of the su¬ perintendent. He also advocated the extensive circulation of tracts, containing mat¬ ters of vital importance to the, school work. He spoke, also, of the importance of an¬ nual rej^orts, gi ving the condition and relative standing of the schools, school-houses, grounds, &c., and that a copy of the report should be furnished each family, and that the report shonld be read at Hie town meeting. He advocated public lectures, teach¬ ers’ associations and institutes, and closed by giving an earnest appeal to superintend¬ ents. Superintendent Pingrey opened the discussion in an earnest indorsement of the points set forth in the paper, and believed the personal visits of the teacher to bo among the surest means to awaken an interest in the community. He was followed by Su¬ perintendent Kerr, of Nicollet County, and Professor Butts, of Owatouna, who advo¬ cated especially the cultivation of a love for the beautiful, by rendering the school- house and its surroundings attractive. Superintendent Burt, of Winona County, read a valuable paper upon the subject of “ Graded examination of teachers, requiring a satisfactory examination in the ii rimary branches before becoming candidates for higher grades.” Considerable discussion fol¬ lowed, which resulted in the expression that too many teachers were deficient in ele¬ mentary knowledge ; that too many passed over the iirimary hastily to higher studies, and that examinations should be conducted thoroughly in the primary branches. MINNESOTA STATE TEACHERS’ ASSOCIATION.* The eleventh annual meeting of the Minnesota State Teachers’ Association was held at Winona in August, 1871. The welcoming address was delivered by C. H. Berry, esq., president of the board of education of the same city. He took occasion to review the iirogress of educ-ation in this country from early colonial times, giving some very interesting historical facts in reference to the liberal educational policy adopted at the outset by Ehode Island and other New England States. “ The Federal Government,” he remarked, “ has been libe¬ ral with Minnesota. The unexampled development of our educational system fully attests this fact. In 1851, when Hie territorial government was about three years old, there were in all Minnesota but thirteen school districts and four school-houses, and the entire appropriation by the public was $1,721 71. In 1869 the number of school districts was 2,521 ; the number of school-houses, 1,929 ; and the amount paid teachers, $360,697 50.” The speaker gave a brief description of the operation of the Winona public schools, and closed by bidding the guests a hearty welcome to the city. Professor Charles Marsh, musical instructor in the city schools of Minneapolis, de¬ livered an address upon “Graded music in the public schools.” A number of essays and addresses were presented, followed by animated discussions. The most prominent feature of the day was an address by Superintendent Sanford Niles, of Olmsted, on “normal schools,” “State teachers’ institutes,” and other means for improvement of teachers, and the most xiractical and efficient method of teaching the very largo class that the normal schools are unable to reach. Addresses were delivered by Professor H. Barnard, x>rincix)al of the Minneapolis Busi¬ ness College, upon “ The relation of business colleges to our educational system also, by Professor E. J. Thomjison, of the State University, on “Exaggeration,” which, while it was pleasantly humorous, was rexilete with good sense and valuable sugges¬ tions. Hon. H. B. Wilson, State superintendent of juiblic instruction, presentcal a liaper piaqiared tbr the county superintendents’ convention, which had adjourned so as to engage in the exercises of this association. The subject, “ Uniformity of statis¬ tics,” w^as ably discussed, and its imx>ortauce clearly showm. Valuable suggestions were made with a view to the improvement of our school statistics, which are now, for various reasons, very defective and unreliable. Extracts from correspondence with superintendents of Chicago, Cleveland, and Cincinnati, giving tlieir opinions and sug¬ gestions, were read. Lieutenant Governor William H.^Yale delivered an address on *Fi-om the Miuuesota Teacher for October, 18" 1. 254 REPORT OF THE COMMISSIONER OF EDUCATION. ‘^common schools,” which was received with great interest and abounded witli rich thoughts. A discussion then followed on the relation of seminaries and private institutions to our educational system. It was opened hyRev. J. B. Allen, of Groveland Seminary, and continued by Professor W. W. Folwell, president of the State University, and Right Reverend Bishop Whipple, of Faribault, and was productive of considerable interest and conducted ably and dispfissionately. Professor W. O. Hiskey, Minneapolis, then delivered an address upon “ Superinten¬ dency, its place in a system of public instruction.” Compulsory education was then discussed by Superintendent Kiehle; Mr. Edgertoii, of Philadelphia; Professor Brock, superintendent of Winona city schools, and others. Right Reverend Bishop H. B. Whipple, of Faribault, presented one of the most important addresses of the occasion, Avhich was highly applauded. lion. A. A. Harwood, of Owatonna, president of the association, then delivered the annual a,ddress, in which he pronounced normal schools the true source from which to expect to obtain well-(pialified teachei's, and submitted a plan for the establishment of a branch normal school in each county, supported partiaUy by the State and partly by local taxation. MINNESOTA, 255 LIST OF SCHOOL OFFICERS. Hon. H. B. WiLSOX, State Supei'iniendeiit of Piiblic Instruction. COUNTY SUPERINTENDENTS. Counties. Anoka . Benton . Bine Earth , . Bro^Yn . Carlton . Carver . Chippewa ... Chisago . Cottonwood . Crow Wing . Dakota . Dodgo . Douglas .... Faribault . . . Fillmore . . . . Freeborn .... Goodhue . . . . Hennepin . . . Houston . . . . Isanti . Jackson . ... Kanabec . . . . Kandiyohi . . . Lake . . Le Sueur. ... Lyon . Martin . . McLeod _ Meeker . Mille Lacs . . . Morrison ... Mower . Nicollet .... Olmsted _ Otter Tail .. Pine . Pope . Ramsey _ Rod Wood.. Renville . . . . Rice . St. Louis . . . Scott . Sherburne . . Sibley . Stearns . Steele . Swift . Todd . Wabash aw . Waseca _ Washington Watonwan . Winona .... Wright ..... Names. Post-office. Rev. Moses Goodrich. Rev. Sherman Hall . . . Henry S. Goff . August Westphal . . . , William Shaw . . F. E. DuToit . Joseph D. Baker . George H. Mayo . H. M. McGaughey - C. H. Beaulieu . . Phillip Crowley . . S. T. Jones . John S. Mower . R. W. Richards . Rev. D. L. Kiehle - Henry Thurston . J. F. Pin grey . . Charles Hoag . J. B. Le Blond . . Rev. Richard Walker William King . Samuel Hicks . Burroughs Abbot ... C. Wieland . M. R. Everett . . G. Whitney . . Rev. F. W. Morse - Liberty Hall . . John Y. Bailey . H. M. Atkins . Robert K. Whiteley. John T. Williams - Rev. A. H. Kerr . Sanford Niles . William M. Corliss.. Randall K. Burrows. E. Lathrop . D. A. J. Baker . E. A. Chandler . William Emerick . .. A. O. Whipple . Albert N. Seip . Patrick O. Flynn ... John O. Haven . Thomas Boland . Henry Krebs . O. A. Tiffaney . A. W. Lathrop . John Jones . T. A. Thompson . R. O. Craig, M. D. . . . Alexander Oldham.. Thomas Rutledge... Rev. D. Burt . E. B. McCord . Anoka. Sauk R.apids. Mankato. New Ulm. Thompson. Chaska. Montevideo. Sunrise City. Big Bend. Crow Wing. West St. Paul. Kasson. Alexandria. Minnesota Lake. Preston. Shell Rock City. Red Wing. Minneapolis. Brownsville. Spencer Brook. Jackson. Brunswick. Kandiyohi Station. Beaver Bay. Cleveland. Lynd. Teuhassen. Glencoe. Litchfield. Princeton. Little Falls. Lo Roy. St. Peter. Rochester. Clitherall. Pino City. Glenwood. St. Paul. Red Wood Falls. Fort Ridgely. Faribault. Du Luth. Cedar Lake. Elk River. Henderson. St. Augusta. Owatonua. Benson. Sauk Center. Plainview. Janesville. Cottage Grove. Madelia. Winona. Monticello. Note. — For names of city superintendents, see the table of city school statistics. 256 REPORT OF THE COMMISSIONER OF EDUCATION. MISSISSIPPI. PUBLIC SCHOOLS. Total school population . . . 304, 762 Number enrolled in school . 98,600 Number never registered . 201, 162 Number of schools . 3,450 Average duration of schools . 5 mos. 10 days. Total number of teachers . 3, 520 Average salary . $50 In Holmes County, during the month of January, twenty public schools were in opera¬ tion, with an aggregate attendance of 936; in February, twenty-nine schools, with an attendance of 1,561; in March, thirty-four schools, with an attendance of 1,800. About twenty schools are yet to be established, which will make the number of children attending the public schools in this county about 3,000. In Scott County the superintendent reports an awakening of interest among a large class who were at first wholly indifferent to free schools. Two flourisiiing graded schools have been established, and a business college has recently been organized at Hillsborough. In Hinds County the supervisors levied a tax of four mills on the property of the county for the support of free schools, amounting to about $28,000 in the aggregate. Three and a half mills of this tax goes to the teachers’ fund, and half a mill for repairing school-houses. At Edwards's Depot, in this county, there is a very flourishing colored school. Chickasaw County. — A. J. Jamison, county superintendent of education, sends us a very encouraging report of the public schools in Chickasaw. He says: “After a lapse of mouths, I am able to say that all the schools in this county have had, or are now enjoying, the benefits of our school system. In some localities the people were for a time stubborn, and opposed the free schools, but now I am happy to say all have yielded, and there seems to be a general desire to co-operate with me in building up and sustaining the system.” Choctaw County — R. B. Wooley, esq., county superintendent, gives a most cheering account of educational matters in Choctaw: “Opposition to the instruction of the colored children was at the outset intense, but that has been entirely obviated by the happy results of the project; the people generally are in favor of educating the masses, white and colored, under the free-school system. There are eighty schools in successful operation in the county, with one hundred teachers. The future prospects of the free-school system in Choc¬ taw are cheering.” Hinds County. — A teachers’ convention was held the 8th of October, at the call of County Superintendent J. C. Tucker. An able address on the subject of the progress and results of teachers’ institutes in the Northern and Western States, the need of them in Mississippi, and the real objects and worth of teachers’ institutes, was delivered. A constitution was adopted and permanent officers elected. About ninety teachers are employed in the public schools of this county, nearly all of whom were present, and a lively interest was manifested by all. Those who were unable to be present w'rote letters stating their reasons, and wished their names added to those who had become members of the institute. The necessary taxes having been recently levied by the board of county supervisors, the free public schools of Hinds County rvill re-open about the 10th of October. The amount of funds due the county from the State (about to be distributed) will cancel all outstanding school warrants, thus leaving the entire school-tax as levied to be applied for the mainte¬ nance of the schools this fall and the coming winter. Itawamba County. — The superintendent writes: “We have conducted fifty public schools during the year, and, with few exceptions, they have succeeded finely. I have succeeded in securing the good-will of the teachers, and the co-operation of the people generally. I have inspected the schools, and delivered several educational addresses, and find that it has been productive of much good.” This very creditable condition of public schools in Itawamba speaks well for the efficiency of the superintendent and other school officers of the county. IVarrcn County. — The public schools are to be re opened the 1st of October. The free public-school system is a success in Warren County. Much credit is due Major M. S. Hasie, the county superintendent, for his earnest, active efforts and indefatigable zeal in the cause of public education. He has, however, been specially favored in having a board of directors alive to the educafonal interests of the county. Yazoo County. — The board of school directors have decided to establish two high schools in Yazoo City — one for girls and one for boys; also a second-grade school for the colored children. There will be sixty-six public schools opened by the 1st of October, more than one-half of which are for colored children. The beard of supervisors have made the neces¬ sary levy of taxes for school purposes for the present year. Last year the county raised, by MISSISSIPPI. 257 special tax, revenue enough to defray the school expenses, including the building of a num¬ ber of school-houses ; teachers were paid promptly in currency, and not in county “promises to pay,” as in many other counties. The school department of the county is free from debt. This very commendable condition of school affairs is, in a great measure, due to the earnest and efficient management of the superintendent, P. P. Bailey. PEABODY FUND. The agent of the Peabody fund reports ; “The deficiency of funds in Mississippi has been a serious hinderance to the progress of the schools. In many places the schools are maintained entirely by the people, without any aid from the State. Several schools have received aid from the Peabody education fund. The report of the agent for this fund contains some most interesting and encouraging state¬ ments ; ‘ Natchez is carrying on its excellent schools successfully without any further assistance from us. The schools of Vicksburg also no longer depend on foreign aid.’ From Summit the report is highly encouraging. The president of the board writes, ‘I cannot impress you with the lethargy that prevailed here before your visit, nor can I convey to you the spirit that is abroad at this time. Persons from fifteen to twenty miles around in this country are renting houses and securing board, preparatory to the opening of the school in September.’ ” The payment of $1,000 from the Peabody fund to this school is continued. The town coun¬ cil of Summit recently appropriated $400 for the establishment of a colored school, and placed it under the control of the board of directors of the Peabody school. The school at Hazel- hurst receives $1,000 from the Peabody fund, the city contributing $2,000, or more. Jackson- has been receiving $2,000, but the attendance on the schools is too small to justify this out¬ lay ; but the sum of $700 was promised, in answer to a letter from the committee, asking for assistance in paying their teachers. Crystal Springs received $700. The citizens of this town subscribed $3,300 for the support of the schools. The sum of $300 was given to the school in Durant. The people here have directed their utmost energy to the establish¬ ment of a free school, and have subscribed $2,000. To Biloxi we give $400, the committee providing $1 ,400 for an annual school conducted according to our rules. In Yazoo City there are two high schools, one for males and one for females, besides several smaller schools, all private. The trustees of the high schools propose that all these be united and organ¬ ized into a graded system, and made free. We have offered to pay $300 for 100 actual attendants, or $450 for 150, which would embrace the whole number of children in the place. TEACHERS’ INSTITUTES. Teachers’ institutes have been organized in several counties. The beginnings are small, but promise well for the future. Practical questions were discussed and much interest mani¬ fested, especially in the discussions upon “object-teaching” and “ school discipline.” NORMAL SCHOOL. The Mississippi State Normal School is located at Holly Springs, Mississippi. The course occupies four years. The fall term begins in September ; the spring term in February. Only those intending to teach are admitted. Tuition is free. Students sent by Representatives receive 50 cents per week as State aid. Board costs $10 to $15 per month. TOUGALOO UNIVERSITY. Tills institution, situated seven miles north of Jackson, was chartered at the last session of the legislature, though in successful operation for two years previous, under the manage¬ ment of the American Missionary Association. Three fine buildings are devoted to the pur¬ poses of the institution. The school year is divided into three terms. The tuition is fixed at $1 a month. The whole expenses, including board, are not over $12 a month. It has also a normal and training department for those intending to become teachers. PASS CHRISTIAN COLLEGE. This institution is located at Pass Christian, Harrison County, Mississippi, and \vas organ¬ ized October, 1866. President, Brother Isaiah. There are three departments, preparatory, commercial, and collegiate. This college was founded for 500 children, has been built by the voluntary subscriptions of citizens, at a cost for the building and ground of about $9,000, by the Christian Brothers at a time when many of the institutions of learning in the South were closed in consequence of a falling off in patronage, or a scarcity of funds. Liberal aid, furnished by citizens of New' Orleans, assisted in establishing the institution, and it is now in a prosperous condition. Diplomas have been granted to twenty-five students of the com¬ mercial department, and eight have received the degree of bachelor of arts. The institution has lately been thoroughly reorganized, and many new regulations have been introduced which place the college on a like standing with northern institutions of a similar character. 17 C E 258 REPORT OF THE COMMISSIONER OF EDUCATION. MISSISSIPPI COLLEGE. Located at Clinton, Hinds County, Mississippi. President, Rev. W. Hillman. This col¬ lege dates its present organization only three years back. Commencing with two college and nine preparatory students, it now numbers one hundred and fifty-three. Thirty-five of these have been preparing for the ministry. At the Baptist State convention held last June, it was resolved to raise an endowment fund of $200,000 immediately, on the completion of the fund now in process of formation for the payment of the debt. The Baptists of Arkansas have adopted this as their State institution. There are two departments, collegiate and preparatory, UNIVERSITY OF MISSISSIPPI. Located at Oxford, La Fayette County, Mississippi. Chancellor John N. Waddel, D. D. At the meeting of the board of trustees in October, action was taken in reference to a long-contemplated alteration in the plan of instruction in the university. Three general departments are included in this plan : a department of preparatory education ; a department of science, literature, and the arts ; a department of professional education. Under the first of these departments is included a university high school; under the second are included six distinct courses of study, four of which shall be under-graduate parallel courses, and two shall be post-graduate courses. The four under-graduate parallel courses are to be known as the course for bachelor of arts ; the course for bachelor of science ; the course for bachelor of philosojshy, and the course for civil engineer. The two post-graduate courses are to be known as the course for master of arts ; the course for doctor of philosophy. Under the third general department are embraced two professional schools : a school of law and governmental science ; a school of medicine and surgery. The principle that distin¬ guishes the present scheme of the university is that of election of courses running parallel, but with class organization. A student may choose any one of four courses, but all the studies prescribed in any course are compulsory for that course, and necessary to the degree for which the student is a candidate. At the last session of the legislature, on the recom¬ mendation of the governor, the sum of $50,000 per annum, for ten years, was appropriated to the support of the university. Two-fifths of the fund donated by Congress to the State for the purpose of establishing a college of agriculture and the mechanic arts, were appro¬ priated by the legislature to be used in founding and equipping such college in connection with the university. Provision was also made by law that $100 should be appropriated out of the common-school fund, toward the support at the university of one student from each county, the appropriation to be termed a scholarship, and to be awarded after a competitive examination. List of school officers. Hon. H. R. Pease, Superintendent of Public Instruction^ Jackson. COUNTY SUPERINTENDENTS. Names. Counties. Post-office address. C. C. 'VValden . Adams _ _ _ _ Natchez. Kosciusko. Corinth. Liberty. Salem. Niblett’s Landing. Sarepta. Duck Hill. Okolona. Greensborough. Port Gibson. Enterprise. Friar’s Point. Crystal Springs. Mount Carmel. Hernando. Meadville. State Line. Grenada. Jackson. Lexington. Bay St. Louis. Pass Christian. Gibson’s Landing. J. H. Alexander . Attala . F. A. Beazeley . . . Alcorn _ _ _ _ W. H. Yeandle . Amite . . . . . G. N. Dickerson . Benton . . . W. V. Onslow . Bolivar _ _ _ _ .... _ T. J. Williams . Calhoun . . . S. M. Sykes . Carroll . A, J. Jamison . . CliicknsaAv . . . R. B. Wooley . Choctaw . J. W. Striker . Cl.oiborne _ _ T. A. Abernathy . . Clarke . John Cochrane . . . Co.abom.a, _ _ _ George .J. Mortimer . Copiah _ _ _ E. W. Larkin . Covinp’tori- _ . _ _ John Richardson . De Soto _ _ _ S. S. Montgomery . Franklin _ _ _ _ John McGinnis . Greene Lawrence Riley . Grenada, John C. Tucker . Hinds _ M. M. Holmes . Holmes _ J. J. Bradford . Hancock . Caleb Lindsey . Harrison _ _ James F. Goodman . Issaquena . . MISSISSIPPI. 259 County sujjerintendcnis — Continued. Names. Counties. Post-office address. W. T. F.llintt, . Fulton. East Pascagoula. Garlandsville. Jefferson . Fayette. Ellisville. K M Watkfns Kemper . . Kelli s’ s Store. Lincoln . . . Brookhaven. Lauderdale . Meridian. La Fayette . . . Oxford. Columbus. Tupelo. Monticello. Lawrence . H H. Howard . Leake . . . Carthage. Greenwood. Leflore . Madison . . Canton. Marion ....... . . . Columbia. L. C. Abbott . Marshall . Holly Springs. Winona. W. H. Parker . . . . Montgomery . . . . A. P. TTncrcrins .. _ . . Monroe _ _ _ _ _ _ Aberdeen. C. S. Swan . . . . . Newton . . . . . . Decatur. A. .T. Cnopo.r _ _ _ Neshoba . . . . . . . Coffadelia. C. B. Ames . . . Noxubee . . . . Macon. David Pressley . . . Oktibbeha . Starkville. J. S. Thompson . Prentiss . - . Baldwyn. Sardis. H. J. Harding . . Panola . . M. McC'ullum . • . i’errv . Augusta. Summit. W. J. Persell . Pike . St. Clair Laurence . . Pontotoc. . . . Pontotoc. S. J. Proctor . . . . . Rankin . . Brandon. J. W. Lack . Scott . Hillsborough. W^estville. J. P. Alexander _ _ _ _ Simpson . . . . D. H. Thompson . Smith . . . Raleigh. Johnsonville. > G. W. Bowles . Sunflower . . . J. T. Freeman . . . Tishemin^'O . . . luka. T. B. Winston . Tippah . .° . Ripley. Austin. Garner’s. New Albany. Vicksburg. Greenville. Louisville. C. W. Dunaway . . . . Tunica _ _ W^. B. Avp.ry _ _ . - .. Tal 1 K bn tc, hi fi . . ... . . . . James S. Jones - . . . Union . M. S. Haise . . . ... _ W arren . . . . . C. P. E. Johnson . . . W^fl.shino’ton _ _ Z. Bays . . . Winston . . . Thomas Hutchinson . . . Wayne _ _ _ _ _ Shubuta. E. H. Osgood . . . Wilkinson ....... _ _ _ _ _ _ Woodville. Yazoo City. Coffeeville. P. P. Bailey . Yazoo . . . . . Samuel B. Brown . . . Yalabusha . . . . 260 REPORT OP THE COMMISSIONER OF EDUCATION. MISSOURI. From tlie fifth auuual report of the superintendent of public schools of this State, for the year 1870, made by Hon. T. A. Parker, the follo^Ying information is abstracted : SUMMARY OF STATISTICS. 1867. Population, United States census of 1870 . • . Number of children in the State between five and twenty- one years . 476, 192 Number of children in public schools . 169, 270 Number of teacliers in public schools . 6,262 Number of public schools in State . 4, 840 Number public school -houses in State . 4, 135 Total value of school-houses . $1, 480, 720 Total amount of township fund . 987, 073 1870. 1,721,295 609, 259 280, 472 7, 881 7, 547 6, 954 $3, 441,411 2, 271, 582 DEFECTS OF THE SCHOOL SYSTEM AND PROGRESS OF EDUCATION. Educational interests have advanced during the year. A large number of new townships have been organized, and many cities and towns are availing themselves of the special privileges of the law, as revised last winter, in improving their schools. There has been a largely increased number of school-houses built within the year, at a large expense, and there is a large increase in the attendance of children in the pub¬ lic schools. Ceitain defects in the school system are pointed out, as, for instance, the combina¬ tion of the two systems of school organization, viz : township system, and the inde¬ pendent district or sub-district system. The attempt to establish a town-school system in the State has thus far proved a failure, and will so continue to prove, it is thought, until political townships are organized. Another matter referred to as a source of dissatisfaction is the manner in which the taxes for school purposes are levied. It is recommended that, as far as possible, the lieople of the sub-clistricts shall be allowed a voice in all matters connected with taxation. There is a difficulty in obtaining reports from school officers, and a meagerness of such reports complained of, and a remedy is suggested therefor, namely, that the townshb) clerk, the county clerk, and county superintendent’s clerk should report in turn, one to the other, in time for the State superintendent’s report. A uniform sys¬ tem of reports from school officers is demanded. School funds have been grossly and shamefully diverted from their original purpose. The attention of the general assembly is called to the subject. THE OPPONENTS TO FREE SCHOOLS CLASSIFIED. A .steady though slow progres.s in educational matters is reported in Missouri. County superintendents report a large amount of prejudice against the free-school system among various classes of the people. These are classified by Mr. Charles lieckiugton, superintendent of schools for St. Charles County, as — “ First, d'hose who believe, or profess to believe, that free public instruction tends to general infidelity, and hence is dangerous to all religion and ought to be opposed. This class is by no means small, is aggres.sive in its opjiosition, and keexis its own XU'ivate schools. “ Second. Those who maintain that the State, county, or municipal body has no right to tax for educational purposes, certainly not (they claim) to tax those who send no children to school. This class is not so large as the first, but is by no means small, even excluding those of this class who xiroperly belong to the first. “ Tliird. A large class who look upon all education as useless which goes beyond the jwotection of the lowest individual interest, or ceases to be useful in gaining the means to satisfy mere animal wants. Those belonging to this class believe in no further education than reading, writing, and the rudiments of arithmetic. They oppose geogra])hy and grammar and all liigher branches, as a needless waste of time and money. There arc many x)eoxfie in this county whom *1 x^it in class 3, who will not allow their children to be taught either of the branches just mentioned ; and some ]U)sitively forbid their daughters studying any iiortion of arithmetic, or receiving instruction in it.” Mr. Beckiugton suggests the following method of meeting these various opx>osing elements : ‘‘ Let the State suxierintendent be authorized to get, and have printed, a large num- MISSOURI. 261 I)or of brief, clear, well-written essays or tracts, to meet these various classes, to be distributed to the several counties accordiug to their needs. Essays of this order should be well sustained by indisputable facts. “ her the first class, let it bo shown (as it well can be) that education, even without the catechism, teiids to good morals and true religion. “For the second class, let it be shown that educational intelligence is necessary for the life of the State or nation, is as much a public as an individual good, and that the State or municipal body has the same right to tax for the education of all its children as it has to tax for tlie suppression and punishment of crime. Further, that a liberal outlay for public instruction will be more than saved in such items as court-houses, poor-houses, jails, sberiffs, constables, and policemen. “ The third class must be reached by tracts showing that education, in its higher sense, will actually increase the value of real estate, will diminish the rate of taxa¬ tion for other purposes, enlarge the money-x^roduciug power of individuals, and lead to consideration and respectability. “ I am confident that this method of reaching the people is practicable, and Avould be excellent in its results. If good educational documents were freely scattered all over the State, reaching the quiet corners and out-of-the-way places, a revolution would be very quickly worked in public sentiment on educational matters. There would soon be less grumbing about taxation, better teachers would be in demand, and the free- school system be more nniversally accepted. I suggest to my fellow county superin¬ tendents that they send to the Bureau of Education, Washington, D. C., for educational documents to distribute.” UNIVERSITY OF MISSOURI. The university is now rapidly growing in public favor, and it is not to be doubted that private benefactions will be bestowed in aid of the public grants. Men of wealth, in this State and elsewhere, will come forward to carry out and perfect special depart¬ ments in the university of this great central State of the Union, so admirably located for an influence which shall extend far beyond its borders. By the act of the last legis¬ lature, locating the Agricultural and Mechanical College provided for by a congres¬ sional-grant act in connection with the university, the institution has been placed upon a firm basis, and its prospect of usefulness much enlarged. In accordance with the conditions of the locating act, Boone County has appropri¬ ated $30,000 in cash, and set aside 640 acres of land for the use of the university. As soon as the commissioners appointed by the act of the legislature had accepted these appropriations as fulfilling the required conditions, a meeting of the curators was held, and all possible steps were at once taken for inaugurating the new department required by the incorporation of the Agricultural and Mechanical College with the university. A committee of reorganization was appointed to visit other scientific and jiractical schools and universities, and to report in December of the present year. AGRICULTURAL COLLEGE. By the act of the general assembly accepting, on the part of the State, the offer by Congress of a grant of laud to “ provide a college for the benefit of agriculture and the mechanic arts,” the State took upon itself certain obligations — in fact, entered into a contract — to the terms of which Missouri is as solemnly . bound as by any other contract which it is possible for the State to make. The obligations of the State are clearly pointed out in the congressional act of endowment, approved July 2, 1862. 1. The State must provide at least one college, “the object of Avhich shall be” to teach “branches of learning related to agriculture and the mechanic arts, in order to promote the liberal and practical education of the industrial classes in the several pursuits and professions ;” “ other scientific and classical studies” are not to be excluded, and “military tactics ” is to be excluded. 2. All expenses must be paid by the State out of the treasury of the State, “ so that the entire proceeds of the lands shall be applied without any diminution AvhateA'er” to the proposed object. 3. No part of the fund, nor the interest thereon, shall be applied directly or indi¬ rectly, under anj- pretense whatever, to the purchase, erection, preservation, or repair of any building or buildings. 4. The State, l)y its act of acceptance, guarantees the capital of the fund, so that if by any action or contingency it shall be diminished or lost, the State is bound to re¬ place it. Giurs AND ENDOWMENTS FROM INDIVIDUALS. As the university shall become firmly established, and understood to bo entirely free from mutations arising from political changes, it cannot be doubted that individuals of wealth Avill create in the university endowments and foundations, both to accom- 262 REPORT OF THE COMMISSIONER OF EDUCATION. plisli a great and lasting public good for the State and for civilization, and to bear their own names with the university down to future generations of men. The name of Dr. Rollins, for instance, must be known as long as the State University shall exist. He will support within its walls representatives of himself for all time. Two hundred years ago, William Pennoyer, of the county of Norfolk, in England, gave the rents of a certain estate in his own county for the endowment of a scholar¬ ship in Harvard College, Cambridge, America. The fund has never failed, and to-day there is a lineal descendant of the family supi^orted by the fund in Harvard University. Revolutions have changed political relations — Massachusetts is no longer a British colony, but this fund remains to bless the family of its donor. In the year 1699, Gov¬ ernor Danforth made a bequest to the same institution, the income of which this very year sux:)ports a lineal descendant in the university. In Yale College there are like instances, and the De Forrest fund is sufficient to educate all students of that name (to whom it is confined) who present themselves. UKIYEESITY COLLEGE FOR WOMEN. It is a part of the plan of the curators to establish, so soon as may be, a college for women in connection with the university ; a college specifically designed to prepare women for their particular sphere in society, and to open to them such advantages of education and high training as they cannot have elsewhere in the State. This will require means from the legislature, for the erection of a suitable building. A site can be had on the university grounds, admirably adapted to such a building, near the principal edifice, commanding a fine view of the town and surrounding coun¬ try-being a portion of the ground which has been set aside and designed for orna¬ mental gardening and small-lruiit growing. What is needed is a special college for women, separate and distinct as a college, and having its own supervision, but admitting its members to the recitations and lectures in all the departments of the university — to the school of horticulture, to that of drawl¬ ing and modeling, to the school of practice in analytical chemistry ; thus preparing for the care of the sick-room and the kitchen, and elevating, by science and art, the commonest duties of home-life. The department of social, political, and economic science should bo open to them; and, in short, all the instructions of the university which they might desire to attend. The whole nation has been filled with admiration at the grand bequest of John Sim¬ mons, of Boston, of a million and a half of dollars for the establishment of an insti¬ tution for the education of women in those arts wdiich may render them more inde¬ pendent in procuring a livelihood, such as telegraphy, the arts of design, teaching in its highest grades, &c. INSTITUTION FOR THE BLIND. This institution owes its origin to the efforts of Mr. Eli \Yilliam Whelan, a blind man, formerly a superintendent of the Tennessee Institution for the Blind, who came to St. Louis with the view of founding an institution of a like character in this State. The institution early became generally known, the number of pupils increased, and the house was soon inadequate for their accommodation. A much larger house was abso¬ lutely necessary, but the limited means of $5,000 a year precluded the possibility of paying a higher rent. The present locality, the residence of the late General Ruland, was purchased at the price of $27,000 ; conditional, however, to the approval of the legis¬ lature. The bill approving the purchase, and making an additional appropriation of $20,000 for building purposes, passed, early in the session. The number of inmates for the last two years is 126. There have been 59 admissions and 41 discharges, leaving 85 inmates; which exceeds, by 24, any previous year. There is reason to suppose that the increase would be much larger if room could be made for them. Of those who have left the iustitution, one had her sight restored ; one removed from the State ; six completed the prescribed course ; eight were removed ; twenty-three were broom-makers, and two were taken from us by death. Those who have acquired trades are, so far as I have been able to learn, providing for themselves by their own industry. Four are engaged in teaching music, one in Carlinville, and three in St. Louis. The yare meeting wdth very gratifying success, pecuniarily, and also answer¬ ing the oft-repeated question, How can the blind teach music to the seeing?’’ No change has been made in the employment of the pupils. They are engaged in three departments, literary, musical, and mechanical, from 8 to 12 a. m., 2 to 5, and 7 to 9 x>. m., five days per week. On Saturdays, from 9 to 11 a. m. is spent reading reports of attendance ; of scholarship as determined from the daily recitations ; exam¬ inations of classes in music and literature ; elocutionary exercises, recitations, declama¬ tions, and reading of compositions. To these exercises the j)ublic is cordially invited, and many avail themselves of this opportunity to witness the proficiency of the pupils and the various means employed for imparting instruction to them. MISSOURI. 263 Tho branches taught in the literary department are the same as those in mrr best schools. Tho musical department receives a large share of attention^ for the loss of sight has a tendency to cause one to cultivate the hearing, and music over has charms to cheer and enliven the mind, and to render this unending night bearable. Besides, if any have musical talent, and the requisite application, which, I am happy to state, is seldom lacking, they will acquire a thorough Icnowledgo of this art, and engage in it as a profession. All tho pupils, except those in tho mechanical department alone, are given an opportunity to try their musical abilities, and are then assigned those studies which are best suited to their capacities. Instruction is given on the piano, organ, guitar, tlute, violin, cornet, double bass, and violoncello. The boys have been occupied in their workshop a part of each day, so far as has been possible, working at broom and brush making, and chair seating. Mat and mat¬ tress making and willovv-work are trades which ought to be taught here, but we must have a place to teach them other than tho contracted, under-ground room which now holds our mechanical dej^artment. The girls are taught sewing, knitting, and various kinds of fancy-wmrk, and lately have been making quilts and comforts, linishing them from the raw material. They could also learn willow-work, brush, and whisk-broom making, but in a room 16 by 18 there is little space for machinery after forty persons are seated. We have continued our printing as heretofore, emj)loyiug one j^erson all the time, while my first literary assistant has devoted the afternoon of each day to the work. The results are not very great. It is a very slow mode of providing books, and also an expensive one, but at present there is only this one way to obtain them. The print¬ ing of books in “ tangible typogrtiphy” does not offer any inducements as a private enterprise; hence, from the time Valentine Haiiy first opened a school for the blind, till now, the preparation of books adapted to their special condition has been imposed upon those who were engaged in teaching them. The *result is, that much time and more money has been spent, and the few books printed are of little value, because of their condensed and abbreviated form. INSTITUTION FOR DEAF AND DUMB. The superintendent of this institution reports, that while it is conceded that in many cases it is more difficult to control the deaf and dumb than those who have all their senses in full and perfect development, yet in this institution, with a Yerj few excep¬ tions, w'e have always succeeded in governing the pupils wdthout special difficulty. During tho prespnt session, as well as in the past, the general deportment of our pupils deserves tho highest commendation. Industry, prompt obedience, and good order have marked this term as one of tho most successful in the history of this institution, which has ever comiiared favorably with similar ones in our country. All applicants must be seven years of age, and under thirty. Pupils who are not beneficiaries of the State will be charged $150 xier annum for board and tuition, which, in all cases, must be paid as follows: one-half upon entering the institution, and tho remainder on the Ist day of February succeeding. Pupils who are beneficiaries of the State must bring a certificate from tho county court of their respective counties, tho form of which is appended to this report. Each pupil must be furnished with com¬ fortable clothing for one year, each article marked distinctly with the owner’s name. A good trunk must also be furnished. Parents must furnish money to procure books, stationery, and postage-stamps for their children, and in all cases their traveling ex¬ penses must be paid to and from the institution. ISio idiotic deaf-mute will be received in the institution. ST. LOUIS. [From the report for ISTO-’ii.—Hon. William T. Harris, supcrintenclent.J THE SCHOOLS. A number of substantial school-houses, most of them containing twelve rooms, have been built tho past year, containing in all 80 rooms, and accommodating about 4,500 more pupils. In addition to furnishing accommodation for the increase of school pop¬ ulation, these houses will supply the place of rented buildings which have been hith¬ erto used for school purposes, leaving a surplus of 2,700 seats in buildings much better adapted to the purpose than the rented buildings, which, for the most "part, were too small, and without sufficient light, means of ventilation, or play-rooms. Also, in the new buildings many more pupils can be instructed by one teacher than in the old, so that the cost saved in tuition will in a few years pay for the bnildings. COST OF INSTRUCTION. In the normal, high, and intermediate schools, tho tuition, estimated on tho average number belonging, ranges from $50 to $88 per pupil ; in tho district schools, $15 88 ; 264 REPORT OF THE COMMISSIONER OF EDUCATION. average for all the schools, $16 85. If the estimate is made ou the whole number enrolled, the cost is $11 22 for each pupil in the district schools, and $48 for each pupil in the higher schools. If we deduct the cost of German instruction — 99 cents per pupil on the whole jiumher enrolled, or $1 51 on average number belonging — the tuition in the district schools amounts to $10 23 for each pupil who attended the entire year, or 200 days, and to $13 97 to each one who attends 134 days, the latter number being the actual average attendance of the x^upils enrolled. The extra cost of special teachers in music and writ¬ ing might in the same way be deducted, and would reduce the cost 46 cents ou average number belonging, and 30 cents ou entire number enrolled. Tuition is a small item in the cost of educating our children, compared with the cost of board and clothing, or of that endless parental care and anxiety lavished without stint in order that our sons and daughters may inherit all the culture which our generation received as its herit¬ age or has accumulated by its own industry. Each child of school age costs the com¬ munity from $200 to $500 per year, and it would be the height of absurdity to waste one-half of the possibilities of growth and culture, furnished at such an ex]Deuse, through au attempt to save $5 or $10 in the cost of tuition. GERMAN-ENGLISH INSTRUCTION. It has been the policy of the board to introduce German into just as many schools as the circumstances would allow, so that the completest intermingling of nationalities could take place. Wherever a sufficient number of German children were in atten¬ dance to employ a special teacher a half day, German has been introduced. In this respect our system is very different from that in Cincinnati, where the practical effect has been to" isolate the two peoples and have the German schools attended almost exclusively by Germans, and the other schools almost as exclusively by the English- speaking pupils. If separate nationalities keep up their own schools, it will result that the Anglo and German American youth will not intermingle, and caste distinctions will grow up. If the German children can learn to read and write the language of the fatherland in the xiublic schools, they will not need separate ones. ' ■ COLORED SCHOOLS. The five colored schools hitherto open for colored pupils will be increased by one in South St. Louis, (Carondelet.) Additions going on in No. 3 will increase its accom¬ modations to 500 seats, aud these will doubtless be immediately filled, as the school is located in a densely populated district. The n amber of seats for colored children is 970 ; of teachers, 16 ; and of rooms, 17. The expenditure during the past year was $11,787 80 ; the amount invested by the board, $61,767 64. HIGH SCHOOL. The school has reached a xmint where its numbers are somewhat in excess of accom¬ modations, and the board has established an intermediate school under able manage¬ ment, in which a portion of the junior class is placed. An advantage gained through the intermediate school consists in the fact that it commences a junior class in the middle of the year, thereby allowing pupils that have fallen behind the class by reason of sickness or other causes to commence again at the beginning without waiting until the next year. The iDrincipal, Mr. Horace H. Morgan, re^iorts the per cent, of attend¬ ance for the year to be 0.95^. The deportment has been particularly good. The inten¬ tion of the discipline “ machinery” is simple ; all “ unnecessary trouble” is noted by a discredit, and at any time a scholar’s position is determined by the three elements which, in school as in life, determine one’s status : his success in his studies, his regu¬ larity of attendance, and his deportment. NORMAL SCHOOL. The course of instruction is only two years, and the graduates prove, in almost all instances, to bo superior teachers after a short experience in the schools. They have obtained not only a theoretic knowledge of the science and art of teaching, but they have acquired, during their two years’ course in the normal school, what is far more valuable to them, namely, habits of punctilious attention to minute details, both in conduct and in recitation. Its full capacity is 150 pupils, but as yet only two-thirds of that number have been iii actual attendance. The normal school admits only females, and is established to supply tlie district schools with teachers. It graduates two classes per year, and for this purpose admits new pupils in September and February. Not one-half of the new teachers come from the normal school, although all of the graduates of the institution receive appointments at once in the schools. The report of the principal, Anna C. Brackett, states the opinion that to produce adequate results maturity of mind is required in the jiupils. There are powers of the mind which only MISSOURI. 2G5 time can develop, and it is almost hopeless to deiuand from the average girl of sixteen the kind of mental work we must have. The worlc is not too hard, hut the majority of the minds we have to work on are too immature to grasp it. The girl of .sixteen can, iiii most cases, answer the questions given lor examination and enter, under present regulations. The principal states her conviction, based on reason and supported by more than eleven years’ experience in teaching normal schools, that there is invoived a ruinous waste of time, strength, and health on the part of the teachers and ])upils, and of dollars and cents on the part of the board, when the age required for admission is only sixteen. O’fALLON POr.YTECllXIC INSTITUTE. Higher instruction for evening-school pupils is afforded by the O’Fallon Polytechnic lustiUite, which holds its sessions during live months in the year four evenings in the week, and performs the same function in the evening schools that the high school does in the day schools. Advanced pupils in the evening schools are promoted to the insti¬ tute. Although under the management of the board of public schools, this institute isa branch of the Polytechuicum of Washington University.’' The grade of instruc¬ tion, as agreed upon with the university, includes “ elementary and preparatory branches of polytechnic or technological instruction,” and embraces higher arithmetic, algebra, geometry, English grammar, physics, line drawing, chemistry, and descrip¬ tive geometry. Each pupil who attends regularly for sixteen consecutive evenings is furnished a certificate entitling him to three months’ use of the Henry Ames library and reading-room. A certain number of such certificates entitle a pupil to a life mem¬ bership in the library. The number of certificates issued to pupils of this institute in lS69-’70 is 149. Number of pupils attending during the year, reported 144. EQUALITY IN REPRESENTATION OF DIFFERENT CLASSES IN PUBLIC SCHOOLS. A table is given showing the occupations of parents of pupils attending the public schools, with the proportion of children sent by each class. Each class is represented in about the same ratio that it obtains in the entire population, and this equality pre¬ vails through all grades of the schools, from the primary to the high. One of the arguments brought forward in favor of the co-education of the sexes is also urged here, namely : since people must come in contact through life, they should be xirepared in the public school, where each meets theother on an intellectual basis, where they will learn to recognize the true worth of each other and ignore the accidents of wealth and position. RELATIVE AGE OF CHILDREN IN THE SCHOOLS. There were 12,006 children under ten years of age, 11,471 between the ages of ten and sixteen, and only 870 over sixteen. The superintendent states that he has so far modified his views, expressed last year, as to recommend the admission of children to school at an earlier age in certain densely crowded portions of the city, where the sur¬ roundings arc not healthful for the physical and moral growth of the young. The ex¬ posure to evil and corrupting intluences, and the fact that children in those localities are withdrawn from school at an early age, seem to justify this step. The phonetic system of teaching reading, now 'used in all our primary grades, is better adapted to the grasp of the childish understanding, and gives the teacher so much more power over the youngest pupils, that it will be safe to admit children of five years of age. Making allowance for the present rate of increase, it is found that the average amount of schooling each pupil gets before he leaves school is five years. This suffices to give him, Ist, a knowledge of reading, spelling, and Avriting ; 2d, a practical ac¬ quaintance with the elements of arithmetic ; 3d, a fair share of geographical informa¬ tion. These rudiments are of far greater significance to the individual than people of liberal education are apt to think. Like the fundamental instrumentalities of civ¬ ilization, they are acquired by us almost unconsciously, and wo noAmr realize what we should boAvithout them, nor indeed over think that they do not belong to man as a gift of nature. DISCIPLINE. Corporal punishment is seldom administered in the schools ; the aim is to stimulate the pupils to inactico self-goA'ernmeut. In cases where cori)oral punishment would formerly have been used, pupils are suspended from school. Hardened cases Avhich do not reform after repeated suspensions, it is remarked, should be taken from under the control of their parents by the civil authority and placed in reform schools. It is stated that statistics show that seven-eighths of the inmates are permanently cured. * The present system of cvenins schools in St. Louis was founded by the trustees of the AVashington TTuiAmrsity, and Avas called the O’Fallon Polytechnic Institute. It Avas assumed Iw the board of pubUc schools inT859. 266 KEPOET OF THE COMMISSIOXEE OF EDUCATION. HEALTHFULNESS OF STUDY. In respect to the supposed iujurious etfects of the modern school system ou the physical development of children, it is thought that while a few children are iujured hy over mental work, unbalanced by proper physical exercise and diet, it is likely that ten times as many die from attacks of diseases which would have been easily resisted by boys and girls whose individuality had been developed by study. The increase in the average length of human life, that has gone on remarkably during the past century in all civilized countries, is to be ascribed to the more general diffusion of mental cul¬ ture. Life-assurance companies have ascertained to a certainty the relative rates of mortality among different classes of people ; that of college graduates is nearly 20 per cent, longer than the general average of the society in vrhich they live, counting only those who arrive at twenty years of age. And it is certain that the civilized man withstands acute diseases far better than the savage, and the nervous intellectual man far better than the grossly developed man. The main cause of the general better health of those who study is ascribed to the habits of self-control fostered by study, since temperance is the 'V'irtue that mostly affects health. The moral effect upon the child of the punctuality insisted upon in school attendance is very importcTnt. The self-discipline acquired in the five years of school life, in subordinating sleep, meals, and play to the duty owed to the. school, is likely to become a habit for life. CO-EDUCATION OF THE SEXES. The education of the sexes together is advocated by the superintendent on four dis¬ tinct grounds : 1. Economy has been secured through the circumstance that the co-education of the sexes makes it possible to have better classification, and at the same time larger classes. The item of economy is very considerable, but is not to be compared with the other and greater advantages arising. 2. Discipline. — The mixing of the male and female departments of a school has always been followed by improvement in discipline ; not merely on the part of the boys, but on that of the girls as well. The rudeness and abandon which prevails among boys when separate, at once gives xilace to self-restraint in the presence of girls. The prurient sentimentality engendered by educating girls apart from boys is manifested by a frivolous and silly bearing when such girls are brought into the society of the opposite sex. This disappears almost entirely in mixed schools. 3. Instruction is also greatly improved ; and — 4. Individual develoiiment is far more sound and healthy. It has been found that schools kept exclusively for girls or boys require a much more strict surveillance on the part of the teachers. The girls, confined to themselves, de¬ velop the sexual tension much earlier, their imagination being the reigning faculty and not bridled by intercourse with society in its normal form. So it is with boys on the other hand. Daily associat ion in the class-room prevents this tension and supplies its place by iudiflerence. Each sex testing its strength with the other on an iutellectual plane in the presence of the teacher, each one seeing the weakness and strength of the other, learus to esteem v/hat is essential at its true value. Theory is in favor of the exten¬ sion of co-education far beyond present practice, and as a "fact the latter is creeping along conservatively up to the standard of the former. The admission of females into colleges and scientific institutions heretofore open exclusively to males is the stra^v on the moving current, and tells what is coming. sumjMary of statistics.* Population of the city. United States census of 1870 . 310, 864 Number of children of school age, five to twenty-one years . 96, 312 Total number enrolled in public schools, day and evening . 48, 886 Average atteuding . 32, 591 . Number of teachers, day and evening . 718 Total receipts for school" purposes . $697, 051 62 Total expenditures . $692,540 GO WAUllENSBURGH NOKJIAL UNIVERSITY. The laying of the corner-stone of the normal university of the second normal dis¬ trict of Missouri, located at Warrensburgh, Johnson County, took place ou the 16th of August, 1871. The occasion was one of great interest. People i)oured in from the surrounding cities and country, and though the town of Warrensburgh numbered only between 4,000 and 5,000 inhabitants, an audience of 10,000 -was present. A delegation of about eighty invited guests, consisting principally of prominent * From statement dated October 17, 1871. MISSOURI. 267 school men and members of the Masonic fraternity, ■were fnrnished with oscnrsion tickets to Warreusbnr'Tli and return — special cars and sleeping-coaches provided — throngh the politeness of Colonel Thomas McKissock, superintendent of the Missouri Pacific Rail¬ road. The fraternity of Free Masons were invited to lay the corner-stone with their simple but impressive ceremonies. The site of the normal school is in the suburbs of the city, on high ground capable of ornamentation, and the building is to be a very large and imposing structure. At the close of the ceremonies proper the procession retired to the fair grounds near by, where a free and abundant basket pic-uic repast had been prepared by the ladies of Warrensbnigh. The Masonic address was delivered by the Grand Master of Masons, Thomas E. Garrett, and occupied about an hour. Addresses were afterward delivered by Colonel N. J. Coleman ; D. H. Crittenden, of the State normal school of OsAvego, New York ; Jiuli^c Moulton, of Mobile, Alabama; Rev. J. Monteith, State superintemhmt of the public schools of Missouri; Major A. B. Merwin, editor of the St. Louis Journal of Education ; Professor J. BeJdwin, princii)al of the normal school of KirksAulle ; William T. Harris, estp, suijerinteudent of the public schools of St. Louis ; and Profe^ssor George P. Beard, principal of the normal school of Warrensbiirgh. The speaking after dinner, which oceux^ied a little over three hours, was unusually x)ointed and good, being entirely extempore — neither manuscrix)t nor notes being used. FUNERAL SERVICES OF IRA DIVOLL. Seldom has the removal by death of any individual created a greater! oss than that mourned by the xieople of St. Louis in the death of the distinguished and zealous edu¬ cator, Hon. Ira Dirmll, late superintendent of public schools in Missouri. His funeral services, which took place in October last, -vnre attended by a rmst assemblage of the people of the city, including the pux)ils, teachers, and officers of the public schools. The jirooession was headed by the board of education. A beautiful memorial poem was recited by Miss Anna C. Brackett, xirincipal of the normal school of that city, and an apxiropriate eulogy on his life and character Avas read by Hon. William T. Harris, city superintendent of schools. The folloAving brief extracts Avill serve as a samjilo of the poem : Here lay we doAva oar dead ! In such a tomb Our searching eyes can find no shade of gloom ; But, filled with solemn awe, forget the tears That would but shame the braAmly conquered years ; That Avould but shame the state wherein he lies IVho rests to-night, hung round AAuth starry sides. * St * St * * Reverent, Ave commemorate the ordered will That fii'ed these ashes, lying now so still. Well might we linger, fitly noAV and here. To tell the kindly deeds, the words of cheer, The liberal freedom giA-'en, the wise restraint, / We who have known them need no Avords to paint. Not tardy bo to praise, nor swift to blame ; Generou.s to recognize a fair-earned fame ; Far-sighted, reading for the future days — Easy it AA'oro to add to teians of praise ; Yef high above tlicm all there shineth still The life in life, the indomitable Avill. Ira Divoll Avas born in Topliam, Orange County, Vermont, in the year 1820. lu 1857 be was elected sup)erintendeut, and re-elected eleA'cu successiAm years to tbe same office; be finally witlidrevf from the city schools, and vms elected as State superintendent of public instruction. Duriug the latter years of bis life be struggled against a pulmo¬ nary disease, and exhibited the most extraordinary recuperative poAvers. Tbe energy of xnirpose, the dauntless boxie which he maiiifested in combating the mortal enemy, Avas a continual source of admiration to his friends. He seemed to baflio his disease by ignoring it, and by concentrating all his x>o\vers on the realization of some grand Xmrpose. To he industrious at Avork or study, and to he ahvays in earnest — this Avashis early acquired habit. From bis outlook upon buman nature and society there appeared one immediately pressing problem : Iioaa' to make useful members of society of the youth groAving uj) under such a frightful lack of external control. In the xmblic school, and x)articularly on its disciplinary side, Mr. Dia^oII found Avhat seemed to him an all- important iustrumeiitality for the Avell-being of humanity. To this ho devoted his best powers. Ho labor Avas too exhausting for him to undertake, if it AA'as necessary to add strength to his cause. It was through his efforts that the x)ul>lic school library of St. Louis was established, by Avhich, in connection Avith the public schools, to render xios- sible a i)erpotual education in tbe community, Avas bis idea. In bis relatiou to the hoard he siioAved himself a superintendent Avho gave all his Avaking thoughts to pro¬ jecting and maturing measures for the aggrandizement of the public schools. 26S REPORT OF THE COMMISSIONER OF EDUCATION. LIST OF SCHOOL OFFICEKS. Hon. John Monteith, Superintendent of PuMic Instruction, Jefferson City. COUNTY SUPEIIINTEN5>ENTS. County. Names. Post-office address. Adair . Andre'Y . Atchison . Andrian . Barry . Bates . Barton . Benton . Bollinger . Boone . Buchanan . Butler . . Caldwell . . Callaway . Camden . . . Cape Girardeau . Carroll . Carter . Cass . . . Cedar . Chariton . Christian . Clark . . Clay . Clinton . Cole . Cooper . . . Crawford . Dade . Dallas . Daviess . DeKalh . Dent . . Douglas . . Dunklin . Franklin . Gasconade . Gentry . Greene . Grundy . Harrison . Henry . Hickory . Holt . Howard . Howell . Iron . . . Jackson . . Jasper . Jelfersoii . Johnson . Knox . Laclede . La Fayette . Lawrence . Lewis . - . Lincoln . Linn . Livingston . Joseph T. Dennis . J. R. Tilson . . M. B. Nicholson . J. E. Robinson . Charles S. Bryan . Charles H. Wilson . A. J. Wray.. . Washington Allen . . James N. Pettit . W. W. Batterton . E. B. Neely . J. M. Davidson . Myron W. Reed . J. S. Baker . John Welch . S. M. Green . Wiley Roy - - - Amos P. Holland . John T. Weathers . Daniel P. Stratton . Alfred Mann . Henry F. Davis . E. H. Davis . George Hughes . . a . A. K. Porter . . Thomas W. Ward . W. A. Smiley . J. T^. Alexander . William C. West . J. W. Moore . S. P. Howell . . . L. L. Daniel . John G. Blake . T. K. Yandell . Andrew Wray . Felix Baudissin . Leander Baker . John B. Twist . J. J. Bunch . R. C. Norton . Osborn Brown . James E. Flagg . Abel E. Martin . Frank Gordon . J. W. Hariston . Martin L. Lay . A. J. Puls . John E. Hale . .John W. Jacobs . M. C. Jennings . G. H. Sack . . M. D. Hollister . D. Matthias .... . . George M. Catron . J. B. Underwood . F. L. Schofield . William S. Penningtoii _ Charles Hamilton . T. C. Hayden . Kirksville. Savannah. Rockport. Mexico. Cassville. Butler. Lamar. Warsaw. Marble Hill. Columbia. St. Joseph. Poplar Bluff. Hamilton. Stepheffs Store. Linn Creek. Cape Girardeau. Carrollton. Van Buren. Morristown. Stockton. Keytesville. Post-office box 493, Springfield. Waterloo. Liberty. Plattsburgh. Jefferson City. Boonville. Steeleville. Greenfield. Buffalo. Gallatin. Maryville. Salem. Cowskin. Kennett. Union. Owensville. Albany. Walnut Grove. Trenton. Eaglefield. Clinton. Hermitage. Oregon. Fayette. West Plains. Pilot Knob. Westport. Carthage. Hanover. W arrensburgh. Edina. Lebanon. Lexington. Mt. Vernon. Canton. Troy. Brookfield. Chillicothe. MISSOUKI. 269 County superin tenden is — C onti u u ed . County. McDonald . !Macon . Madison . Maries . Marion . Mercer . Miller . . . Mississippi . Moniteau . Monroe . Montgomery . Morgan . New Madrid . Newton . Nodaway . Oregon . . Osage . Ozark . Pemiscot . . . Perry . Pettis - . . Phelps . Pike . . . Platte . Polk . . Pulaski . . Putnam . . . Ralls . Randolph . Ray . Reynolds . Ripley . St. Charles . St. Clair . St. Francois . St. Oenevieve . St. Louis . Saline . Schuyler . Scotland . Scott . . Shannon . Shelby . Stoddard . Stone . Sullivan . Taney . Texas . Vernon . Warren - . Washington . Wayne . AVebster . Worth . Wright . Name. John Wilson . . A. B. Campbell . . . ^ . W. B. Toler . R. W. Mahaney . William E. Hassett . Thomas E. Evans . James S. Martin . M. V. Rodney . R. Q. Gal breath . George C. Brown . E. M. Hughes . S. R. Lutman . Dr. A. D. Cooke . W. J. Kelly . S. C. McCluskey . R. T. Burns . Henry Marquand . Dr. John Hyde . George AV, Carleton . A. J. Abernathy . A. A. Neal . L. A. Dunlap . Thomas J. Ayers . S. G. AVoodson. . James A. Race . Vk B. Hill . C. F. Brown . . . G» H. Laughlin.... . AV. A. Martin . J. A. Buchanan . Janus M. Ross . B. J. Etheridge . Charles Beckington . John Hill . O. A. Belknap . C. C. Kerlagon . James AV. Loring . Allen Gwinn . AV. H. Fulton . James Donnelly. . S. O. Schofield . James F. Morris . C. M. King . S. Chapman . L, D. Bolen . . . J. C. Custar . AAhlliaui R. Howard . T. A. Ausley . A. AV. A^an Swearinger - H. H. Middlekamp . T. S. Love . Rev. AV. H. Cooke . John A. Patterson . T. S.Neal . . . John S. Pope . Post-ofiQce address. Pineville. Macon City. Fredericktown. Lane’s Prairie. Palmyra. Princeton. Tuscumbia. Cairo, Ill. Clarksburgh. Paris. Danville. Versailles. New Madrid. Rocky Comfort. Marysville. Alton. Chamois. Gainesville. Gayoso. Perry ville. Georgetown. Maramec Iron Works. Spencerburgh. Platte City. Bolivar. AVaynesville. Union ville. New London. Randolph. Pleasant View. Lesterville. Doniphan. St. Charles. Taborville. Farmington. St. Genevieve. St. Louis. Marshall. Lancaster. Memphis. Blodgett. Eminence. Shelbina. Piketon. Galena. Green Castle. Forsythe. Houston. Montevallo. AVarrenton. Iron dale. Patterson. Marshfield Grant City. Hartville. 270 REPORT OF THE COMMISSIONER OF EDUCATION. :?^EIIRA§KA. [From the special report, furnished the Bureau of Education by Hon. J. M. McKenzie, State super¬ intendent of public instruction, for the year ending April 3, 1871.]’ SUMMARY OF STATISTICS. Number of counties . 35 Number of districts . 1,032 Number of cbildreu in districts between the ages of five and twenty-one years . 41, 063 Whole number of children attending school during the year . 23, 158 Number attending school under five or over twenty-one years of age . 329 Number of school days during year . 71,954 Number of private schools . 48 Number of scholars in private schools . . . 1, 169 Paid for books and apparatus . . . . . $2, 546 09 Number of public school-houses, (stone, 11 ; brick, 27 ; frame, 338 ; log, 109; sod, 27) . 512 Value of school-houses . $374,270 89 Value of school-house sites . $44,217 30 Number of teachers employed, (male, 560; female, 520) . 1, 080 . Total wages of teachers for the year, (males, $80,164 45; females, $65, 811 34) . . . $145, 975 79 Number of days’ board by districts . . 7, 585 Total resources for the year . . . . $371,455 14 Paid male teachers . - . $74,079 46 Paid female teachers . $60, 663 06 Paid for building and repairs, and debts on same . $108,775 15 Paid for all other purposes . . . $58, 603 56 Amount on hand Aiiril 1, 1871 . $60, 710 19 Total expenditure for the year, including amount on hand . . . $363, 524 87 Total indebtednesss of the districts April 1, 1871 . SCHOOL FUND. , • The amount apportioned to the several counties this year is about $160,000. About 90,000 acres of school land have been sold, at an average price of nearly nine dollars per acre. This would give $800,000 as a permanent investment ; but as a considerable portion of the land sold becomes forfeited to the State through non-payment, the amount of lands sold cannot be assumed as the true basis of the school fund. It is estimated by the committee on education of the constitutional convention that there are over 3,000,000 acres of school land in the State, which, sold at the minimum rate, would give the immense iiermanent fund of $25,000,000. It is an undoubted fact that not many years hence Nebraska will have an annual income of $1,000,000 for educa¬ tional purposes. SCHOOL BUILDINGS. The houses now being erected are of a much better quality than those built formerly. Omaha has two fine ward school-buildings, and a high school ; Nebraska City has two fine buildings ; Brownville, one ; Nemaha City, one; Salem, one; Beatrice, one ; Fre¬ mont, one. All these are for graded schools. Other towns are proposing to erect build¬ ings suitable for graded schools. Lincoln has voted $50,000 for one ; Ashland, $10,000 ; Pawnee City, $10,000. Over one hundred county school-houses will be erected this year. SCHOOLS. The report of the State superintendent for the year ending December 31, 1869, was the first educational report that has been imblished in Nebraska since 1860 ; hence there are no data from which to institute comparisons showing the progress of the schools. This year many districts have entirely failed to make reports ; it is therefore only possible to give approximate reports for the State. Thirty-five counties have been represented in the apportionment of the school fund. Last year there were but thirty- one ; showing a gain of four counties. Only 55 per cent, of children between the ages of 5 and 21 have attended school. The average length of time during which school was kept in each district sustaining a school is little more than 3^ months. NEBRASKA. 271 List of county superintendents of the State of Nehrasha. Names. County. Post-office. Buffalo . Gibbon. Burt . . Decatur. Butler . Savannah. Cass . Plattsmouth. Cedar . . . St. Helena. Colfax . Schuyler. Dewitt. Cuming . Dakota, . . . Jackson. S. P. Mikesell T. . Dixon . Ponca. Dodge - . . . Frdmout. Douglas . . Omaha. L B. Filley . Gao’e . . . Beatrice. Hall . Grand Isle. S. WoKord . Johnson . Tecumseh. Jefferson . . . Fairbury. Lincoln. A. M. Gliost . Lancaster . . . Heary Sturges . . - . L’E an (j[ni Court . . Niobrara. George R. Wolfe . . . Fill more . . . Emx)ire. Red Cloud. F. B. Williams . W ebster . . . . . Cliarles McDonald . . . Lincoln . . . Cottonwood. Henry A. Barnes . . . Madison . . . . Norfolk. Ed. Parker . Merrick . . . Lone Tree. S. W. McGrew . Nemaha . . . Brownville. H. K. Raymond _ _ _ _ _ ... Otoe . Nebraska City. Pawnee City. Columbus. Joliu M. Osborne . . . - . Pawnee _ _ ...... _ J. 0. Shannon . . . . . Platte . . . F. M. Williams . Richardson . Salem. D. W. McFarland . Sarpy . . . . . Lisbon. J. \7. Bowler, (siipt. of Saline Co.) .. . Arthur Pan cost . . . . . Seward . . . Camden. Saunders _ _ _ _ _ _ Pohocco. George B. France . Seward . . . . Milford. J. G. Matheson . . Stanton . . . Canton. Rev. C. G. Bibee . Washington. . . Fontanelle. William Armstrong" . York...' . York. John Lawrie . Hamilton . . . . . Farmers’ Valley. Taffe. R. B. Crawford . . . ^Vaync, - . . Charles Goodman . Nuckolls . Henriette. Daniel Freeman . . . . Dawson _ _ _ Plum Creek. John Fox . Polk . Ulysses. Frankliu City. Richard Walters . . Franklin . . 272 REPORT OF TPIE COMMISSIONER OF EDUCATION. ^EVABA. The following account of education in Nevada is taken from the first biennial report of the superintendent of public instruction, Hou. A. N. Fisher, under date of December 1, 1870, excepting the following summary of statistics, which is of later date, being fur¬ nished by Mr. Fisher to this Bureau : SUMMARY OP STATISTICS FOR 1870. Population, United States census of 1870 . 42,491 Number of children between six and eighteen years . 3,952 Number of pupils enrolled, (including i26 under six years) . 2,883 Number of pupils reported as attending prirate schools. . 349 Number of children between six and eighteen not attending any school. 850 Number of teachers : male, 18 ; female, 35; total . 53 Average number of months schools were maintained . 8 mo. 18 days. Average monthly compensation to male teachers . . . $125 59 Average monthly compensation to female teachers . . . $94 98 Total receipts of school revenue . $95, 112 85 Amount of compensation paid teachers . $45, 409 49 Whole amount expended for common-school purposes . $73. 836 64 DURATION OF SCHOOLS. The average length of the public schools of this State during the past year was eight months and eighteen days, a fact which, it is thought, affords occasion of graitulation, inasmuch as no other State, it is stated, furnishes an equal amount of tuition, and that out of fourteen of the largest and wealthiest States of the Union, from which re¬ ports are at hand, eight afford less than seven months, ten less than eight mouths, and none, except Nevada, more 'than eight months and eight days. In five counties of this State the average was ten months, and in but two counties was the average under seven months. Twenty-five schools were taught nine months or over. GRADED SCHOOLS. Only five of the fifty-two schools in the State are reported as properly graded, while at least as many more must be before they can be properly taught. Inexperienced persons have been sometimes employed to hear a few of the primary classes. In some schools this expedient has been adopted, but with no very satisfactory results. ATTENDANCE. Of the 3,952 children of school age in the State, 850, or over 21 per cent., were not in attendance upon any school. Last year, 26 per cent, were thus reported. Making allowance for the disabled, and those who receive instruction at home, and those ad¬ vanced beyond the range of studies i;)ursued in our schools, the proportion of absentees, although no larger than in other States, is yet so great as to demand consideration at the hands of those who seek the public welfare. The State makes adequate proAusion for the elementary education of most of its children — for all, save an unfortunate few who chance to be unpopularly complexioned^ — and every consideration of economy requires that it shall not allow its generous design to be thwarted by so large a portion of those whom it is sought to benefit. The State cannot safely permit such a multiplication of incapable electors ; it cannot afford such an accumulation of instruments of vioe and lawlessness. RIGHT OF THE STATE TO CO^MPEL ATTENDANCE. Respecting the right of the State to compel attendance, the superintendent quotes from the remarks of Hon. Newton Bateman : “ The XR’imary maxim upon which every free-school law is grounded and defended, and which has become a part of the settled convictions of the American people, that a State has a just moral claim upon so much of the property of the people as may be required to educate its children, and fit them for usefulness as good citizens, involves the idea of compulsion in the last resort. There is compulsory school-tax paying all over the State, and the power that justly demands and enforces, in virtue of its benev¬ olent care and sovereignty, the payment of a tax for the noble purpose of educating and uplifting the peojile, may surely proAude that the end sought shall not fail of at¬ tainment through the indifference or perverseness of others. The hand that forcibly NEVADA. 273 takes tlao tax money from the pocket of an nnwillinj^ non-resident to support a scliool in a distant district, in v bicli lie lias no personal interests, is at least as roiigli and arbi¬ trary as would be the hand that forcibly leads the children to the door of the school¬ room. If a Stale may enact a free-school law, it may see that its supreme purpose is not defeated.” COLORED CHILDREN. The returns of the census marshals report thirty .neoro children of school age in the State, for whom no educational provision is made. They are denied admission to the public schools; separate schools are permitted under the law, but, as they are not com¬ manded, colored children are without educational iirivileges. Believing that it is not the intention of the State government to be guilty of the injustice of taxing colored citizens for the support of public schools, and at the same time deny them the benefit of these schools, the superintendent calls attention to the hict that the statutes of the State are at present chargeable with this unworthy discrimination. ADVANCED EDUCATION. There are no advanced institutions of learning in the State. The present school law- makes provision for no grade above the high school, and until the present year we have had no school beyond the grammar grade. A high school in Virginia City has been recently founded. The school already has thirty pupils, who have been admitted by graduation from grammar departments in Virginia City and Gold Hill. It is presumed that anv.iigemeiits may be made with the trustees by which students from other towns may be admitted upon reasonable terms. Thus the necessity of sending advanced pu¬ pils to other States for prosecution of their studies may be avoided. teachers’ institutes. The teachers of the State feel the need of institutes, and in their behalf, and in the interests of the schools of the State, it is asked that an appropriation be made which will enable the holding of at least one annually. STATE certificates. At such institute, if held, it is desirable that an examination of candidates for State teachers’ certificates be authorized. The authority to issue such certificates is im¬ plied by the letter of the iiresent school law of the State, but is not provided for. Ex¬ perienced and successful teachers should not be compelled to submit to re-examination in every county where they may be called to teach. The superintendent expresses regret that there is occasion to again call the attention of legislators to the im.portauce of an amendment of the school law, enabling holders of State certificates or normal school diplomas to pursue their calling without re-examination. These documents are current, as testimonials of fitness to teach, in nearly all States possessed of a system of public instruction. What peculiar pre-eminence justifies the dlsresj)ect shown by de¬ nial of their validity hero ? The statute which compels examination at the hands of a county board of a person whoso ability is abundantly certified by the highest edu¬ cational authority of a sister State, expresses an unworthy suspicion as to the compe¬ tence or honesty of such authority, and occasions both applicant and examiners need¬ less inconvenience. COMPENSATION OF TEACHERS. The average salary of teachers in this State is steadily decreasing, although it is considerably larger than elsewhere in the Union. In 1868 the average monthly salary paid male teachers was $157 41; in 1869 it was $131 91; in 1870 it was $129 59. The decrease in the average ivages of female teachers is not so great, but it is sufficiently marked to justify the suggestion that it is a questionable economy -which seeks re¬ trenchment by reduction here. First-class teachers have been attracted to the State by the fact, published throughout the land, that we pay larger wages than elsewhere. If these reunxiu Avith ns, and if we displace the many ordinary teachers Avho yet hold positions among us by persons thoronghly qualified for the work, Ave must continue to pay liberal Avages. True economy Avill, if necessary, increase Avages, that the standard of required ability may be elevated. Inferior service should not be accepted upon any terms. Desirable talent cannot be secured at loAver rates than are now being ixaid. In A’iew ot the probability that during the coming year more school-houses will be erected thaii during any previous year of the history of the State, the superintendent considers it important that special attention be directed to the subject of SCHOOL ARCHITECTURE. A school-house may be neat, commodious, substantial, and yet but imperfectly serve its designs. School architecture is a branch of the profession with Avhich ordinary 18 0 E 274 REPORT OF THE COMMISSIONER OF EDUCATION. builders are little acquainted. Few, if any, of tbe school-houses of the State are as Avell arranged as they would have been had trustees made themselves familiar with the best plans, and insisted upon their execution. These should be secured and studied before bids are asked for. There are certain important x)rinciples involved which can¬ not be ignored without inflicting injury upon those whom it is sought to beneflt. Few reflect that the future work of the school-room is helped or hindered by the man who plans its construction. Fewer still are aware that diseases — life-long afflictions — are almost sure to be engendered in a badly-managed school-room. In a recent circular from the Bureau of Education appears an article on school-room diseases, from the x>eu of a celebrated Berlin physician. lie enumerates a fearful cata¬ logue of diseases of the eye, the spine, the respiratory organs, which investiga¬ tions had traced directlv to the school -room for their origin. Some of the chief causes of school-room diseases lie names, as follows : “1. The air of the school-room, the condition of which is dependent on the size of the room, the number of pupils, the heating arrangements, ventilation, dampness of the floor and walls, dust. ‘‘2. The light of the school-room, dependent on the location of the building, and the room, size of windows, color of the walls, artificial means of lighting a room — gas, oil. 3. The arrangements for sitting, size and form of chairs and desks, length of time scholars are obliged to sit still in one position.” If disease from these sources is prevented it will be by care in the convStruction of the building. Am exhibition of plans is not practicable in this report. The present school law directs that before building xfltius are adopted they shall be submitted to the county superintendent for approval. The provision is a wise one, but it does not fully meet the requirements of the case, for the reason that few comety superintendents are in possession of needed information in the qtremises, and none are authorized to incur expenses to procure it. Ditfusion of knowledge upon this important subject is desir¬ able. It would be Aveli if the legislature would interest the State board of education to issue circulars of information upon school architecture to all school officials of the State, at State exx^ense. EDUCATION OF THE DEAF AND DUMB. By action of the last legislature, the State superintendent was authorized to make arrangements with the directors of the institution for the deaf and dumb and the blind in California, for the admission, education, and care of the deaf and dumb, and the blind of this State, and to make all needful contracts to carry this humane purpose into effect. Ux3ou the first application to the sux)erintendeut under the law, contracts Avere made with said directors through their agent, the x^i’incipal. Professor AV. AAfilkinson, for admission of x^nx^ils from their State at the lowest rates x^ermitted by the statutes of California, viz, an annual charge of $300 for support and education, and $50 for clothing, x^er pupil. The institution is siNAxflied with fine buildings, beautifully located, near Oakland, in full view of the Bay of San Francisco. It is under the management of able and ex¬ perienced instructors, who, by skillful training of the unfortunate under their care, are rax^idly delivering them from their condition of dependence. Pupils from Nevada have made encouraging x)rogress in their studies. One of them, in addition to the sign language, is learning a trade, and, as an apprentice, he exhibits unusual skill. There is no question as to the desirability of continuing the apxAiopriation. NORMAL TRAINING. After remarking ux)on the advantage of normal training to teachers, the suxieriu- tendeut exx)resses the opinion that there is no immediate demand to justify the found- img of a normal institution in the State, since, by the generous legislation of the neigh¬ boring State, California, the advantage is secured of a completely endowed and well- officered normal school, at a merely nominal exx^ense. As an inducement to such to enter this school, and that the young men and women of the State may be xflaced upou the .same footing with their class in other States, the suxieriutendent recommends that an ax)propriation be made to x>ay the matriculation fee for as many of our youth as will enter, pledging themselves to x^ursue the course, and to teach in this State. It is X>robable that half-fare rates can be secured for candidates and members over the Cen¬ tral Pacific railroad, so that attendance from Nevada will occasion no greater expense than from portions of California. NEVADA. 275 LIST OF SCHOOL OFFICEKS. Hou. A. N. Fisher, SuiKrintendent of Public Instruciion, Carson. LIST OF COUNTY SUPERINTENDENTS.'' County. Name. Post-office. CilurcbilL . Douglas . . . Elko . Esmeralda . Humboldt . Lander Lincoln ... Lyon . Nye . Ormsby . . . , Storey . Washoe ... White Pine. A. M. Warnick . Alex. Kincaid, M. D . S. B. Smith. . Eev. L. Ewing . J. F. Roberts . D. H. Willnau . P. T. Kirby, M. D... J. V. Hathaway . . . . . L. S. Greenlaw . . J. W. Whitcher . Rev. A. F. Hitchcock H. S. Herrick, M. D . Genoa. Carlin. Aurora. Unionville. Austin. Pioche. Silver City. Belmont. Carson. Virginia City. Reno. Hamilton. Kevised by Superintendent Fisher, October 11, 1871. 276 REPORT OF THE COMMISSIONER OF EDUCATION. :VEW MAMFSIIIliE. [From the report of Hon. Anthony C. Hardy, Superintendent of Public Instruction, made June, 1871.] SUM^IARY OF STATISTICS. Population, from the United States census of 1870 . . . . 318, 300 Number of towns . 222 Number of districts . 2,102 Number of schools . 2,373 Vvholo number of different pupils att-euding- not less than twm weeks . 69, 016 Average attendance during the year . 46, 178 Number of pupils betwmen four and fourteen years of age not attending school anywhere . 3, 907 Number of male teachers . .. 518 Number of female teachers . . 2, 910 Average wages of male teachers . ^36 95 Average wages of female teachers . 22 03 Average length of schools for the year in w^eeks . 14 Number of school-houses unfit for school purposes . 385 Average amount appropriated for each scholar . $5 10 Whole amount raised from all sources for school purposes . . . $418,544 88 Number of visits by superintending committee . 10,956 Amount iiaid superinteuding committee for their services . $11,565 45 Number of visits by prudential committees . 3, 007 Number of visits by citizens . . . . 64, 424 PROGRESS AND CONDITION OF SCHOOLS. There has been, during the year, an increase of interest in educational matters throughout the State. New and excellent school-houses have been built and old ones repaired ; more attention has been paid to the selection of teachers ; more visits have been paid to the school-room by parents ; less instances of tardiness and absenteeism are reported; school committees have been more active and earnest; the statistics have been more accurately collected and reported ; teachers have been awakened to more enthusiasm and zeal in their profession. Dartmouth College never numbered so many students as now. The higher semi¬ naries of learning throughout the State are having an unusually large number of stu¬ dents at their spring terms. In the district schools the average attendance is slightly increased; a large number of visits have been made by school committees and parents; higher wages have been paid for teachers ; more money expended on building and repairs ; more money raised and expended for schools. TOWN AND DISTRICT SCHOOL SYSTEMS COMPARED. A portion of the towns took advantage of the new law to abolish the school district and organize the towm district. The district system works unequally and uujustly, giving the rural districts short, poor schools, when four-fifths of the chiklreu of the State receive no further education than that afforded by the distiict school. The superintendent warmly ur^esthe entire abolition of the district schools, and thus com¬ mends the town district system ; It makes the schools of equal length, all the schools commenciug aud closing the same day; it gives equal quality; all the teachers are engaged and examined by the same committee, and placed in that school which in their judgment tliey are the best adapted to. It removes the evil arising from one committee liiring teachers and another certifying to their competency afterward, which oftentimes place the parties in delicate aud embarrassing circumstances, and frequently, under the garb pf charity, throws the school-room door wide ojien to ignorance and iucom- I)etency. It classifies the schools, introducing system aud unity in the place of irregularity and fractional dissimilarities ; it gives a more thorough aud complete education to all the children, with the same money, equalizing the burdens aud equalizing the benefits.’’ ATTENDANCE. Number of pupils enrolled who have attended not less than two weeks, 71,957 ; average attendance, 48,150 ; not enrolled, 3,988; average per cent, of attendance, 63. Those figures reveal a sad and startling fact. Not oue-half of the children in the State attend school auywhfere. As a matter of self-defense the State should adoj)! measures NEW HAMPSHIRE, Til such as to compel their attendance. We are led to believe that if the record of those Avlio do not attend” had been correctly returned, it would show that not more than 50 per cent, of the school children of the State attend school. Some measures should be taken to remedy this evil. The State cannot alFord to thus waste its school money and let its future citizens grow up in ignorance. SCHOOL-BOOKS. On the school-book question the superintendent says : But few changes have been made in text-books the past year. We are sorry to be again compelled to acknowledge that a change of residence from one town to anot’^hcr, and in very many instances from one school district to another, will necessitate a change of text-books ; this is agrievous burden to the poor man and the floating populatv»:on of the Stadc. We deem the law now on our statutes, forbidding a change of text-books within three years, to work much more for the interest of the book-maker or publisher than as a protection to the State, as he now will get his books introduced at very low rates, and then for three years can, as he 7iow does, charge exorbitant rates. I would recommend the repeal of the law.” SCHOOLS OF OHIO AND NEW HAMPSHIRE COMPARED. In order to show that the schools of New Hampshire, though imx)roving, are yet far behind other and younger States, the superintendent includes in his report an able and instructive comparison between “ the public-school system and school laws of the States of New Hampshire and Ohio, and their practical results,” a paper read by Hon. S. T. Worcester, before the Nashua Historical Society. It is shown that the amount iiaid in Ohio for schools is 46 cents — more than twice as much to each inhabitant as is paid in New Hampshire. Ohio devotes to school jiurposes for each pupil enrolled $3 26 more than New Hampshire, and $6 38 for each pupil daily attending school ; while in Ohio the daily average attendance of children at school in proportion to the whole population is 1 to .5^, and in New Hampshire 1 to The average duration of schools in Ohio is thirty weeks ; in New Hampshire, seventeen weeks. In the face of all these unfavorable facts for the schools in New Hamxishire, the taxable property of the State is $.37 70 greater per capita than in Oliio. The results, therefore, cannot be chargeable to the inability of the people of New Hampshire to sustain schools. A QUESTION RESPECTING THE PRIVILEGES OF FREE SCHOOLS SETTLED. During the year two questions arose respecting the right of children, thought to be no resident, in one case, and in another children of French parents who could not speak or read the English language, to be admitted to the privileges of the common school. The selectmen had decided against their admission. Hon. Mason W. Tajipan rendered a legal decision, in one case affirming the right of a child to attend school as ^‘incident to her residence in the district.” In the other case Mr. A. C. Hardy, the super¬ intendent, says: “In our educational work we know no nationality, sect, or partisan politics ; That ‘ every child shall have equal opportunities to secure a common-school education,’ is the fundamental and most glorious principle of our common-school law ; and he who places himself in antagonism to this principle is in opposition to all its instincts and work. We, as a xieople, have the blood of all nations under the sun flow¬ ing through our veins. The people come to us from all nationalities and tribes. Our laws soon clothe them with the rights, responsibilities, and duties of citizenship — sover¬ eign rulers — and it is our duty, as wellas a mecisure of self-defense, that we educate them, and tit them to intelligently control ’the ballot.” STATE NORMAL SCHOOL. I Under the law which was passed by the legislature at its June session, in 1870, a State Normal School has been at last established. After considering bids from several towns, tTymouth was selected. Its first term has been a great success. The number i of pupils in attendance was 150. Every teacher in the normal department secured a I school for the summer, and many more were called for. Professor S. H. Pearl, A. IM., j was selected as principal of the institution. It has been a great effort to arouse the ii people of New Hampshire to the needs of professional education for teachers, to a ! sutflcicut degree to secure an appropriation for a normal school. This step may, there- t fore, bo taken as an evidence of substantial progress of free public education in New I Hampshire. I teachers’ institutes. Teachers’ institutes have been held in each county during the year, and have been generally successful. Each year but demonstrates more fully the necessity of this edu- j cational help. Although we have now an excellent normal school in successful opera- 278 REPORT OF THE COMMISSIONER OF EDUCATION. tiou, still a largo number of our teachers are only to be reached by this means, nearly one thousand having attended the sessions the past year. No greater harm could be done the cause of popular education than the repeal of the law establishing and sus¬ taining these institutions. CONCLUSIONS OF THE EETIRING SUPERINTENDENT. “ in survejdng the field gone over in the past two years, I note some things that I had hoped to have accomplished — some evils removed, some benefits introduced — still unaccomplished. Laboring in a field having fewer active sympathizers than any other in the State department, I have found warm and true friends, whose memories I shall ever cherish with deex) gratitude. These men, by their counsel and active co-operation, have been of great service to me in the discharge of my official duties, and if my term of office has been successful, much of that success is due to them. The position of State superintendent, in the condition our school system and work now is, is one of labor and anxiety, requiring experience and ability. None but those who have toiled in the field know or can appreciate its difficulties and burdens. “During my term of office I have endeavored to discharge my duties faithfully and fearlessly, and I have the satisfaction of knowing that my labors have not been unappreciated, or entirely in vain ; and, whether I may labor in this, or a more humble sphere, my thoughts and labors shall lie for the prosperity and success of the schools of my own loved State.’’ HIGHER INSTITUTIONS OF LEARNING. Superintendent Hardy has introduced into the last New Hampshire report a new feature, in giving such information as he was able to procure, in response to a circular, respecting the higher institutions of learning in the State. Twenty-two higher insti¬ tutions of learning rexiorted this year. DARTMOUTH COLLEGE received its eharter at Hanover, in 1769 ; More’s Charity School, the germ of the foun¬ dation, having been founded at Lebanon, Connecticut, in 1754. It is incorxiorated and endowed. An approximate statement of the amount is between three and four hundred thousand dollars. The land and buildings occupied by the institution are valued at about $75,000. The number of alumni is 3,673. Number of studeiits in the catalogue for 1870-’71, 438. The trustees have recently changed the calendar, as contained in the last catalogue. After the beginning of the next college year, September, 1871, there will be two terms, of twenty weeks each ; the first beginning about the 1st of Sexitember and closing about the 18th of January ; the second beginning about the 9th of February and continuing until the last Thursday in June, which is to be com¬ mencement day. There will be a summer vacation of nine weeks, a winter vacation of three weeks, a recess of six days at Thanksgiving time, and another at the middle of the second term. The expenses of a student are from $177 50 to $255. Rev. Asa Dodge Smith, D. D., LL. D., xi^^esident. The faculty numbers thirty-two educators of eminent ability. There are three libraries accessible to the students, besides those of the Medical School and Northern Academy of Arts and Sciences. These are annually increased by axiprox)riations and donations. The number of volumes is 40,300. The college is furnished with the usual axiparatus for illustrating the several branches of physical science, and large ax^x^Tox^riations have lately been made for its increase and improvement. The astronomical and meteorological observatory, erected and furnished mainly through the liberality of the late George C. Shattuck, LL.D,, of Boston, is freely used in exhibiting the most interesting astronomical objects and xihe- nomena, and sux)x>lies all the requisites for instruction in the best methods of observa¬ tion. A fine zenith sector, loaned to the observatory by the United States Coast Survey, has recently been mounted , The Hall cabinet contains a large collection of sxiecimens of rock, minerals and fossils, both American and foreign, sufficient for extensive illustration in mineralogy and geol¬ ogy. The instruction in geology is also aided by a series of well-executed drawings on oAarge scale. The Fairbanks cabinet of zoology, recently founded by Professor Henry Fairbanks, has alreadj’’ a valuable ornithological collection, and is to be further enlarged. The new ljuilding now in xu’oeess of erection will contain a large and well-appointed chemical laboratory. A gymnasium, erected by the munificence of George H. Bissell, esq., of New York City, at an exxieuse of $24,000, was oxieued for use in February, 1867. It is a tasteful and commodioxs structure, 90 ieet in length, 47 in breadth, and two stories high. Large addition has been niade, of late,to the means of assisting indigent and worthy students. Aid is mainly given in the form of scholarshixis, usually of $60 per annum j NEW HAMPSHIRE. 279 but ill some cases the amount is increased to $100. Application for these scholarships, vcith a])propriato testimonials, should be made iu writing, to the jiresident, in due sea¬ son. The number of scholarships are as follows : 24 State scholarships, granted years ago by the State, from, the income of certain lands, (limited to residents of the State;) lij ministerial scholarships ; 3 conference scholarships ; 49 society and individual schol¬ arships — total, 89. More scholarships have recently been pledged. These scholar¬ ships are variously apiiropriated, according to the direction of the donors, the prefer¬ ence being given by some of them, natives of New Hampshire, to the town or county of their birth. It is expressly provided in the instrument by which the “Aiken schol¬ arship” was given to the college, “that no student shall be refused the benelit in said college of said donation, or, being- admitted, shall thereafter be deprived of the same on account of his political or religious belief.” Additional aids to those desiring to study for the university is furnished from funds established for that pui'xoose. The Chandler scientific department was established in 1852, in accordance with the will of Abiel Chandler, esq., of Walpole, New Hampshire, who bequeathed $50,000 to the trustees of the college for this purpose. For the first two years, all the instruction was given by members of the academical faculty; but in 1854, James W. Patterson, now of the United States Senate, was chosen professor of mathematics, and the same year the first class received the degree of bachelor of science. In 1856, John S. Woodman was elected to the professorshii^ of civil engineering. With what zeal, fidelity, and success he labored for the uiibuilding of the department, is vrell known to all its friends and alumni. The terms, vacations, laws, and general management of the scientific, are the same as those of the academical department. The present year, the instruction is given by thirteen professors and one tutor. The average age of the present fourth class is twenty years and four months. New Hampshire College of Agriculture and the Mechanic Arts.—AX the session of the legislature of New Hampshire in 1866, an act was jiassed establishing the New Hamp¬ shire College of Agriculture and the Mechanic Arts,” on the basis of the congressional land grant, and authorizing its location at Hanover and iu connection wdth Dartmouth College. In accordance with this act, the institution has been organized under a board of trustees appointed partly by the governor and council, and partly by the corpora¬ tion of Dartmouth College ; the authorized connection with Dartmouth College has been effected, and the institution is now open to students. The library belonging to this department contains about one thousand volumes of valuable scientific works purchased in Eurojje, about one hundred of which are from the private library of the late Professor Faraday. The students have also access to the college library, the cabinets, observatory, and gymnasium, on the same terms as the students of the academical department. A new building for the use of the department, to be called Culver Hall, is in process of erection. A valuable tract of land of 160 acres, in the yicinity of Culver Hall, has been secured for an experimental farm, by the munificence of John Conant, esq., of Jaffrey. ' Thager School of Civil Engineering. — By a donation of $60,000, General Sylvanus Thayer, of Braintree, Massachusetts, has made x)rovision for establishing, in connection with the college, a special course of instruction in civil engineering. This munificence had its origin not merely in a regard, on the j)art of the venerable donor, for his alma mater, but in a foresight of the large demand for high attainments in this particular line, which the unfolding material resources of our country are sure to make, and in a con¬ viction that an increasing number of our young men are disposed to select it as their profession. The department is to be essentially, though not formally, post-graduate. The requisites for admission will, in some leading branches — j)^i‘t^crilarly in mathemat¬ ics — embrace not less, and probably more, than the usual college curriculum. The course of study is to be of the highest order, passing beyond what is possible iu institu¬ tions for general culture, and is designed to prepare the capable and faithful student for the most resi)onsible positions and the most difficult service. It will extend through at least two years. SEMINARIES, ACADEMIES, AND HIGH SCHOOLS. New Hampshire Conference Seminarg. — This institution has a faculty of nine teachers, with Rev. L. D. Barrows as president, and is located at Tilton, New^ Hamp¬ shire, on the Boston, Concord and Montreal Railroad, eighteen miles north of Con¬ cord, near the outlet of Wiunipiseogee Lake. It unites the seminary and fcmdle col¬ lege. While the high reputation which the school has hereto! ore 'enjoyed for the thoroughness of its drill in the rudiments and substantials of a good English education v.’ill be maintained, it will be a leading aim to furnish peculiar advantages to young- men fitting for college, and to young ladies pursuing n liberal course of study. New Hampton Literarg and Biblical Institution. — This institution was founded at New Hampton, Belknap County, New Hampshire, April, 1853, and incori)orated by special charter, taking the place held for thirty years previously by the “ New Hampton Aca¬ demical and Theological Institution.” The endowment fund is about $12,000 ; volumes 280 REPORT OF THE COMMISSIONER OF EDUCItION. in librarieSj 3,000 ; value of school property, $30,000. Rev. A. B. Meservey, A. M., I)rincipal. Eimhall Union Academy was founded at Meriden in 1813, and incorporated the same year. It was endowed by Daniel Kimball, esq., of Meriden, with the sum of $42,000, and has an additional school property of $18,000. Number of alumni, about fifteen Immlred ; present number of students, (April, 1877,) 107. The average expense for each scholar, including tuition, board, and room-rent, is $150 per year. The average number of students per year for the last thirty years has been about 200. Cyrus S. Richards, LL. D., principal. TiJden Ladies’ Seminary. — Pupils from twelve States of our Union have been connected with the school during the past year, giving an average of about 100, more than three (luarters of whom have been boarders. It is the aim of the principal to make Tildeu Ladies’ Seminary a first-class boarding-school for ladies, whose course of studies and special arrangements are suited to secure for them a thorough and finished solid and ornamental education. Hiram Orcutt, M. A., is at the head of the board ot instruction. New London InsiitiiUon. — The institution was founded in New London in the year 1853, and was incorporated in 1854. It has an endowment of about $15,000, and the school property is valued at about $100’,000. The alumni numbers 235. The j)resent faculty consists of Horace M. Willard, A. M., and ten assistants. Appleton Academy] principal, D. A. Anderson. The Appleton Academy, in Mount Vernon, was founded in 1848, and incorporated in 1850. It is endowed with a fund of $6,500. The school property, exclusive of the endowment, has a value of $10,000. The number of its alumni is probably 1,000. Young Ladies' Seminary, in East Derry, has for president Samuel H. Taylor, and six assistants. It was founded in 1823, by Jacob Adams, of Derry, who left about $4,000 for its endowment. The academy and property are estimated at $5,000 ; the library, $1,000. The alumni number nearly 3,500. The present jirincipal is Miss Emma M. Taylor. Gilmanton Academy, R. E. Avery, A. B., principal. This institution is situated on an elevated and healthy position at Gilmanton Centre, and was founded in 1794. Exeter Academy was the first institution of the kind chartered in New Hampshire. Gilmanton and Atkinson Academies received their charters in the same year, and are next in age to Exeter Academy. The productive funds are about $10,000 ; the buildings and laud are estimated at $20,000. The academy has been in successful operation since 1797, and the number of alumni must, of course, be large. Atkinson Academy, Wm. E. Bunten, A. M., xmucipal. This academy was incorporated the 17th of February, 1791, and had then been in operation two years. It has an available fund at present of $4,000, and the value of school property, including library and philosophical apparatus, is estimated at about $6,000. The number of the alninni cannot now bo accurately ascertained. In 1859, it was supposed that not less than 4,000 had been educated in the academy. Probably 5,000 would be a fair estimate at the present time. Woljhorough Christian Institute, J. W. Simonds, A. M., principal. This school was incorporated and opened at Andover, February, 1857. In August, 1866, it was trans¬ ferred to Wolfborough, where it is now in active operation. Manchester High School, W. W. Colburn, principal. This school has been in success¬ ful operation for the past twenty-five years. There are two courses of study pre¬ scribed for the school, viz : an English course of three years, and a classical course of four years. The school numbers usually not far from 150; twenty annually receive diplomas. Oii(> male principal and three female assistants are employed. Fenacook Academy is situated in the healthy and flourishing village of Fisherville, on the Northern Railroad, six miles above Concord. First-class brick buildings, with the most approved fixtures, have been erected at great expense, containing as elegant a vSuitc of school-rooms and boarding apartments as may be found at any New Eng¬ land academy, with ample grounds, beautifully ornamented, in the quiet part of the village, remote from places of public resort. New Ipswich Appleton Acadenuj, Earle W. Westgate, A. M., principal. A library of 500 volumes is oijen to the students free of charge; also, a new and valuable town library, of about 1,000 volumes, to which students have access on the same terms as the citizens of the town. By tlie munificence of the late Dr. A. A. Gould, of Boston, th(5 school is provided with one of the finest geological cabinets in the State. There is also a good chemical, philosophical, ajid mathematical apparatus. A new gymnasium, 56 feet" in length by 40 in width, has been furnished and oi)ened for the free use of stu¬ dents and in the same building a new and pleasant reading-room is sui)piied with the leading, papers and periodicals. Stevens High School, A. J. Swain, A. M., inducipal, was founded in 1867, by Hon. Paran Stevens, of New York, a former citizen of this town. A building was erected ar an expense, including the lot, of about one and one-half acres costing $2,500, of $27,421 84, Mr. Stevens contributing $12,028 37, and the town of Claremont the bal¬ ance. It derives an income of $1,500 a year from the fund contributed by Mr. Stevens, NEW HAMPSHIRE, 281 and the town raises ^2,000 a year besides. The estimated value of the school property is $30,000. There are no alumni, the course of study being four years, and the school having opened September, 1868. Concord High School, J. D. Bartlej’^, A. M., principal. Established 1850. On April 2, 1864, the i)resent school-building was dedicated, it having been erected at a cost somewhat exceeding $31,000. It is well supplied with both a reference and a circulat¬ ing library, cabinet of minerals, t)hilosophical and chemical apparatus, piano, pic¬ tures, and other appointments of a well-furnished school. Litileion Graded School, Frofessov John J. Ladd, A. M., principal. This school com¬ menced in 1867, districted under the Somersworth act. The ijresent term of the high school numbers nearly one hundred pupils. HIGH SCHOOLS. Fen'mington High School. — Professor Charles E. Harrington, x)riucipal. Feterborough High School. — Just established, and not yet in operation. Eagmond High School. — Charles M. Emery, priucix)al. Dublin High School. — Not a permanent institution. THE RECENT COMPULSORY SCHOOL LAW. By an act of the legislature of New Hampshire, entitled “An act to compel children to attend school,” and approved July 14, 1871, the State ordains that all parents, guardians, or masters of any child, between the ages of eight and fourteen, residing within two miles of a public school, shall send such child at least twelve weeks a year, six weeks of which must be consecutive, unless stich child shall be excused from such attendance by the school committee of the town, or the board of education or the superintending school committee of such district, upon its being shown to their satis¬ faction that the physical or mental condition of such child was such as to prevent his attendance at scho^ for the period required, or that such child was instructed in a private school, or at home, for at least twelve weeks during such year, in the branches of education required to be taught in the public schools, or, having acquired those branches, in other more advanced studies. A notice of this law is to be annually x)osted by the school authorities. The penalties of its violation are $10 for the first, and $20 for each subsequent oifense, to l3e recovered as in an action of debt. A i)enalty also attaches to school officers for not executing the law. MANCHESTER. [From the report of Hon. Joseph G. Edgerly, superintendent of schools, for the year ending December 13, 1870.1 The superintendent, while showing that much improvement has been made in the schools, shows the true siiirit of a good school officer by interesting himself in the wel¬ fare of the entire school population .of the city. He says: “ The fact stares us in the face that over three hundred children, under fifteen years of age, have this year been employed in the mills of this city, who ought, according to the laws of New Hamp¬ shire, to have been in school. Many of them have lived in this city for years, and have not attended school a single day. Many of these children know very little of the subjects taught in our lowest primary schools, are unable to tell their ages, or to siiell their own names. And yet the parents of many of these children are extremely anx¬ ious that their children should remain in the mills. In fact, some of them have told me that their children should remain there until they were discharged, and then they should endeavor to obtain situations elsewhere, not intending to iilace them in school. There is a great deficiency in a system of xmblic instruction when one-sixth of the children of school age are not enrolled in any school.” SUMMARY OF STATISTICS. Population, by United States census of 1870 . 23,536] Number of different pupils enrolled during the year . 3, 200' Average daily attendance . 1,087 Number of teachers . 61 Total income for school purpo.ses . $42,014 22 Total expenditures for schools . $42, 005 63 In addition, $5,000 were appropriated for repairs on school-buildings. The subjects of employing children in factories, truancy, and the training of teach¬ ers, are also treated in Mr. Edgerly’s excellent rexiort. 282 REPORT OF THE COMMISSIONER OF EDUCATION. NASHUA. [From the report of the school committee and Hon. E. H. Davis, superintendent of schools, for the year 1870.] Convinced that the welfare of the schools would he greatly promoted by the employ¬ ment of a superintendent, the board unanimously resolved to try the experiment, and the Nashua schools have therefore had the benefit of supervision by a graduate of Dartmouth College, Mr. E. H. Davis. SUMMARY OF STATISTICS. Population of Nashua, May 1 . . . 10, 500 Whole number of different impils enrolled in the schools . 1,975 Average daily attendance . . . 1,212 Number of teachers . . . 42 Amount received for support of schools . $26,943 66 Expended for school purposes . 20, 922 47 About 6 per cent, of tlie cit\^ pupils enter the high school. About 150 attended the two evening schools which were opened. There are several hundreds of poor chil¬ dren, kept at work through the day by their parents, in mills and manufacturing establishments, who are growing up in ignorance, and very many of whom can neither read nor write. The laws of the State, as well as of humanity, forbid such injustice. But little has ever been done in our city for the instruction of this class. VIEWS OF A MANUFACTURING AGENT ON H^VEF-TIME SCHOOL. Mr. D. D. Crombie, the agent of the Nashua Manufacturing Company, expresses his views in the matter in the following extract: “The experiment of short sessions has been tried in many places, and under widely different circumstances, with the uniform result of increasing, at least not diminishing, the progress of the pupils. The increased zeal and freshness of mind which the children bring to their work more than compen¬ sate for the seeming loss of time. Naturally, too, the attendance is larger and more regular with short sessions than with long ones. Reason and experience are thus both on the side of the change ; so is economy. The immense school machinery of the country, sustained at an actual cost of upward of $50,000,000, fails, for one reason or another, to reach more than half the children who should be under instruction. A law compelling attendance at school would be futile, as things are, for the single reason that the school-houses would not hold all the children, while the cost of supplying the deficiency would be unbearably great. By adopting a double system of half-time schools, the difficulty might be met without any addition to the school expenses. Let half the children attend school in the morning, the other half in the afternoon, and there would immediately be ample room for all. The same force of teachers would be able to instruct all the children with less difficulty than they now teach half of them. Multitudes of children are now compelled to quit school as soon as they have learned to read, sometimes earlier, to enter upon an apprenticeship to trade or business. The half-time system would enable them to pursue their industrial training without stop¬ ping their education.’^ NEW JERSEY. 283 WEW JERSEY. The annual report for the year ending August 31, 1870, of the State Superintendent of Public Instruction, Hon. E. A. Apgar, contains the following items: REVEiSIUE. The amounts received from all sources and appropriated for the support of public education during the year were as follows : State appropriation . $100, 000 00 Township school tax . 462,955 24 District school tax . 989,914 89 Surplus revenue . 28,722 88 Tuition fees collected . 71,866 02 Appropriation for normal and Farnum schools . 11, 200 00 Total . 1,664,659 03 Increase over last year in township tax . $39, 086 33 Increase over last year in district tax . . . 74, 560 50 Decrease in amount of tuition fees collected . . 3,691 67 Increase over total amount raised for public school purposes last year.. Ill, 323 28 Of the above total the sum of $1,464,070 13 was raised by local taxation, either by township or district tax, the greater part of which was self-imposed. ATTENDANCE. Number of children in the State between five and eighteen years of ago . 258, 227 Total enrollment in the public schools . 161,683 Total attendance in private schools . 32,447 Number attending no school . . . . . 55, 010 Number of children unaccounted for . 9,087 Number attending public schools ten months . 15, 594 Number attending public schools eight months and less than ten months . 21, 801 Number attending public schools six months and less than eight months . 26, 570 Number attending public schools four months and less than six months . 33, 158 Number attending public schools less than four mouths . 63, 429 Average attendance . . . 78, 612 Increase in the number attending public schools during the year . 8, 888 Increase in the number attending private schools during the year . 1, 078 Increase in the number attending no school during the year . 9, 589 The number reported as having attended no school during the year appears large, but it must be remembered that this number includes many children between five and seven years of age who are considered too young to attend, as well as many between fifteen and eighteen who, having received a fair education, have been withdrawn from school to engage in some of the duties of life. PERCENTAGE OF ATTENDANCE. Percentage of pupils attending ten mouths . 09 Percentage of pupils attending between eight and ten mouths . 13 Percentage of pupils attending between six and eight months . 17 Percentage of pupils attending between four and six months . 21 Percentage of pupils attending less than four months . 40 Percentage of average attendance . 49 That the average attendance upon our public schools is only 49 per cent.; that the number attending ten months during the year is only 9 per cent, of the number enrolled; and that the number who attend less than four mouths during the year is 40 }jer cent., must be recognized as evils Avhich deserve serious attention and which call for some efficient remedy. We are failing to accomplish the object for which public schools are established, and a great portion of the money expended for their support is entirely wasted, if nearly one-half of the children enrolled in these schools attend less than four mouths during the year. SCHOOL TERMS. The average length of time the schools of the State were kept open during the year was eight mouths and fourteen days. In fifty-seven districts they were kept open less 284 REPORT OF THE COMMISSIONER OF EDUCATION. than five months; in three hundred and sixty-seven districts they Avere kept open hetAveen five and eight months ; and more than eight months in one thousand and thirty- four districts. TEACHERS AND TEACHERS’ WAGES. Nnmher of male teachers employed . 915 Number of female teachers employed . . . 1, 905 Avei’age salary per mouth paid to male teachers . $53 62 Average salary per mouth paid to female teachers . $30 66 Average mouthly increase jiaid to males durin^^ the year . $3 14 Average monthly increase paid to females during the year . $1 03 The highest average salary both to male and female teachers was paid in Hudson County. To males, $112 82 per month ; to females, $47 64 per month. The lowest average salary to males was paid in Sussex County, being $38 per month, and the lowest paid to females was in Passaic County, being $23 per month. Since last year there has been a decrease of 26 in the number of male and an increase of 234 in the number of female teachers employed. The time is not far distant when we must depend almost entirely upon female teachers to educate our children. Nor is the fact to bo deplored. The schools under the exclusive charge of females compare favorably, both in disciidine and scholarshij), Avith those taught by males. COST OF PUBLIC EDUCATION. The average annual cost jier impil for education in the public schools of the State for the past year Avas $15, being an increase of 74 cents per pupil over the cost for the pre¬ ceding year. The average cost per child, taking as a basis the entire school census, was $4 55 for the State. SCHOOL DISTRICTS, HOUSES, ETC. Number of townships, ihcluding cities, in the State . Number of school districts . . . Number of school buildings . Number of school departments . Number of new buildings erected during the year . Number of buildings repaired during the year . . Number of unsectarian private schools . Number of sectarian prir^ate schools . Number of Ausits made by county superintendents . Total valuation of school property in the State . Increase over the valuation of last year . Amount expended for building and repairing school-houses during the year . . . 239 1,4.58 1, 522 2, 371 58 60 368 148 2, 414 $3,677,442 00 $696,446 00 $476,606 83 In no other respect is the increasing interest in public education made so manifest as in the improvements which are being made in our school-houses. In our cities and in many of our toAvus and villages the school buildings are among the most beautiful and imposing structures, and even in the rural districts the school-houses, instead of being the poorest buildings in the place, as was too often the case formerly, are now, in many places, models in their w^ay, both in outward apx)earauce and internal arrangemeujts. FREE SCHOOLS. New Jersey is now the only State liaving a system of public instruction which ha,g not free schools. Only in New .Jersey are rate-bills found necessary, or even allowed. The schools in six hundred and fifty-one districts are still to be made free. It is believed that a law making all the public schools in the State free would receive the most cor¬ dial approval of the people. NORMAL SCHOOL. The number of different scholars attending this school and its adjuncts, the model school and the Farnum preparatory school, during the year was as follows : Normal school . 282 Model school . 563 Preparatory school . 281 Total . . 1,126 NEW JERSEY. 285 In the normal school the number who remain to complete the course is much greater than formerly. About tifty now graduate annually. Nearly all of the graduates engage in the business of teaching, and are silently contributing to that generally- improved condition of our schools which is everywhere perceptible. STATE AGEICULTUIIAL COLLEGE. This institution, wdiicli forms a department of the Rutgers scientific school, is in a prosperous condition. The number of students in the institution during the year was sixty-one, of whom one was from Japan, eleven from the State of New York, and forty- nine from the State of New' Jersey. During the past year a course of study extending through four years instead of three, as at present, has been adopted ; the change to take place in September, 1871. The new arrangement will provide abetter scientific education, and at the same time furnish a satisfactory general education for the graduates of our x>ublic schools who may not look forw'ard to a collegiate course of study. . Candidates for admission are required to pass in English grammar and spelling, political and physical geography, history of the United States, arithmetic, algebra to equations of the second degree, and three books in plane geometry. Three courses of study are provided : 1. A course in mechanics and civil engineering ; 2. A course in chemistry and agriculture ; 3. A special course in chemistry. Provision is also made for partial students. During the year the chair of mining and metallui'gy has been fully indorsed, and a new chair of analytical chemistry estaljlished. h Under the law of the State free tuition is granted to forty students, who are dis¬ tributed among the counties in proportion to their population. JERSEY CITY. [From the animal report of the board of education for the year ending March 31, 1870. — S. B. Bevans, esq., superintendent.] ATTENDANCE OF THE DAY SCHOOLS FOR THE YEAR. Wdiole number admitted and taught . 7, 722 Average register number . . . 3, 743 Average attendance . 2, 989 Number between five and eighteen years of age in i^rivate schools . 3, 100 N umber atteudiug no school . 591 Number of teachers . 72 Number of schools for colored children . 1 Number of colored children admitted and taught . 87 Inspection of the statistics of attendance of pupils shows that 20 per cent, of the members of the schools are always absent. The number of those who never go to school is not large ; but when the whole number admitted to the schools during the jmar is reported to be 7,722, while the average register number is 3,743, it is clear that the attendance of many is merely nominal. EVENING SCHOOLS. The attendance in these schools was greater than in any previous season. The total number admitted was 1,295. Average attendance, 433 ; number of adults enrolled, 198 ; number of German pupils studying English, 121 ; average attendance of the first month, 605 ; of the last month, 243 ; number of teachers employed, 25. Total expense of evening schools, $5,954 42. COST OF SCHOOLS. The total expenditure for all the schools during the year was . $82, 865 54 Amount expended for salaries, day schools . 49,224 91 Cost per pupil for tuition in public schools on the average attendance . 16 14 Cost per xmpil on whole number taught . 6 13 NORMAL SCHOOL. This school is one of the most useful parts of our system of instruction. Without a source of supply under our control from which now teachers could bo obtained, great detriment to the achools would be inevitable. All teachers are required to attend the sessions until they regularly graduate. 28G REPORT OF THE COMMISSIONER OF EDUCATION. HIGH SCHOOL. The time lias come when it is proper to urge the establishment of a high school. The inlluence of such a school would not be limited to its own pupils and teachers, but would have a powerful tendency to improve the lower departments, elevate the stand¬ ard of scholarship, and promote thoroughness generally in the schools. Our jireseut course of studies, though satisfactory as far as it goes, does not meet the wants of many parents and pupils, inasmuch as it does not include many of the higher studies which are useful and even necessary. The University of New York and Columbia College have both given to Jersey City free scholarships in those institutions. The county has the right to send four pupils, free of charge, to the Agricultural College and Scientific School at New Brunswick. Not one of the pupils of our public schools can avail himself of any of these privileges without recourse to additional iustructiou. The same holds true in respect to the appointments to the Military School at West Point, and the Naval Academy at Annapo¬ lis. A city of nearly 100,000 inhabitants can afford to support at least one high school, and open wide the doors of knowledge to all its children. SCHOOL STATISTICS OF JERSEY CITY. Number of children between five and eighteen years of age . . . 24, 552 Number enrolled in the public schools . 14, 288 Number attending ten months or more . 4, 364 Number attending between eight and ten months . 2, 007 Number attending between six and eight months . 2, 012 Number attending between four and six months . 2, 069 Number attending less than four months . . . 3, 836 Average attendance . 6, 403 Number attending private schools . 5, 998 Number attending no school . 4,266 Number of male teachers employed . 11 Number of female teachers employed . 143 Average salary paid to male teachers per month . $161 37 Average salary i)aid to female teachers per month . $49 79 PATERSON. CFrom the annual report of the Board of Education for the year ending March 25, 1871. — ‘William Swin¬ burne, esq., superintendent.] Number of children between five and eighteen years of age . 9, 925 Number of children enrolled in the public schools . 6, 212 Average number enrolled during the year . 4, 413 Present number on roll . 3, 659 Average attendance . 3, 212 Number of children attending private schools . 1, 000 Number of children attending no school . 1 . 2, 853 Number of teachers employed . 78 EVENING SCHOOLS. About 800 pupils availed themselves of the privileges afforded by these schools, but the avmrage attendance reaches only about oue-half of that number. It is designed to establish in one of these schools an advanced class in mechanical drawing and Mndred subjects, for the benefit of young mechanics who have had but limited advantages in early life. RESULTS. As a whole, the schools during the past year have been highly successful. At no period in the history of our city has there been so large an amount of money expended for the purposes of public instruction. Two large brick buildings have been erected, and forty-one class-rooms have been added to our jiermanent school accommodations. NEWARK. George B. Sears, Supej'intendent, Number of children between five and eighteen years of age . 24, 971 Number enrolled . - . 13,232 Number attending ten months or more . 1, 229 NEW JERSEY. 287 Number attending between eight and ten months . 8, 097 Number attending between six and eight months . 2, 134 Number attending between four and six mouths . 1,715 Number attending leas than four mouths . 4, 457 Average attendance . - . 7,634 Numbd- of chihlren attending private schools . . . 7, 000 Number attending no school . 4, 739 Number of male teachers employed . 23 Number of female teachers employed . 146 Average pay of male teachers per month . $145 00 Average pay of female teachers per mouth . $45 00 Total aniouut raised for school purposes . $150,577 43 Present value of school property . $463, 500 00 INCREASED SCHOOL ATTENDANCE. According to the census the number of children between five and eighteen years of age has increased 631, while the number of children attending pnblie schools has in¬ creased from 11,321 to 13,232. This increase has been caused mainly by the increased facilities for seating pupils. "We have now modern improved school-seats for more than 10,000 pupils. Our schools are free to all classes and conditions in the community. The regulations of the board exclude all children from the public schools under six years of age. This would reduce the number of non-attendants at least 1,500, perhaps 2,000. The great majority of the children leave school at a very early age. Of the average number registered in all the schools only 3-^ per cent., and of the number registered in the grammar schools only about 9 per cent, reach the high school. Of tlie number who enter the i)rimary schools not more than 50 ^ler cent, reach the grammar schools. Wo are not able to reach a very high grade in our high school, from the fact that pupils must leave on arriving at the age of eighteen. TRENTON. Number of children between five and eighteen years of age . . Number enrolled in the public schools . . . Number attending ten months . Number attending between eight and ten months . . . Number attending between six and eight months . Number attending between four and six months . Number attending less than four months . Average attendance . . Number of children attending private schools . Number attending no school . Number of male teachers emxiloyed . Number of female teachers em[)loyed . Average pay of male teachers xier mouth . Average pay of female teachers xier month . Total amount raised for school jiurposes . Present value of school proxierty . . . 6,799 2,916 417 436 362 607 1,094 1,736 1,000 2, 883 6 29 $87 50 $33 75 $29,266 33 $75,000 00 HOBOKEN. Number of children between five and eighteen years of age . . 5, 354 Number enrolled in the xmblic schools . 3, 259 Number attending xmblic schools ten mouths or more . 170 Number attending xmblic schools between eight and ten mouths . 594 Number attending xmblic schools between six and eight months . 527 Number attending xmblic schools between four and six months . 648 Number attending public schools less than four mouths . 1, 320 Average attendance . 1, 637 Number of children attending xmivate schools . 1, 280 Number attending no school . 815 Number of male teachers employed . 4 Number of female teachers employed . . . 36 Average pay of male teachers loer month . $124 32 Average xmy of female teachers per month . $40 00 Total amount raised for school purposes . $33, 823 18 Present value of school property . $100, 000 00 288 REPORT OF THE COMMISSIONER OF EDUCATION. NEW BRUNSWICK. Henky B. Pierce, Superintendent. Number of children between five and eighteen years of age..., . 4, 443 Nnmber enrolled in the xmblio schools . 2, 201 [Number attending ten months or more . . . 697 Number attending between eight and ten months . 356 Number attending between six and eight months . 303 Number attending between four and six months . 254 Nnmber attending less than four months . 591 Average attendance . * . 1, 295 Number of children attending private schools . 963 Nnmber attending no school . 1, 279 Nnmber of male teachers employed . 2 Number of female teachers employed . 29 Average xiay of male teachers per month . $145 00 Average pay of female teachers per mouth . $34 00 Total amount raised for school purposes . . . $18, 176 28 Present value of school property . . . $25, 000 00 SCHOOL ACCOMMODATIONS LIMITED. In respect to sehool accommodations New Brunswick is behind her sister cities. Were it not that the Catholics have schools of their own, we should lack room for a thousand children. As it is, we cannot proxierly seat many that are in daily attend¬ ance upon the schools. ELIZABETH. Number of children between five and eighteen years of age . 4, 197 Number enrolled in the public schools . 2, 106 Number attending ten months or more . 8 Nundier attending between eight and ten months . 518 Number attending between six and eight months . 385 Number attending between four and six months . 303 Number attending less than four months . 892 Average attendance . 1,074 Nnmber of children attending private schools . . 1,200 Number attending no school . 891 Number of male teachers employed . 2 Number of female teachers employed . 24 Average pay of male teachers per month . . $146 00 Average pay of female teachers per month . - . $39 00 Total amount raised for school purposes . $20, 703 03 Present value of school property . .' . $50, 000 00 SCHOOL CENSUS IMPERFECT. Although the census of children between five and eighteen years of age in this city gives but 4,197, it is believed that a correct enumeration would show nearly 7,000. The appropriations granted by the city are entirely too meager, and the school buildings are not half sufficient for the number of xmpils in attendance. CAMDEN CITY. Number of children between five and eighteen years of age . 5, 291 Number enrolled in the public schools . 3, 188 Nnmber attending ten months . 1, 461 Number attending between eight and ten mouths . 359 Number attending between six and eight months . 488 Number attending between four and six mouths . . . . . 454 Number attending less than four months . — 426 Average attendance . . . 2, 048 Number attending private schools . - . 760 Number attending no scliool. . . J . 1, 343 Number of male teachers emidoyed . 4 Number of female teachers employed . 42 Average pay of male teachers per month . $110 00 Average pay of female teachers per month . . . $36 80 Total amount raised for school purposes . $47, 637 90 Present value of school proiierty . $120,000 00 NEW JERSEY. 289 MISCELLANEOUS. STEVENS INSTITUTE OF TECHNOLOGY, HOBOKEN. This school owes its foundation to the munificence of the late Edwin A. Stevens, esq., of Hoboken. A sum of money which, at the discretion of the executors of Mr. Stevens’s will, might be as great in (he aggregate as |3o0,000, and a lot of ground, (425 by 200 feet,) were left for the foundation of “ an institution of learning for the beneiit, tuition, and advancement in learning of the youth residing from time to time, in future, withiu the State of New Jersey.” A charter of the institution, under the name of the Stevens Institute of Technology,” was obtained from the State in 1870. The idan of instruction to be pursued is such as may best fit young men of ability for leading- positions in the departments of mechanical engineering and in the pursuits of scientiiic investigation. The course of instruction will occupy the period of four years. The following departments have been organized: department of mathematics, department of mechan¬ ical engineering, department of mechanical drawing, department of languages, deiiart- ment of physics, department of chemistry, department of belles-lettres. The institute opened September 20, 1871, with the following corps of professors: Hen^'y Morton, Ph. D., president ; Alfred M. Mayer, Ph. D., professor of physics ; Rob¬ ert H. Thurston, C. E., professor of mechanical engineering; Lieutenant Colonel H. A. Hascall, professor of mathematics; C. W. McCord, A. M., iirofessor of mechanical drawing; Albert R. Leeds, A. M., professor of chemistry ; C. F. Kroeh, A. M., iirofessor of languages ; Rev. Edward Wall, A. M., professor of belles-lettres. PUBLIC LECTURES. In addition to the regular collegiate course of instruction there will he a series of evnning lectures in the hall of the institute, not only open to the students, but to the general public on the purchase of tickets. These lectures will be arranged in several courses, continuing weekly through the autumn, winter, and spring, and be divided into two classes of popular and technical. STEVENS HIGH SCHOOL. Connected in maHagement with the Stevens Institute is a preparatory school. This i5 intended as the primary or preparatory department of the institute, and its graduates are prepared for admission to the latter. It is also intended that it should afford to youth of both sexes a sound general education, such as would be required for the after pursuit of classical studies or of business occupations. STATE INDUSTRIAL SCHOOL FOR GIRLS. On the 14th of April, 1871, an act was approved by the senate and general assembly of the State of New Jersey, which provides ‘‘ That an industrial school be established in this State for the reformation of girls between the ages of seven and sixteen years.” DREW THEOLOGICAL SEMINARY. Loeated at Madison, New Jersey. Eleven graduates last session. A bequest of $100,000 has been left to this institution “ for the jiurpose of establishing a iirofessor- ship to educate women for the ministry.” PRINCETON COLLEGE. Organized 1740. President, James McCosh, D. D. Number of students during the past year, 372 ; graduates, 72. The college has recently received a donation of $120,000 for a new library. It has also received a sum which is to produce $000 auually, to be offered as prizes : $500 for sophomore scholarship, and $100 for the best junior orator. At a meeting of the alumni it was resolved to secure an endowment of $o0,000 for the chair occupied by Rev. Dr. Hodge, who has presided over the seminary for nearly filty years. 19 CE Table of sidtistieal details of schools in New Jersey for 1870. 200 REPORT OF THE COMMISSIO^TER OF EDUCATION. 1 -ivdji oq; 1 SiiT.inp xooqDs ou i?uipti8;;i; 1 U3.ip[up aoqaimi pa^uuiipa; 1 r' Cl -f c 00 03 t- ♦r c r- lA t O I" a Si iX O ■rr CO t'-'i— T— I" o — O'* O !— O O Cl o 'C! 1- w -g- 0* 00 O O O CM ffj O ou 00 00 1C O O I r-H (M cf OO —11^ cf TO ro {*0 cf C^OO Cl r-l 1 ' o o ! ’Siooqos oejUAud Sntpnac^^u } U3jpi^np jy aoq'uinii p^puitpa; ;S; 5S X t- -- i.c m 1.0 <71 cl <* 00 crj o CO 00 rj. o '^g'S'^'^COCJCl-T-OOOTT-C; TT,— CICMt'CCCCTf r. Cl O .1 00 ICO T-I Cl 00 CO i-^ O CS rM 7J l.-o Tt. JO r~i 00 th" ^ CO CO t-T P P P" of cf cc CJ H Muo.i! oip SuLiup 2at -paai^n aaquiuu o2c ja a y oo-?qi; jaqranx OOCi'^CMCsU-OOOOLOCJO’^OCJ^OCOCOCOT-l O 'T CM O ^ Cj i- — ! ^ CO Cl Cl X) r-- Ci O O O Cl O X Cl Cl Cl C5 O ^ ^ rH C^ o T-4 CO C5 rH rf r-T t-T CO" CO' t-T r-T r-T rH r-T t4 ^ o o ecT Cl tiBq^^ ssax pun sqcjuoni :jq2pSntpaa:fP jaquinjq X C^ O O T-t O X O CO i-0 O CO O »-0 Oi X O rjD ^ c-l CO X Ci r-T I'- O 40 i-* X CO r: r-i O ^ ?0 LO r-t o co" t-T • t-T 21, 801 •ojoni JO •sq^uoui no:). Suipaa^p jaqiirajq; r-LO— -X •ciCiwocirorHLOXJOx^coT^coco'^ CO i'- O T?! • O O CO CO Cl CJ> CO o o Cl O Ci Cl Cl Cl ^ CO 'O 1 rH o ^ X CO O f Cl O Cl Cl T-i r-4 Cl i-T ' t-T cf '-T Cl 40 id •paqojua aSn jo sanal! gx pnn (j uaaA; -•oq uajp[iqa jo jaquinj^ ^ O — » X LO 40 4.0 'O CO C". X ?0 X Tji CO CO Ci 1- C5 O—idXJOXCOi^COCriOCiT-^^COXXTpCOT^i- OXrHrHCOCrJOXC0^40-^rHOCl-^l-U-COCOO tM Cl T-H 101,683 •nado c^daq spoqos eq^noni jo jao^oinu oSB-ia-vy JO —1 rHCO OCiOO 00 •aSu jG ejcai; gl G naajA^jaq aaapjiqo jo jsaqranjq; xcor^^X’-t'cioor-oo4.ocicoo*^ooox X Ci 4-0 O O O 30 CO T— JO X O CO Cl T-t CO O CO r-co— 'O'^cox'^coxcox'?^^4ocoxcoc:x'^co TP GO O « (M Cl ^ lO ^ O M ^ TT JO P id Cl o r- Cl m H « >5 a H 5 a Cm D ’SI z: D O o Post-oflico address. Absecom . Enqlewood . Burlington . Black woodtowu . Dennisville . Shiloh . Bloomfield . AVoodhury . -Jersey City . klouiit I^leasant . Princeton . bpotswood . Freehold . Morristown . Forked River . Little Falla . Woodstown . Raritan . Deckertown . Elizabeth . Asbury . . . c6 o 3 cS Izi Calvin Wriqht . . . Alexander Cass . William Hutchinson . F. II. Brace . Maurice Beesley . Albert R. Jones . C harles M. Davis . . . . . ■VVi'Jliam Milligan . WJIiain M. Dickinson . C. S. Conkling . William J. Grihhy . icaipn \v iiiia . Samuel Lockwood . Remus Robinson . Edward M. Lonan . J. C. Cruikshank . William H. Reed . F. J. Frelinghuysen . E. A. Stiles . N. W. Pease . Joseph S. Smith . Counties. Atlantic . Bergen . Burlington . Camden — . Capo May.* . Cumberland . Essex . Gloucester . Hudson . Hunterdon . Mercer . muKuesex . Monmouth . Morris . Ocean . Passaic . Salem . Somerset . Sussex . Union . W arren . . . 0 NEW YORK. 291 IV EW ¥©RM. The report of Hon. Abram B. Weaver, snperiutendent of public education, made February 1, 1871, is just received at this office. ' GENERAL PROGRESS OF EDUCATION IN THE STATE. Our system of public instruction closed the fifty-eighth year of its existence, and the third year of its operation under the free-school act, on the 30th day of September, 1870, with a record of better results than it has ever before produced. The schools were in operation for a period equal to anj’^ preceding term. The aggregate and the average attendance was greater absolutely, and in proportion to xiopulation, than in any former year, while in other respects there was a corresxjondiug imiirqvement. To accomplish all this, 11,700 schools were maintained, 17,500 teachers were emxiloyed, and about $10,000,000 were expended. The product of this vast outlay may bo described by words and figures, but it cannot be gathered into a report ; nor can it be collected into the treasury, like the fruits of some other enteriirises, and be seen and counted. Poxmlar education is a dispensing x>i'ocess. It operates upon the condition of the peoxile, in developing their manifold interests, as the subtile energy of sunlight contri¬ butes to iiroduce the harvests of our fields. Its influence is absorbed and retained as an element of juiblic and of xirivate character. Not in this report, with all its detailed accounting, but in the state of society, in the tone of morality and intelligence iireva- lent in communities, will be found the true effects of the educational work, which the following statistics rexiresent. Summary of statistics for 1870. Cities. Rural dis¬ tricts. Totals. Population, United States census of 1870 . 4, 382, 759 12, 038 Number of school districts . 666 11, 372 Number of teachers employed at the same time for twenty- eight weeks or more iu 16'G8-’69, and for sis months or more in 1864-’G5 . 4, 463 12, 974 17, 437 Number of children between five and tweuty-ouo years of age . 623, 201 857, 560 1, 480, 7C1 Average number of weeks each school was taught by duly qualified teachers . 42. 2 32.8 35c 2 Number' of male teachers employed . 412 6, 137 6, 549 Number of female teachers employed . . . 4, 609 17, 059 21,668 Number of children attending school . 409, 477 016, 970 1, 026, 447 Average daily attendance . 192, 623 292,082 484, f05 Number of times schools have been visited by commission¬ ers . 16, 680 855, 717 16 660 Number of volumes in district libraries . 130, 980 986’ 697 Number of school-houses, log . 1-27 127 9, 904 Number of school-houses, frame . 45 9, 859 Number of school-houses, brick . 308 854 1, 162 Number of school-houses, stone . 14 488 502 Total number of school-houses . 367 11, 328 11, 695 RECEIPTS. Amount on hand at the beginning of the year . $1, 133, 804 48 $204, 141 97 $1, 3.37, 94G 45 Apportionment of imhlic moneys . 848,738 71 1, 602, 967 47 2,451,706 38 Proceeds of the gospel and school lands . 717 54 21, 832 91 22, 550 45 liaised hv tax . * Raised by ratobills . 3, 782, 861 18 2, 770, 132 99 6,5.52,994 17 Estimated value of teachers’ board . 294,291 05 157, 300 86 294,291 05 215, 422 62 From all other sources . 58, 121 76 Totals . 5, 824, 243 67 5, 055, 667 25 10, 874, 910 92 EXPENDITURES. For teachers’ wages . 3 460 2.52 41 6, 496, 692 39 For libraries . 14, 00*7 58 loi 584 24 30,’ 651 82 For school apparatus . 155, 275 10 23, 689 66 378,965 02 For colored schools . 60, 790 75 0, 791 81 67, 582 56 For school-houses, sites. &c . 1, 079, 160 61 891,418 27 1, 970, 57H 88 For all other incidental expenses . 729, 135 23 431,542 .55 1, 160, 677 78 Forfeited in hands of sunciwisors . 365 77 365 77 969, 396 70 Amount on hand at the cud of the vear. . . 749, 374 30 220, 022 34 Totals . 5, 824, 2 13 67 j .5, 050, 667 25 10, 874, 930 92 292 REPORT OF THE COMMISSIONER OF EDUCATION. SCl!OOL-DISTi::CTS, SCHOOL-HOUSES, AND GEADED SCHOOLS. Duriug the year, t^Yellty-t]lreo common-school districts have, under the general act, consolidated and formed eleven union school districts. The adaptation of the union free-schooi act of 18.53 to the educational interests of villages and other populous districts is generally aycII understood. It enables such counnunities to unite small districts, and form large graded schools favorable to better elassilication and greater efiicieucy in teaching. It served, for years, the additional T)urposc of making the schools free \Yithin the districts adopting that form of organiza¬ tion, and thus operated as a pioneer to the general free-school act of 1867. More than ninety academies, included within the limits of such districts, ha.ve been absorbed in the establishment of these schools. At present the number of graded schools, organized under this and special acts, is six hundred and ninety-four. Their chas acter and influence have given them a high place in the popular estimation. But this number does not include the many large common schools which have been graded without changing the district organization. The ample faeflities already furnished render it inexpedient that special acts should be resorted to, except in the cases of cities, or to |>erfect some existing statutes. Of the two hundred and sixty-three log school-houses which existed in 1860, about one-half have since been discarded for better structures, and one hundred and twenty- seven jGt remain, few of which, it is estimated, will survive the next decade. The sums for the last ten years for “school-houses, out-houses, sites, fences, furniture, and repairs,” in the State, aggregate the enormous sum of $12,425,745 32. The condition of the school-houses is well shown in the following statement : Average value of school-houses and sites in cities, $32,646 60; average value of school-houses and sites In rural districts, $744 34. The average value of school-houses in the State has nearly doubled in the last ten jea5f:s, and well shows, as the superintendent remarks, “a judicious disposition on the paid tof the people to provide school-houses adaxded to the use, and fit for the occupancy of their children.” ' CHILDREN AND ATTENDANCE. The snoeess of the free over the rate-bill system is well illustrated in the statistics ,of the last fi>ur years. The attendance in the rural districts in 1867, the last and most isnccessfulyoar of the rate-bill system, was for an average term of only thirty weeks and three days, while that of each of tlie three years following was for an average term of thirty-tw'o weeks and four days. The average length of tiine each pupil attcjuled school in the rural districts was more than 16 per cent, greater in 1870 than in 1867. The average number of pupils, for tho whole State, iu attendance each day of the entire term in 1870, ivas 16,284 more than that iu 1869, and 64,748 more than that for the shorter term in 1867. Including the number reported in attendance upon private schools and academies, more than 80 percent, ef all children in the State, between five and twenty-one years of age, attended school slomus as graduates. The school deservedly enjoys a general popularity. REPORT OF THE COMMISSIONER OF EDUCATION. 2DG NORMAL SCHOOL AT POTSDAM. “ The atteiidance of normal students at tliis school, Tvhicli has been in operation bnt little more than a year, was most enconraf^ing, and amounted in the aggregate to 328. Its advantages are highly ap])reciated and eagerly sought, particulaiiy by teachers from The northern counties of the State. “Authority was given by the legislature of 1869 to use any portion of the appropria¬ tions for this school, unexpended at the close of that year, for the })nrchase of phi¬ losophical and illustrative apparatus. Of the balance remaining, used for this purpose, though not in time to be included in the tinancial statement of the fiscal year embraced in this report. The apparatus has been selected with great care, and will prove a valuable accession to the school. NOliMAL SCHOOL AT BUFFALO. “'The building for the normal and training school at Buffalo has been completed and furnished. It was accepted, on behalf of the State, by the normal school commission, on the 7th day of September, 1870, and is well adapted to its pui'xjoses.’’ NORMAL SCHOOL AT GENESEO. The local commissiefcers reimrt that the building for the Wadsworth Normal and Ti’aining School, at Geneseo, has been conix>leted and fully fuinislied. For these x^nr- l>oses, the sum of $45,000 was contributed by the town, and $15,000 by the village of Geneseo. With $6,000 received through another legislative act, the aggregate resources available for building amounted to about $70,000. A PROJECT TO ESTABLISH A NORMAL COLLEGIATE DEPARTMENT, ill connection with the normal school .at Buffalo, is entertained by the local board. No delinite xdan of org.anizatiou has yet been digested. The general x>rorjosition is to xiro- vide a dexiartment in whigh those who are suitably x>repared, and are willing to x>ay for tuition, may prosecute a course of advanced study similar to that ]nirsued in our colleges, except that it is to embrace instruction in the theory and x>‘’Jctice of teach¬ ing, and to be conducted throughout on normal priucix)les. It is. to be under the same general management as the regular normal school, but is not to treuch upon the proper work or resources of that institution, and is to be maiutained without expense to the State. If this was a proposition to establish another college like those already in existence, or to divert any of the normal schools from their primary and most imx>ortant work of fftting teachers for our elementary xmblic schools, it should not be encouraged. But it contemx)lates ueither of these results, while it xiromises valuable advantages with sufticient certainty to justify the exxieriment. There is not a college iu the State, nor, perhaxis, in the whole country, organized and conducted upon such a basis, although the need of sx)ecial x^iMvisiou in colleges for the x)rofessioual training of teachers is recognized, and its relative importance has often been admitted by men xM’ominent in the mauanement of those institutions. IMany of the graduates engage as instructors in academies and public high schools. Though ambitious to take liigh rank as teachers, and though xmssessiiig the necessary scholastic acquirements, they are undiseixiliued for their work, and either achieve suc¬ cess by a series of exxieriments at the exxiense of their schools, or more commonly abandon a vocation which constantly x>resents difficulties they are unxirexiared to sur¬ mount. Some college graduates have sought the requisite discix>line in the normal schools, but it cannot be expended that many will, for this x>Ri'pose, expend the time and means necessary for a sni)piementary course. To extend the curriculum of study in our normal schools, so as to embrace a collegiate course for the beuetit of the comparatively small number of students who wmuld com- Xffete it, Avould be quite certain to imxiair their general usefulness. But it seems prob¬ able that a normal college, conducted as proxiosed, and for admission to rvhich a high grade of qualiff cation shall be required, might be successfully maintained. REPORT OF THE REGENTS OF THE UNIVERSITY OF THE STATE OF NEW YORK. The eighty-fourth annual report of the regents of the university of the State of New York for the year 1870, Hon. John V. L. Pruyn, chancellor, and Hon. S. B. Wool- W'orth, secretary, contains the following information : The institutions subject to the visitation of the regents, and Avhich are required to make annual reports in relation to their prox>erty and system of instruction are (1) literary colleges, (2) medical colleges, and (3) academies. "The academies of the State NEW YORK. 2D7 consist of t^To classes — those incorporated hy the regents and subject to visitation by them, and high schools or free academies, which are a part of the tree-school system of the State. The volume is finite voluminous, consisting of over seven hundred pages, and con¬ tains a largo amount of interesting matter to wliich it is not possible even to allude in the present sketch for want of space. LITERAIIY COLLEGES. Number of literary colleges . 22 Number of professors in literary colleges . 240 Number of tutors or teachers . 03 Number of students, not including medical . 3,207 Number of graduates in 1870 . 401 Value of college buildings and grounds . $3, 402, 528 97 Value of other college property . $7, 716, 834 35 Receipts . §1, 001, 404 10 Expenditures . . . . $901, 944 52 Debts . . . . . $389,940 38 MEDICAL COLLEGES. Number of medical colleges which report to regent . 32 Number of medical colleges which do not report to regents . 4 Number of professors . 80 Number of demonstrators and lecturers . 23 Number of students . 1,000 Number of graduates . 298 Value of college buildings and grounds . . $114,000 00 Amount of matriculation fees received . ' . $1,460 00 Amount of graduation fees received . $2, 380 00 ACADEMIES. Number of academies subject to visitation by regents . 144 Free or unincorporated academies . 82 Whole number of students during the year in academies . 30, 000 Males, 3,808 ; females, 4,337. Number pursuing classical or higher English studies . 7, 456 Amount apportioned to academies from income of literature fund . $40,000 00 Total value of academic property, in library, apparatus, &c . $4, 343, 579 00 Total receipts by academies during the year . $1, 504, 475 00 Total expenditures . $971,141 26 Total number of teachers — male 443, female 618 . 1, 061 Number of pupils instructed free of charge . 1, 494 Number known to have been engaged in teaching . 651 Income from tuition fees . $387,283 00 Expenditure for teachers’ salaries . $516,985 00 RESOURCES OF ACADEMIES. The excess of salary over tuition fees, of $129,702, has been increased in comparison with former years by the operation of the free-school law, as applied to the academical departments of union schools. It was supplied from the apportionment of tlie literary fund, from productive endowments, and from taxes raised for the support of union schools subject to the visitation of the regents. Up to the 14th day of January, 1871, inclusive, the sum of $110,382 92 has been granted to academies by the regents, an equal amount having been raised by the academies, making a total of $220,765 84. Academies are required to account strictly for the expenditures of moneys received by the regents. DI^IINUTION OF ATTENDANCE IN AC.VDEMIES. Tim largest attendance of pupils during the past eleven years was in 1S61, and the smallest in 1870. It was reduced in 1862 and 1863, probably owing to the vrar, but wms increased to nearly its former standard until 1867, when the law was passed which changed the support of the common schools from rate-bill to tax, since which time the diminution in attendance upon academies has been constant and increasing. TEACHERS’ CLASSES IN ACADEMIES. During the year, instruction was given free of charge to 1,494 scholars in the theory and practice of common-school teaching by eighty-seven academies appointed by the regents for this purpose. The number of scholars in any academy for AYhich such 298 REPORT OF THE COMMISSIONER OF EDUCATION. instruction is provided is limited by statute to t\yenty eaeli year, and the sum allowed by the State for such instruction is lixed at ten dollars for each full-term scholar. COLUMBIA COLLEGE* ATTEXD.VXCE. The total number of students who have been in attendance upon the college and it branches during the present academic year has amounted to seven hundred and fifty- five. Of these there have been one hundred and twenty-three in the college proper; ninety-two in the school of mines ; two hundred and forty-three in the school of law; and three hundred and twenty-seven in the school of medicine. It may be remarked as something unusual in the history of the college, that, during the past year no under¬ graduate student has withdrawn from the college, or has become otherwise discontented with it. The condition of the school of law continues to be in the highest degree gratifying. AYith each succeeding year the number of students steadily increases; and in five years the total attendance has been nearly doubled. The entire numb«i of graduates is now very nearly six hundred. The numbers in attendance upon the school of mines have been also somewhat greater during the irast year than in the year preceding it. In this school, instruction in civil engineering has been commenced, and a number of the regular students have selected this course of study. Considerable additions have been made to the collections in mineralogy and metallurgy. The mineralogical cabinet contains some ten thousand specimens arranged in cases and labeled ; besides two thousand which are set apart for the use of the students, and to wliich they have unrestricted access. The special library of the sch.ool now contains more than two thousand volumes, and the reading-room is furnished with all the important scientific periodicals of this country and of Europe, nearly eighty in number. DE. TOEEEY’S botanical COLLECTION. The number of specimens in the immense botanical collection gathered by Dr. Tor- rey in the course of a life unremittingly devoted to his favorite science, and presented to the college, exceeds probably at jireseut fifty thousand. The degree to which our collection has become a standard of reference among American botanists was men¬ tioned in the last annual report of the president. It is gratifying now to be able to state that the evidence of this fact becomes more decided every year. Botanists are continually resorting to the herbarium, especially those who are occupied with the scientific uses of plants, in order to make their verifications or comparisons ; and the largest facilities are aftbrded them for conducting their investigations. The resident botanists of New York and the vicinity continue, as lu'retofore, to meet the herbarium periodically, to interchange views, and to impart and to receive information in regard to the department of natural history in which they are especially interested. The her¬ barium of Columbia College represents the work of nearly forty years of the life of its collection. It is stated that throughout the country the members of undergraduate students in all the colleges is less at the present time, in projiortion to the entire population, than it was thirty years ago, nearly in the ratio of two to one. THE CUEEICULUM OF COLLEGES AS AFFECTING ATTENDANCE. The fact that the college course of study is losing favor among the people is due, it is believed, to the demand for a more enlarged cnrriculum, that education should be so varied as to suit the varying capacities and necessities of individuals, and that in place of limited and necessarily superficial attainment in many things, there shall be thoroughness, or at least the opportunity for thoroughness, in a smaller number. The throng which has filled the halls of Cornell University from the first day of their opening has been gathered mainly by the opportunity thus ottered. About eighteen mouths since, the elective system was introduced into Columbia College to a limited extent and a])plied to a portion of the studies of the senior year. The results of the first experiment were so satisfactory as to induce the committee on the statutes to authorize its further extension. The diligence of the class throughout the whole year has been to a veiy marked degree satisfactory. The officers have noticed a greater manifestation of interest in the subjects studied than has been observed in former years, and they agree, it is believed, in ascribing this result to the fact that the studies are voluntarily chosen. The president recommends that the study of the Evidences of Christianity, which * Taken from the imblii^hed report ot the college for 1871. NEW YORK. 299 has hither '■Q hcen compulsory and confined to the last year of the academic course, should he either transferred to the freshman year or rendered elective. It is designed to accom¬ pany this study by instruction ui^on Christian antiquities and Christian art, or the influ¬ ence of Christianity upon the fine arts, which, it is thought, would result in making the study of the Evidences more attractive. The president believes that if the study were made elective, the larger number of students would choose it ; and to those who would not, experience seems to show that it would be of little profit if they should be com¬ pelled to give it their attention. Instruction in German is pursued as a volunteer study, and the classes vary considerably in numbers from year to year. PKIZE SCHOL^VUSHIPS AND PRIZE FELLOWSHIPS. A system of endowing prize scholarship and fellowship has been commenced the present year by the establishment of twelve scholarships of the annual value of one hundred dollars each, to be awarded to the students of the several classes who shall, upon competitive examination, be found to exhibit the highest attainments in the several branches of study which the classes have been pursuing. Two fellowships of the annual value of five hundred dollars each, one to be conferred for excellence in the scientific studies of the senior year, such as chemistry, geology, astronomy, calculus, and physics ; and the other, for excellence in the literary studies, as Greek, Latin, and Intellectual and Moral Philosophy, with additional studies to be prescribed in advance by the board of the college. The object of this system, which has been adopted in Princeton and Harvard, and which for a long period of time has existed in the cele¬ brated universities of England, is, to encourage students to devote themselves to intel¬ lectual pursuits for some years after graduation. Union College. — Located at Schenectady, embraces a classical and scientific course. Number of professors and teachers . Number of under-graduates — seniors, 29 ; juniors, 26 ; sophomores, 25 ; fresh¬ men, 22; students in engineering, 12 . . Number of graduates, (1869) . Receipts for the year . . . Expenditures . 15 114 26 $32,726 51 $36,773 58 This college presents extraordinary advantages in the number of ordinary scholar¬ ships, prize scholarships, medals, and prizes. The income of $50,000 is devoted to the assistance of indigent young men. The number assisted the past year was 87. Hamilton College. — Located at Clinton, Oneida County. Number of professors and teachers . Number of students— in law, 6; seniors, 36; juniors, 36; sophomores, 36; freshmen, 42 . Number of graduates, (1870) . Whole number of graduates . Receipts . Expenditures . 11 166 42 j 239 $23, 43i"i'0 $27, 860 72 The interest of the Baldwin fund of $12,000 is distributed to needy students of Chris¬ tian character and good scholarship. Students who are studying for the ministry may receive aid of from $100 to $130 per year. University of the City of Keiv York. — Contains departments of science and letters, pro¬ fessional schools of art, civil engineering and architecture, analytical and iiractical chemistry of law, and of medicine. Number of iirofessors and teachers in literary, scientific, and law schools.. 20 Total number of professors and lecturers in medical school . 16 Total number of students in literary, scientific, and law schools . 170 Total number of students in medical college . 251 Total number of graduates in medical college . 31 Value of college buildings and grounds . $300, 000 00 Value of other college property . $208,765 00 Total revenue of the university . $31,752 84 Expenditures . $30,715 70 Students, upon entering, have the option of entering the literary or the scientific department, or may take selected studies in both. No tuition fees are charged. t assar College — Poughkeepsie, Dutchess County. Number of professors and teachers . 20 Number of students, (under-graduates) . 213 Whole number of college .students . 382 Whole number of graduates . 33 Value of college buildings and grounds . $140, 303 48 300 EEPORT OF THE COMMISSIOJTER OF EDUCATION. Value of other college property . $139, 659 14 Revenue . $159,566 17 Expenditures . $147, 600 13 Cost of tuition in the regular course is about $100 peryear; cost including hoard and washing, about $300 per year. The studies of the junior and senior year are, to a cer¬ tain extent, elective. The luaxinium age of uuder-^raduates, 30 years; minimum age, 15 ; average age of graduates, 20-^. CORNELL UNIVERSITY. The Cornell University, it is remarked, is realizing the expectations of its friends. While it equals in its range of instructioi and the number of its students the long-estab¬ lished and largest colleges of the country, it has not acquired its strength by weaken¬ ing others, but has made a large jiositive addition to the educational force of the State. SUMMARY OF STATISTICS OF CORNELL UNIVERSITY. Number of professors and teachers . 37 Number of students . 609 Number of graduates . 24 Value of college buildings and grounds . $306,770 00 Value of other college property . $1,288,954 90 By the act of incorporation it is provided that one student each year may be ap¬ pointed from each assembly district in the State, who shall be entitled to gratuitous instruction. There is provision for the payment of students for labor performed on the university premises, by which young men having some trade, as carpenter, mason, machinist, or painter, have, in many cases mainly, and in som.e cases entirely, sup¬ ported themselves while carrying on their studies. The shops, which are ultimately to form a part of the College of the Mechanic Arts, are not yet ready, but are expected to be ready at the beginning of the fall term of 1871, which will furnish employment to mechanics. It is hoped thgt some simple remunerative manufacture may be intro¬ duced which will aid in slipportiug students, but at present young men are not advised to come relying entirely upon unskilled labor for support. NON-RESIDENT PROFESSORS OF CORNELL UNIVERSITY. A special feature of this institution, wherein it differsTrom other colleges, is that of non-resident professorships. The duties of these xmofessors are to deliver a course of lectures at stated seasons on subjects to which they have devoted special attention. The following distinguished names are given as non-resident professors: Louis Agassiz, LL.i)., natural history; George William Curtis, LL.D., recent literature; Theodore W. Dwight, constitutional law; John Stanton Gould, mechanics applied to agriculture; James Russell Lowell, M. A., English literature; Goldwin Smith, LL.D., English history; and Bayard Taylor, M. A., German literature. COURSES OF INSTRUCTION. In reference to study, there are three general classes of students, namely, those who pursue one of the three general courses, those who are in one of the seven special courses, and those in optional or elective studies. The three general courses are classi¬ cal, philosophical, and scientidc ; the seven special courses embrace agriculture, chemistry, and physics, engineering, history, and political science, mechanic arts, military science, and natural history ; elective or optional students are uot considered as candidates for any degree or diploma, though they may, by pursuing a course equivalent to one of the general courses, take the same elegree as though they had pursued that course regularly. It is the design to make the university, as far as possi¬ ble, in the words of the founder, an institution where any person can lind instruction in any study.” In addition to the items taken from the Report of the Regents of the University of the State, the Cornell University Register, which is published a few months later, furnishes the following. The Register is the ofhcial organ of the university ; it is pub¬ lished and printed annually by the university, the type being set by the students in the composing-room of the institution. COLLEGE OF THE CITY OF NEW YORK. From the 22d annual register of the college. Summary of statistics. Number of professors and teachers . 29 Number of students . 378 NEW YORK. SOI Ninnber of graduates, (1870) . 30 Value of college buikliugs and grounds . $150, 000 00 Value of other college property . $125,000 00 Revenue . . $148, 055 26 Expenditures . $120,111 57 This college was originally entitled the Free Academy, was established in 1848 by the board of education of the city of New York, and, in 1866, on the recommend ation of the board, the legislature of the State changed the name to the College of New York, and. conferred upon it all the powers and privileges of the college. No student can be admitted into the college unless he resides in the city, has attended the common schools in the city twelve months, and passes a good examination in the common English branches." The graduates of the institution have formed themselves into an association, and hold regular annual meetings in the college building. In 1857 the association established a fund for the purpose of assisting needy students. Complete statistics of the remaining colleges embraced in the report of the regents will be found in table No. 3. UNIVERSITY CONVOCATION. At a meeting of the regents held in January, 1863, it was resolved that an annual meeting of officers of colleges and academies should be held under the direction of the board, to be designated as the “ University Convocation” of the State of New York. The seventh anniversary of the convocation was held August 2, 3, and 4, 1870, at the assembly chamber, in the capitol. Papers, by eminent educators, were read and dis¬ cussed, resolutions were passed, and many valuable suggestions made. The paper of Pi’esideutAldeu, entitled “ Lectures and Text-books,” gave rise to an animated discussion. The report of the regents gives a minute of the proceedings, and then addresses in fuU. NEW YORK CITY. Hon. Henry Kiddle, city superintendent, in making his report for the year ending December 31, 1870, remarks that until the last seven months he held only a subordinate position in the superintendency of schools. The field over which his responsible duties extend is shown in the following table : Classes of schools. No. of schools. . PI . tJO u *'= S § « r*- C3 Whole number taught during the year. 4^ g o C3 00 T-t fH fcC S P f-i o s ^ £ ^ It <1 Aver.age attend¬ ance. Percentage of absentees. Male OTammar schools . remale gi’araiuar schools . Primary departments . Primary schools . Colored schools . Corporate schools . Evening schools . . 47 42 54 40 G 50 32 IG, 158 14,077 37, 352 17, o:o 785 7, 139 10, 047 32, COO 29, 151 88, 981 41, 890 2, 083 19, 323 24, 084 31,545 28, 325 90, 44G 43, 477 2, 000 18, 752 19, 537 18, GG6 1C, OCG 43, 301 ^ 20,029 1, 191 10, 301 16,515 13, 827 37, G38 IG, 544 766 7, 045 lU-f- 14“— 13 + 17 + 351— 31^4- Total . 271 102, 608 238, 112 234, 082 109, 554 92, 335 15i— If to this average attendance is added the 1,214 pupils who attended the normal college and Saturday normal school, the aggregate average attendance for 1870 will reach 103,822, and the whole number tauglit, 239,764. The number of ])U])ils here reported as taught during the year is not correct, as to diftereut pupils, being found ])y adding together all who were enrolled in any of the schools for any portion of the year; conse¬ quently manj’ pupils are counted several times, as there is necessarily considerable change from school to school during the year. ATTENDANCE. * It is interesting to note as evidence of the substantial progress of free schools in New York City, that while the whole population of the city has increased but aI)out 14 per cent, in the last ten years, the average attendance of pupils has incnaised nearly 54 per cent, in the same time. By the foregoing table it will be perceived that the pupils of the male grammar schools are the mo.st regular in attendance, and that those; of the colored schools are by far the most irregular, if we except those of the coiqjorate schools. It will also be perceived that there is 4 ])er cent, more of absenteeism in the primary schools than in the X)rimary departments qf the grammar schools, doubtmss arising 302 REPORT OF THE COMMISSIONER OF EDUCATION. from the fact that the children in the latter schools can he accompanied hy their older brothers or sisters, Avhile in the former this is impossible, as these schools are held in separate buildings. This fact, it seems to me, should be taken into consideration iu the establishment of new schools. The school accommodations, under the immediate control of the board, is claimed to be 14 per cent, greater than the average attendance, allowing 100 cubic feet for each grammar-school puxul, and 80 cubic feet for each primary department pupil. UESULTSIN SCHOOL DISCIPLINE WITHOUT COKPORAL PUNISHMENT. The results with respect to discipline are especially gratifying, in Anew of the fact that, in pursuance of the by-law which went into operation at the commencement of the year, corporal punishment has been abandoned iu the male grammar schools, it having been xireviously prohibited in all the other schools. It is proper to state, how¬ ever, that many teachers of classes of boyslind great difa3ulty in controlling the pupils and keeping their attention fixed sufficiently upon their studies to seeure any degree of progress Avhatever. Indeed, so much time, they say, is taken up, and their energies exhausted to such a degree in preserving order — in keepingthe xuipils quiet — that they have little of either left to enable them to give sufficient instruction. While these are, of course, excexitional cases, there is reason to think that the female teachers having the care of boys are often most severely tasked and embarrassed in the matter of dis¬ cipline with the present somewhat inadequate incentives and means of coercion. The aid of x>areuts, too, is much more frequently invoked than formerly in the discipline of the schools, but very often without effect, since many parents are too negligent and their control too feeble to render their assistance of much avail. From this cause many pupils are expelled from the schools in cousequence of disobedience and disorderly conduct, some of Avhom, however, are subsequently admitted into other schools, in which they quite often rexieat the conduct which resulted in their previous exxmlsion, and thus incur again the same disgrace. The number of puxiils exxielled for miscon¬ duct during 1870 wns 287, in reference to which the superintendent adds : “I am decid¬ edly of the oxiinion that > a more extensive and thorough system of rewards could be made the means of controlling most of the refractory pupils, while it would appeal to the better elements of their character, and serve to awaken in them emulation and ambition, which, by judicious treatment, could be subsequently turned in the right direction.” INEFEICIENCY OF TEACHERS. The superintendent says that facts show that in general the A^ast body of teachers in New York City are efficient and faithful, in a A'ery high degree, earnestly deA^oting themselves to their Avork, aware of their deficiencies and anxious to supply them. Of course there are some of wdiom it is impossible to make so creditable a rexoort. In 177 of classes examined during the x^ast three months the instruction was only fair ; Avhile in 18 it was Amry discreditable. If we estimate the average number of Xmjjils in each of these classes at 40, there must have been nearly 8,000 children more or less neglected, or imperfectly taught, during that period; while a similar estimate shows that in 107 classes the discipline was so inefficient that the pupils could not be controlled while under examination, indicating a much worse state of things when the examining officer was not present. Consequently, upward of 4,000 children must haAm been sufiering for the Avant of efficient and skillful control during this xieriod. The fact of this deficiency has already been communicated to the board in the monthly re¬ ports required to be made by the superintendent, and every case has also been brought to the knowledge of the local trustees, whose duty it is to investigate the cause of the deficiency and take the initiatory stexi for its removal. EVENING SCHOOLS. There were nearly 22,000 scholars registered for the evening schools ending February 14, 1870, of which only 8,807 attended the full term. The larger xiroportion of the evening-school x>upils are under sixteen years of age. REAIARKS OF ASSISTANT SUPERINTENDENTS REGARDING INSTRUCTION liy THE SCHOOLS. Assistant Superintendent Fanning states, as the result of his obserAmtions in examin¬ ing the loAver grades of grammar schools, that the instruction axipeared to be often confined to merely teaching the pupils to prououuce the words correctly, with but lit¬ tle effort to impart their meauiugaud cultiAvate the intelligence of the x^upils. In only a few classes did the aim of the teacher go beyond the training of the puxiils to articu¬ late and enunciate the words clearl}’, expression being entirely OAnrlooked. In some schools the duty of teaching reading in all the classes has been specially assigned to one teacher ; and Assistant Superintendent Jones remarks, that where the NEW YORK. 303 plau lias been ado])te(l it lias been followed by the happiest results— a very perceptible improvement, in all respects, being made. The system invented by Dr. Edwin Leigh, which, under the authority of the board, has been tried in .several of the schools during the past year, is designed to obviate all these difficulties and perplexities, affording, as it does, by slight modifications in the ordinary forms of the letters, a separate sign for every sound in the language. The results of the experiments already made I think favorable to the merits ajid suc¬ cess of the system ; the pupils not only learning to read in a shorter time, but to read more distinctly and fluently ; and, what is even more important, making the acquisition in a thoughtful and logical manner, so that their common sense is never shocked by inconsistencies, nor their natural intelligence baffled by arbitrary contradictious. I have found, too, by my own examinations, that the children, having learned to read Dr. Leiglfis print, pass without any difficulty or additional instruction or practice to ordi¬ nary print, the customary forms of the words being so little atfected by the slightly modified letters employed. These exiieriments will be continued, so as to embrace ©no other grade, at the close of which I will communicate the results in a special rei^ort to the board. It is proper, also, to state that the teachers who have had charge of the classes undergoing this instruction are, I believe, without excej)tiou, pleased with the results thus far attained. In reference to spelling, Mr. Harrison complains that some of the teachers spend an inordinate amount of time in dictating and requiring to be written words of so easy a character as to need but little attention, while others, difficult or anomalous in their spelling, are scarcely temght at all. The constant practice afforded in writing sentences is accomplishing excellent results in training the pupils to spell correctly those Hills words which would never be found among the diffi<^lt test-words ordinarily used in the spelling exercises. Mr. Calkins reports that the practice of using short sentences to illustrate the mean¬ ing of words becomes yearly more general in the xu’iniarj^ schools, and that there is an imxu’ovement in the sentences given, imiuonqitu, by the X)UX)ils at the examinations. The same fact is also attested by Mr. Jones. The pux^ils in this way learn a great deal in x)ractical grammar, since this exercise affords constant ox)X>ortuuity for correcting the errors to which they are liable in their daily speech. In relation to oral instruction,’’ Mr. Harrison reports as follows: “ To the condition of schools in respect to this department of education I have given close attention. I am more than ever impressed with its inix)ortance, when properly conducted, both as a means of developing and sharx3eniug the observing faculties, and as flio most natural and convenient means of cultivating a facility in simx)le oral statement in thexmxfil’s own words. The requirement to teach orally physiology and hygiene, and the simi)le facts in relation to the common xffiysical xfiieuoiuena, is awakening a manifest and beneficial interest both among teachers and puxiils, and must soon exert a marked influence for good on the whole field of oral instruction. The essential basis of real oral teaching is the presentation to the senses of the objects or their nearest pictorial equivalents. To attempt to teach physiology or simxffo facts relating to minerals, plants, and animals, without some such means of illustration, is absurd.” Object-teaching in the x^rimary schools corresx^onds to the oral instruction in the grammar schools. In relation to it, Mr. Calkins remarks : “ I am haxix>y to rex)ort that the instruction by object-lessons is gradually improving in character, as the teachers avail themselves of the opportunities furnished by the board of education for obtaining a better acquaintance with its x)rincix)les and methods.” BROOKLYN. [From the sixteenth annual report of the city superintendent for the year ending January 1, 1871.— J W. Buckley, esq., superintendent.] As the latest information from this city at hand in the office of education, when Igst year’s report was made, was the fourteenth annual rexiort for the year I8G9, the statistics for the two years’ covered by the fifteenth and sixteenth annual reports are given below. SUMMARY. 1870. 1871. Population of the city . 39G, 099 School population, (five to twenty-one years of age) . . 135, 869 Number of different pupils in public .schools . 63, 906 66, 396 Average attendance . 32,761 35,938 Receipts for school xmrposes . . $1,158,524 50 Expenditures . $658,228 15 Cost xici' scholar upon average attendance . $18 31 It is estimated that probably there are not more than 22,000 of the 86,000 children be- ' tween the ages of five and fifteen who have not during the year received some iustruc- 304 EEPORT OF THE COMMISSIONER OF EDUCATION. tion iu the public schools. The private schools also afford instruction to a large number, so that it is thought but few are absolutely deprived of all means of school education. The chief evil is in irregularity of attendance. The schools are being carefully graded. The teachers are, as a body, faithfully endeavoring to do their duty. GRA:\IMArv SCHOOLS. The past year has been one of marked success. The teachers having become more familiar with the course of instruction and the subjects of study ; the schools having been better supplied with maps, charts, globes, and other apparatus, than heretofore ; the school-rooms made more pleasant and inviting, a new interest has been awakened among the teachers and pupils, which has affected the public also. The teachers have been devoted to their work, laboring zealously for the advancement of their classes, and the pupils, inspired with the spirit of improvement, are “pressing on to that which is before.” Some of the fruits of the year’s care and labor are a more regular and punctual attend¬ ance. From week to week many classes have had an average attendance of 100 per cent.; and several of the schools have had from month to month averages varying from 95 to 100. There has been less truancy during the last than in any preceding year. This has been owing to the fact that the teachers have been careful to look after their pupils when away from, as well as iu school. The interests of the class-rooms are better appreciated, also, and the truant officer is “ abroad.” In addition to the six regular grades of the course of study, a supplementary class was added some years ago. In about one-half of the large and more advanced gram¬ mar schools classes of this grade have been organized, and are successfully pursuing the course; and it is a remarkable ffet that the pupils of this class are mostly females, and that in some there is not a single male, while in others there are only a few. The young men of the schools leave their books at a much earlier age than the young ladies, and quite too early for their best interests, they engage iu business cares and pursuits. TKIMARY SCHOOLS. The primary department, it is remarked, is the foundation of the schools. Any defect in it must weaken, may endanger, and perhaps destroy the superstructure. This truth is not sufficiently regarded in the appointment of teachers. The place usually assigned to the novice is the lowest class of the primary grades. Here she takes tho. first step as teacher, and here the child receives lesson as learner iu its course of mstructiou. If, as it is generally conceded, the first impression upon the mind of the little one be the most important, then with what care and skill should it be made ! What a respon¬ sibility ! Here is work for the hand of a master-workman ; nay, rather for the intel¬ ligent and accomplished matron. The remedy is found in paying such salaries to teachers of the lower grades as will rnalse it an object for ladies of ability, scholarship, and skill to seek for such appointments — not merely as an entering- wedge to higher positions, but as posts of honor and usefulness, and of more permanency than they can be made by the present policy. Second, a provision should be made for the establish¬ ment of a normal institute, and experimental classes or model schools for practice. WRITING AND DRAWING. Writing, as an art, it is affirmed, is one of the most important and necessary acquisi¬ tions of both child and man. In all the schools where the teachers understand the methods of teaching, and are careful in drilling their classes in the elementary princi¬ ples of the subject, line improvement has been made and superior results attained. Exercises in printing, writing, and drawing are initiated in the primary department ; lirst, in the use of the slate and pencil, the crayon and black-board, and then the pen and ink. Drawing and Avriting are so closely allied that, as a European educator has afiffi'ined, “ Without drawing, there can be no writing.” That these tw obranchesmay be taught more successfully conjointly than separately, does not admit of a doubt. Habits of careful observation are contracted in drawing which aid iu developing the perceptive faculties. In the primary department draAviug receives early attention. With slate and pencil iu hand, or rvith the crayon and black-board, the child is easily taught to draw simple geometrical lines and figures of familiar objects, and progres¬ sively, as it is promoted through the x>rimary classes, it is occupied in making small Xirofiie niax)s and x)ictures, all of which to him are sources of interest and pleasure. MUSIC. Music has for years had a xff ace in the scdiools of the city, and has ever been con¬ sidered an important branch of study. For many years five male teachers were daily employed during school hours in giving instructions in the art, science, and practice of music. To this number three female teachers were added last year. Each school and NEW YORK. 305 department lias its piano to aid in the music lessons, and for daily use, as occasion may require. This department of instruction is now at an expense of about 110,000 annually. Lessons of the primary departments are of necessity chiefly oral. But the prominent defect of the musical deiiartment is the want of a thoroughly graded system of study and instruction for all of the schools of the city. EVENING SCHOOLS. There were seven schools for white, and two for colored pupils. The cost of main¬ taining the evening schools is very inconsiderable, being only $11,013 30 ; of which amount, $10,990 13 was paid for the wages of teachers. This is only $2 03 for each pupil instructed, and $5 33 for each pupil in average attendance. The whole number of pupils in attendance was 5,416. The average attendance, 2,041. ORPHAN ASYLUMS. The orphan asylums are practically, exceiit for the purpose of complying with the requirements of the law in relation to the distribution of the State school moneys, under the care of their own boards of trustees ; and the board of education does not in any measure interfere in the appointment of teachers, the course of study, or any other of "the details of their government or instruction. They are doing an invaluable work for a large number of children, whose misfortunes are iu some degree alleviated by the large-hearted benevolence of the founders and supporters of the truly benevolent chari¬ ties. The total apportionment by the board to these schools was $10,731 41 ; being at the rate of $13 69 for each pupil in average attendance. Whole number of pupils instructed, 1,022. ALBANY. lErom report of Hon. J. O. Cole, superintendent of schools and secretary of the hoard of education, for the year ending April 30, 1871.] By the alteration of the boundaries of the city, in 1870, six schools were added to the management of the board. The condition of the schools is shown by the following SUJIMARY OF STATISTICS OF SCHOOLS IN ALBANY. Population, United States census of 1870 . . . . 69, 422 Total number enrolled . ' . 10, 939 Average daily attendance . 6, 179 Number of teachers employed . 145 ! Total receipts for school purposes . . . $317, 397 13 Total disbursements for school purposes . $187,051 38 Balance on hand May 1, 1871 . . . $130, 325 75 !, The sum of $69,942 78, included in the above disbursements, was expended for biiild- i ing puiqooses. The superintendent says : ^‘Albany stands as the eighth city in popula¬ tion, the eighth from highest in cost of tuition per pupil, eleventh in number of teachers 'i employed, and seventh in number of inhabitants to each teacher. There are three ' cities with less population which employ more teachers. Out of twenty-two cities, ll there are sixteen cities which employ more teachers in proportion to the nnmber of i inhabitants than Albany. This is the manner in which most tables of this kind are ■ made out ; but it hardly seems to be the just method, for certainly all who have entered : the schools have partaken of the beaeflt of them, and should be taken into considera- I tion when calculating the cost per pupil. There were enrolled during the past year 10,939 pupils in this city, which would make the cost per pupil $8 36. The school I accommodations seem quite insufficient, as hundreds of children have been refused I admission to the schools of the city, and many of the schools have been filled beyond i the capacity for desks.” ; THE FREE ACADEMY. j The academy has been established to aid only those who, by good conduct and pro- I gress in their studies, are entitled to its benefits. Promotion to this institution is, in i truth, a reward of merit. Careful and rigid examinations have secured to the schools 1 most excellent and successful teachers. At the last examination 188 pupils from the I public schools presented themselves for promotion to the free academy. The examina- |( tions were conducted during two days, with printed questions, in the X’resence of : twenty-one teachers, to whom was assigned the duty of carefully watching the candidates during the iirogress of their work, and thus preventing any com¬ munication between them. So systematically was this arrangement carried out, that no j)upil could possibly derive any information from another, but was compelled to |; 20 C E 30G REPORT OF THE COMMISSIONER OF EDUCATION. rely entirely upon liiinself. By tliis examination 134 pupils out of the 183 applicants, from 14 ditfereut schools, were recommended for promotion to the free academy. The percentage of attendance at the free academy during this year has been 96.6. In conclusion the report says: ‘'The only thing the hoard have to regret is their inability to supply the demand for seats in the schools. The report of the committee on construction and repairs shows the great and increasing demand for admission into the schools. This demand is more especially pressing upon the primary departments. “ There are many excellent private schools in our citj^, but these are diminishing in number and efficiency for want of patronage, and the board feel it their duty to pro¬ vide as far as possible for the increasing demands upon them from this and every other cause.’’ BUFFALO. [From the Thirty-third Annual City Eeport, Hon Thomas Lathrop, AT. D., superintendent, for the year ending December 31, 1870.] The superintendent says: “The new charter, which came into operation April 28; 1870, relieved me of the supervision of the school-buildings, and imparted increased authority over the educational interests intrusted to my care. The title of the office was changed from suiierintendent of schools, which it had borne from the organization of the city government, to superintendent of education, and the time and attention previously devoted to the oversight of the necessary repairs, constantly required in so large a department, has since been more profitably occupied in perfecting the system of education adopted in our public schools, and infusing increased vigor and earnest¬ ness into the labors of those to whom the education of our youth is intrusted.” teachers’ pay — ORGANIZATION AND SUPERVISION. The increase of the number of pupils over the year 1889 is 41.5, making a total of 21,595, while the expenditure has increased from ,$216,489 17 to $252,188 92. The largely increased ex])enditure during the year is to be attributed mainly to the increase of the salaries of teachers. This act of justice to a faithful class of public servants has con¬ tributed much to the success of the schools. The expense of maintaining our schools is greater per capita, probably, than in any other city, and the reason is found in the defective organization of our educational system. In the inauguration of a system of free schools, the territory then included in the city was divided into districts, in proportion to the number of inhabitants, locating the sdiool-houses in such x^csitions that they would be both convenient and accessible. Yvhth the growth of the city in wealth and x>opu]atiou, the subdivision of districts has been carried on until there now exist thirty-six districts, each maintaining one or more separate school organizations, and emxiloying tiiirty^-six x^rinciiials, twenty-six of whom are male and ten female. The time of the principal, instead of being occupied, as the necessities of our schools demand, in a close and x>i'‘ofessional suxservision of the work of each teacher and of each i)U]iil, is, under our i)resent system, employed in hearing the recitations of the first and second grades. The consolidation of districts and of the higher grades, and the employment of a less number of male x)i incipals, giving to highly educated women the immediate instruction of all the grades, under the suiiervision of a princixial who jigs- sesses exxierience and superior intellectual endowments, is the correct idan, the adoj)- tiou of which would make our schools tenfold more efficient than they are at the x)res- eut time. MODERN AND OLD-STITLE SCHOOL-HOUSES COMPARED. The average number of impils to the teacher, in the six modern school-houses of Bufialo, is 38.8. The average number of x^upils to the teacher in the old-style school-houses, 29.4. Tills great difference increases the exxienditure for teachers at least 12 x>er cent., or a,dds $5,000 per annum to the school expenses. This comparison is made to show the necessity of some change in the internal arrangements of some of the school edifices of Buffalo. ATTEND^AXCE AND TRUANCY. The average attendance of pupils has increased from 10,664 diming the first term, to 11,275 during the third. In the management of our xmblic schools one of the greatest obstacles to success is irregularity of attendance. About 25 x^er cent, of the x>upils who are registered fail to attend. Absences and tardiness from trivial causes, which are allowed to pass unnoticed, lead to that fatal habit, truancy. This subject has engaged the serious attention of school authorities throughout the country. Corxroral punishment and moral suasion have XU'oved equally ineffectual in checking this growing evil ; and ouU iu those localities in which the strong arm of the law and the fear of xmnishment reaches out and restmius NEW YORK. 307 tlie truant lias ations and pecuniaiy circumstances prevent ij their' attendance at the day schools, five more were organized. il The total expense for instruction and incidental expenses was $3,658 22. The cost j per pupil on total registration for the term has been $1 .35, and on the average atteud- j ance $2 10. The expenditures have been larger than was at first anticipated. The ,j| favor with which the system of evening schools was received, and the larger attendauoc i! of pupils than the most sanguine anticipated, compelled the employment of a greater number of teachers, and the oiiening of more schools, than was at first anticipated ; The investment cannot be regarded an unprofitable one, on the jiart of the city. TEXT-BOOKS FOR INDIGENT CHILDREN. ' On this important subject the superintendent says: ^^No provision is made, in the ! annual estimates, for providing text-books to pupils whose circumstances are not such i as to enable them to obtain them. If it is the duty of the city authorities to provide i! annually the means to purchase the necessary commodities for the poor, costing thou 'I sands of dollars, how much more necessary that they should provide a fund adequate 3 to supply the hundreds of poor children with books for their intellectual improvement I Indeerl, the principfe should be carried to its full extent. All text-books should be j provided, and remain the properfjr of the city. New York, Brooklyn, Philadelphia, i and other cities have adojited this plan, and with the most satisfiictory results. Buf- 3 falo should not hesitate to make its public schools as free as are those of other cities. II But if impracticable to adopt this plan at the present time, a fund should be placed at I the disposal of the superintendent sufficient to meet the almost daily demands of the i; poor and needy.” SYRACUSE. , [From the report of Hou. Edward Smith, clerk and superintendent, for the year ending March 7, 15X1.1 SUMMARY OF STATISTICS. Population, United States census of 1870 . 43, 051 Population of school-age, five to twenty-one . 16, 859 308 REPORT OF THE COMMISSIONER OF EDUCATION. Whole nnnihcr of pupils registered in all the schools . 8. 042 Average daily attendance in all the schools . 5,326 Number of suspensions — for irregular attendance, 459 ; misconduct, 423.. 882 Number turned out ; that is, not restored . 346 Total receipts for school iDurposes . $139,931 07 Total disbursements . . $139, 117 86 ATTENDANCE, AND SUSPENSION OP SCHOOL PIHVILEGES. As it is impossible, for want of space, to give more than one feature of Mr. Smith’s excellent report, we select the subject of attendance and suspensinns as one of unu¬ sual interest — the great question of the hour being, how to get the children into the schools — and present the action of the Syracuse schools as an illustration for serious consideration. Of 7,820 pupils in the graded schools about 12 per cent, attended less than two months ; 18 per cent, over tavo and less than four months ; 9 per cent, over four and less than six months ; 17 per cent, over six and less than eight months ; 45 per cenr. attended from eight to ten months. These rates are about the same as those l)resented a year ago. We have not been able to improve them, although special etforts have been made in that direction. Less than one-fourth of the school iiopula- tiou attended our schools eight months or over, and less than one-half of those who ever enter the schools continue in them three-fourths of the time. ABSENTEEISM AND TARDINESS CHECKED BY SUSPENSION. The number of days lost by absence during the year is not quite as large as that reported for last year. The good results obtained have been in part, at least, the effects of suspension. It is the rule to suspend from school for three days of unexensed absence, (three tardinesses counting as one day of absence.) This rule seems to many to be too arbitrary and entirely unnecessary. It causes parents much trouble, some say. It keeps more children out of school tliau would otherwise be out, for they stay out on purpose to be suspended, that they may not be obliged to be in school, others will say. THE COMPLAINTS OF PARENTS CONSIDERED. It does cause trouble to the parents, and so does any delinquency from children. For this very reason they look after their children to save themselves trouble, and by so doing not only are they having less trouble, but the teachers are aided and pupils are making better progress. The number of suspensions is increased a little over last year. For irregular attend¬ ance there have been 459 cases ; 232 of these were restored, leaving 227 not restored. For misconduct, 423 suspensions were reported ; 304 of these have been restored, and 119 not restored. We have those among us, however, who conscientiously think our ])lau a failure, and that our schools have lost, in a measure at least, their efficiency. They have been led to this conclusion because by means of suspension from school de¬ linquencies for deportment and irregular attendance are made more open — brought in so tangible a manner before their eyes, they are compelled to attend to the matter. This could be made still more effectual by requiring such pupils to attend a reform school until they had redeemed their goo(l character for good dexiortment. This last idea involves the establishment of a reform school in our city. WHAT BECOME OF SUSPENDED CHILDREN. There arc many reasons for the speedy establishment of such a school, and among the most apparent are these : A large class of boys who have no father or mother, or who are beyond the control of their parents, are in onr schools. They are constantly asserting the right to do as they iilease in the school-room, as they do at home. Any curtailing of their desires, either by corporal imnishment or milder means, begets in them a combative spirit; more especially, however, if the whip or ferule be resorted to. This disobedience must be discarded from the school-room, and is. The child, sooner or later, is suspended from school. If he has no parent or friend, ho remains out of the school. If he has friends, he gets back into the school-room, to repeat the same course and to meet with the same results in many cases. He is finally out of the schools ; nothing to do — learning nothing good — continually forjning evil habits and practices, which are sinking him lower and still lower, and making him day by day less and less likely to reform. UTICA. [From the rejwrt of Hon. Andrew McMillan, A. M., superintendent, for the school-year ending July 8, 1870.J Utica owns sixteen school-houses, all substantially-built brick edifices, and is rapidly building to meet her growing iiopnlation. This is an honorable excej)tion to the vast munber of comnlaining cities and localities respecting their school accommodations. NEW YORK. 309 COMPULSORY EDUCATION. Yet education is not carried to every child. There is no inconsiderahle nninher ctf hoys vho congregate npon street-corners, surround ])laces of public resort, gather in saloons and dram-shops, and infest the thoroughfares of Imsiness, shocking decency itself with their oaths and vulgarity. They are depredators npon public and private prop¬ erty ; they are the pest of neighborhoods, the terror of unoffending children, a reproach to religion and good morals, and are controlled only by the strong arm of municipal law. Many of these boys, at different periods, have been brought before the grand jury for indictment, but considerations of pity rather than justice have so far prevailed -with that body as to suffer these cul})rits to escape the jtist and well-merited punishment for their offenses. This evil is not only local in character and effect, but Avidespread and general, as shown by the ever-recurring deeds of crime Avhich till our jails, i)euiteutiaries, and prisons, and constantly operate to deprave public morals and disturb the peace, stability, and good order of society. To meet this evil the superin¬ tendent recommends the establishment of a school, under the supervision of the school commissioner, equipped and proAuded in all respects like the other public schools, forming one of the same general system, and subjected in every particular to the same rules and regulations. “To put the plan in practical operation, and keep it so, I Avonld recommend the appointment of an officer Avhose duty it should be to compel the regular attendance of all boys for Avliom the school is designed, or included Avithiu the limits of its proAusion.’^ The superintendent Avell adds: “If ignorance, Avith its host of depraA^ed minions, is suffered to usurp places of poAver and trust, Avhat hope can there be of the lAermanence of free institutions or a free gOA^ernment f’ SUMMARY OF STATISTICS. Population, United States census of 1870 . . . 28,804 Number of children residing in the city, age fi.A"e to twenty-one years . 9, ‘492 Number of public schools . . 28 Number of teachers . 71 AA'erage daily attendance for the year . . . 2, 547 Receipts for school purposes . $91, 112 05 Expenditures . . . . . $60,005 44 MISCELLANEOUS. FEMALE NORAIAL COLLEGE. Located at Neiv York City. Number of pupils, 1,100 j graduates, 151. HEBREW FREE-SCHOOL ASSOCLiTION. Schools consist of one day school and three eA^ening schools; haA^e been in operation se\"eu years ; meet in Stein way Hall, New York City. Number of pupils in all, 429. HAMILTON COLLEGE. Located at Clinton, Ncav York. Orgjviized, 1812. President, S. Gilman BroAvn, D. D. Number of graduates, 33. A committee of the alumni has been appointed to raise $2,000,000 as an endowment fund for the college. • UNION COLLEGE. Located at Schenectady, Ncav York ; organized, 1795. E. N. Potter, D. D., of Troy, has been elected president in place of Dr. Aiken, resigned. ST. JOHN’S (catholic) COLLEGE. Located at Fordham, Noav York; Organized, 1846; graduates, 13. UNIA^ERSITY OF ROCHESTER. Located at Rochester, Ncav York ; organized, 1850. President, Rev. M. B. Anderson. Number of graduates, 29. The alumni liaA’e pledged themselves to raise $25,000 for the university, to be paid in on its tAventy-fifth anniversary, which Avill be in 1876. CORNELL UNIVERSITY. Located at Ithaca, NeAv York; organized 1865. President, lion. Andrew D. Wliite. N umber of graduates, 40. The past year has been a very prosperous and successful one for 310 REPORT OF THE COMMISSIONER OF EDUCATION. this institution. The library has been increased by several thousand volumes, among them a mathematical library ot over 1,600 volumes. President White has presented his tine architectural library, with ^1,500 for its increase. Professor Goldwin Smith has added $2,500 to the former gift of his entire private library, for the purchase of works ou English history and literature. The collections of the geological and botan¬ ical departments have been greatly increased by the addition of a large number of specimens brought from South America by the Cornell University Brazilian Expe¬ dition. A building has been coiupleted for the use of the college of the mechanic arts. This \Yill also accommodate the school of civil engineering, and the university press- 3'oom, offices, &c. A brass foundery and engine-room are connected with the building. One of the trustees has ottered to erect a building for the use of ladies, if it shall be decided to admit them to the university. LIST OF SCHOOL OFFICERS. Hon. Aubam B. Weaver, Siq)erinfendent of Public instruction, Albany. SCHOOL COMMISSIONERS. Counties and districts. Albany Allegany Broome . Cattaraugus .... Cayuga . . Chautauqua .... Chemung . Chenango . Clinton . Columbia . Cortlaud . Delaware . Dutchess . Erie Essex . . . Franklin Names. Post-offices. 1 2 3 1 2 1 2 1 2 1 2 3 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 3 1 2 1 2 Leonard A. Carhart . . Julius Thayer . . . John P. Wiiitbeck . John O. Cole, (city superintendent) _ Murray Hubbard, (president board of education) . Liicien B. Treeman . Richard L. Andrus . . . Henry S. Monroe . . . New^tou W. Edson . G. L. Farnham, (secretary board of edu¬ cation) . Frank A. Howell . Jerome L. Higbee . . Samuel A. Cole . . . Leonard F. Hardy . . Lewis V. Smith . B. B. Snowp(8ecretary board of education) Alonzo C. Pickard . . Wellington Woodw ard . . Charles K. Hettield . . . Hosea H. Rockwvdl, (secretary board of education) . Mathew B. Ludingtou . . David G. Barber . Ira D. Knowdes . Robert S. McCullough . Hiram K. Smith . Hiram Winslow . Cyrus Macy, (city superintendent) . Daniel E. Whitmore . . . Rufus T. Peck . . Isaac J. St. John . - . John W. McArthur . George W. Draper . Isaac F. Collins . R. Brittain, (clerk board of education). Henry Lapp . James F, Crooker . . S. W. Soule . . Thos. Lothrop, (city superintendent)... William H. McLeuathan . Thomas G. Shaw . Sydney P. Bates . Cyrus P. Whitney . Coeymans. S. Westerloo. West Troy. Albany. Cohoes. Centre ville. Bolivar. P. O. Box 561, Bin hamton. Binghamton. Binghamton. Macliias. Cattaraugus. Throopsville. Weed sport. Genoa. Auburn. Busti. Jamestown. Horseheads. Elmira. North Norwich. Oxford. Peru. Chazy. West Taghkauick. Green River. Hudson. Marathon. Solon, Walton. Bloomville. Clove. Rhiuebeck. Poughkeepsie. Clarence. Willink. Collins Centre. Buffalo. Jay. Olmsteadville. Malone . Dickenson Centre. NEW YORK. 311 School Commissioners — Contiuiiecl. Counties and districts. Names. Post-offices. Fulton . Genesee . Greene . 1 2 Hamilton . . Herkimer . 1 2 Jefferson . 1 2 3 Kings Lewis . 1 2 Livingston . 1 2 Madison . 1 2 • Monroe . 1 2 Montgomery New York , . Niagara .... Oneida Onondaga . . Ontario .... Orange .... 1 2 1 2 3 4 1 2 3 1 2 Orleans . Oswego . 1 2 3 Otsego . 1 2 Putnam . Queens . 1 2 Rensselaer . 1 2 Riclimond . Rockland . St. Lawrence ... 1 2 3 Saratoga 1 2 Cyrus Stewart . EicliaidL. Selden . . John Beardsley . Hiram Bogardus . AVilliam I). Smith . John D. Champion . . Ezra D. Beckwdth . Alphonse E. Cooley . Bennett F, Brown . Horace E. Morse . . Wm. G. Williams, (secretary hoard of education) . C. Warren Hamilton . J. W. Bulkley, (city sux)erintendeat) .. Vfilliam Adams . Charles A. Chickering . John W. By am . . . Robert W. Green . Joseph E. Morgan . O. W. Sturdevant . William E. Edmonds . George W. Sime . . . S. A. Ellis, (city superintendent) . Charles Buckingham . Henry Kiddle, (city superintendent) ... David L. Pitcher . Jonas W. Brown . James Ferguson, (city superintendent). Mills C. Blackstone . Charles T. Pooler . Harvey S. Bedell . Eugene L. Hinckley . A. McMillan, (city superintendent) .... J. Warren Lawrence . George C. Anderson . Parker S. Carr . . . . . E. Smith, (city superintendent) . Ezra J. Peck . Robert B. Simmons . George K. Smith . John W. Slauson . . H. A. Jones, (city superintendent) . James H. Mattison . David D. Metcalf . Byron G. Clapp . George F. Woodbury . V. C. Douglass, (city superintendent) . Charles F. Thompson . Eli R. Clinton, jr . Charles H. Ferris . AVilliam H. Peckham . Isaac G. Fosdick . Amos H. Allen . George W. Hidley . Yfm. Kemp, (president board of educa¬ tion) . James Brownlee . Nelson Puff . Martin L. Laughlin . . . A. B. He])burn . . . Barney Whitney . E. B. Lowry, (city superintendent). .. - Seth Whalen . . Oscar F. Stile . Gloversville. Le Roy. Athens. Greenville. Hope Falls. Little Falls. Cedarville. Adams Centre. Philadelphia. Clayton. Watertown. New Lots. Brooklyn. Martin sburgh. Copenhagen. Livonia Station. Dansville. Earlville. Oneida. Pittsford. ' Sweden. Rochester. St. Jolmsville. New York. Lockport. Youngstown. Lockport. Washington Mills. Deansville. Rome. Prospect. Utica. Saliua. Borodino. Fayetteville. Syracuse. Phelps. Bristol. Monroe. Johnson’s. Newburgh. Barre Centre. North Hannibal. Phoenix. Orwell. Oswego. Schuyler’s Lake. Butternuts. Cold Springs. Mauhasset. Jamaica. Petersbirrgh. Wyantskill. Troy. Port Richmond. Nyaek. Hammond. Colton. Lawrencevillc. Ogdensburgh. Ballston S]ja. Saratoga Springs. 312 EEPORT OF THE COMMISSIONEE OF EDUCATION. School Commissioners — CoDtinued. Couuties aud districts. Schenectadyi. Schoharie ... Schuyler . . . . Seneca . Steuben - Names. Post-offices. _ Simon J. Schermerhorn . S. B. Howe, (city superintendent) 1 Ambrose E. Hunting . . 2 John Van Voris . . - Duncan C. Mann . . - William Hogan - - . 1 John C. Higby, 2d . 2 Jacob H. Wolcott . Rotterdam. Schenectady. Gallupville. Cobleskill. Watkins. Waterloo. Prattsburgh. Cornino’, Suffolk _ Sullivan... . Tioga _ _ Tomxikins .. Ulster . . Warren .... Washington \ Wayne . Westch(?ster Wyoming .. , Yates . 1 2 1 ^2 1 2 3 1 2 1 2 1 2 3 1 2 Edwin Whiting . Horace H. Benjamin Thomas S. Mount - Charles Barnum .. .. William H. Cole _ Albert H. Pierson - Jackson Graves . William H. Dcderick Oscar Mulford . Horace W. Montross Adam Armstrong, jr. Abram H. Cochran . . William H. Tefft.... John McGonigal .... Ethel M. Allen . Franklin W. Gilley . George W. Smith . Joseph Barrett . John B, Smallwood . Richard Langdon . . . Joseph W. Brown. .. Jasper. Riverhead. Stony Brook. Mouticello. Owego. Truman sburgh. Dryden. Kingston. Shawanguuk. Ellenville. Glens Falls. Galesville. Whitehall. South Butler. Williamson. Morrisania. Port Chester. Katonah. Warsaw. Wethersfield. Bluff Point. NORTH CAROLINA. 313 ]V O R T II C A R O 1. 1 X A . [From tlio third annual report of the superintendent of public instniction for the year 1870 ; Hon. S. S. Ashley, superintendent.] SUMMjUIY of statistics. Population of the State, United States census of 1870 . 1, 071, 361 Number of youth reported in State between six and twenty-one years of a2,e . 99, 114 Number of pupils in public schools, (estimated) . 29, 303 Number of schools . . 1, 398 Number of teachers in public schools . 1,415 Average wages of teachers per month . $20 21^ Number of school-houses, frame, 309; log, 358 . 667 Public school revenue . $152, 281 82 Amount paid during the year for teachers’ wages . $42, 862 40 PROGRESS OF THE SCHOOLS. Only 250 of the 800 townships in the State have reported. As only about half the schools report the number of pupils, this item is merely estimated at about 49,000. In only 74 out of the 90 counties of the State have schools been kept during the year. In the year 1840 there were but 70 counties in the State, and schools were kept in but 38 of these. The number of schools kept in 1840 in the State was 632, the number of pupils attending being 14,937. The amount expended for x>ublic schools in that year being but $41,873 08. EFFORT TO OBTAIN STATISTICS. The superintendent states that he has endeavored to collect and compile the educa¬ tional statistics of this State to such an extent as to show not o^uly the condition of the public schools, but its entire educational condition ; to collect all the essential facts concerning the organization and condition of the chartered colleges and acade¬ mics, and xwivate schools of every kind. For this year the results of this effort are not quite satisfactory. The principals of many institutions have failed to make the returns asked of them ; nevertheless, the number now reporting is larger than last year, and it is believed that the facts and statistics submitted show that the State, although embarrassed and depressed, is foster¬ ing wise and successful efforts for the education of her youth of all classes. School authorities have not been as prompt and accurate in making their reports as the neces¬ sities of the case require. The law requires the annual school census to be taken in June, and returns thereof to be made to the office of the superintendent on the 1st day of July. This duty is devolved upon the township school committee. But now, on the l.st day of November, four months after the day of return, thirty counties are delinquent; just one-third of the whole number of counties have failed to comply with the law. To illustrate the incompleteness of these reports, it is stated that nearly one-lialf of the reports of town¬ ship committees neglect to give the number of pupils attending the schools of the townships; many report a part instead of the whole number attending school. For the guidance and information of school officers, and to insure completeness and accu¬ racy in making reports, a register, or school record, has been adopted, which is more com¬ pact and less expensive than the one formally in use. The superintendent has aimed to supply the counties throughout the State with a number sufficient for all tlic schools in operation. But many counties are so distant from railroad and express accommoda¬ tions, and many townshijis are so remote from county seats, that it has not ])een ]n'ac- ticable to place registers within the reach of every teacher. Many schools have there¬ fore been kept without registers, Avhich is like attempting to operate a bank without an account-book, or to regulate a mrlitaiy company without a muster-roll. This lack of regi.ster undoubtedly accounts for many of the incomplete rei»oi ts Avhich have come to hand, as well as for the many failures to report. Inquiries will at once be instituted as to the number of registers that will be needed in the several coui’ties during the present school year, and the demand Avill be supplied. • COUNTY EX.VMINERS. These officers have in general attended to their school duties witli ]»rai.se worthy atten¬ tion and lidelity. Their difficulties have been numerous and p(*ri)lexing, among which have been indifference to public schools on the i>art of many citizens ; downright opiio- sition on the part of more ; the imperfect qualihcations of candidates for teachers’ cer- 314 REPOET OF THE COMMISSIONER OF EDUCATION. tificates, coupled witli the necessity of approhating nriqualified and nnsuitahle x')ersons, or of depriAnng many anxious neighborhoods of schools. Placed then in this dilemma, damage to the school system, or no schools where the X)ox>nlatiou are especially needy and hungry for knowledge, their situation is one of great embarrassment and delicacy. The act of Ax>ril, 1869, proxiding for a sj’-stem of public instruction, required that they should be x^aid from the school fund, but neg¬ lected to raise or constitute a fund for that puiqinse. By that act, all the money desig¬ nated for school purposes was appropriated for the payment of teachers’ wages. Con¬ sequently, it was impossible for them to obtain comx'ieusatiou. At the session of 1869-70 the aforesaid act was so amended that these officers are required to be x^aid from the county treasury, ” as other salaried officers are X"aid.” As soon as the several boards of the county commissioners take note of this amendment, this difficulty will xtrobably disappear. Several of the examiners have traversed their counties for the purpose of conferring w'ith school authorities ; they have also assembled and addressed the x^eople as oxix^or- tuuity afforded, exxdaining "the x^fiwcixdes and operations of the school system, and discussing the relations of the x^'ffihc schools to the x>ribhc good, thereby awakening a new and more intelligent interest on the subject of education. THEE SCHOOLS THAT ARE XOT PUBLIC SCHOOLS. These are of three classes, viz : Schools aided by the Peabody fund. Friends’ schools, and freedmen’s schools. The schools aided by the Peabody fund are located at Thomasville, Davidson County; Kenansville, Duplin County; Sx)ringfield, Guilford County ; Wilmington, New Hanover County ; Newxiort, Carteret County ; Washington, Beaufort County ; Smithville, Brunswick County ; and at various xdaces for freedmen. THOMASYILLE. The school here reports through S. W. Howerton, teacher. There are 125 scholars; average attendance, abouf 75. Three teachers are all the time employed. KENANSVILLE. The number of x^nx^ils at this school is between 90 and 100. Only $200 have been received from the common-school fund. SPRINGFIELD. The school at Siiringneld was in session nine months. The whole number of scholars enrolled, 165 ; average daily attendance, 89. The x)rincipal is Deborah Stew. UNION AND HEMENWAY GRAMMAR SCHOOL. The Wilmdngton mission schools, known as the Union and Hemenway Grammar Schools, Miss Amy Bradley, superintendent, commenced their fourth term October 11, 1869, with a coiqis of seven teachers. The Union school-house has 200 chairs ; Hemen¬ way, 150. Three hundred and fifty children could find free seats for a term of eight months. The schools closed June 10, 187t). Estimating changes, there were during that term 271 different scholars in the Union, and 176 in the Hemenway, making a total of 447 xJupils wlio received instruction some x>ortion of the school year. This mission was organized January 9, 1867, by the heroic lady who is now superintendent, under the auspices of the Soldiers’ Memorial Society, of Boston, Massachusetts, and the Amer¬ ican Unitarian Association. Miss Bradley commenced the work alone with but three Xmpils, and the number increased so rapidly that she was obliged to employ two assist¬ ants before the term closed. The whole number of x^npils, first term, 1.57," 3 teachers ; second term, 188, 3 teachers; third term, 430, 7 teachers; fourth term, 447, 7 teachers. The entire cost of the mission from its organization, January 9, 1867, to Sexitember 30, 1870, including expenses for building Hemenway school-house and two recitation-rooms to the Union school-house, salaries, &c., &c., $15,288 80, three thousand of which were received from Rev. B. Sears, D. D., agent of the Peabody education fund. Fifth term just commenced ; bright xn'ospects for the coming year. The following letter from Miss Bradley, received as the report is passing through the xness, gives the latest information concerning the admirable work of this estimable lady : “ Wilmington, North Carolina, Novemler 26, 1871. “Dear Sir: My two schools — the Union and Hemenway grammar schools — which you visited during your southern tour, closed in June with an exhibition in the theater. They were graded three divisions each, with a teacher to each division. Besides these, NORTH CAROLINA. 315 ■^e employed another to teach elocution and gymnastics in both schools, making seven teachers in all. Whole number of pupils attending the schools for the term of nine mouths, 397. These schools were adopted by the State ns ‘ model schools,’ and were supported four mouths by State money. We received $1,000 from the Peabody fund, $1,266 70 from the State. Entire cost for maintaining tlje schools for the term of nine months, $.5,983 81, ending June 30, 1871. During the year I sold the Hemenway school-house to the county, and the money was used in keeping up the schools during the entire term. “ In October, 1871, I opened my normal school in the Union school-house, taking the first divisions of each school, with a few new scholars, making 90 in all. Besides these I have 60 smaller ones in a preparatory school in the same building — making 150 pupils, with four teachers. “ Our normal school-house is gradually rising, brick by brick, a building two stories high, 67 feet 8 inches by 71 feet 2 inches — a large, commodious building, with four school-rooms on the first floor, each seating 40 scholars. The second story has a large hall that will seat from 700 to 1,000 persons; four recitation-rooms in the four corners that can be thrown into one main hall by folding-doors. A stage, 36 feet front, with large bay-window for the back-ground, &c., &c. “ My school is the best that I have had. I find every year the children take more interest in their studies. Soon I hope to have teachers enough without bringing any from the North. “It is not five years until the 9th of January, 1872, since I commenced this work with three scholars. During that time 1,614 children have been taught in my schools ; some for the entire time, and are now in the normal school ; others for different periods. The entire cost for the five years is $21,272 61 ; cost per scholar, $13 16-|-. With that money I have not only educated the children, but built Hemenway school-house and two large recitation-rooms to the Union school-house. The sum of the matter is, we are prospering far beyond my most sanguine exx)ectations. In great haste, truly yours, “AMY M. BRADLEY, “ Superintendent. “Mr. John Eaton, “ Commissioner Bureau of Education.^’ WASHINGTON, BEAUFOHT COUNTY. School No. 1, while in charge of and instructed by Dr. H. B. Ross and Miss Maggie Williams, numbered 115 pupils, and continued in session regularly from its commence¬ ment, October 11, 1869, till vacation, the latter part of June, 1870. School No. 2 numbered 315 pupils, and continued in session during the same period. These schools are in a prosperous condition, having resumed under nearly the same management, with a full determination to continue them as long as it is possible to do so. The white school No. 1 is occupying the leading academy of the town, and the colored school has usually occupied the colored church, with a hope of changing the same as soon as they complete their school-house. The present prospects indicate that No. 1 will reach near 200, while it is jirobable that No. 2 will reach 350. FHIENDS’ SCHOOL AIDED BY THE PEABODY FUND. A letter from Allen Jay, superintendent of these schools, reports the whole number of schools during the past year as 39. The average length of time of continuance, five months, varying from four to nine months in duration. The whole number of scholars enrolled, 2,774. Of these, 1,233 have been members of the Society of Friends; the remainder, 1,541, not in connection with the society ; many of them poor and destitute. He says : “We have employed 54 teachers, all of whom are natives of North Carolina, except 8, paying them a salary varying from $18 to $20 per month, and boarding them. I should say that much of the expense of conducting the schools the i)ast year has been met by those sending, voluntarily contributing a sufficient amount to make tha school free to all who sent and were not able to pay. We have also avoided anything like sectarian influence in the school, but take pleasure in stating that there has been a true, heartily religious influence iiervading the school. We have not had a single case of whipping reported the past year, but the order has been uniformly good. Wo have endeavored to impress upon the teachers the importance of drilling the pupils well in the primary branches. We also held our fifth normal school, for five weeks diu'iug the summer, at Springfield, Guilford County. It was attended by over 60 teachers, during which good teaching was illustrated, and we trust our teachers were qualified for more usefulness in the future. I may say I have visited the schools, done what I could to encourage the teachers and scholars, and have held educational meeting.s in ail the neighborhoods where we have had schools, many of which have been largely attended. In conclusion, let me say that, from personal observation, I think there is much more interest felt in education where we liavo been at work than there was twelv’e months ago. I think there are some cheering signs for the future.” 316 REPORT OF THE COMMISSIONER OF EDUCATION. FREEDMEN’S schools aided by- PEABODY FUND. Throno-li the agency of Dr. IT. C. Vogel, Ijureau snperiiitenclent duriu^ the years years lS(i9-’70, the sniri of $5,150 Avas dishursecl liy the ageut of the Peabody fund. This aid enabled many public schools to successfully complete the legal term of four mouths, and has thus been of essential service to the peoxde of North Carolina during the xuist year. The superintendent states that he has found Dr. Sears, the agent of that fund, ^villing to afford assistance whenever it was consistent and x>racticable for him to do so. Also that the donations from this fund have greatly strengthened the free x^nblic- school system of the State. THE friends’ association's freedmen’s schools. The Friends’ Association for the relief of colored freedmen, Philadelphia, has sus¬ tained, during the x“)ast school year, in this State, 30 schools. Nino of these schools were, for four mouths. State xmblic free schools. The number enrollediu the day schools was about 2,340; average attendance, about 1,438. The American Missionary Association, at New York, has continued its schools for the last school year at Wilmington, Dudley, Wayne County, Beaufort, Smithtield, and Raleigh. The school at Wilmington consists of three departments, primary, grammar, and normal, Avith eight teachers. Primary and grannmar dexiartments had, in March, 236 Xmx)ils ; the normal department 56 i)ux)ils. For four months this school, in all its departments, Avas a x^nblic free school. The New England Freedmen’s Aid Society, of Boston, Massachusetts, have in the State 6 schools, with 11 teachers and 514 xnipils. These schools are located at Raleigh, New Berne, Elizabeth City, Suoav Hill, and Edenton. At NeAv Berne and Elizabeth City there were flourishing normal elasses. The mem¬ bers of the normal class at New Berne haAm been under constant instruction for several years. The lady from Boston, Massachusetts, who made a Ausit of inspection to this school last sxuTng, remarks of the xmx)ils that they are equal in brightness and intel¬ ligence to any of the same age in our schools.” Of this class at Elizabeth City the rexiort states that it is in excellent condition, and making rapid pi'ogress. The ad- \mnced members sust lined an excellent examination in algebra, geograxihy, and Latin grammar. This work at Elizabeth City should develox) into a ffrst-class normal school. The Protestant Exnscopal Freedmen’s Mission hav'e maintained schools at Fayette- Aulle, Asheville, NeAv Bedford, Wilmington, and xierhaxis at other points. The Presbyterian Board has maintained two schools at Raleigh, Avith 6 teachers ; in Franklin County one with one teacher; also schools at Lexington, Wilmington, Char¬ lotte, Concord, and Auciuity. The Freedmen’s Bureau has exxiemled for educational x^iH’poses, during the xiast year, in this State, about $35,000. peaboda^ fund. In this State, Dr. Sears, in his rexiort of February, 1S71, remarks : “ The public-school system has struggled through the first year of its trial with as much success as could be exxiected in such times of party strife. It has met with some opxiosition and more coldness. The taxes liaAm been imperfectly collected and x^aid into the treasury, and the counties and toAvnshixis have been iiegTigeut in making the returns required by laAV. The consequence is that schools hav^e not been Avell supported, and that the sta¬ tistics are not complete.” It appears from the superintendent’s report that there are 342,168 children of the legal school age in the State, of Avhom about tAA o-thirds are Avhite and one-third colored, and that the xmblic money aAmilable for their education the present year Avill be only about $200,000. The Avhole number of children attend¬ ing the XHibiic schools in 1870 Avas about 50,000, and the number of such schools was about 1,400. AA^ANT OF competent TEACHERS. Next to the lack of adequate funds, and of a general interest in the xmblic schools, is the wmnt of competent teacliers, and x^erhaxis Ave may add, of comxietent school com¬ mittees. North Carolina is not alone in suffering from these deficiencies. It might not be inexxiedient to offer to the State some inducement to establish a normal school, and some assistance in xiroviding for the exxiense of holding teachers’ institutes in the several counties. WILMINGTON TAKES CHARGE OF THE FREE SCHOOLS. The city of Wilmington has, at length, assumed th-e suxiiiort and control of the free schools which have hitherto been sustained by xtrivate contributions. OHIO. 317 OHIO. [From the seventeenth annual report of the State commissioner of common schools for the year 1870; Hon. AY. D. Hcncklc, commissioner.] SUMMAltY OF STATISTICS. Population of tlio State, United States census of 1870 . 2, 665, 260 Number of cbildren of school age, (live to twenty-one) . 1, 041. 680 Number of snb-districts, (including 667 snb-divisions) . 11,304 Number of school -houses . 11, 547 Number of teachers employed, (male, 9,402 ; female, 12,436) . 21, 838 Number of teachers permanently employed . 7, 171 Number of jmpils enrolled . . . 724, 896 Total daily attendance . 413,893 Number of children in private schools . 10, 5C0 Number of children in German public schools . 5, 096 Number of children in colored schools . 6, 317 Eeceipts for school purposes . ^9,364,765 70 Esxienditures . ^7, 1.50, 566 08 The statistical information embraced in the report is very full, comprising thirty- seven different tables, with as many district items of echool statistics, many of them items of peculiar interest to educators, which are not uniformly given in school reports. ACCURACY OF REPORTS. The blanks for school returns have been remodeled, and greater accuracy in tho returns thereby secured. The returns show a decrease of 15,486 in the enrollment. Tho commissioner thinks that the estimate has been too large by at least 100,000. The systems in some townships actually doubles the real number attending, owing to the carelessness of the township clerks; also, by changes of jurisdiction of school bounds, in some instances, the same pupils have been reported two or three times. It is believed that the accuracy secured by the improved system of rex^orts will make the nest annual enrollment much more nearly correct. AVERAGE ATTENDANCE — TEACHERS AND THEIR WAGES. The percentage of an average daily attendance on enrollment, 58.7 shows an increase of .74 x>er cent, during the year. The number of school -rooms in the State is 13,951, aud the number of teachers necessary to sux)ply the scholars, 14,375; the difference, 424, shows the number of assistant teachers. The whole number of different teachers emxdoyed during the year being 21,838, shows that 7,463 changes were made during the year. The number of teachers em- liloyed in tho same school district during the entire time the schools were in session in that district being 7,171, shows an increase of 4,802 over the jii'evious year. The average of the monthly wages of male teachers in the townshij) XH’iiRRUV schools of Paulding County was only ^28, while the corresx)ondiug average of Hamilton County Avas ^56. Ashtabula, Geauga, Lake, and Putnam may be classed with Paulding, as the avo'age in each of these counties was onlj^ $29. The average in Montgomery County was $52. The average of the ladies in the same kind of schools was only $16 a month in Ashtabula, Fulton, Geauga, and Medina Counties, while in Montgomery it was $44. The average of wages for gentlemen in separate district x‘»rimary schools was $137 in Hamilton, and $34 in Athens County. The average in Mercer, namely, $20, is probably incorrect. The corresxionding average for laflies was $24 in Allen County, and $60 in Hamilton County. The repiort of $75 in Union County is, no doubt, a mistake. No high schools are reported, and there may have been teachers in these schools reported in the xirimary schools. The average of the wages of gentle¬ men in the separate district high schools was $40 in Carroll County, and $186 in Ham¬ ilton. The $200 reported in Jackson is, no doubt, a mistake. The average of tho monthly wages of ladies in the sex>arate district high schools Avas $24 in Athens County, and $108 in Hamilton County. The average wages, as given in this table, are more accurate than those given in my last report, and x^ossibly than those given in previous reports. The averages for tlm State arc not the averages of tho counties of tlio State, but tho real average of the wages of the teachers in tho State. In averaging b^'- *Tbis number refers to those teachers Avho were emi)loyecl in the same school district during the entire time schools were in session in that district. 318 EEPORT OF THE COMMISSIONER OF EDUCATION. coiiuties, Paulding County was considered as equal to Hamilton County. Tlie aver¬ age of these two counties would be quite different from the average if Paulding formed part of Hamilton County. Instructions were given to the county auditors to adopt the correct mode of ascertaining the averages, and hence the results now obtained may be relied upon, except in cases in which the school clerks made mis¬ takes for the townships of separate districts. It is probable that these mistakes are very few, as the method of finding the average wages in a township is very simple. Average of gentlemeifis monthly wages in township primary schools . $38 00 Average of ladies’ monthly wages in township i)iimary schools . 24 00 Average of geutleiuen’s monthly wages in township high schools . 22 00 Average of ladies’ monthly wages in towushi]^ high schools . 43 00 Average of gentlemen’s monthly wages in separate district x^rimary schools.. 74 00 Average of ladies’ monthly wages in separate district x^rimary schools . 42 00 Average of gentlemen’s monthly wages in separate district high schools . 93 00 Average of ladies’ monthly wages in sex^arate district high schools . 56 00 GERMAN SCHOOLS. The number of pux^ils enrolled in German schools, or those conducted exclusively in the German language, is 5,096, the teachers in those schools numbering 78. COLORED SCHOOLS. The number of x)nx:)ils in colored schools, 6,317, with 144 teachers. The number of pupils in these two classes of schools, 11,413, is also included in the 724,896, already given as the enrollment for the x>Hblic schools of the State. If 60 x^er cent, of the 24,219 colored youth of the State, in September, 1869, should have been in school, the number enrolled would have been 14,531. There being only 6,319 enrolled in the col¬ ored schools, there were 8,214 out of the colored schools that should have been either enrolled in {hese schools or else admitted to the same schools that white children attend. There are no accurate statistics that show how many colored children are enrolled in schools not exclusively colored, but it is known that here and there all over the State they are admitted. teachers’ certificates. Within the school year ending August 31, 1870, 12,010 different apxfiicatious for the county teachers’ certificates were made by gentlemen, and 13,453 by ladies, 25,453 in all. Of the gentlemen’s axixilications, 2,595, 22 per cent, were rejected ; of the ladies’, 3,396, 25 xier cent. ; in ail, 5,991, 23.6 xier cent. There were granted 360 two-year certi¬ ficates to gentlemen, and 220 to ladies; in all, 580 ; 1,271 li-year certificates to gentle¬ men, and 991 to ladies ; in all, 2,262 ; 3,875 one-year certificates were granted to gentle¬ men, and 4,027 to ladies; in all, 7,902; 3,756 half-year certificates were granted to gen¬ tlemen, and 4,904 to ladies. The whole number of certificates to gentlemen was 9,262, and to ladies, 10,142; in all, 19,404. The number of examinations held was 1,349 — 235 less than are allowed by law. Number of gentlemen that axix>lied for county certificates . 10,061 Number of ladies that apxdied for county certificates . . . . 10, 766 Total . 20, 827 Number of gentlemen that failed in examination . 1,457 Number of ladies that failed in examination . 1, 825 Total . 3, 282 UNIVERSITIES, COLLEGES, ACADEMIES, &C. Most of the eighty-eight higher institutions report to the Commissioner, though no statute comxiels them to do so. i teachers’ INSTITUTES. There are a variety of statistics in reference to teachers’ institutes. Reports were received from sixty-three institutes, two being held in Meigs County and two in Mon¬ roe County. Seven institutes sent no reports, making sixty-seven counties in which institutes have been held. In several counties normal institutes were held that received no aid from the institute fund, and have therefore not been reported. For several years past city institutes have been held in Cincinnati and Cleveland for the benefit of the city teachers. These institutes have been sux)X5orted by the boards of education in these cities. OHIO. 319 Since the organization of the Northeastern Ohio Teacliers’ Association there have been organized the Central Oliio Teachers’ Assoeiatiou, the Northern Central Ohio Teacliers’ Association, the Soihhwestern Ohio Teachers’ Association, and the North- ■vvestern Ohio Teachers’ Association. These associations have held several profitahle meetings, and the disenssious have heen of a higli order. The meetings of the Ohio teachers’ association, and the superintendents’ associations, held in Colnmhns the tirst ’U'cek in July, were of unnsual interest, althongh the attendance was not as great as in the preceding year. The value of teachers’ institutes to tlie school system of the State cannot'ho readily estimated. It should he remembered, too, that tlie expense of the institutes is met entirely from funds fnruished by the teachers themselves. State aid to the institutes is urged as furnishing the means of making the exx^endi- tures for common schools far more effective. KINDERGARTEN SCHOOLS. A kindergarten school, throngh the influence of Mrs. Eickolf, the wife of the suiperinteiulent of the Cleveland public schools, was established in the latter part of 1870, in tlie city of Cleveland. The school was xflaced under the charge of Miss L. G. Idarston, a graduate of Madame Kruger’s normal school, in Boston. As the views of Frbbel have attracted, in this country, considerable attention through the efforts of Miss Peabody, I have thought it xu'oxier to allude jiartic- nlarly to this experiment in our State. The school board of Cleveland extended to this little foster-child symx>athy and encouragement, even to the extent of granting for its use a large unoccuxiied room in one of the ]>ublic school-houses. A visit to this school is thus described : “ A large, «airy room, with wide windows, whence the morning sunlight comes freely in. One-half of the room occupied by snjall, low tables, laid off most accurately in squares of black and buff. Seated at these were perhax^^ two dozen children, girls and boys, of ages ranging from three to seven. They were evidently from the best families of Cleveland — handsome, well dressed, well bred, the darlings of the households. The otherhalf of the room was occupied, and was used for the xdaying of games and other exercises. The exercise I witnessed was what was called, in kindergarten xihraseology, an occuxiation. Before each child was xilaced a small box containing a cube comx)osedd)f eight small cubes of wood. The teacher then asked, ‘ Children, what have you before you ?’ ‘A cube.’ ‘ How many sides has it ? ’ Then all the little heads wene bowed, and all the little hands were busj^ counting. Of course not all could answer correctly, but in time, even the littlest ones could learn to do so. Then they counted the edges and the corners, and were instructed to call an angle by its right name. Angle is no more difficult word for baby lips than is corner. “This exercise was in fact simx)ly an object-lesson, but an object-lesson with this ad¬ vantage, that each child had before him the object, and mauixmlated it. A further step in the exercise led the children to divide the conixronnd cube into halves, quarters, and eighths. Afterward they were shown that, by xdaeing their blocks upon the colored squares of their tables, according to certain rules of symmetry, they could build beauti¬ ful forms. The lesson was short, and Avhen it Avas linished the teacher gaAm them per¬ mission to x^^‘iy Tvith their blocks, each child building according to the dictates of his own fancy. Hoav the little things enjoyed shoAving to each other and to their kind teacher the Avonderful things that they could make. After ten or fifteen minutes of this recreation, each child Avas required to return the blocks to the box in order, to Xfface the box on the corner of his table, and leaAm it there untouched until collected. “ The children were taught the beauty of neatness, order, and symmetry ; Avere taught observation, docility, and self-esteem. The underlying x>fiuciple of the Avhole kinder¬ garten system is harmony. The x^lan comxnised many occupations; AveaAung strix^s of colored x'axier into various x>atteri!s, embroidering symmetrical forms uxion card-board, draAving upon slates, counting sticks, memorizing simxile verses, singing, molding moist clay into simple forms, as balls, flowers, figures, &c., are some of these occupations. “ "What delight must these children take in the clay-molding. Blessed memories of nrud-pies made long ago, AAdiat do avo here ! The next exercise Avas a game participated in by all the children and the teacher, and also, on this occasion, by tAvo of the four mothers x)resent. The games are all accomxianied by singing, and are intended to give the children a merry frolic, and at the same time exercise of the various x>arts of the body. One thing that x>leased me much in this school Avas the beautiful social life it afforded the children. There were no strict regulations as to kee})ing order. The children Avere simxdy required to be AAMl-behaA^ed, giving attention to the teacher when she desired it, at other times being free to couAmrsc Avith each other.” EDUC.ATIONAL PROGRESS. The educational activity in the State for the year ending August 31, 1870, is reported as fully equal to if not greater than that of the preceding year. In many parts of the State the educational zeal of the x)eoxde is quite marked. There seems to be no 320 REPORT OF THE COMMISSIONER OF EDUCATION. immediate prospect of any great and permanent improvement in tire county scliools. Such improvemeut might he reasonably expected as the result of the establisliment of an efficient system of county superiutendency, and the abolition of the local-director system. Reports from counties in many cases complain of imperfect reports from teachers, inferiority of school-buildings, school-libraries scattered and neglected, and inefficient teachers. -Others report the interest in educational matters increasing, higher wages paid to the teachers who are endeavoring to raise their professional standing to “get out of ruts” and to adopt new and improved methods of teaching and discipline. The commissioner suggests that a neAv edition of the school laws should be issued, as the old edition is exhausted and many new laws have been passed. WORK OF THE STATE C0:MMISSI0NER OF SCHOOLS. Since entering upon the duties of the office in June, 1869, the commissioner reports having traveled about twenty thousand miles, in visiting schools, boards of education, county auditors, and teachers’ associations. More than 1,200 letters, of which copies are taken, are annually written in the commissioner’s office, most of which are in an¬ swer to legal questions arising under the school laws. A large number of letters are written, of which no copies are taken. There are also prepared and distributed annually to the 88 counties of the State 75,000 blanks, and the 18,000 copies of the annual school report. The duties of the school commissioner’s office are annually increasing, and more help is permanently required. CLEVELAND.* THE GERMAN LANGUAGE IN PUBLIC SCHOOLS — DIFFICULTIES. The most important event in the history of the schools for the years 1869-’70 is the introduction of the study of German into all the grades of the primary and high schools. The organization of German classes was commenced at the beginning of the last term of the quarter in the “ C ” and “ D ” grades of the primary department. Great difficulty was experienced in getting suitably qualified teachers. In the absence of teachers of exj)erience in -primary work, some of the first class, that is, of those who had taught in the academy or college, were employed, but the success of the experi¬ ment was not such as to justify its repetition. Not having the art of interesting these young pupils, not even the power of controlling them, they were fairly worried out by children who seemed the most docile and tractable when in the English depart¬ ment, and under the care of young misses of but a few weeks’ or months’ experience. Of those who had taught in the German private schools, I have found all who have been tried at least moderately successful. Even they, however, as a common thing, know little of German pedagogics, and in methods of instruction are generally no more skilled than the average American teacher. A few months’ observation has per¬ suaded me that our surest reliance will be found in the graduates of our high schools who are of German parentage. It is iirobable that, after the work is thoroughly inaugu¬ rated, we shall find a sufficient supply from that quarter to fill all vacancies as they occur. But we shall have to look elsewhere to meet the extraordinary demand of the first years. MOSTLY GERMAN CHILDREN WHO WISH TO LEARN GERMAN. Though German instruction is open equally to all, we find that nine out of ten of Ihose who desire it are of German parentage. This is true not of Cleveland alone, but of all large or small cities wdiere the study has been introduced. In Cleveland it hap¬ pens, also, that the Germans are widely scattered, and that there is not a single school in which there are not large numbers of German children, but there are none in w'hich (hey very largely predominate. For this reason there are not enough in any school to justify its organization as a special German-English school. Very few classes indeed, in the higher grades, can be arranged to that end, and we are, therefore, compelled to plan in one way and another, as the circumstances of each may demand. The superintendent remarks : “ I very seriously regret that the above difficulties — the first of which, the lack of German teachers, has so far proved quite insurmount¬ able — and others iii minor details, have prevented us from affording proper facilities for the instruction of American as well as German children in reading, writing, and speaking the German language. It is hoped, however, that another year will enable us to put the whole machinery into efficient operation.” FREE SCHOOLS THE SUREST MEANS OF BLENDING THE GERMAN AND AMERICAN POPULATION. “ That the English language is the language of our country, that it ought to be cul¬ tivated by all as the national tongue, is accepted by every man of native or foreign 'The information respecting schools is abstracted from the report of Hon. A. J. Eickoff, for 1870. OHIO. 321 l)irth ; but it must be confessed that the German language is the only one well under¬ stood by a very large part, and, perhaps, the only one understood at all by a fourth part, of the i^opulation of our western cities. That the natural ties of a common nationality and of a common medium of social intercourse draw the German people together, and that their numbers enable the great mass of them to lind ample supply among them¬ selves for all their wants, and that there are among them those who, through selfish¬ ness or fanaticism, labor to perpetuate the barriers which separate them from their American fellow-citizens, has been so long observed that it cannot be denied. * Any foreigner who would spend a few days traversing our larger cities for the purpose of making a study of our population would find two nationalities growing up side by side, and it Avould not require many years’ further observation to show him that they were much more rapidly growing than commingling. How these nationalities may be made one, how their interests and sympathies may be made to harmonize, not only in all great State and national questions, but also in matters of local administration, is one of the most serious questions for the statesman and soeial economist. And yet, the question is not a difficult one. .The education of tho schools is a powerful agency, and may be relied upon, in co-operation with our political and social institutions, to make the descendants of the immigrants one with our owu children iu habits of thought and feeling.” IXCEEASED SCHOOL ACCOMMODATIOXS. At the beginning of the present year five new massive school-buildings w^ere occu¬ pied, having a capacity for seating more than five thousand pupils; more than two- thirds of the school-going population of the city. These buildings are placed upon ample grounds, and are ibeautifully and commodiously finished. The blackboards ex¬ tend entirely around every room ; all the rooms are so seated as to throw the light upon the left of the pupil, and so as to avoid all cross lights. The teachers, with the aid of their pupils, have nearly covered the walls with tine engravings, chromes, and even well-executed paintings and statuettes, and filled the windows with plants. In such school-rooms as these, sufl'used with a softened light stealing in through flowers and vines, and every influence adapted to chasten and ennoble the soul, the question is asked, would it be surprising to any visitor to be told that corporal punishment is fast falling into disuse in such school-rooms, and under teachers whose native refine¬ ment, cultivated tastes, and interest in their calling, find fitting experience in such sur¬ roundings ? MUSIC. The study of music has, during the year, been introduced into the schools. The duties of the teacher under whose supervision the study was inaugurated were very arduous. It has been remarked, as a rule having very few exceptions, that the average success of teachers in the other studies of the course determines their success iu teaching music. This is true in the case of many teachers who themselves are but indifferent singers. THE NEW PLAN. Since 1868, the number of principals of schools has been reduced from eleven to four, the duties of the remaining principals being so changed from time to time that, instead of being only teachers of higher classes, they have become assistants to the superin¬ tendent in directing and supervising the work of teaching. In consequence of this, the work of supervision has been more perfect than ever before. WOMEN AS GRAMMAR-SCHOOL TEACHERS. One of the most gratifying results of the year is the entire success of the ex¬ periment made of commfitting the care of the “A” grammar grades to ladies. So uniformly well-prepared classes have never before been admitted to our high schools since their organization. It was expected, remarks the superintendent, that ladies who had been accustomed to teach only the lower classes would, in the first year of their trial in preparing boys and girls for the high schools, fail to x>i’oduce so good results as had previously been obtained by gentlemen who had many years’ experience in that kind of work ; but the fact was, we were enabled to advance the standard required for admission to the high schools, and yet the percentage of failures was less than at any previous examiuatioB within my knowledge. In the i^resence of tho experiment itself, it is of little use to indulge iu argument for or against the ])riucix)le upon which it is based. NEED FOR A NORMAL SCHOOL. Of the 187 teachers emxdoyed iu the public schools of the city, 129 have taught in these schools less than five years ; 36 from five to ten years ; 17 from ten to fitteen ; 21 G E 322 REPORT OF THE COMMISSIONER OF EDUCATION. and only 5 more than fifteen ; the average length being only about four years. From 45 to 50 new teachers have therefore to be employed annually. The need for a normal school in the city is expressed. It is stated that normal schools have been established in all the cities of the Union having over eighty thousand inhabitants, excepting four only, Washington, D. C., Newark and Jersey City, N. J., and Cleveland. TEACHEES’ INSTITUTE. For the last four years a teachers’ institute has been held each year preparatory ta the opening of the schools in September. The first was held one week ; the second, through inability to procure the proper instructors, for two days only. The third, the one preceding the last, was one of two weeks, and of unusual interest and profit to all concerned. In November, 1869, the Northeastern Ohio Teachers’ Association was formed, and thenceforward held regular meetings in the city of Cleveland, at the ses¬ sion-room of the Central High School. It having been represented in that association that the course of study adapted in this city a short time before had been substantially adopted in several other towns and cities in this quarter of the State, it was deter¬ mined to revise it so that it might be equally adapted to the use of all, which was accordingly done. It then became necessary to give it “ permanency and efficiency by familiarizing teachers with its plan,” to which end the course was made the basis of the institute instruction. The peculiar characteristics of the institute consisted in the following points : 1. Each class was assigned to its room, and kept it during the entire session. 2. Classes of children were frequently taught in presence of the teachers. 3. Each instructor was to base his instruction upon the course of study. 4. Lectures on subjects such as “ The Teacher’s Work,” “Culture,” “Population,” and “ The Teacher’s Ideal,” which not iinfrequently usurp the most valuable time of insti¬ tutes, were excluded from the regular session hours. NOEMAL SCHOOLS. An address was delivered before the teachers’ institute, Bellfontaine, in August last, by Judge William Lawrence, ex-member of Congress from the State of Ohio, upon the subject of “Normal Schools.” The necessity of XJopular education, both to maintain prosperity and moral greatness, was discussed at length, and the argument liberally fortified by quotations from sages, both ancient and modern — Goldsmith, Judge Story, De Tocqueviile, Lord Brougham, Solomon, and many others. The second point in the argument is that good common schools depend uxion good teach¬ ers. Guizot says : “It cannot be too often repeated that it is the master that makes the school.” To secure good teachers normal schools are a necessity. Then let teachers demand that their vocation be ranked with the learned professions. The laborer is worthy of his hire ; let the teachers be honestly and fully rewarded, and without dis¬ crimination on account of sex. “ Whoever for service of equal value would pay less to a female than to a male teacher, insults every daughter, sister, wife, and mother in the land.” The teachers of the State, and the people, should see to it that in Ohio there shall be a sufficient number of normal schools as permanently established, as highly honored, as liberally supi)orted, and more largely patronized than the schools of medicine, law, and divinity. They should be authorized to confer the degrees of bachelor of common school-teaching, master of common school-teaching, and, if you jilease, doctor of teachers. The capacity of women as teachers has been fully proved, and they will soon extend the number of their employments. The speaker enumerated some twenty or more handicrafts for which the caiiacity of women has been proved, and concludes with the injunction : “ Withhold not good from them to whom it is due, when it is in the x>ower of thine hand to do it.” CINCINNATI. The failure to receive in season a report of the Cincinnati schools compels the. omission of the resume of progress of education in that city. / OREGON. 323 OREGO]?f . Oregon has an area of 95,468 square miles. According to the census of 1870, there was population of 90,923, of whom 86,929 were white. The number of youth between four and twenty years of age is 34,655. The governor of the State is the State super¬ intendent of education ; and with a salary of $1,500 per annum as governor, and a multiplicity of other duties, he can give but little attention to schools personally. The taxable property of the State is about $30,000,000. Upon this is levied a two- mill tax for school purposes, which amounted last year, together with certain penal¬ ties, to about $60,000. The State school-fund, arising from the sale of lands, is nearly $500,000. The fund on hand now draws 10 per cent, interest, but up to the present time has not been distributed, having been added to the principal. The fund has not therefore hitherto had any practical effect upon the schools. The amount of school lands in the State, for State university, agricultural college, and common schools, is 4,475,966 acres. The funds raised by the two-mill tax are not large enough by half, and in most cases the schools are kept only so long as the expenses are paid from the public money. In several counties, according to the reports of the superintendents, no money whatever was raised by subscription or local tax for school purposes last year. Nine-tenths of the school-houses in the State are described as unfit for the purposes of education, frequently consisting of a thin shell merely, with rude benches for seats. Libraries and apparatus — beyond the mere text-books, which are not uniform, and a few blackboards — are unknown, with few exceptions in the large towns. Even in Portland, the need of a knowledge of the best plans for school-houses is painfully evident. Great expense might have been saved, and much comfort and con¬ venience secured, had the best ideas of school architecture been followed. In the greater part of the State, if a school is continued beyond the time provided for by the State tax, it must be done by subscription or fees for tuition. Oregon needs, throughout the State, public schools that shall be entirely free to all, and it is believed that a five-mill State school tax would accomplish this desirable end. With a State superintendent, normal schools, and a good system of free graded com¬ mon schools, having the further help of teachers’ institutes, &c., Oregon would be far better i)repared than she now is to take that mighty onward stride in population and develo]>ment of her wondrous natural resources which is sure to follow the incoming of the Northern Pacific Railroad. SCHOOL FUND. The school fund of this State is under the management of a board of commissioners consisting of the governor, secretary of state, and State treasurer, who loan the same at 10 per cent, interest, secured by mortgage on real estate. A State enactment levies in each county a tax yearly for common-school purposes, and each school dis¬ trict is authorized by lav/ to raise by tax sufficient to make the schools free to all and to keep them open the entire year. The land in the State for school purposes is — 1st. The sixteenth and thirty -sixth sections in each township of the public lands. 2d. Seventy-two sections for the State university. 3d. Five hundred thousand acres granted by Congress Septem-ber 4, 1847. 4th. Ninety thousand acres for an agricultural college. For the number of its population no State in the Union is more liberally provided v/ith means to furnish educational facilities. PORTLAND. All the schools of this city are attended by boys and girls, and are free. There are three graded grammar schools, each in charge of a male principal, and one large high school, to which all children, properly qualified, are admitted without distinction as regards color or sex. The Bishop Scott grammar school is a private institution at this place, having 83 pupils last year. LlBF.AniES. Portland has two libraries, both of which are furnished, rooms fi:ee, by Mr. Ladd, a public-spirited citizen. The Library Association has about 4,000 volumes and a well- furnished reading-room. The Young Men’s Christian Association have fewer books, but a valuable collection of current religious news, and keep their rooms open under the charge of the excellent Mr. Joycelin, for the nurpose of aiding those who may need help. 324 REPORT OF THE COMMISSIONER OF EDUCATION. SALEM. The Tvhole number of pupils atteudiug the public schools is 428. The teachers are said to be laboring earnestly for the advancement of their pupils; the buildings are in good repair, and the present system of schools guarantees instruction to every child in the city. The prospects were never brighter here, nor more in favor of free schools than now. A banker in the town — one of the leading men of wealth — has, with a most inexpli¬ cable short-sightedness, opposed the making of the schools free. Indeed the intelligent sentiment of the town did not succeed, until last year, in voting the necessary tax and making the schools free. Salem has been selected as the seat of government of the State. The town has tho advantage of the State library, numbering about 9,000 volumes. ACADEMIES AND SEMINARIES. Among the academies and other seminaries of importance are the Roseburg Academy, Wilbur, Douglas County; Umpqua Academy, Portland; Oakland Academy and St. John’s High School, Eugene City; Albany Collegiate Institute, Albany; St. Mary’s Academy, Jacksonville Academy, Jacksonville. This last institution has the fund accruing from the two-mill tax, supplemented by tuition of $5 per term, four terms annually. The total enrollment for the year was 125 ; males 62, females 63. * TUALATIN ACADEMY AND PACIFIC UNIVERSITY. This institution is located at Forest Grove, Washington County. As early as Septem¬ ber 21, 1848, at a meeting of the Congregational and Presbyterian brethren at Oregon City, it was resolved that it was exj)edient to establish an academy under their patron¬ age. At this time it was also resolved to appoint trustees who should locate the academy, become incorporated, and attend to its interests. At a meeting of the trustees, November 30, 1848, it was decided to locate the academy at the Tualatin Plains, and on the 1st of December a constitution was adopted. March 1, 1849 “ the log orphan asylum” was accepted “as a gift from Rev. H. Clark, for a boarding-house.” It was also resolved, “ to erect a iog-house 22 by 32, instead of a frame house, for the $250 subscribed.” But the building of the academy was deferred on account of the embarrassed condi¬ tion of the country from the mining excitement. An act of incorporation was secured from the territorial legislature September 26, 1849. May 1, 1850, Rev. H. Clark, the agent, was instructed to erect and inclose the college building ; Mr. Clark’s donation of two hundred acres of land was accepted and ordered laid off as a town site. In January, 1859, the name of the town was changed to Forest Grove. In October, 1852, the institution was adopted by the Society for Promoting Collegiate and Theological Education at the West, as the ninth on its list, and six hun¬ dred dollars were pledged toward supporting a professor. Since 1855 Rev. S. H. Marsh visited the Eastern States several times, and secured an endowment of over $60,000. The four x>rofessors receive $1,200 per annum, coin ; the president. Rev. Mr. Marsh, receives the interest on twenty thousand dollars, currency, behag an endowment. The library, college buildings, furniture, and lands, at a low estimate, are valued at $20,000. The number of students in all the college classes for 1870 was 19, of whom three were females ; in the academy and preparatory department, 79, one of those in tho junior preparatory department being from Yedo, Japan. WILLA]METTE UNIVERSITY. This is located at Salem, and is designed for both sexes. Its several departments are collegiate, scientific, medical, and preparatory. The number of students in these de¬ partments, for 1870, was as follows : Collegiate classical, 23 ; collegiate scientific, 37 ; medical, 14; preparatory, 188; music impils, not counted above, 8 — total 270. This institution was opened in 1844, under the name of the “ Oregon Institute.” lu 1853 a charter was granted by the legislature, and the name was changed to “ Willa¬ mette University.” The first president was Rev. Francis S. Hoyt, A. M., who was highly successful in the task of forming a new college in a new land, and to whose labors the institution is in a great measure indebted for its present honorable position among the educational establishments- of the Pacific coast. The medical department was opened in 1867, and has, since that time, been in suc¬ cessful operation. The presidency of Mr. Hoyt terminated by his resignation in 1880. From the first young ladies have been admitted to all the classes and all the honors of the school. The present president is T. M. Gatch, who was the successor of Mr. Hoyt, and was himself succeeded by Rev. Jos. H. Wythe and Rev. Nelson Rounds, and was re-elected in 1870. Their foundation is especially due to Jlev. Geo. H. Atkinson, D. D., Portland. OREGON. 325 AGRICULTUEAL COLLEGE. This is united with the Corvallis College, at Corvallis, and is said to be making progress. DEAF-MUTE SCHOOL. The last legislature, upon information that there are 30 deaf-mutes, residents of tile State, wholly destitute of the means of education, made provision for the same, to the extent of appropriating $2,000 per annum. A school has been established at Salem under the instruction of a deaf-mute, Mr. Smith, educated at the New York institution, and it is believed that the foundation for a prosperous and useful institution has thus been laid. OREGON HOSPITAL FOR THE INSANE. This is a private institution, located at East Portland. Dr. J. C. Hawthorne, the physician in charge, contracts with the State for the care of its insane. The number of patients treated from September 1, 1868, to September 1, 1870, was 183 — 135 males and 48 females. Of these all but 8 were State patients. Though the institution is well managed and meets the present necessities of the State, a larger iar stitution will soon be required. state’s PRISON. About one mile from the city of Salem a new, well-planned, and well-built brick building is now in process of erection, and nearly completed, but none too soon to dis¬ place the poor, decayed, wooden building, in which about 100 prisoners are confined. The prisoners are largely employed in various branches of work in the construction of the new building, making all the brick and a large portion of the wood-work. The manufacture of saddles is carried on to a considerable extent by the prisoners. No reform school or orphan asylum is to be found in this State, but the need of such institutions claims the attention of the people. COUNTY SUPERINTENDENTS, 1870-’72. Counties. Superintendents. County seats. Benton . Elias Word ward . . . Baker . J. B. Foster . Clackamas . E. Geary . . . . . . Columbia . L. L. Lorman . . . . . Clatsop’' . Charles Stevens . . . . Curry . J. W. Cook . . Coos . J. H. Shroeder . Douglas . John C. Boothe . . . . . . Grant . J. M. Dillinger.. . . . Jackson . . W. M. Turner . . Josephine . R. E. Middleworth . Linn . Thomas J. Stites . . . Lane . T. G. Hendricks . . . Marion . L. J. Powell . Multnomah . George H. Atkinson . . . ... Polk . L. Vineyard . . . Tillamook . B. A. Bayley . . Umatilla . James 0. Shinn . . . Union . .T. IVIcKinnis . . . . Wasco . . D. D. Stephenson . . Washington . W. D. Pittinger . Yam Hill . Corvallis. Baker City. Oregon City. St. Helens. Astoria. Ellensburg. Empire City. Eoseburg. Canyon City. Jacksonville. Kerbyville. Albany. Eugene City. Salem. Portland. Dallas. Tellamook. Pendleton. La Grande. The Dalles. Hillsboro. * A late statement is received from the superintendent of Clatsop County, showing the number of persons of school-age to be 308, of whom 274 are registered in the schools, with an avei'age attendance of 132. Monthly wages of male teachers, §85 ; of female, §47. Male teachers employed, 2; females, 4. 326 REPORT OF THE COMMISSIONER OF EDUCATION. F E N ^ Y I. T A I A . The aunual report of tlie State superinteucleut of common schools, Hon. J. P. Wick- erskam, exhibits the followiag facts for 1870 : lucrease for the year. Number of school districts . . . . . . . 2, 002 31 Number of schools . . 14, 212 270 Number of graded schools . 2,892 447 Number of school directors . 13, 100 200 Number of superintendents . 79 3 Number of teachers . 17, 612 470 Number of pupils, (including Philadelphia) . . 828, 891 13, 138 Average number of pupils . 555, 941 7, 866 Average salaries of male teachers per month . . . . . $40 66 $0 66 Average salaries of female teachers . $32 29 |l 87 Average length of school term . 6. 36 .02 Cost of tuition for the year . $3, 745, 415 81 $244, 711 55 Estimated value of school property . $15,837,183 00 $1,791,551 00 ■ STATISTICAL STATEMENTS FROM REPORTS OF COUNTY SUPERINTENDENTS. School-houses . . . - . , . . . 11, 913 Built during the year . 548 Unfit for use . 1,517 Having no privy . 5, 198 With sufficient grounds . - . 5, 441 Well ventilated . . 6, 892 With suitable furniture . 6, 407 Well supplied with apparatus . . . 2, 040 Having outline maps . 6, 986 Number of schools . 13,783 Number of schools graded . . . 2, 892 W ell classified . . . . . 9, 652 Have uniform books . 10, 927 Bible read in . 11, 016 The number of teachers receiving provisional certificates was . 14, 472 Applicants rejected . 1, 975 Male teachers employed . . . . . . . . . .• 7, 358 Female teachers employed . 8, 739 Average age of teachers . years . . 24^1 Teachers who had taught more than five years . 4, 325 Teachers who had attended a normal school . . . . . . 1, 693 Graduated at a State normal school . 169 Pupils in private institutions . . . 24, 815 Teachers in private institutions . 848 teachers’ INSTITUTES. The actual attendance of members at the State institute was . 11, 210 Average attendance . 7,913 Attend^ance of honorary members . 1,952 Lecturers . 556 Essayists . 230 Total cost . . . $14, 479 52 NORMAL SCHOOLS. There are five State normal schools : at Millersville, Lancaster County; Edinborough, Erie County ; Mansfield, Tioga County; Ivurtztown, Berks County, and Bloomsburg, Columbia County. The whole number of students since their organization as State schools is. 12, 390 The number who have graduated . 406 The number of professors and teachers in these schools was . 66 Students during the past year . . . 2, 675 Students In model schools . 670 PENNSYLVANIA. 327 Number of volumes in libraries . 8, 13G Estimated value of property . $453, 094 48 Aggregate indebtedness....' . $94,242 45 Income . $159,732 63 Expenditures . $157,156 70 Number of students to whom State aid was extended . ,. 1, 100 In addition to the five schools now in operation four others will, it is believed, apply for State recognition during the present year. COLLEGES. Eeports from all the colleges have not been made to the educational department of the State so as to make it possible to give complete statistics. So far as reported the number who have graduated is . . . . . 6, 564 Number graduated the past year . . . 190 The attendance for the year was . 2, 805 Number in the preparatory departments . 622 Number of professors . - . 157 Number of volumes in libraries . 94, 873 Value of apimratus . $78,400 ACADEMIES AND SEMINARIES. Only twenty-three institutions of this character made any report to the State educa¬ tional department ; these had during the year — •Students numbering . . 2, 932 Teachers . 131 Students preparing to teach . 628 Number of volumes in libraries . 22,503 Value of apparatus . $7, 620 REPORTS OF SUPERINTENDENTS. Most of the reports of county superintendents mention several obstacles in the way of improvement in school affairs. The most important ©f these, as specified, are : “ Short school-terms, irregular attendance, poorly qualified teachers, indisposition to grade teachers’ salaries according to qualifications, want of local supervision of schools, neglect of duty on the part of directors, and want of interest in education on the part of the people.” THE PENNSYLVANIA SCHOOL JOURNAL. This journal, issued on the 1st of January, 1852, under the title of “ The School Jour¬ nal,” and as the organ of the Lancaster County Educational Associatiou, in July, 1852, became “ The Pennsylvania School Journal,” and has continued to be the principal educational periodical published in the State since that time. CITY SUPERINTENDENCY. Before a city or borough can elect a superintendent it must have at least tea thousand -inhabitants. Not a single city or borough having once adopted the policy of superiu- tendency has abandoned it. All cities or boroughs possessing the requisite number have adopted the system of •city superintendency except Philadelphia, Allegheny, Reading, Lancaster, and Norris¬ town, and are included in the following list, with the compensation paid each super¬ intendent : Allentown . $1,200 Altoona . 750 Chester . 1,300 Easton . 1, 800 Erie . 1,800 Harrisburg . 300 Ryde Park . 1,500 Meadville . -$2,000 Pittsburg . 2, 500 Pottsville . 1,500 Scranton . 1, 800 Wilkesbarre . 1, 800 ■Williamsport . 700 Y’ork . 1, 800 ST.^TE teachers’ ASSOCIATION. This association was organized in 1852, and had as its leading spirits such men as Thomas H.Burrowes,Charles R. Cobum, John L. Gow, and Vfiiliam Roberts, all of whom 328 REPORT OF THE COMMISSIONER OF EDUCATION. ■have since died. Its eigRteentli annual meeting was held at Williamsport, commenc¬ ing Tuesday, August 8, 1871, and closing on Thursday, p. m. In 1856 a similar meet¬ ing of the association was held at the same place, on which occasion the following prominent educators participated in its proceedings : Bishop Potter, Professor Davies, of New York, Dr. Burro wes. Dr. Kennedy, Governor Curtin, H. L. Dieffenhach, C. R. Coburn, Professor Stoddard, John L. and A. M. Gow, William Roberts, Professor Colt,. Dr. Early, and others. At that meeting 180 members recorded their names, aud at the present, 321, while many failed to enter their names. On this occasion the association was welcomed to the city by Rev. A. R. Horne, chairman of the local committee, and Mr. A. 0. Newpher responded in behalf of the executive committee. The president, Professor A. N. Raub, gave the inaugural address, in which he said of the school sys¬ tem of Pennsylvania, that, while progress might have been more rapid they had taken no false steps, nor built on any insecure foundation. The original system provided simply for the education of the poor, gratis; the present includes State, county, and city superintendence, normal schools, and teachers’ institutes. The most needed im¬ provement suggested by the president was that of a closer union between the private and the public school interests of the State. Besides this he called attention to the necessity for raising the standard of education in all classes of schools ; a distinctive sphere for each class of institutions ; greater uniformity in methods of examining and passing candidates for the State certificates, and better-trained teachers. The nor¬ mal schools of the State fail to supply one-fourth of the demand. With more liberal appropriations and a State board of examiners, in addition to the remedy of the pre¬ vious necessities, the school system of the State would be equal to that of any in the country. Resolutions were introduced by Hon. J. P. Wickersham, as a tribute of respect to the memory of the late Dr. Thomas Burrowes, which were unanimously adopted. Among the important services of Mr. Burrowes to the schools of Pennsylvania recog¬ nized in the resolutions, were the practical organization of the State school system in 1836, 1837, and 1838, and the putting of it into successful operation ; starting the School Journal and editing it for nearly nineteen years; valuable assistance in founding the ^tate teachers’ association ; framing the normal-school law of 1857 ; three years of edu¬ cational work as State superintendent of common schools, from 1860 to 1863 ; efforts in establishing a system of schools for the education and maintenance of the destitute children of soldiers and sailors or|)haned by the war of the rebellion, and supervising for three years the schools thus established. During the eighteen months, between the establishment of the school system in 1834 and the time when Dr. Burrowes took charge of it, little had been done. Out of 907 districts in the State only 93 had put the system in operation, and there were but 451 schools and 19,864 scholars. He revised the law, prepared a digest of it, prescribed all the necessary forms, carried on all the correspondence necessary to introduce the sys¬ tem, held meetings in every county but eight, addressing the people, answering objec¬ tions to the law, and explaining its workings. The result was that when he left the department the system was in operation in 840 districts, with 5,269 schools and an at¬ tendance of 374,732 pupils. Under the law framed by Mr. Burrowes there are six normal schools in operation in the State and four others prei^aring for recognition. Professor George R. Bliss, of Lewisburgh, read a paper on “ The Common Relation of Colleges and Public Schools to Liberal Education.” Hon. H. C. Hickok, ex-State superintendent, gave a retrospect of the Pennsylvania school system. County superintendents were authorized in 1854, the first salaries of whom — 64 in all— amounted to $26,000, ranging from $150 to $1,500 each. Professor Jerome Hopkins, of New York, gave an address on “ Music in the Common Schools.” A discussion followed on the relation of common schools and colleges to a liberal education, in which Professor S. S. Greene, of Brown University, Dr. Taylor,. Professor Bliss, Professor Wickersham, and others participated. Professor Greene ad¬ vocated the retention of a number of good academies, where those who desire a clas¬ sical education may send their children to acquire the true spirit of the scholar. In small towns the public high schools cannot be expected to give the necessary training in classics to fit pupils for college. Professor Wickersham thought the colleges had not kept pace with the common schools in that State. In 1866 the school system cost $3,600,000. This j^ear, including the schools for the soldiers’ orphans, it would not cost less than $9,000,000. This wave of progress had not reached the colleges. They remain almost stationary. This is because the colleges have no feeders ; they are like trees without roots.” Students do not come in large numbers, as formerly, from the clas¬ sical academies to the colleges, and the colleges have not yet formed any close connec¬ tion with the more vigorous public high schools that have supplanted the academies. S. C. Shortledge then read a paper entitled ‘‘ The Next Step.” This he considered to be the establishment of county public schools, next above the township high school, with tuition free ; this to be the fitting-school for a grand free State university. The following resolution, offered by State Superintendent Wickersham, was adopted; ‘‘ Whereas it is almost certain that within the next two years a convention will b© PENNSYLVANIA. 329 held to revise our State constitution; and whereas the interest of education is one among the leading interests, if not the leading interest, in the Commonwealth : There¬ fore, ^‘Eesolved, That we respectfully ask the respective political parties to take into con¬ sideration the propriety of nominating as candidates for membership one or more educators of acknowledged ability, in order that provision may be made in the new constitution strong enough to bear the superstructure of the broadest i^ossible edu¬ cational system.’’ On Wednesday forenoon the United States Commissioner of Education, General John Eaton, jr., gave an address entitled “American Education Progressive.” Papers were read during the meeting by Miss Laura M. Parker, of Pittsburg, on “ Foot¬ prints by Professor George Eastburn on “ Science in Education and discussions and essays occupied a considerable portion of the time of the association, while elocution¬ ary readings and music were interspersed, making the occasion an exceedingly pleas¬ ant one. Closing on Thursday p. m. at 4 o’clock, about two hundred members left for an ex¬ cursion to Niagara Falls. PHILADELPHIA. The city constitutes the first school district, whose educational interests are intrusted to a board of twenty-nine controllers. The following are the statistics for the year 1870 : Number of schools . . . . . 380 Pligh and normal schools . 2 Grammar schools . 55 Male teachers . 80 Female teachers . . . . 1, 459 Average attendance of pupils during the year . 71, 556 Amount of salaries of teachers . . . . !|743, 111 02 New school-houses to be added . 12 Cost of new school-houses . $327, 249 00 Total amount of expenses for schools . |pl, 197, 901 74 CEXTKAL HIGH SCHOOL. The average attendance at this school for 1870 was over 550, which is believed to be a greater number than has been known in the history of the school. The course of education heretofore adopted has been retained during the past year. The teaching is conducted by lectures and text-books combined, with few excep¬ tions, in which the instruction is oral exclusively. This school, as the head of a system which extends throughout the city, is the source of the highet' education, which, rather from its quality than the number' of its recipients, is of the greatest importance to the future. Connected with the central high school, and constituting a department of it, is THE NIGHT SCHOOL FOR ARTISANS. This school depends for its success upon the aid of the able faculty, and many instru¬ mentalities in the way of models, diagrams, specimens, apparatus, and chemicals, furnished by the high school. It has now been in operation two seasons, the first twenty and the second twenty-one weeks. The mature and earnest men who enroll themselves as its students, and the fact that almost every workshop in the city sent its representatives, attest its necessity, and the imperative demand for its continuance and ample support. Average attendance, 200 ; branches of business represented, 84 ; average age of students, twenty-two years three months. THE NORMAL SCHOOL. This is for the training of female teachers, having been established about twenty- six years. The number in attendance during the year 1870 was over 500. At the close of the terms ending in February and July diplomas were awarded to 95 pupils. At the teachers’ examinations held in May and November, 164 certificates out of the whole number, 211, were given to the pupils of this school, more than 100 of whom are now in the schools of the city. More than 90 per cent, of all the pupils instructed here desire to teach, and the semi-annual examinations are anticipated with as much interest by the students as is the graduation. The pupils now receive the same atten¬ tion in the study of music as in other departments. The actual daily attendance was about 97 per cent, of the number enrolled. 330 REPORT OF THE COMMISSIONER OF EDUCATION. NIGHT-SCHOOLS. These were 14 in number, with an average attendance of 3,100 pupils and 50 teachers. They were kept open twenty-one weeks, and proved eminently useful in elevating the classes attending them, both intellectuallj' and morally. VOCAL MUSIC. The position of music, as a branch of study in the public schools of Philadelphia, is no longer uncertain. By the revised graded course, recently adopted by the board, the study of vocal music is made to commence in the primary and to continue through all the higher grades of schools. This is said to be daily growing in favor with the citizens, the results thus far having been far better than the most sanguine friends of the policy had anticipated. THE PHILADELPHIA LIBRARY owes its origin to Benjamin Franklin in 1731, and was the first subscription library in America. It is especially rich in rare copies of early fine printing, both in Europe and America, and, although of limited extent, numbering 95,000 volumes in 1870, it is a singularly fine collection, and perhaps the best general library in the country, for the reason that it has omitted burdening its shelves with scientific works, which are in Philadelphia gathered into the libraries of the Academy of Natural Sciences and the various medical and other scientific schools and societies, and has devoted itself to the collection of what may be truly called the best style of standard literature. ACADEMY OF NATURAL SCIENCES. The collection of the academy is in three divisions — its museum of natural objects, its library, and its apparatus ; and, of these, the last-named actually has to be stored away for want of room. This is a chemical apparatus of about fifteen hundred pieces. The library is, of its kind, the finest in America, covering 22,500 volumes, all relating especially to the natural sciences ; every other work having been carefully pruned out and sold. This is a complete special library, each branch of natural science having a separate department and being fully represented. Many of the works in this library are profusely illustrated and so costly as to be beyond the reach of people generally. Public attention has naturally been fixed upon the museum of this institution, which embraces more than 250,000 specimens, of which 65,000 are fossils, 70,000 botani¬ cal specimens, 1,000 specimens of zoophytes, 2,000 of crustaceans, 500 of myriapods and arachnidans, 25,000 specimens of insects, each represented on an average by four speci¬ mens ; 100,000 specimens of shells, 813 species of serpents, 1,170 species of fishes, 31,000 bu'ds, 5,000 birds’ eggs, 1,000 mammals, 217 skeletons, 346 crania, and 259 parts of animals in the department of comparative anatomy ; 1,390 human crania, 45 mummies, and 225 mounted specimens of healthy and morbid animal tissues, vegetable structures, mineral substances, &c., in the biological and microscopical section. All this has been accomplished without any aid from the city. State, or National Government, being the result of patient, persevering labor of men who have been interested in the promotion of science, these labors having extended through a period of more than sixty years. THE FRANKLIN INSTITUTE is devoted to science and the mechanic arts, having a library of 15,000 volumes, all on scientific subjects, among which is an entire collection of British patents. Drawing is taught here and regular lectures given annually. The effect of this institution is to increase vastly the amount of skilled labor, thus elevating the workingmen. It also issues a regular monthly journal, in which the latest discoveries and inventions are re¬ ported, making them at once available to the members. THE LINCOLN INSTITUTE. This has been founded since the late war, and is designed to maintain and educate the orphans of soldiers who fell in that war, and to provide them with employment or a trade that will enable them to support themselves. In this work of charity Phila¬ delphia is believed to have taken the lead. THE MERC.VNTILE LIBRARY. This until recently had no fixed location, but now has a spacious edifice, larger than any other library building in America. It now contains 50,000 volumes, exclusiV'C of large numbers of periodicals. More than 500 volumes are daily loaned on an average. The other princij)al libraries in the city are the Philadelphia Library, the oldest public library in America, founded in 1731, and very rich in old books ; the Loganian PENNSYLVANIA. 331 Library, for reference, free to all, and abounding in classical works ; tlie Apprentices, Library, and several others of great excellence, COU^t'TY PRISONS. There has been a marked decrease in the number of commitments for the year 1870, there being only 15,238, while those for 1869 reached 18,305. This decrease may be re¬ ceived as a very acceptable fact, especially as there has been a diminution during a period of years, the number in 1860 having reached 20,801, and in 1866 19,468. The expenses of the prison for 1870 were $102,680 08, being less than those of 1869 by $3,245 04. STxiTE CII.IRITY. The State granted the following appropriations to institutions in Philadelphia: For deaf and dumb . $35, 215 45 For blind . 31,500 00 For feeble-minded children . 28, 800 39 For Home for Destitute Colored Children . 750 00 For Union Temporary Home . . 1, 875 00 For Northern Home for Friendless Children . 11, 869 44 For Lincoln Institution . . 7, 908 96 For Church Home . 840 14 For Germantown Home . 75, 00 For St. John’s Boys’ Orphan Asylum . . . 1, 525 00 For Catholic Home . 550 00 For Eastern Penitentiary . 31, 175 00 For House of Refuge . 53, 750 00 Total . 205,834 38 THE SUNDAY'-SCHOOL ARJIY. The following census of all the Sunday-schools in Philadelx)hia was made and returned hj’" the police during the summer : No. of schools. Denominations. . Teachers. TO "o 'o Total. 82 Methodist Episcopal . 2, 522 21, 746 24, 268 70 Protestant Episcopal . . . 1, 863 21, 577 23, 440 63 Presbyterian . 2, 134 20, 633 22, 767 53 32 Baptist . 1, 428 13, 915 23, 864 15, 343 25, 490 Eoman Catholic . 1,626 23 Lutheran . 707 6, 685 7, 392 3,620 15 German Reformed . . . . . 372 3, 248 10 Reformed Presbyterian . 220 1,821 2, 041 9 United Presbyterian . 194 1, 744 1,9:^ 8 Union . . . 122 1,014 686 1, 136 809 7 Evangelical . . . 123 4 Moravian . 93 769 882 4 Eriends . . . . . . . . . . . 48 690 738 3 Reformed Dutch . 116 697 813 2 Congregational . 64 577 641 2 Mennonite . 32 180 212 2 Christian . 25 1T3 198 2 Universalist . 58 323 381 2 Independent . 69 565 634 2 Hebrew . 43 250 293 1 Union Presbyterian . 23 230 253 1 German Evangelical Reformed . 24 136 160 1 Disciples of Christ . 18 93 111 1 United Brethren . 21 110 131 1 Pwedenborgian . 22 157 179 1 United Methodists . 9 32 41 1 Unitarian . . ... 24 129 153 1 Methodist Protestant . . 28 220 248 1 Bible Christian . 15 111 126 1 Church of God . . 27 250 277 1 German, unknown . . 8 70 78 402 12, 078 122, 715 134, 793 332 REPORT OF THE COMMISSIONER OF EDUCATION. PITTSBURG. During the past year a much larger proportion of the children of school age have been in attendance at school than during any former year. At the same time, many improvements have been introduced into the schools, and a greatly increased interest in educational matters has been manifested by all classes of the community. As a result of this improved condition of things outwardly, internal order has been easy and progress in learning has been marked and satisfactory. Four school-buildings have been completed in the past year, and three others are in process of construction. The spirit of improvement among the people has been manifested not only in the buildings, but in their surroundings, in the planting of trees, plants, and flowers, where previously all was barren pavement. Ornamentation is consequently finding its way into the school-rooms, where these representatives of refinement, purity, and gentleness tend to displace rudeness, disre¬ spect, and incorrigibility. STATISTICS. Children of school age . 21, 845 Children attending school . . 13, 862 Children not in school . 7, 983 Children at work . 4, 588 Teachers . 215 Amount paid teachers of all kinds . ijpllO, 153 10 Cost per pupil, estimated on average of daily attendance . .* $18 45 HIGH SCHOOL. A magnificent new high-school building, just completed, .was formally dedicated on the 13th of October, an event marking a new epoch in the history of the public schools of the city, which had long been anticipated by the youthful population with the liveliest interest. Accordingly, it is stated by one of the chroniclers of the event, that young Pittsburg was early'astir to hail the occasion, that mothers and sisters had been pressed into service for days and nights previous in the manufacture of badges and rosettes. “ Hands and features which, in the blissful independence of childhood, might have been oblivious to the chemical properties of soap, or the sanitary influences of water for months before/ were willingly consigned to the agonies of a perfect ablution,” and “ shining morning faces,” with eager expression of expectancy smiled from every doorstep long before the hour assigned for the ceremonies to commence. At half past 10 o’clock the ranks were formed, fully 4,000 children being in the procession, which moved from its starting-point to the school-building. DEDICATION ADDRESSES. In the afteJuoon a large assemblage, comprising several hundred teachers and many citizens, met in the hall of the new edifice. Professor Luckey, superintendent of the city schools, called the meeting to order, and John Wilson, esq., president of the board of education, was called to preside. After prayer by Rev. Mr. Montgomery and a song by a quartette club, Professor Andrew Burtt made the dedicating address, denominat¬ ing the cause of free education the lever by which the people are to be raised to the highest degree of intellectual culture and morality. After dwelling appropriately upon the special advantages to Pittsburg from the establishment of this school, he concluded by proclaiming the school dedicated, “ calling for anathemas from the wise and good upon such as would refuse to say ^ Amen.’ ” Other addresses were made by W. D. Moore, esq.. Dr. B. C. Jillsou, late of the West¬ ern University, but at present principal of the high school, and Rev. John S. Sands, during the afternoon ; knd in the evening an address was given by Hon. H. B. Swope, who concluded his remarks as follows : The school stands here on this high eminence overlooking our numerous forges, furnaces, mills, and workshops, to tell us that mind rules over all ; that all great, grand, and glorious ends are but the legitimate results of educated labor. And now the stately edifice is completed and dedicated to its great work, and it only remains for teachers to carry out what has been so nobly begun. It has been endowed by all the people for the benefit of all ; let it be equal in all respects to the best institutions founded and supported by the wealthy for their children alone. Let it be the common aim to send forth all the pupils educated in all the principles constituting the highest manhood, enabling them to become true to God and famous through the ages.” ^VDDEESS OP SUPERINTENDENT WICKERSHAM. Hon. J. P. Wickersham, State superintendent, spoke of his being present, two years before, at the laying of the corner-stone of the building, and of his great interest in PENNSYLVANIA. 333 its progress to completion, which he was as happy to see as any one could he. The board of education, he said, had cause of self-gratulation, this grandest work ever ac- eomplished in the city having been secured after a long and hard struggle. He con¬ sidered the school-building one of the finest, if not the finest, in the State. Re¬ ferring to the school system of the State, he said it was equal to, if not superior to, that of other States, and predicted glorious results in the future. The system was broad enough for all classes, conditions, and all colors. He was glad to see the colored children in the procession to-day, marching proudly under their banners. In reply to the question whether the high schools would be a success, he answered that the best lawyers, business men, and working men would hereafter claim this institution as their alma mater, and that its entire success was already assured. After brief addresses by Mr. J. H. Miller, a member of the central board of educa¬ tion, Professor George J. Luckey, and Dr. Calder, of the State Agricultural School, the dedicatory exercises were concluded bj the singing of the song, “ Twenty Years Ago,” by the quartette club, and the doxology by the audience. YORK. HIGH SCHOOL. The average attendance at this school was 93 per cent, of the number enrolled. The basis of the course of instruction is upon an attendance for four years. The several Glasses contained the following numbers: Seniors, 4; juniors, 28; sophomores, 27; freshmen, 35 ; total, 94. PUBLIC SCHOOLS OF THE BOROUGH. The number of pupils in the public schools of the borough during the year was 2,038 ; average attendance of the males, 662 ; of females, 718 ; total average, 1,380. Whole number of schools, 28. These are graded as primary, 18 ; secondary, 7 ; gram¬ mar, 2 ; high school 1. The superintendent, W. H. Shelley, esq., is also the principal of the high school, teaching four and a half hours daily, and making one hundred and sixty visits to the schools, besides holding eighteen district institutes, arranging a full graded course of study for all the schools, and other duties. Hon. J. P. WiCKEESHAM, State Superinteiident, Harrishurg . COUNTY, CITY, AND BOROUGH SUPERINTENDENTS, 1870. County, city, or borough. Name. Post-office. No. of schools. Salary. Adams . . tl. Howard TY ert . Gettvsburp" . 159 $800 00 Allegheny . A. T. Douthett . Pittsburg . 499 2,000 00 Allentown City . It. K. Buehrle . Allentown . _ 47 1, 200' 00 Altoona . J ohn Miller . Altoona . 20 ’ 750 60 Armstrong . Hugh McCandless . Freeport . 241 1, 000 00 Beaver . George M. Fields . New Brighton . 181 1, 200 00 Bedford . Henry "W. Fisher . Bedford . 210 4, 000 00 Berks . David B. Brunner . Eeading . 513 1, 250 00 Blair . John B. Holland . Newry . 134 1, 000 00 Bradford . Austin A. Feeney Towanda . 370 1, 000 00 Bucks . . . Hugh B. Eastburn . . . New Hope . 252 1’, 000 00 Butler . . . Samuel Glenn . C oulter sville . 220 1’ 000 00 Cambria . Thomas J. Chapman . Ebensburg . 183 1, 000 00 Cameron . Joseph B. .Tohnson Emporium 25 1, 000 00 Carbon . R. F. Hofford . . . T.ehip'htou . 119 1,000 00 Centre . B. M. Magee . Eebersburg . . 198 1,200 00 Chester . George L. Maris . West Chester . 342 1, 700 00 Chester City . A. A. Meader . Chester . . . 23 1, 500 00 Clarion . J. E. "Wood . Enos 179i 1, 500 00 Clearfield . George W. Snyder . . Clearfield 157* 1, 200 00 Clinton . A. N. Eaub . Lockhaven . . 123 800 00 Columbia . Charles G. Barkley Bloom sburrr 176 1, 000 00 Crawford . H. D. Persons . Cambrid^^’e Borou<’'h . .... 366 1, 500 00 Cumberland . William A. Lindsey . Carlisle . 214 . 1, 000 00 Dauphin . D. H. E. LaEoss . . . TTHrnrn^l^v^w^ ■ - - - - 187 1, 000 00 Delaware . James W. Baker .. . . AT orl in. . . 89 1,000 00 Easton BoEough . W. W. Cottingham . Easton . . . 35 1, 700 00 Elk . Eufus Lucore . T^Rply - . 45 coo 00 Erie . C. C. Taylor . liUndy's XjUdb - 301 1, 000 00 Erie City . H. S. Jones . A . . . . . 37 1, 800 00 Eayette . Charles W. W^aaee. ^Brcwnsvillc . . . OOl 800 00 Eorest _ : . S.F. Eohrer . Marionville . ”33 800 00 334 REPORT OF THE COMMISSIONER OF EDUCATION. County, city, and lorough superintendents, 1870 — Continued. County, city, or borough'. Name. Post-office. No. of schools. Salary. Upper Strasburg .... 212 $1, 200 00 500 00 1, 000 00 1, 30G 00 800 00 1, 500 00 1, 000 00 1, 000 00 800 00 1, 700 00 1,000 GO MoConnelisbur.o' _ 69 Bice’s Tjandiny . . 175 Harrisburg . . 46 Alexandria . 200 Hyde Park . 17 Indiana . . . . 238 Punxa.ta.wny . 141 Thompsontown _ 102 T.ancp.ster . 519 William N. Aiken . Newcastle . 144 Lebanon . 176 1, 200 0) 1, 300 00 2, COO 00 Allentown . 2021 Wilkesbarre . 440" John T. Heed _ ° . Montoursyille . 207 1, 300 04) 1,261 00 2, COO 00 1, 000 00 800 00 William J. Milliken . Smithport . . 76 Meadville City . W. J. C. Hall . Meadville . 14 Mercer . N. W. Porter . Sharpville Furnace . 269 Mifflin . John M. Bell . Milro y . 98 Mocroe . Jeremiah Pruttchey . Stroudsburg . 126 600 03 Montgomery . Abel Kambo . Trappe . 279 1, 200 00 800 00 Montour . William Henry . Pottsgroye . 73 xsortbainpton . William N. Walker . Bethlehem . 208 1, 000 00 Xorthumueiiand. _ Saul Shipman . Sunbury . 192 1, 000 00 Perry . Lewis B. Kerr . Landisburg . 166 500 00 Pike . John Layton . Dingman’s Ferry . 53 600 09 Pittsburg City . George j. Luckey . Pittsburg . 201 2, 500 00 Potter . J. W.' Allen . Coudersport . 116 1, 000 00 Pottsviiie Borough. . . Schuylkill . Benjamin K. Patterson . Pottsviiie . 36 1, 500 00 J esse Newlin . . . Port Carbon . 374 2, 000 00 1, 800 00 Scranton City . Joseph Honey . Scranton . 40 Snyder . William Moyer . Freeburg . 102 800 00 Somerset . James L. Pugh . Somerset . 206 800 00 Sullivan . John W. Mai'tin . Dushore . 59 800 00 Susquehanna . William C. Tilden . Forest Lake . 2721 1, 000 00 Tiog'a . Elias Horton, jr . Knoxville . 2651 13 1, 250 00 2, 500 00 800 00 Titusville . Henry C. Bosley . Titusville . Union . C.V. Gundy . Lewisburg . 83 Venang’O . Charles H, Dale . Franklin . 2131 161 1, 500 00 1, 000 00 1,000 00 'W arren . W^. M. Linsey . Warren . Washington . William G. Eee . Cannon sburg . 251 Wayne . D. G. Allen . Prompton . 209 1, 000 00 800 00 W estinoreland . Henry M. Jones . Salem Cross-Boads . 3131 Wilkesbarre Borough Williamsport City . . . Wyoming . Charles J. Collins . Wilkesbarre . 19 1, 800 00 A. K. Horne . . . Erank H. Piatt . Williamsport . Tunkhannock . 44 96 700 00 500 00 York . ; . Stephen G. Boyd . York . 138 1, 500 00 1, 800 00 York Borough . Wmiam H. Shelley . York . 25 RHODE ISLAND. 335 RHOBE ISEAJVR. THE FIRST REPORT OF THE BOARD OF EDUCATION. At the date tlie present report rvas made, the board of education had, under the re¬ cent law establishing it, been organized eight months. The following is the substance of their first report. They refer at length to the complex nature of the former school system, and the great need of a complete change. THE CHILDREN OUT OF SCHOOL. The board desires to call the attention of the general assembly to a large and rap¬ idly increasing class, whose existence is a menace to the future welfare of society — the truant and neglected children growing up in idleness and ignorance, and who, if not cared for, must become a very dangerous element in our body politic. It is hoped the legislature will devise some legal measures for correcting this great evil. Attention is also called to the large number of children employed in our manufacturing establish¬ ments deprived of the educational privileges provided by the statutes. “A voluntary agreement (such as v/as circulated in Connecticut) is proposed between the various manufacturers to abide by the law, so that all shall stand on common ground in regard to the employment of children, and the law thus receive an easy enforcement.’^ ESTABLISHMENT OF NORMAL AND TRAINING SCHOOLS. “ The board unanimously urges the immediate establishment of a normal school in Rhode Island. In the legislative enactment which shall establish such a school, it is suggested that the act specify such guarantees and requirements in the management of the schools as shall prevent the squandering of the appropriations upon teachers who have no natural tact for teaching, or will not contract to teach for at least two years within the State ; and that the success of the institution may not be jeopardized by lack of pecuniary means, it is recommended that a maximum sum of not less than ten thousand dollars be annually appropriated therefor.” WORK OF THE TEACHERS’ INSTITUTE APPROVED. “ The board would also express their approval of the holding of teachers’ institutes in the several parts of the State, as promoting the cause of education, not only by sug¬ gesting modes of imparting instruction to teachers, and kindling anew their interest and zeal in their work, but by their direct influence upon all others who attend them, and a reflex influence upon the committees, arousing them from the apathy and indiffer¬ ence which have been so prevalent. REPORT OF THE COMMISSIONER OF PUBLIC SCHOOLS. The report of the commissioner of public schools, the Hon. Thomas W. Bicknell, for the school year ending May 1, 1870, contains the following information : SUMMARY OF STATISTICS. Population of Rhode Island, United States census, 1870 . 217, 306 Total population of the State between the ages of five and fifteen, (census of 1865) . 38,788 Number of towns in Rhode Island. . 34 Number of school districts in the State . 412 Number of summer schools in the State . 583 Number of winter schools in the State . 635 Number of teachers in summer schools . 651 Number of teachers in winter schools . 711 Number of weeks in school year averaged . 34 Number of pupils registered in summer schools . . . 25, 567 Average attendance in summer schools . . 20, 048 Number of pupils registered in v/inter schools . 28, 364 Average attendance in winter schools . 22, 444 Percentage of population between the ages of five and fifteen registered in summer schools . .64 Percentage of population between the ages of five and fifteen registered in winter schools . .73 Number of pupils in private schools, (census of 1865) . 6, 336 Amount of State appropriation for schools . - $90, 000 Amount of town appropriation for schools . $246, 046 05 Amount from registry taxes and other sources . $44, 799 96 Amount from district taxes . . . $82, 196 95 Expenditure, exclusive of school-houses . $336,662 27 Expenditure for school-houses . $212, 391 81 Total expenditures for school purposes . $529, 054 08 336 REPOKT OF THE COMMISSIONER OF EDUCATION. UNIFORMITY OF TEXT-BOOKS. The widest diversity prevails iu Rhode Island respecting text-hooks in the several towns, and often in the same town, and has been a just and serious cause of complaint. The labors of the teachers are increased because classification of pupils is prevented. Much pecuniary loss results to the children of those parents who change their residence. This, no doubt, operates to actually prevent attendance at school in many cases, espe¬ cially children of poor or avaricious parents. EDUCATION AND IGNORANCE, There were 5,014 children in the State who had not attended school during the year. This is 12.9 per cent, of the whole number of children between five and fifteen years of age. It is probable that at least one in seven of all the children in the State between five’ and fifteen years of age did not attend any school during the year. The greatest percentage of absentees is found in those towns which have the largest foreign popu¬ lation by percentage. Absent from school. — Cumberland, 17.1 per cent.; North Providence, 28.1 percent.; Pawtucket, 18 per cent.; Burrillville, 26.8 per cent.; Cranston, 15.8 per cent.; and Smithfield, 20.5 j)er cent. It is a fact which demands the earnest and immediate atten¬ tion of our legislators, and of every citizen, that so large a proportion of the children are growing up in ignorance. Of the whole population of the State 63,4 in each 100 are of American and 36.6 are of foreign parentage. The larger portion of these persons of foreign parentage who cannot read and write is of foreign birth, and they are per¬ sons who in their childhood did not enjoy the opportunities lor education that children do in this State ; and, unfortunately, the ignorance of parents, in connection with the open opposition of their spiritual advisers to the free schools, begets on the part of a considerable portion of our foreign population a great indifference, or even opposition, to the education of their children. In this way there is great danger that this alarm¬ ing amount of ignorance in the State will be perpetuated and increased. COMPULSORY EDUCATION. What shall be done,” says Superintendent Bicknell, “ for the more than 10,000 chil¬ dren in our State, under fifteen years of age, who attend no school, most of whom can neither read nor write, and many of whom are vagrants and truants, with none to care for their welfare ? Some of them work in our factories, and, from necessity of one kind or another, are compelled to pass the tender years of youth — the best and only years for acquiring the rudiments of an education — under the severe restraints of long-con¬ tinued and wearisome labor, and deprived of the blessing of common-school instruction. Others are learning the vices and corruption which idleness, neglect, and profligacy must surely engender, and, under the influence of bad associates and adepts iu crime, are candidates for the reform school and the prison. Can the State afford the loss of so many of its children from its schools of learning, to be educated iu schools of crime? Can it take the responsibility even of allowing one-fifth of its youthful population to grow up in a condition which will endanger its civil rights, as well as material pros¬ perity, and its social and moral character? Crime and ignorance, masked by day, go hand in hand by night to perform deeds of wickedness and shame. Shall society pa¬ tiently suffer the wrong and its repetition ? Certainly a call comes to the legislators of the State to protect and secure the homes, the property, the rights, the lives of the people, from the public and private villainy which infests society. The public school can do its part, but not all of the work, and, in order that it may do its legitimate part, the child must be placed and held within its influence.” teachers’ institutes, and a state normal and TRAINING SCHOOL, were first held in Rhode Island twenty-five years ago. A series, three days each, have been held this year, some of which had the attendance of 200 teachers each, and the X)resence of the governor and other eminent persons. An earnest move is being made to secure a State normal and training school, as recommended by the board of educa¬ tion. The superintendent says : “ The call is universal for a thoroughly trained and disciplined corps of teachers. Within the past three years the school officers of every town in the State have expressed strong and emphatic opinions upon this subject in their annual reports to the people. The response of the people has been, and still is, heartily unanimous : ‘ Give us good teachers for aU our schools, and we will give of our money for their better support ; ’ and the only proper ground for the demand for in¬ creased salaries is a better grade of instruction to be furnished.” RHODE ISLAND. 337 THE KIND OF EDUCATION RHODE ISLAND NEEDS. A system of free schools to he universally popular must he universally practical, so much so that the dullest comprehension may see something of intrinsic value in it. Rhode Island is a State of manufactures. All of their husiness interests grow out of the investment of capital in the various productive industries of the factory, the shop, and the foundery. A large portion of their population are artisans, and their wealth is the result of skilled handicraft. While education has its main office in fitting children for citizenship and manhood, it has also its practical work in fitting them for the trades and manufactures to which they will he introduced and on the labor of which they must depend for a livelihood. While labor-saving machines destroy the drudgery of toil and perfect the operations of handicraft, our schools become time-saving machines, by means of which months and years may be saved to our youth in the competitions of daily life. THOMAS A. TEFFT— A BRIEF BUT BRILLIANT LIFE. ' No better illustration of the value of industrial schools can be presented than that which is furnished by the life and example of a native Rhode Islander, Thomas Alex¬ ander Tefft. Hon. Henry Barnard, in his first visits among the schools of Rhode Island, found young Tefft in the district school in his native town of Richmond. He thought he saw in him the germs of unusual j)owers, and was impressed with his energy, intel¬ ligence, and power, his love of the beaui iful in natnre and art, and his taste and skill in drawing. He said to him, in substance, “ You must not bury yourself here in ob¬ scurity ; go to Providence and study architecture ; make that your jorofessiou, and let our State have the benefit of your acquirements in a department whose lesthetic claims have too long been neglected.’’ He came to Providence, studied architecture, gradu¬ ated with the degree of bachelor of philosophy in 1851, and in the midst of his studies planned and furnished desigus for school-buildings, churches, private dwellings, and other edifices, in this and other States, among which is the fine structure of the Provi¬ dence and Worcester and Providence and Boston Railroad station. He went to the schools of Europe to study architecture, and studied sculpture also in order to make himself a better architect. While in Eurojie ho became interested in the question of a universal currency, and his views so commended themselves to the wisest minds of both continents that his plans — without due credit, however, to him — were adopted by the international confer¬ ence held in Paris during the Universal Exposition of 1867. The death of Mr. Tefft in 1859 cut short, at the age of thirty-four, a remarkable life. BROWN UNIVERSITY. The president of this institution. Rev. Dr. Caswell, has been for more than forty years one of its professors, and identified with all its interests. Under this manage¬ ment the college has at present a freshman class of 80, the largest that has ever been admitted, and a total of 220 students, and 16 professors and college officers. SOME ACCOUNT OF THE ALUMNI OF BROWN UNIVERSITY. Since President Manning commenced his college labors at Warren with a single puj)!!, the late Professor William Rogers, 2,429 young men have graduated, of whom 1,400 are now living. These may be supposed to be scattered all over the world, and to represent the various callings and professions in life. Of these, 32 have rendered, and are now rendering, efficient service in the cause of education, as presidents of col¬ leges and theological schools ; 135 as professors and tutors; 18 have been honored with a seat in the United States Senate; 40 have served as Representatives in Congress; 24 have been elected governors and lieutenant-governors; 27 have been honored with a position as judge, or Chief Justice of the Supreme Court ; 650 have been ordained to the gospel ministry, one-sixth of whom have received the degree of doctor of divinity from their alma mater and from other colleges. Fifty-three of the graduates of Brown have received the degree of doctor of laws, many of whom, as, for example, Jonathan Rus¬ sell, William Hunter, Henry Wheaton, and William L. Marcy, have held high official positions under the Government, and by their talents and skill won undying fame. LIBRARY FUNDS AND ENDOWMENTS. The library continues to receive valuable accessions. It now numbers upwards of 38,000 volumes. The total amount of the several different funds of the university is ^509,482. Outstanding subscriptions amounting to about $20,000 remain unpaid. It is expected $16,000 to $18,000 of this amount will bo paid during the present year. The late Rev. Romeo Elton, D. D., left in his will a legacy to Brown University amounting to about $20,000. 22 C E 338 REPORT OF THE COMMISSIONER OF EDUCATION. By virtue of tlie contract between the college and the State of Rhode Island, relative to the transfer and sale of land scrip, the college is bound to educate scholars appointed by the State, each at the rate of SlOO per annum, to the extent of the entire annual income of the fund. The entire amount for which the scrip was sold (being $50,000) has now been ]iaid into the treasury. The State will therefore be entitled hereafter to have about thirty beneficiaries in the university. During the ^Dast year three only have been upon State scholarshij)s. PROVIDENCE. [From the annual report of the school committee for the year 1871, including two semi-annual reports of the city superintendent, Daniel Leach, esq.] The whole number of pupils registered in all our schools is 8,877. Of this number 316 have been received into the high schools ; 2,524 into the grammar schools ; 2,002 into the intermediate, and 4,035 into the xirimary schools. The schools are reported in a prosperous condition, the greatest drawback to their usefulness being the evil of irregular attendance, and a want of co-operation on the part of the parents with the work of the schools. In many cases children are resigned to the care of the teacher with less concern, it is remarked, than a package of goods to a transportation company, and with less thought regarding their safety. Parents are urged to visit the school-room. The committee have endeavored to obtain progressive teachers of the broadest cul¬ ture, in which effort they have been generally successful, although some exceptions in the ];)rimary and intermediate schools are satisfied with their attainments, and content to remain treading around the circle, in the same path, term after term. Vacation schools are a feature of the system, their object being to furnish a refuge from the temptations and dangers of the street. During the summer vacation five ungraded schools were in operation for six weeks. Special instruction in writing has been given, and a marked improvement in music is reported. A new impulse has been given to reading by the successful labors of Mrs. Miller, who spent a fortnight with the teachers and in the schools. LIGHT AXD VENTILATION. Attention is called by the superintendent to the subject of the proper ventilation and light in the school-room as of the first importance. The best method of securing venti¬ lation, in his opinion, is by the apiilication of heat. EVENING SCHOOLS. These schools have been unusually prosperous. No part of our school system is pro¬ ducing more iiractical results, but their efficiency would be very much increased by better room accommodations, in which the larger pupils can be seiiarated from the smaller. The superintendent recommends the establishment of a school of a higher grade, one that might xn'operly be called an elementary xiolytechnic school. There is a great and xiressing demand for such an institution in the city. COMPULSORY ATTENDANCE. The number of children growing uxi in ignorance and idleness is increasing every year. In resxiect to comxmlsory attendance of children at school it is argued that in the right to take xu’oxierty to establish schools is also included the right to see that the end sought for, namely, the security of life, liberty, and xu’operty, through intelligence and virtue, is not thwarted by nou-use of the x>rivileges so xM'ovided, and that a law compelling the attendance of children at school would be no more an infringement uxion x^ersonal liberty than is any other law ; and that all laws, in a greater or less degree, do abridge the freedom of individuals whose conduct they regulate. The establishment of an industrial school sexiarate from the reform school is recommended for the salvation of the large class of oi’xihaus, and worse than oi’xihans, who are fast becoming vagrants and criminals. SUMMARY OF STATISTICS FOR 1871. Poxmlation of the city, United States census of 1870 . 68, 904 Number of children of school age . 13, 000 Number of children in xiublic schools . . . 8, 877 Average attendance . . . 7, 990 Receixits for school XRH’poses . $207,393 45 Expenditure for school x)urposes . . . . . $206, 903 00 RHODE ISLAND. 339 NEWPORT. [From tlie annual report of the school committee and the superintendent of public schools for the year 1870-’71 — Frederic W. Tilton, superintendent.] SUMIMARY OF STATISTICS. Population of the city . . . . . 12, 521 Number of children of school age . 2, 500 Number of children attending public schools, about . 594 Percentage of average attendance, (1870-’71) . .903 Whole number of schools . 27 Whole number of teachers (males, 3; females, 30) . . 33 Average number of pupils to each teacher . 22 Total receipts for school pnrjioses . |i30, 055 28 Total expenditure for school purposes . $29, 969 92 THE SCHOOLS. In some matters of very great imxiortance marked progress has been made during the year Tvhich is now closing. There has been a greater uniformity in the methods of discijiline. The discipline has usually been mild, and, at the same time, firm. The amount of school legislation in the State has been very large, and its character very important, including the passage of a bill authorizing the establishment of a State normal school, for w^hich an aunnal mileage approiniation of fifteen hundred dollars has been made. This sum will be equitably divided among the pupils who reside more than five miles from the school. The entire expense of tuition is incurred by the State. TARDINESS. The average amount of tardiness in the schools has been very small. The cases which have occurred however have been unevenly distributed. It sometimes happens that one-tenth of all the cases of tardiness reported for the week occur in a single room. In one of the primaiy schools but one case of tardiness was reported during an entire term. But while the attendance of pupils actually belonging to the schools is good, there is in our city, as well as in others, a class . of children of school age whose names are upon the roll of no schools, public or private, aud whose truancy is consequently permaueut. The inquiry as to the aneans w^hich shall be taken to bring these children under the influence of the school is becoming a very serious one. The support of the schools by general taxation implies a moral contract between the State and the tax¬ payer. A citizen, whose tax for the support of such a system is large, and who receives no direct benefit from the schools, contents himself with the assurance that'the tone of the community in w^hich he lives is being elevated ; that ignorance and crime are meeting with a vigorous assault, and that he is to enjoy increased security of jicrson and xiroperty. If the tax-x)ayer finds that he does not receive the xirotection which was promised him, ho cannot be blamed for feeling that the State has broken a contract to which, morally at least, she has made herself a party. INDUSTRIAL SCHOOLS. A very fine farm of 100 acres has recently been given to the town of Portsmouth, for an industrial school, by Miss Ellen Towuseud, where boys who are neglected and friendless may have a iflain, comfortable home, and may be taught hoAV to support themselves by honest labor, and to become good and useful members of society. EVENING SCHOOLS. Our evening school is doiug a quiet work among those xiersous wdiose circumstances forbid their attending the day school. If arrangements could be made in connection with this school for instruction in mechanical and free-hand drawing, our industrial interests would be much enhanced. A great many mechanics, whose knoAvledge and experience are ample, are hampered by the inabiiity to place before their own eyes aud the eyes of others the conceiitious of their minds. 340 KEPORT OF THE COMMISSIONER OF EDUCATION. SOUTH CABOIilK'A. Office of State Superintendent of Education, Columbia, South Carolina, October 28, 1871. General: Inclosed here^vitli please find scfiool statistics (sncli as they are) of tlie State of South Carolina for the scholastic year 1871. It is a source of much regret to me that said statistics are so deficient. This office is almost entirely dependent upon the county school commissioners of the State for statistical information concerning' the public schools. The annual reports of many of said officers are very imperfect, vrhile in other instances such reports have not been seasonably forwarded. SCHOOL FUNDS. The State appropriation (as is shown in one of the accompanying tables) for the fis¬ cal year ending October 31, 1871, and made for the support and maintenance of free common schools, consisted of $150,000, in addition to the poll or capitation tax, from which we shall probably realize this year $50,000 or more. Add to these two sums $1,000 derived from licenses, and the aggregate amount will be $201,000. A majority of the school districts in the State have assessed a school district tax, but I have at iiresent no means of ascertaining the aggregate amount of such tax. state approprlvtions made for educational purposes other than free COMMON SCHOOL. In addition to the api)roj)riation for the support of common schools, the following State aijpropriations for educational purposes have been made for the fiscal year here¬ inbefore mentioned : For the suj)port of the University of South Carolina . $25, 000 00 For repairs on university buildings . 6, 000 00 For the purchase of school text-books . 34, 020 14 For the support of the South Carolina Institution for the Education of the Deaf and Dumb and the Blind . . 10, 000 00 For the support of the State Orphan Asylum . . . 10, 000 00 Total . . . . . 85,020 14 PROGRESS. A reasonable degree — taking into due consideration the adversities and difficulties encountered — has been achieved in our educational work during the scholastic year. Our school attendance for the year 1871 more than doubles that of 1870. Our school law — which is not faultless — will not fail to jiroduce very favorable results if it be prop¬ erly enforced and carried out. I am glad to testify that the people of this State are gradually acquiring an interest in the cause of public schools. Our great and practical difficulties are — 1st. ludifierence and incompetency of school officers. 2d. The extreme poverty of the x^eople, and the embarrassed condition of our State finances. Yet, notwithstanding obstacles, the foundation of a thorough, practical, and liberal system of common schools is being laid. LNDEPENDENT AGENCIES OF EDUCATION. Very much of the educational work in this State has been accomx)lished by agencies not under the supervision or in connection with this office. There are numerous good private and select schools, academies, and colleges in our midst. The Bureau of Refu¬ gees, Freedmeu and Abandoned Lands has built a goodly number of comfortable and commodious school-houses. The colored peoifie of this State owe an everlasting debt of gratitude to the various benevolent societies at the North and elsewhere, which have for several years past done such a noble and generous part in the education and elevation of that race. These schools — the best in the State — have been like green oases in the desert waste. We regret that we are not able to give statistical information concerning the work accom¬ plished by outside agencies. SOUTH CAROLINA. 341 Plopiug that this commiinication and the accompanying tables 'U'ill not reach you too late to be of service to you, I have the honor to be, very respectfully, yours, J. K. JILLSON, State Siijjerintendent of Education, South Carolina. Hon. John Eaton, United States Commissioner of Education, Washington, D. C. [From the second annual report of the superintendent of education for the State of [South Carolina, for the year 1870, issued 1871. Hon. J. K. Jillson, superintendent.] 1869. *1870. Number of vs^hite males between the ages of six and sixteen . 40, 956 21, 660 Number of colored males between the ages of six and sixteen . 58, 776 27, 317 Total males, white and colored. . . 99, 732 48, 977 Number of white females between the ages of six and sixteen . 41, 240 20, 829 Number of colored females between the ages of six and sixteen . 56, 207 27, 184 Total females, white and colored . 97,447 48,013 Total white, males and females . . . 82, 196 56, 868 Total colored, males and females . 114,983 72,478 Whole number, white and colored, males and females . 197, 179 129, 346 Number common schools in the State . 769 Number of pupils that attended free common schools . 30, 448 Average wages, XDer month, paid teachers of each sex . $35 First grade . $50 Second grade . $35 Third grade . $25 School-houses built during the year . 110 Total number of school-houses . 657 Number school districts . 469 Of the number of school-houses reported as erected during the year, 30 are frame- buildings and the remainder are log-houses. Of those previously erected, the returns are so imxierfect and meager, it is quite imiiossibleto give the full number, or estimated value. Only three are reported as having their grounds inclosed. Teachers are divided, according to the grade of their certificates of qualification, into three classes, and the monthly salary of each class is fixed in accordance with the grade. No discrimination in regard to sex is made in the wages of teachers. teachers’ institute. But one teachers’ institute or convention has been held in the State during the year ; at Nazareth Church, Sjiartanburgh County, on the 5th and 6th days of August, 1870. Thirty teachers were in attendance. The organization w\as made a iiermanent one, under the name of “The Teachers’ Convention of Spartanburgh County, South Carolina,” and is to meet annually. In virtue of the requirements of the State school law, a uniform list of school text¬ books has been determined uxion, by a siiecial commission ajijiointed for that purpose, and xiresented to the State board of education. obstacles to progress. There are several obstacles to progress in the educational work ; among these may be mentioned the delay in the XJassage of the school law, inexperience of school officers, want of suitable school-houses, scarcity of good teachers, ax^athy and impatience of the peoxile, opposition to the new system, inadequacy of the approxiriations for school purxioses, and defects of the school law. The act to establish and maintain a system of free common schools for the State of South Carolina did not become a law until the 16th day of February, 1870. In con¬ formity with the provisions of section 43 of said law, all the schools under State super¬ vision were closed on Friday, June 24, 1870. It was therefore pi’actically impossible to accomxilish much in so short a space of time, in the way , of organizing and estab¬ lishing schools under the new system. Four school commissioners have made no returns whatever, as required by law. It is hoped that the general assembly will adopt axiprox^riate measures to secure the rigid enforcement of section 26 of the school law. The law provides that each county shall be divided into school districts, and * The emnneration of school population for 1870 required hy section 38 of the school law has been hut partially made ; complete returns having been received froni twelve counties only. 342 REPORT OF THE COMMISSIONER OF EDUCATION. a board of school trustees elected or appointed for each district. It some counties there are no school districts, and, consequently, no school trustees have been apj)ointed. In many cases where boards of school trustees have been appointed, they have failed to qualify, and in the majority of other iustahces they have assumed a state of “ mas- terlj’ inactivity,” as far as schools are concerned. POOR SCHOOL BUILDINGS. Very few of the school-houses are State property. Most of the buildings occupied as school-houses are miserable affairs, entirely destitute of even the most rude and simple comforts and couveuieuces of a modern school-room. Some legislative action should be taken to enable either district or couuty authorities to raise by taxation funds to be applied to the building of school-houses, out-houses, and in closures, the providing of fuel, school-furniture, and apparatus, and in conjunction with the State funds, to the support of teachers. During the past year the State schools have suffered severely from the employment of inefficient and incomxDetent teachers — an evil -which has more sensibly shown itself in the schools where colored phildren attended. The ma¬ jority of the native white teachers are reluctant to assume charge of such schools. The native colored teachers, as a class, are wholly incompetent, and it is almost impossible to secure the services of teachers from abroad, unless they can bo assigned to communi¬ ties where they can obtain some of the comforts and conveniences of society and civ¬ ilization. Probably no State in the Union is so cursed with poor teachers as is South Carolina. Many of the people are sadly indifferent concerning educational matters, not caring whether “ school keej)s or not.” Many keexi their children in the fields at -work when they ought, in every sense of the word, to send them to school. OPPOSITION TO THE NmV SCHOOL SYSTEM. The new school system, like everything else new, meets with much opposition from certain classes of peoxfie, disciples of the “ old xiod-auger days.” The great objection urged is the cost of maintaining the system. Education, certainly, costs much money, but for every investment of money which the State or the peoxile shall make for com¬ mon-school privileges, there will be a future golden harvest of civilization, xirogress, Xirosxierity, good order and enterxirise. The general assembly, at its last session, axipropriated for the fiscal year ending Octo¬ ber 31, 1870, the sum of $50,000, in addition to the amount raised by poll or capitation tax, for the suxiport of free common schools. Tho x^oU-tax is at xiresent a very unre¬ liable source of school revenue. We have not been able, up to this date, to obtain the amount of tho xioll-tax collected for the fiscal year 1808-1809. Fifty thousand dollars is a sum hardly sufficient suitably to suxiport the x^Rblic-schools of the city of Charleston. Careful calculations x^i'ove that it costs at least $1 xier month for each child attending common school. Five months’ schooling, then, for each child costs $5. The scholastio poxmlation of this State is, in round numbers, 200,000. If one-half of these children attend school five months in each year, the cost will be $500,000. It is submitted that the education of all the children of all classes and castes in society is indispensable to the highest and best welfare of the whole community, and that suitable and adequate provision for such education is a matter of common weal and common concern. The war in Europe, whose red waves have deluged with blood the fair fields of unhaxipy France, illustrates with terrilile force the x>roxiosition that the thinking bay¬ onet gains the victory ; that the bullet, accompanied by an idea or a thought, is swifter and surer in its flight than one x>rox)elled by xiowder only. The great want, the urgent need of South Carolina, is a general, universal system of free common schools. AGRICULTURAL LAND SCRIP. The general assembly of the State of South Carolina, at its regular session of 1868- ’69, xiassed “An act accex-)ting tho donation of lands to the State for the endowment of agricultural colleges.” It will be well to ascertain whether the officers authorized by said law to act in this matter, or any agents appointed by them, have received, either in whole or in xiart, the said scrix); and if, so, what disposal has been made of the same ; or if it has not been received, to ascertain what stexis are necessary to obtain Xiossession of it, and that the same be devoted to the establishment of schools of agri¬ culture and the mechanic arts in connection with the University of South Carolina. UNIVERSITY OP SOUTH CAROLINA. The general assembly made amxile axix^i’oxiriations for the sux^x^ort of the University of South Carolina during the past year. The institution is in charge of an efficient SOUTH CAEOLIXA. 343 faculty, and offers facilities, at least equal to any otherdnstitution of the kind in tho South," to young men desiring to avail themselves of an advanced course of study. The uniVersUy library is one of the finest in the Southern States, and has, during the year, received an addition of G32 valuable volumes. It is a source of regret that this "institution, liberally provided for by the public fnuds, has such a small attendance of students. It is provided by law that there shall be admitted annually to the uni¬ versity one free student from each county in tho State, such student to be appointed by the governor on the nomination of the delegation in the general assembly from the county "in which said student shall reside. A free public competitive examination is to be held annually, on the first Monday in July, which each student desiring to be appointed as free student to the university may attend. The student passing the best examination is entitled to the a^Dpointment. The university appropriations for 1870 were $37,500. SOUTH CAROLINA INSTITUTION FOR THE EDUCATION OF THE DEAF, DU]MR, AND THE BLIND. This institution, located at Cedar Springs, Spartanburgh County, was reopened for the admission of xmpils, on November 17, 1869, and placed in charge of Professor J. M. Hughston, a graduate of and former teacher in the institution. The buildings have been recently repaired. The system and thoroughness of the methods of instruction, and the proficiency of the pupils, are deserving of praise. The cost to the State of maintaining the institution from November 17, 1869, to October 31, 1870, has been $9,727 37^. In addition to this amount, the institution has contributed to its own support the sum of $303 18. A public examination (the first occurring since the war) of the xnipils of this institu¬ tion was held on Wednesday, October 25, 1871. The exercises were exceedingly inter¬ esting. The proficiency and thoroughness evinced by both the mutes and the blind, would put to shame the attainments of many seeing and speaking students. In the school for the blind were students in chemistry, geometry, and Latin. The blind deiiartmeut, under the direction of them accomxilished musical instructor. Professor W. B. North, (himself totally blind,) gave, in the afternoon, a most excellent and enter¬ taining concert. This institution is suxijiorted by the State, and is under the supervision of a board of commissioners of the deaf and dumb and the blind, consisting of the governor, comj)- troller general, and State sujierintendent of education. For the fiscal year 1870, the general assembly axiproxiriated $10,000 for its supxiort. The number of xiuxiils in attend¬ ance is as follows: Blind, males, 8; females, 6 ;^total, 14 ; mutes, males, 7; females, 8 ; total, 15. The average cost to the State of the board and tuition of each of these puxnls for the last year has been about $280. The following is a list of the officers of the institution : Superintendent, — J. M. Hughston. Intellectual department. — Teachers in the department for the deaf and dumb, Mrs. M. A. W. North, Miss Jane I. Rogers. Literary department for the hlind. — Professor N. F. Walker. Musical department for the blind. — Professor W. B. North. Domestic department. — Steward, J. M. Hughston ; matron, Mrs. Ann R. Neagle. THE STATE ORPHAN ASYLUM OF SOUTH CAROLINA is situated in the city of Charleston. There was appropriated for the support of this institution, for the fiscal year ending October 31, 1870, the sum of $15,000. The xiropositiou to establish, in connection with the State orxffian asylum, a home for idiots and feeble-minded children is submitted. STATE NORMAL SCHOOL. Attention is called to that portion of the State constitution which has reference to the establishment and suxiport of a State normal school, for the benefit of all x>ersons who inay wish to become teachers. This matter, which has already been touched upon, is of paramount importance in the educational economy of South Carolina. CHARLESTON, SOUTH CAROLINA. From the earliest point of time in the history of South Carolina, tho matter of edu¬ cation has never been without advocates anti sux^x^orters, as oA’idcncetl by benefactions from the parent country to that State, for the promotion of learning and religion in foreign parts.” These benefactions continued with some regularity for a long series of years, and from 1811 uxi to 1856 successive legislatures of the State made small appro¬ priations for purposes of free-school education, though the benefits were embraced by 344 REPORT OF THE COMMISSIONER OF EDUCATION. the poorest classes of the community only. The city of Charleston drew its pro rata from the auuiial appropriatious, or about one-fourth of the amount thus appropriated by the State. About the year 1853 or 1854 the attention of the legislature was called to the neces¬ sity of enlarged provision for i)ublic-school education through a report by Governor R. l'\ W. Allston. On the enlargement and remodeling of the Orphan House in that city — about the year 1855 — a teacher from the North, Miss A. K. Irving, was employed, who has con¬ ducted, up to the present time, a large school of about 300 children connected with that institution, upon the plan pursued by the northern public schools, and which, being carried out with great success, attracted the attention of the citizens thereto. This movement has been regarded by many as the initial point of the public-school enterprise as now existing in the city of Charleston. About this time an incidental visit was made to the city of Charleston by Hon. Henry Barnard, who was invited to attend a meeting of a club, composed of the most prominent literary gentlemen of the city. The meeting of the club on this occasion Avas held at the house of James J. McCarter. At the suggestion of Mr. McCarter, the question proposed for the evening’s discussion was waived, and the Hon. Mr. Barnard was invited to speak upon the public-school system of the North. A discussion upon various points evolved by Mr. Barnard’s address succeeded, which created quite an interest among the members present. Soon after this two public-spirited citizens. Colonel Memmiuger and W. J. Bennett, esq., visited the free schools of several northern cities, to observe the working of their respective plans, and to see if they could properly be transferred, with or Avithout mod- ihcation, to tlie city of Charleston. The imj)ressions created by this Ausit were deep and fuAmrable, resulting in the exercise of the influence of Colonel Memmiuger, who Avas thou a member of the legislature, for the creation of a system of education for the city of Charleston. The legislature adopted such a plan, and provided the requisite means for an experiment, and about the 1st of July, 1856, with appropriate ceremonies, the first xmblic school under the new regime was opened. Hon. J. D. Geddings, now United States assistant treasurer, a teacher of wide expe¬ rience, Avas invited from the North to take charge of the school which was to inaugu¬ rate this important enterprise, whose efl'orts, being seconded by an able board of com¬ missioners, gave it an immediaJe and unexpected success, so that in the brief period of three years tAvo additional and costly structures, with the most approved furniture, Avere added to the facilities for public instruction, and four graded and well-ordered common schools were in active operation. In 1858, the legislature having been invoked for an extra appropriation for a normal school, generously appropriated $10,000 for the erection of a normal school building in the city of Charleston, provided that the citi¬ zens would raise au equal sum, Avhich Avas done with the greatest alacrity. And in the year 1859 the normal school for the education of girls as teachers Avas opened under the direction of Hon. F. A. Sawyer, noAV United States Senator from the State of South Carolina, with suitable assistants to aid in conducting the enterprise. The legislature also approx)riated $5,000 a year, for five consecutive years, to test the value of the experi¬ ment ; the expiration of the five years occurred in 1864, Avhile the Avar Avas in progress, and the legislature made no further ai^propriation for the school, although it had proved a large success ; and up to this time no sj)ecial appropriation has been made by the legislature for the support of this school, Avhich was abandoned in the autumn of 1864. Ill addition to the annual appropriatious made for schools, from the year 1856 onward, the legislature empowered the board of school commissioners of Charleston to levy a tax upon the property of the city to supiflemeut the amount given by the State for the supxiort of the schools, and this power was continued until the year 1868, Avheu by a general act the legislature createtl a school system for the State, when the power to levy a special tax for the city of Charleston Avas abrogated. From that time to the x^resent the schools of the city have received an inadequate suxixiort from the treasury of the State, until July 1, 1871, when the schools were of necessity closed, to be reoxiened on the 1st of January, 1872, the legislature of 1870-’71 having renewed the poAver of the commissioners of schools to levy a tax upon the prop¬ erty of the city for their sux)port. For a time there were five large school-houses in Charleston, owned by the State, three of them having a cajjacity to accommodate 1,000 to 1,200 children each, the other two being of smaller dimensions. One large school-house, with a capacity for 1,200 children, was destroyed by the fire of 1861. About 3,000 children were in attendance ujaou the x)ublic schools from the year 1857 to the year 1864, or the close of the war. Three of the x)ublic scliools recently in oxAeration are for white children, and one for colored, one of the three best State buildings being assigned for the colored school. The city has nothing to do with conducting the x)nblic schools, exeex^ting as the x>ower to do so is delegated by the State legislature. The number of teachers cmxAloyed at the time of closing the schools, on the 1st of SOUTH CAROLINA. 345 July, 1871, was 68, 4 males and 64 females, with about 2,500 white children, and 1,000 colored, enrolled. From 1856 to 1870 the school commissioners of the city schools were appointed by the legislature ; but by an act of the present legislature they are elected by the popular vote of the citizens; and the number of commissioners, by this act, has been reduced from twelve to eight, which body is empowered to elect a superintendent of schools, an officer hitherto unknown in this city. The following persons composed the first board of school commissioners of the city in 1856: Hon. C. G. Memminger, William J. Bennett, C. M. Furman, William C. Bee, William J. Erviug, Frederick Richards, A. G. Magrath, William Lobby, George Buist, W. Alston Pringle, Hon. George S. Bryan. Office School Commissioner, Charleston County, Charleston, South Carolina, November 6, 1871. Dear Sir : Yours of 30th ultimo at hand. I have hurriedly thrown together a fevr statistics in regard to educational matters in this county. More than these I j)resume you would hardly have room for. We hope to re-open our city schools on the 1st Jan¬ uary, 1872, and I trust we shall have the pleasure of another visit from you during the year. Very resiiectfully, yours, E. MONTAGUE GRIMKE, School Commissioner Charleston County. General John Eaton, Commissioner of Education, Washington D. C. charleston county, south CAROLINA, (EXCLUSIVE OF CHARLESTON CITY.) Number of square miles . . . 1, 88'J Number of school districts . . pj Scholastic population. White males between six and sixteen years . 917 White females between six and sixteen years. ... . . . . 864 Total whites . 1,781 Colored males between six and sixteen years . . 4, 193 Colored females between six and sixteen years . . 4, 273 Total colored . 8,460 Grand total . 10,247 Number of children in school. White males . 92 White females . 112 Total whites . 204 Colored males . 1,667 Colored females . 1,552 Total colored . 3, 219 Grand total . 3,423 Average number attending school Number of schools in operation.. 1,938 61 346 EEPORT OF THE COMMISSIONER OF EDUCATION. Niiviber of teachers employed. White males . - . 26 White females . 17 Total whites . 43 Colored males . 18 Colored females . 11 Total colored . 29 Grand total . . . 72 Average monthly wages paid teachers. Male teachers . . $36 02 Female teachers . 21 26 Whole amount expended for teachers’ salaries . 10, 886 75 E. MONTAGUE GRIMKE, School Commissioner, Charleston County, South Carolina. ti:nnessee. 347 TENNESSEE. SCHOOL LAWS. By the action of the legislature of Tennessee at its last session, several amendments were made to the act regulating common schools. This, as amended, provides : ‘‘ That the common-school fund shall constitute an indebtedness and liability on the part of the State of Tennessee for the support of common schools, and that all such amounts as may be in the treasury of the State belonging to the school fund, on the 1st day of December of every year, shall be apportioned by the comptroller among the several counties ; ” that “ the county court of each county may annually levy a tax, not to exceed the entire State tax, for the luainteuauce of a system of common schools in their resjiective counties; but in case a majority of the judges shall refuse to levy such school tax, then the county court .shall order an election to ascertain the wishes of a majority of voters in the county;” that ^‘the office of superintendent of public instruction be created, and for the purpose of economy the treasurer of the State is made ex-officio said officer ;” that ‘‘ there shall be three commissioners for each school district, who shall appoint a county superintendent of common schools.” “ The com¬ missioners for the various school districts of a county shall constitute a board of edu¬ cation for the county, and shall have the control and regulation of the schools therein.” Also, that “ the schools for white and colored children shall be kept se];)arate and apart from each other.”* PUBLIC SCHOOLS. Twenty-three counties are reported as having organized under the present law. There are ninety-one counties in the State, so that as yet only one-fourth of them have acted under the existing law, and in several of these no taxes have been levied. Ontside of these counties already organized a few are moving in the right direction, while in others almost entire ax)athy prevails. Of those already organized, the counties of Davidson and Montgomery take the lead. Captain Samuel Douelsou, the snxierintendent for Davidson County, reports 83 schools, 60 white and 23 colored, with an average attendance of 40 pupils each. Of Knox County it is said; ^‘The schools are more satisfactory to the people than any heretofore, but there is a great want of good teachers.” NASHVILLE. Hou. S. Y. Caldwell, city sui)erintendent. Nashville has had a complete system of public schools in successful operation for fifteen years, but only three jirinted reports of their progress have ever appeared. This has been chiefly from the want of funds at the close of the term. The schools were suspended during the month of January of the present year, on account of there being no funds to meet the necessary expenditures. Thej^ were reoxiened in February under a rigid system of retrenchment, consolidating classes and reducing salaries to a very low scale. Many of the teachers, occupying the most responsible positions, declined to retain their places at the reduced rate of pay and withdrew. Another month was lost by the closing of the schools, for want of funds, on the 1st of June. At that time there were in actual attendance 2,350 i)upils; 1,800 whites and .550 colored. The teachers numbered 62. The scholastic population of Nashville numbers 8,328. Of this number 3,561 were enrolled in the public schools. The number attending xwivato institutions is approximated at 777, leaving 3,900 children connected with no school. The average attendance in the white schools is 94 per cent., in the colored schools 83 per cent. Cost of tuition xier pupil, $14 12. In the colored schools there has been a continuous falling off in the number enrolled since the city first made jirovisiou for them in 1867. This is in great measure attributable to the migration of this class to the rural districts. HIGH SCHOOL. In this department the course was contracted, and the advanced class suspended, in February, 1869, as a means of retrenchment. It now contains 85 XHipffs. It has been decided to restore it to its former proportion this session. MEMPHIS. Hon. J. T. Leatii, city superintendent The superintendent’s report shows 55 schools in operation, 44 white and 11 colored. Last year there were reiiorted only 36 white schools, making a gain of eight schools 348 REPORT OF THE COMMISSIONER OF EDUCATION. during the present year. The schools were closed, for want of funds, on the 31st of May, making- the scholastic year only nine months. The scholastic population of Mem¬ phis numbers h,909 ; white, 7,209 ; colored, 2,700. Total number of children attending schools, 2,809. Of these 2,234 are white, and 665 colored. Per cent, of attendance in the white schools, 90.7 ; in the colored schools, 88.3. Average cost of each pupil, |19 53. Three examinations are held during the year, the week before Christmas, the last week of March, and the last week of the session. KNOXVILLE. The schools of Knoxville report over 1,000 children in attendance, 293 of whom are colored. Number of teachers, 17. It is in contemplation to open another school, as a school of correction for the most ungovernable x>upils now attending the other schools. Among the Knoxville teachers it has been found that ladies are better disciplinarians than men. In North Knoxville a night school has been organized, for the benefit of boys who are compelled to work during the day. The teaching is gratuitous, but the incidental expenses are paid by the city school directors. This school has met with great success. STATE teachers’ ASSOCIATION. The sixth annual session of the State Teachers’ Association was one of unusual interest and of great harmony. Men of all j)olitical complexions mingled in the delib¬ erations, and seemed anxious to agree on the greatest interest pertaining to the future of Tennessee. Considerable time Avas devoted to the discussion of a memorial to be presented to the legislature. This asks for the aiipointment of a Stafe superintendent, and a State board of education, to consist of six members, for the establishment of a uniform system of rules for the public schools, and for an appropriation from the legis¬ lature for the establishment of normal schools. It also calls attention to the school fund as recognized by the xiresent constitution, which now amounts to the sum of one million and a half. On this no interest has been jiaid since 1861. “ The executive committee of this association caused to be published 12,000 copies of the school law, the rules for organizing and regulating schools as adoxited by Davidson County, and the proceedings of the State Teachers’ Association, which, having been scattered over the State, has had some influence in calling attention to the subject of education.” A comfletion of the imx^ortance of free schools seems to be growing in the State. A prominent newsx>axier has x>ublished statistics, Avhich it recommends to the considera¬ tion of those oxiposed to taxation for schools, showing that “ there are from seventy- five to eighty thousand children in the State growing up in ignorance ; that there are nearly twice as many liquor-shoxis as the whole number of schools, academies, and col¬ leges, and that there is spent forty- three times as much for liquor as for educational pur¬ poses.” And Ex-Governor Brown, in his address before the State Teachers’ Association, made the statement that “according to the last report of the x^enitentiary, out of 551 convicts, 449 could neither read nor write, and of the whole number bl only had trades.” • teachers’ institutes. Institutes have been organized in several places, and considerable interest was mani¬ fested, especially in the discussions of imxiroved methods of elementary teaching. UNIVERSITY OF NASHVILLE. Located at Nashville, Tennessee ; organized in 1806; chancellor, Kirby Smith; num¬ ber of students last session, 270. Montgomery Bell Academy is the XR’exiaratory school for the university. To this school twenty-five boys, from four counties, are annually admitted free of charge. EAST TENNESSEE UNIVERSITY. Located at Knoxville, Tennessee ; organized in 1807 ; president, Rev. T. W. Humes. The graduating class last session numbered only four. Extensive imx>rovements have been made in the buildings and grounds, and there is this session a larger number of students than usual. , CENTRAL TENNESSEE COLLEGE. Located at Nash Aulle, Tennessee ; organized in 1866; president, John Braden; stu¬ dents last session, 226. LOOKOUT MOUNTAIN INSTITUTIONS. Located at Lookout Mountain, Tennessee; organized in 1866; x^’esident, Rev. C. F. P. Bancroft ; suxierintendent. Rev. C. C. Carxienter. There is an efficient coiqis of instructors, and the institutions are meeting with great success. Number of graduates last session, 4. TENNESSEE. 349 FISK UNIVERSITY, (COLORED.) Located at Nashville, Tennessee ; organized in 1867 ; iiresident, Professor Spence. About 500 students have been in attendance during the year, the highest number in actual daily attendance at any one time being about 150. There have been 16 students in Greek, 40 In Latin, between 30 and 40 in music, and a large normal class has been pushing on the preparation for teachers with zeal and success. A collegiate department has been established, and instruction in theology is to be afforded to young men of all denominations i^repariug for the ministry. EAST TENNESSEE WESLEYAN UNIVERSITY. Located at Athens, Tennessee ; organized in 1867 ; president, Dr. N. E. Cobleigh ; number of students last session, 150 ; number of graduates, 10. A law department has been added to the university. The trustees have also established and provided for a theological and biblical dei3artment. PEABODY FUND. The agent for the fund reports that “ while in many places the people are inert in regard to education, and in others discouraged by inefficient legislation, there are still other places, more numerous than any one would anticipate, where the citizens, with¬ out the aid of the State, take the work into their own hands. A large demand has been made upon us by towns and villages, which have never contributed money for schools so freely before.” Assistance has been rendered as follows : Edgetield, $2,000. This town, on account of some legal difficulties in the way of raising money, received two years’ payment, with the understanding that no further contribution will be expected.” Knoxville, $2,000 ; Clarksville, |1,000 ; Jonesborough, $1,000 ; Cleve¬ land, $750 for white schools, and $300 for a colored school ; Elizabethton, $700 ; Cave Spriug, $600; Chatata, $500; Cog Hill, $450; Cooahulla, $400; Boon’s Creek, $300; Cherokee, $300; Little Hope, $300; first district, Polk County, $300; Springtown, $300 ; seventeenth district, Washington County, $300; Pleasant Valley, $300 ; Middle Creek Academy, $300 ; fifth district, McMinn County, $300 ; Mouse Creek, $300 ; Mars Hill Academy, $.300; twelfth district, Monroe County, $300 ; Kock Siiring Seminary, $.300 ; seventh district, Meigs County, $300 ; Calhoun, $300 ; Coytee School, $300 ; Cricket Hill, $300 ; Pleasant Grove Academy, $300 ; Philadelphia, $300 ; St. Clair’s, $300; Russelville, $300; Rogersville, $300; third district, Meigs County, $300; Whitesburgh, $300 ; eleventh district, McMinn County, $300 ; Washington College, $300 ; Holston College, $300 ; Jalapa, $300 ; Decatur, $300 ; third district, Rhea County, $300 ; third district, McMinn County, $300 ; Franklin Institute, $300 ; first district, Bledsoe County, $300 ; sixth district, Rhea County, $300 ; Hodge’s School, $300 ; Lookout Mountain, for normal iiupils, $1,000 ; Fisk University, for normal jiu- pils, $800 ; making the total for Tennessee, of $22,000. Memphis is maintaining its free schools without any further aid from the fund, and Nashville has never asked for aid. The latter city, with a population of 26,000, taxes herself over $60,000 per annum for her public schools. The smaller schools named above have at least 100 pupils each. Extract from an address to the teachers, magistrates, commissioners, andjpeopJe of Tennessee. It is known to all that the condition of the finances of the State is such as to pre¬ vent any public appropriation for the benefit of schools, nor can any be exj)ected for years to come. The last legislature, in view of this state of things, was compelled to re j)eal the late laws known as the State system, and substitute in their place the ex¬ isting laws, establishing what we call the county system, which we hope will be acceptable and profitable to the jieople. Under this system every county can tax itself, and expend the money raised among and for its own population, seeing where every cent is applied ; and the rate of taxation, as well as the term or duration of the schools, is all left to the discretion of each county, acting for itself, through its county court and its school commissioners in their districts, or as a board of education for their county. NEGLECT OF EDUCATION OF COLORED CHILDREN. Complaints deep and earnest come from the colored people of the State of the lack of opportunity for the education of their children, 90 per cent, of whom they affirm are growing up to the responsibilities of manhood without any public sj'Stcm of instruc¬ tion. They have sent a strong memorial to the Rresideut and to Congress, earnestly protesting against the continuance of this state of things. 350 REPORT OF THE COMMISSIONER OF EDUCATION. TEXAS. Dr. B. Sears, tlie ao’ent of the trustees of the Peabody fund, in his report for 1870, concludes his remarks upon the condition of education in Texas, after stating that he had visited the State, and recounting some of the difficulties in securing information on the subject, by saying that u^) to that date he. had not been able to effect any¬ thing for schools in Texas.’’ The following communication shows, as far as is now possible, how great a work has since been undertaken, and the vigor with which it is prosecuted. Several valuable school-buildings had, previous to the organization of free schools, been erected by the aid of the Freedmeu’s Bureau, and thousands of colored people had secured some degree of elementary instruction by the aid of the Government, the charity of friends, and their own exertions. The superintendent of public instruction of the State communicates the following general statement : “ Office of Superintendent of Public Instruction, State of Texas, “Austin, October 28, 1871. Dear Sir : Your favor of the 13th instant is received. “ I regret that I am compelled to make so short and unsatisfactory a report of the schools in Texas. Until the present year we have been without any kind of an organ¬ ized system. “ Numerous school laws have been passed by the different legislatures, but by far the greater part of them for the purpose chiedy of directing the bountiful school fund into other channels than that of educating the youths of Texas. “The public free schools opened on the 4th ultimo, for the first time in the history of Texas; hence I have no report for the scholastic year ending August 31, 1871. I send you a copy of the new school law, and the rules and regulations adopted by the board of education for the government of public free schools, which contain full informa¬ tion relative to the manner of conducting the schools. “As there was no superintendent for a long time previous to my appointment in April last, I found nothing, save the law iiassed this year by the legislature, as a nucleus upon which to organize a system. Owing to the vast territory of the State, with ists poor mail facilities, I have received reports from but a small number of the suxier- visors, and it is impossible to give the number of school teachers and pu^iils in the State. I have, however, sufficient returns to know that the system promises to be a success, notwithstanding the prejudice and strong opjiosition of a large portion of the people. “In the county of Travis the schools opened with 35 teachers and 1,779 pupils ; and in McLennan County, with 39 teachers and 1,768 xmpils. “No school-houses have been built by the State, but preparatory steps have been taken, and by the opening of the schools for the next scholastic year it is expected a large number of houses Avill be completed. For the iiresent they are rented, and gen¬ erally for a nominal sum. “ I give you a few instances of the maltreatment of teachers, and burning of school- houses. “At Brenham a lady teacher of a private school attended a p)olitical meeting of her friends, for which the patrons of her school withdrew their children. “At Millican a teacher of a public school cast his vote for the candidate of his choice, and his school was broken uj) in consequence. “A school-house near Calvert, in which was a colored school, was recently burned by unknown parties; also, a school-house in Collin County, and another in Houston County. Not long since a teacher of a colored school in Bastrop County was taken from his home at night, tied to a tree, and whipped near to death ; his school-house was also burned, and a short time since another teacher was whipped in the same county. “ On the 21st instant a school-house for the colored people in Towash Hill County was burned by unknown parties, but I am informed the iieople have already raised the money to build another. “It is with great difficulty that houses can be procured for the colored schools in the State, on account of the great opposition to the education of the blacks, and it has been even more difficult to find persons willing to teach such schools, as they have in all cases been ostracized from society. I am in hopes that the prejudice will die out, but tear it will not, until the people who fought to keep the colored race in slavery are made to know that the rights of the colored people will be permanently protected by the strong arm of the Government. TEXAS. 351 The scholastic population (between six and eighteen) of this State, is about 235,000. The legislature has made an appropriation of ,$504,000 for school purposes, for the scholastic year ending August 31, 1872, of which appropriation the sum of .$450,000 is for the support of teachers and employes. In addition to this, the levy of an ad valorem tax on all real and personal property has been authorized for the same year, from which the sum of $2,000,000 is anticipated, ‘ for the purpose of building school-houses and maintaining schools.’ “ The permanent school fund consists of $1,457,517 railroad bonds, bearing G per cent, interest in gold ; $G1,000, G per cent, registered United States bonds, and $49,000 in United States 5 per cent, bonds, together with the accumulated arrears of interest due by railroads ; $320,367 13, 5 per cent. State bonds ; $82,168 82, 6 per cent. State bonds, the proceeds of the sale of the public domain of the State, and all sums arising from hues and forfeitures, set apart by law for school purposes. A largo portion, of the lands of the State has also been surveyed, and set apart for school purposes. “ The available school fund consists of interest on the securities above mentioned ; one- fourth of the annual revenue derived from taxation ; the 1 per cent, tax hereafter re¬ ferred to, and the State annual x)oll-tax of $1, levied on every male person above twenty- one years of age. “By the school law of August 13, 1870, each organized county was constituted a school district, and the county courts — composed of the five justices of the peace in each county — were, ex-officio, boards of school directors for their resiiective counties. They were invested with the following authority : “1. To divide their counties into as many sub-districts as they might consider necessary. “ 2. To locate school-houses. , “ 3. To levy an ad valorem tax on taxable i3roperty, not exceeding 1 per cent., for the j)urpose of building school-houses. “ 4. To appoint annually at least one board of school trustees in each county. “ 5. To appoint three school examiners in each county, to give certificates to teachers. The indisposition of a great majority of the county courts to take any action under this act, and the lethargic and limited efforts of the few exceptions, resulted in the passing of tlie act of April 24, 1871, under which a board of education is established, consisting of the governor, the attorney general, and the superintendent of public instruction, to the last of whom — with the approval of the first — is confided the aitpointment of thirty- five supervisors of education for the State ; to each of these the management of a dis¬ trict is intrusted, together with the appointment of a board of school directors for each county in his district, in lieu of the county courts. But the duties of these boards are 23rescribed by the board of education, while the subdivision of counties into school districts, and the enforcement of all rules ado}3ted by the board of education, rest with the sujDervisors. Boards of school trustees no longer exist, and examiners as well as other em2)loy(§8 are api^ointed by the su2)erintendent. “To the objection of centralization which has been urged against this act, the answers are numerous and their force overwhelming : “ 1st. The almiost total inaction under the law of August 13, 1870. “2d. The supremo law of necessity. “'3d. The certainty that a system ado2)ted to an educated State, in which a school system had existed for years, is not suited to one, the 2302)ulation of which had been l^ermitted to grow up in ignorance for thirty-five years. “ 4th. The oi)i)osition to the introduction of any free-school system. “ These are only a few of the reasons that present themselves to every reflecting mind. As soon as better influences iirevail, and the hearts of the i^eoj^le shall have been tamed towond that education which they have neglected, it will be time enough to concede to a heartfelt interest an amount of local authority which has been refused to a spirit of ai^athy or contemxit. “Very respectfully, your obedient servant, “Hon. John Eaton, Jr., “ Commissioner of Education . “J. C. DE GRESS, “ Superintendent of Piiblic Instruction, State of Texas. Washington, D. C." 352 EEPOET OP THE C05IMISSI0NES OP EDUCATIOK SupervAsoj's of public instruction in the State of Texas. o . few fi 0! 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 33 Kame of supervisor. Post-office address. Counties composing district. Town. County. W. G. iS'olan . Edward Einck . Liberty . Weiss Bluff . Liberty . J asper . Liberty, Hardin, Orange, Jefler.son, and Chambers. Polk, Tyler, Ja.sper, and Hewton. Houston, Trinity, and Angelina. Cherokee, Nacogdoches, and San Augustine. Panola, Shelby, and Sabine. Eu.sk and Han'ison. W. M. Wliddell . Carthage . Panola . Marion, Titus, and Davis. Lamar, Delta, Eed Eiver, and Bowie. Smith, Eains, Wood, and Upshur. Kaufman, Van Zandt, Henderson, and Anderson. Eannin, Collin, Hunt, and Hopkins. Grayson, Cooke, Montague, Wise, Den¬ ton, Clay, Archer, Wichita, Baylor, Wilbarger, Hardeman, and Knox. Johnson, Hook, Pafker, Palo Pinto, Jack, Young, Stephens, Eastland, Callahan, Shackleford, Throckmor¬ ton, Taylor, Jones, aud Haskell. Dallas, Eili& and Tarrant. Cameron, Hidalgo, Starr, Zapata, Enci- nal, Webb, and Lasalle. Victoria, Nueces, Duval, San Patricio, Eefugio, and Calhoun. Bee, Goliad, Karnes, Wilson, Live Oak, and McMullin. Galveston and Brazoria. Tyler . Samuel J. Galbraith . H. H. Eibble... W. E. Carter . David TVfaokay . 1* Dallas . Dallas Brown s vi 1 1 e Cameron . . Ed. S. Roberts . Victoria, _ Victoria, _ TE. S. Campion . Goliad . Goliad . W. H. Griffin . Galveston . Galveston .... Erastus Carter . H. H. Eussell . Houston . Hallettsville . . . Harris . Lavaca . Harris and Montgomery. Lavaca, Jackson, Wharton, and Mata¬ gorda. Colorado, Austin, and Eort Bend. Caldwell, Guadalupe, Gonzales, and De J. H. Baldwin, jr _ William D. Carey. . . Columbus . Colorado . Seguin . Guadalupe .... David Bell . San Antonio _ Bexar . Witt. Bexar. Thomas L. Buckner. Bandera . Bandera . Bandera. Medina, Uvalde, Kinney, Maverick, Zavalla, Erio, Atascosa, and Demmitt. El Paso and Presidio. El Paso . El Paso . J. Brodbeck . J. hr. Shafter . Eredericksburg . . Austin . Gillespie . Travis . Gillespie, Blanco, Comal, Kendall, Kerr, Kimble, Edwards, Mason, and Me¬ nard. Travis, Bastrop, and Hays. Brazos, Burleson, and Milam. A. W. Leedom . Bryan . Brazos . J. G. Lieb . J. J. Eeinhardt . Brenham . Havasota . Washington . . Grimes . Washington and Eayette. Grimes, Madison, Walker, and San Ja¬ cinto. Eobertson, Leon, and Ereestone, Williamson, Burnet, Llano, Lampasas, San Saba, McCulloch, Concho, and Brown. McLellan, Ealls, and Limestone. Bell, Coryell, Hamilton, Comanche Erath, Eunnels, and Coleman. Bosque, Hill, and Navarro. Calvert Eobertson .... Williamson . . . W. K. Eoster . Georgetown i . . J. H. Townsend . Waco . McLennan. - . . Sam. Houston . Belton Bell . . Thomas Eord . Cyrus . Bosque . VERMONT. 353 V E R M O TV T . From the annual report of the hoard of education for the year 1870. Hon. John H. French, secretary of the hoard.] SUMMARY OF STATISTICS. Population of the State, United States census of 1870 . 330, 551 Number of families in the State . 57, 781 Number of children in the State four to eighteen years of age . 78, 843 Number of children attending school between four and eighteen years of age . 64,149 Number of children attending school between eighteen and twenty years of age . . - . 2, 161 Aggregate average attendance upon public schools . 44 559 Number attending select schools . 6,640 Number of different district schools . 2, 750 Number of select schools . 229 Number of different teachers . 4, 239 Number of teachers who have taught before . 2, 880 Number that have taught before in the same district . . . 900 Number of teachers who have taught without certificate . 65 Number of teachers “ boarded arouud ” . 1, 275 Number of school-houses in good condition . 1, 601 Number of school-houses unfit for the purpose . 779 Number of organized districts . 2, 183 Number of districts having no school during the year . 79 Number of districts votiug to have no school . 18 Amount expended for teaehers’ wages, board, and fuel . $387, 764 20 Total current expenses, exclusive of buildings and repairs . $416, 245 52 Total expenditures for school purposes for the year . $486, 407 53 SCHOOL STATISTICS. The failure of town superintendents to comply with the law requiring them to make returns of school statistics annually, before the tenth of April, to the Seeretary of the board of education, deprives the report of statistics from more than one-ninth of the entire State. In the year 1867 the number of town superintendents who failed in this respect was 32, in 1869 the number was 25, and in 1870, 28. GRADED SCHOOLS. In the cities and most of the large villages of the State the schools are graded, and in many of the smaller villages districts have united to erect good buildings and estab¬ lish schools with two or three departments. These schools are in session a longer time than any others in the State ; the teachers in them are better, and the scholarship is bet¬ ter than in any of the ungraded schools, public or private. Of the 66,310 children at¬ tending the public schools of the State the past year, not less than 10,000 were in the graded schools ; and of the 2,750 teachers employed in a single term about 200 were in the graded schools. TEACHERS. The chief obstacle to the prosperity of the schools appears to be a lack of properly qualified teachers. The work accomplished by the three normal schools is not entirely satisfactory, owing to the fact that the means for carrying these on are inadequate to the work, and in the opinion of the board it would be better economy to concentrate the three in one and thoroughly provide it with means for its work. teachers’ certificates. There is a widespread feeling of dissatisfaction with the law in respect to the granting of teachers’ certificates only after institute and normal-school examinations, a dissatis¬ faction which, in the opinion of the secretary, has arisen in part from the unwillingness of the committees, and, possibly, from the inability of districts to pay wages sufficient to induce teachers to qualify themselves to pass the institute examinations. From the passage of the law to this date only 181 institute certificates have been granted, and certainly not more than 150 of the holders of these are now available for service in the 23 C E 354 REPORT OF THE COMMISSIONER OF EDUCATION. school-room. It requires 2,750 teachers to supply all the schools in the State with one teacher for each school, making no allowance for changes. The normal schools have graduated only 1G9, and of this number not more than 150 are now engaged in or are attainable for teaching. In the institute examinations the successful applicants num¬ bered about one-third of those who entered the examination class, which result, it is thought, does not furnish much promise of au ability to supply teachers to all the schools of the State capable of passing the desired examinations, although it is believed that there is a greater number capable of passing examinations than results have shown, but who reason thus : “ I know I can obtain a certificate of the town superin¬ tendent. I may fail to obtain one at the institute. In case of my failure, many will account me incapable of teaching. I xu’efer certainty to the possibility of a failure, and therefore conclude to stay away from the examination at the institute.” It is thought that the number of teachers reasoning thus is quite large, and they are usually the better class of teachers. Very many of the town superintendents are clergymen or physicians, well-meaning men, and generally the most active friends of education ; but, remarks the superin¬ tendent, “ Too many of them act as if they reasoned in the manner of one superintend¬ ent, who was honest enough to give expression to his reasoning nearly as follows : ‘ Now, if I refuse a certificate to any of my parishioners, it will disatfect their parents and friends and I shall lose a part of my support. If I refuse a license to any who are not my parishioners, the people will say I am partial ; hence I will license all who apply.’ ” From these facts it is evident that, unless some modification of the law is made this year, we shall either have the greater number of all our common schools closed, from want of teachers holding institute or normal-school certificates, or the law requiring such certificates will be ignored. RANDOLPH NORMAL SCHOOL. The summary of attendance for the fall term was 112; for the winter term, 76; for the spring term, 139; and for the summer term, 19 ; aggregate for the year, 346. The number examined during the year was 126; the number admitted, 108; and rejected, 18. The number graduated during the year was 19; number rejected, 7. JOHNSON NORMAL SCHOOL. The number admitted in the fall term of 1869 was 47 ; number admitted in the winter term of 1869-’70 was 10; admitted during the spring term of 1870 was 34; admitted during the summer term of 1870 was 7 ; total, 98. The number graduated in the spring term, 14; and number graduated in fall term is 13 ; total, 27. The number rejected at examinations for graduation, 5. There are connected with the school 133 ladies and 42 gentlemen. The number of tuitions ftaid from State fund is 225 ; number of different pupils assisted is 120; amount of funds used, $1,267. The number of ladies connected with the school, 212; number of gentlemen, 97. Numbers are constantly increasing, and prospects for the future are very encouraging. CASTLETON NORMAL SCHOOL. The number of pupils registered during the first term 1869 was 8 ; the number during second term, 1870, was 15. Number of ladies during the year, 16; number of gentlemen, 3; total, 19. The number of pupils not accepted, 4. The number gradu¬ ated, 3. Whole number of terms paid for by the State, 12. Funds received from the State, $500 ; amount of money appropriated, $117. GENERAL REMARKS RESPECTING THE NORMAL SCHOOLS OF VERMONT. It is thought that the reason why the three normal schools have not, thus far, acconqdished more is chiefly, if not solely, because the State has done so little for them. Each of these schools receives Irom the State the pittance of $500 per year, “for the X)urpose of assisting sucli indigent young men and women, inhabitants of this State, as may desire to more perfectly qualify themselves for the office of teaching.” In order to avail themselves of a portion of the limited aid furnished by the State, applicants must sign a written declaration of their poverty ; and the aid which they of right should re- ‘ cei ve in consideration of the service they are to render the State, they must sue for, on the ground of poverty, and receive as a charity. Of the 894 pupils who have attended the normal schools of Vermont, only 200, thus far, have received auj^ aid from the State. The aid given by the State should be for all, or all should be required to jiay alike. Justice to our teachers and our schools demands that a liberal system of normal instruc¬ tion should be provided, at the expense of the State, for the training of all “ who may desire to more perfectly qualify themselves for the office of teaching.” Moreover, had the limited ajiproxn'iation ($1,500 per annum) all been given to one school for the past VERMONT. 355 tliree and one-lialf years, it is tlionglit that more would have heen accomplislied than has been accomplished by the three schools. ACADEMIES AND CLASSICAL SCHOOLS. By section 113 of the revised school laws it is made ‘‘the duty of the trustees of all the/aeademies and grammar schools which have been incorporated by the legislature of the State of Vermont to cause their principals to return to the secretary of the board of education, on or before the 1st of April in each year, true and correct answers to such statistical inquiries as may have been addressed to them by the secretary in the monlh of January previous.” But little attention has been given to tlie law; no statistics of academic instructions have been returned to the secretary’s office. I’artial information, however, in response to a circular, was received from 85 sn])erintendeTits, l)robably comprising nearly all the towns in which such institutions exist; and it is hoped that full and reliable reports may be obtained next year from all the institutions of this class. VERMONT STATE TEACHERS’ ASSOCIATION. Steps toward the formation of the Vermont Teachers’ Association were taken in the summer of 1848. In October, 1850, quite a number of teachers from the dilferent parts of the State met at the court-house in Montpelier. After the preliminary business, a constitution for a State Teachers’ Association was presented, and a long and somewhat heated debate arose on the question whether the object of the association should be to promote the cause of education generally — including the academies and colleges — or to coniine its efforts to the public schools alone. It was ffnally decided that the different deiiartments of instruction were so connected that they could not be legiti¬ mately separated; hence, the constitution of the State association comprehends tlie broad principle that three grades of schools are essential for the success of the whole system of education. Theffrst regular meeting of the association was held at Water- bury, in August, 1851. The sessions were fully attended, and. much interest on the general subjects was excited. All left imbued with an inlluence that wus apparently felt throughout the State. To any one who has observed the progress of the cause of education in the State, it will be evident that no other agency has been more efficient in creating a public opinion in favor of popular education and keeping alive an in¬ terest in the same, especially in the more central portions of the State, than has the Vermont State Teachers’ Association. teachers’ institutes. In accordance with the provision of an act passed at the last general assembly, institutes of five days each were held during the year in all the counties of the State. There was an effort made to form the teachers into classes as far as practicable. They were invited and urged to participate in each exercise by asking and answering cpiestions. Those who remained through the session were usually ready and willing to participate in each exercise, and became apparently very much interested. It is thought that as much iuiluence was extended in the last day and a half as during all the preceding jiart of the session. The exercises of each institute were conducted by one gentleman and one lady, and therefoie furnished less diversity of speakers and exercises than institutes held in sonm of the neighboring States ; but the loss in this respect, it is thought, was more than counterbalanced by securing greater unity of plan and more uniform impression and inffueuce. The secretary was fortunate in securing competent managers, thor¬ oughly versed in institute work. The institutes in Bennington, Rutland, Chittenden, and Franklin Counties were eonducted by John II. French, LL. D., the present secretary, aided by Miss Flora T. Parsons. The institutes in Windham, Windsor, Orange, and Grand Isle Counties were conducted by Mr. James Johonnot, aided by Miss Ada Bruce, both of Now York. County teachers’ institutes were first organized in the State in 1846. One of the earliest of these meetings was held at Essex Center, and lasted two weeks, the mem¬ bers hiring their board in the place. Over sixty teachers were enrolled. The exer¬ cises consisted of lectures on methods of instruction, and the work of the school-room, and of class illustrations and recitations. At the close of this session, the Chittenden County Teachers’ Association was organized. The first meeting of the associatiow was held at Williston, in January, 1847, the members paying for their entertainment at the hotel, and holding their iirst session in the bar-room, as no preparation had been made for their coming. This fact is noted merely to show the apathy then eX’ isting in the public mind upon this subject. Not only did the association pay for a notice of its intended meetings, but the publishers of the county papers, in some in¬ stances, exacted pay for printing the record of their proceedings ! 356 REPORT OF THE COMMISSIONER OF EDUCATION. At a meetinjT held at Milton in 1849, the following resolutions were adopted : ^‘Eesolved, That the general encouragement given to irresponsible select schools in this Commonwealth is very detrimental to the prosperity of our common schools. ^^Bcsolved, That more importance ought to he attached to the location, construction finish, heating, ventilation, and furniture of school-houses than it appears most of our people imagine. ^‘Eesolved, That, in our opinion, teachers’ associations are calculated to awaken an interest in the improvement of our common schools, and that they should be sustained. “Eesolved, That, in the examination and employment of teachers, especial regard should be had to their moral qualifications. “Eesolved, That, as members of the Chittenden County Teachers’ Association, we pledge ourselves to make all the efforts in our power to elevate the standard of common- school instruction, and that we cordially extend an invitation to those teachers in this county and elsewhere who are making like efforts to unite with us in this great cause. ‘^Eesolved, That we believe that our county and town superintendents may do much to advance the cause of common-school education by making the examination of teachers more rigid and thorough than they have done for years past.” These resolutions show the range of discussion, and are interesting as an illustration of the direction in which the public mind was then moving in educational reform. Other county associations in the same State are of more recent date. The Otter Creek Valley Teachers’ Association was organized in 1869, embracing the counties of Addison, Rutland, and Bennington, and has already been the means of arousing much interest among the people. The Washington County Teachers’ Association and Lamoille County Teachers’ As¬ sociation were organized in 1870. DISTRICT VERSUS TOWN SYSTeSiS. The secretary quotes at length, from his report of the previous year, fourteen reasons therein offered in favor of abolishing the district system and substituting the town sys¬ tem in its place, and offers twenty-four different items in good results which it is sup¬ posed will result from th6 change. Letters upon the subject are also submitted from town superintendents throughout the State, showing a general feeling in favor of the town or municipal system. It is remarked, finally, that the friends of progressive education demand some change in our school organization. I have received numerous communi¬ cations upon this subject, in which the writers express themselves as decided friends to the town or municipal system, and urge the secretary and the board of education to recommend and work for the passage of a law for abolishing school districts. VIRGINIA. 357 VIRGINIA. From the first annual report of the superintendent of public instruction, Hon. W. H. Rnffner, for the year ending August 31, 1871, it appears that his appointment to the office of superintendent was made March 2, 1870, and the new school bill became a law July 11, 1870, as the superintendent remarks, “a day which marks an epoch in the history of Vii'giuia.’’ WORK OF THE BO.iRD OF EDUCATION. The first work was the appointment by the board of education of county superintend¬ ents and district school trustees — about 1,400 in number. The first meeting of the board was held on the 29th of July, at which time twelve county superintendents were appointed. Before the 15th of November more than a thousand officers had been com¬ missioned. OPENING OF SCHOOLS. The county superintendents organized the district boards and set them to work, and then began the examination of teachers, and the first schools were opened about the middle of November. Before tlie end of the scholastic year the number of schools had increased to more than 2,900, with about 130,000 pupils and more than 3,000 teachers. In the iireparatiou of the school law many detailed arrangements for the operation of the school system were, of necessity, omitted, and were in the law referred to the board of education for regulation. The business of the board passed through the office of the superintendent of public instruction, upon whom devolved the interpretation and execution of all the school laws and regulations. Hence the year was necessa¬ rily spent almost exclusively in the mere outward organization of the system. STATISTICS POSTPONED. Owing to the delay of some of the school officers in forwarding their reports, the superintendent was unable to complete statistical tables in time for insertion in his report. This short-coming on the part of these officers the superintendent is disposed to excuse in consideration of their want of experience in the exact and detailed methods of the public-school system. SCHOOL FUNDS. The uncertainty in regard to school revenue for the year, as to both time and amount, embarrassed the officers in determining what should be the number and location of schools and the pay of teachers. Under these circumstances the superintendent issued a circular, October 1, 1870, to county superintendents, in which he gave the oi)iniou of the best financial authorities that the tax ordered by the legislature might reach half a million dollars ; but that until the taxes came into the treasury and the school census returns were made, no authoritative apportionment of money could be made, and that it Avas not likely that any money Avould be divided before December. He thought it not wise actually to open schools on an anticipated basis of more than $350,000 of State money. At the close of the scholastic year, August 31, the amount that had been apportioned among the counties for paying teachers was $345,517 ; and the total amount of school- tax of 1870, which had been placed to the credit of the board of education, Avas $362,000. While in some counties the State funds apportioned were not all employed, in others they were insufficient, and Avere made up from three sources, namely: individual sub¬ scriptions, county taxation, and the Peabody fund. The superintendent says : ‘‘ The total amouut Avhich was raised during the year for district purposes can be stated only approximately, because of the Amrious and irreg¬ ular means by which the school accommodations and appliances were obtained. Tlie money Avhich passed through the hands of the district officers for these purposes gives no adequate notion of Avhat Avas actually done. School-houses were often obtained tree ot charge, and a A'ariety of seiwices rendered, of which no account Avas taken The accommodations furnished in most cases Avere by no means satisfactory, but Avere as good as could haA'e been expected the first year. Suitable buildings and improv(;d. turniture and apparatus are A’ery much needed, and are indispensal)le for proper and highly successful instruction ; but these can only be supplied gradually. The ])eoi»le, hoAvcA'er, will not rest until the school-house becomes the delight of the children and the pride of flu; community.” The vote taken in May, in the school districts, for raising funds for district purposes by taxation, resulted favorably all over the State, with feAV exceptions. 358 REPORT OF THE COMMISSIONER OF EDUCATION. COUNTY VOTES. In May the sense of the voters was taken, according to law,- in every county of the State, except Warwick, as to raising additional sums by taxation for paying teachers, and in some counties for adding to the pay of the county superintendent ; the proceeds to he used during the years 1871 and 1872, The rates of taxation proposed varied, but in no case exceeded the amount expected from tlie State funds. These questions were car¬ ried in 73 counties and lost in 25. According to the census of 1870, the aggregate popu¬ lation of the counties in which the vote was carried and lost, respectively, was 841,.584 and 238,105. In very few of the counties was the proposed tax defeated from opposition to public free schools. THE SCHOOLS. These had to be set agoing with the material existing, which wms not always such as should have been used. The sudden multiplication of schools beyond anything be¬ fore known in tlib State created a demand for good teachers beyond the supply. To meet the demand, the county superintendents were compelled to lower the standard of qualification. On tlie whole, though not entirely satisfactory, the schools were fair, and 1)etter than could have been expected for an average pay to teachers of $30 a month. The female teachers employed are represented as equal, and by some as superior, to males, for elementary instruction. The reverses whi(;h had befallen many of the most cultivated people in the State were incidentally converted into blessings to the children, by furnishing a large number of accomplished teachers. Besides these, a large propor¬ tion of the best private teachers of primary schools passed into the x^ublic schools. The school-houses being so poor and so deficient in furniture and apparatus, the schools could scarcely be expected to give satisfaction under any kind of teachers. A number of graded schools were carried on during the year. The agent of the Peabody fund rendered aid only to graded schools _ . Teachers’ institutes were held in several counties, and were very useful. COLORED SCHOOLS. It is believed by the superintendent that the school officers have endeavored to execute the law impartially and faithfully in arrangements for colored schools. The chief reason for the lace in July or August, and sx)ecial ex¬ aminations are held only when necessary to till vacancies. NUMBER OF CHILDREN — RECEIPTS AND EXPENDITURES. Poimlation of school age in district, between the ages of six and twenty- one years . . . 6, 675 Average number of xmpils . . . 2, 275 Average of daily attendance . 2, 030 Total receipts for buildings . . . $28, 179 60 Total receipts for schools . $28, 543 07 Total expenditures for buildings . $24, 134 98 Total expenditures for schools . $33,746 11 The total number of teachers employed is 58, of which 11 are males and 47 females, including one female and three male teachers of German. The average salary paid to male teachers is $937 75, and $376 58 to females. GERMAN SCHOOLS. The German language is taught in every school, the study being optional in the higher classes. The four German teachers devote an hour to each school for three days of the week. There have been schools connected with every German church, but uxioii the introduction of the study of that language in the x)ublic schools many of them were discontinued, and the number of pupils now attending them is only about 300. CATHOLIC SCHOOLS. About 1,000 xmpils are in attendance uxion Catholic schools of alow grade. The fees for tuition are so small that the jioorest can afford to x>ay them. About 100 students attend the schools of higher grade. COLORED SCHOOLS. The colored jioxmlation is about 400, and one colored school is maintained under the ausxffces of the school board, with an average attendance of 75 scholars. ENDOWED ACADEMY. There is one endowed academy for boys, which, however, is not very prosperous* The trustees have endeavored, unsuccessfully, to transfer it to the board of education for a high school The building was used once as the capitol, when Wheeling was the capital of the State. WHEELING FEMALE COLLEGE. This is a chartered institution and is in a flourishing condition, having now 158 students in attendance. The jiresident is Rev. William H. Morton, A. M., an enthu¬ siast in educational affairs, and who conducts the institution with vigor and*credit, with 12 assistants, under the auspices of a board of directors and an executive com¬ mittee. The ediffee is well adapted to its use, is in good condition, finely situated, and well xirovided with chemical and philosoxihical 4px)aratus. Sixty students board in the college building, and the others reside mainly in the city of Wheeling. The institution confers the degree of “ Mistress of Literature,” and, to those who complete the required course, bestows a degree in the arts. It is uusectarian, has a normal de- Xiartment, and has done good work in furnishing a large number of lady teachers for the State, some standing very high in their xu’ofession. PUBLIC SENTIIMENT. The feeling is very decidedly in favor of the xniblic-school system. Persons of all classes send their children to the public schools, and no xn'ivate schools for boys, and but two for girls, exist, excexit tlie Catholic and German schools. The Catholics have Xietitioned for a division of the school fund, but the general oxiinion prevails that the matter will be x>i’operly and satisfactorily disxjosed of without difficulty or discussion in educational or sectarian circles. PARKERSBURG. There are three district graded schools in Parkersburg, each with a male princixial, two with three female assistants, and one with six. There is an indexiendent un- WEST VIRGINIA. 367 graded scliool, in addition to tliesO; under the auspices of the Catholic faith. There is also a school for colored children, and about 850 pupils attend the public schools. The school board have used (ivcry endeavor to i)roniote the interests of the free-school system, and have recently erected a tine two-story brick edilice capable of accommo¬ dating 3.50 scholars. The average'eost of tuition for ten months was $01)3 per capita, jn Wood County there have been erected, within six years, no less than 7u good frame, and two brick school-houses. CLARKSBURG. In Clarksburg there is maintained one graded school, instructing about 250 pupils, and a once tiourishing academy barely exists now. A Catholic seminary will soon be established, which, it is thonglit, will furnish secondary iustructioii to the young ladies of that section, of all religious denominations. FAIRMONT. The schools at Fairmont are all under the supervision of Professor Blair, of the nor¬ mal school. They consist of a number of classes in one graded school, Avith normal, academic, grammar, and primary departments. The normal class is not in a very flour¬ ishing condition, having only between 15 and 20 students. The academic class is about the same size, consisting of free scholars sufficiently advanced, and of children living outside the district Avho pay for tuition. All the classes are in the same building and comprise about 300 pupils. MORGANTOWN. Morgantown contains about 1,500 inhabitants, and is the seat of the West Virginia Uni¬ versity. There are 370 children of school age enrolled, 225 of whom attend the public school, a considerable number being in the preparatory department of the W^est Vir¬ ginia University. There is one graded school, with one male and four female teachers. There is also a female seminary conducted by Mrs. J. R. Moore, principal, and four lady assistants, educating about 50 pupils. It is unsectarian, and, although unincorporated, has been granted the privilege of conferring degrees. This x^rivilege, however, has uot been exercised. WEST VIRGINIA UNIVERSITY. The United States Government endowed this university with laud scrip, which re¬ alized $100,000 in currency bonds. The citizens of Morgantown otfered $50,000 addi¬ tional in lauds, buildings, and money to secure the location of the university, which being accepted, the university commenced operations about three years since with 40 students. One of the buildings was an old academy, which is now used as a drill-room and boarding-house. The State gave about $53,000 additional endowment, and a fine building of imposing external ai)pearance has been erected at a cost of $50,000 — the grounds, comxirising nearly 30 acres, well situated on the river bank and adjacent hill- sio])es. The board of regents consists of T. H. Logan, Hon. F. H. Pierjiont, George M. Ha¬ gans, Samuel Billingsley, lion. A. J. Boreman, J. Loomis Gould, W. W. Harper, J. S. Wilkinson, Samuel Young, James Carskadon, and G. W. Beltzhoover., •- T. H. Logan is president ; Colonel Ja}nes Evans, treasurer ; and George C. Sturgiss, secretary. The ReAV Alexander Martin, D. D., is president of tlie faculty, assisted by six x)rofessors, among whom is BreAut Captain H. II. Pierce, U. S. Army, x>rofessor of mathematics and mili¬ tary science. There are two tutors in the lU’eparaToiy department, one secretary of the faculty; a superintendent of grounds and bnildings, a librarian and assistant, and a teacher of elocution. H. W. Brock, M. U., lectures on x)hysiology and hygiene, and the Hon. John A. Dille on civil and constitutional law. THE MILITARY DEPARTMENT. The military department consists of Caxitain Pierce, commandant, with two staff officers and three commissioned officers, all selected from the cadets. There is a drum corps, cadet corps, university corps, and \mluuteer labor corps, in addition to the nor¬ mal class. CLASSES. This year there are 4 seniors, 15 juniors, 18 sophomores, and 24 freshmen, and, com¬ prising all the departments, there are more than 200 students. THE NORMAL DEPARTMENT. Though started originally as an agricultural college, this department has not been fairly organized. The normal department is, and has been from the first, in good 368 EEPORT OF THE COMMISSIONER OF EDUCATION. ■working order, and a number of tlie students of tbe collegiate department are fitting tbcmselves to teacb. Leaves of absence have been granted to 15 normal students, in order that they niay take charge of country schools until spring. The normal class now consists of 25 members, but it is anticipated will largely increase the coming year. GENEEAL FEATUKES OF THE UNIVERSITY. In the preparatory department, the tuition fee is $5 for a term of thirteen weeks , in other departments, $8 ; and |1 each from the former and $2 each from the latter class as a contingent fee. Two cadets may be appointed by each regent, free of charge for tuition, books, and stationery. Boarding varies from |3 to $4 per week. The volunteer labor corps work an hour or two a day in improving the grounds, and are paid a re¬ muneration therefor. The sum of $25 is awarded as a prize for the best essay upon a given subject, and $15 as a prize for the best declaimer, these prizes being distributed after public competition by a committee of citizens appointed by the faculty. The annual prize of $100, the munificent gift of General G. W. Brown, of Grafton, is awarded for superiority in essay, oration, declamation, and debate. Donations ot books, miueralogical, geological, and conchological curiosities, Indian relics, and alcoholic spf'cimens of animals are earnestly solicited, to add to the valuable collection already obtained. The university is in possession of apparatus requisite for thorough illustra¬ tion of chemistry and physics. WEST LIBERTY STATE NORMAL SCHOOL. Tlie board of regents of the West Liberty State Normal School consists of the Hon. C. S. Lewis, (the present State superintendent, and successor of the Hon. A. D. Williams,) president; John Bassett, secretary; Hon. E. A. Bennett, State auditor; Hon. J. M. Phelps, secretary of state ; and Hon. J. S. Burdette, State treasurer. The faculty consists of F. H. Crago, principal, with one gentleman and twm lady assistants. In the normal department there were, during the past academic year, 46 gentlemen and 36 lady students ; in the music department 29 pupils and 15 not otherwise connected with the school, being a total of 97 in all departments. There are now 40 students at this school, 30 of whom are State pupils. There will be an increase of students after the Christmas holidavs. MARSHALL COLLEGE NORMAL SCHOOL. No cataloo-ue or official report of this school has been received. From private sources, it has been ascertained that this i« well located and flourishing; it is situated near Guyandotte, and draws its students from along the Ohio River, and the comparatively populous valley of the Kanawha. Originally Marshall College was the seat of learn¬ ing, but latterly fell into decay. For this reason it was selected as a site for a normal school, and a fine building has been erected for that purpose. BETHANY COLLEGE, situated in Brooke County, seven miles from the Ohio River, and sixteen miles north of Wheeling, is presided over by Professor W. K. Pendleton, aided by five other profes¬ sors, one tutor, one assistant in the laboratory, one cnrator of the museum, and a librarian. The catalogue for the thirtieth session, ending June 15, 1871, shows 15 seniors, 11 juniors, 16 sophomores, and 22 freshmen in the classical course. In the scientific course there are 2 seniors, 4 juniors, 2 sophomores, and 22 freshmen, which, with 13 students in special and partial courses, make a total of 107 students. NUMBER OF STUDENTS FROM STATES. The number of students from Ohio is 29 ; Pennsylvania, 21 ; West Virginia, 20 ; Vir¬ ginia, 8; Kentucky, 8; Tennessee, 3; Missouri, 2; Michigan, 2; Illinois, 2 ; Canada, 2; Prince Edward’s Island, 2 ; and Indiana, Connecticut, Massachusetts, New York, Mississippi, North Carolina, Georgia, and Maryland each 1. Since the foundation ot this college 386 students have graduated from the following States and countries: From Kentucky, 100 ; Virginia, 63 ; Missouri, 54 ; Pennsylvania, 27 ; Tennessee, 24 ; Illinois, 17 ; Ohio, 27 ; Indiana, 7 ; Alabama, 6 ; Mississippi, 7 ; South Carolina, 5 ; North Carolina, 3 ; Maryland, 5 ; Louisiana, 3; New York, 2; Oregon, 2; Vermont,!; Wisconsin, 2 ; Iowa, 1 ; Michigan, 2 ; Texas, 1 ; West Virginia, 16 ; Georgia, 5 ; District of Columbia, 1 ; New Brunswick, 1 ; Ireland, 1 ; Scotland, 1 ; Mexico, 1 ; and Canada West' 1* In addition to the usual requisite, every student is required to subscribe an obliga¬ tion to abstain from gaming, all intoxicating liquors, and not use, have, or keep any fire-arms, or any other kind of deadly w^eapon. This college confers the degrees of WEST VIRGINIA. 369 Bachelor of Arts, Bachelor of Sciences, Master of Arts, in course ; and an honorary degree of Master of Arts. Certilicates are given for special course in engineering and x>racti- cal chemistry. TEEMS OP BETHANY COLLEGE. Boarding per week, including furniture and fuel, is from $4 to $5, and washing from $1 to $1 50 x)er mouth, and extra for lights. The fee for college course x)er term is $15 ; lU'eparatoiy, joer term, $10 ; special, x)er term, $12 50 ; modern languages, x>er term, $5; and matriculation and contingent-expense fee, laer session, $5. One-half of the yearl}^ college ex^ienses is required to be paid in advance. WEST VIRGINIA PENITENTIARY. The x>enitentiary is located at Moundsville, and contains an average of 110 j)rison- ers, employing 40 officers at an annual cost, salaries included, of $34,000. About 100 convicts are employed in productive labor. There is a library of three hundred and sixty-tive volumes, and the jn’isoners are provided with school-books and the Bible. Those who are educated teach the ignorant, and every Sunday religious exercises are conducted by clergymen of different denominations, who may volunteer. Prayer- meetings are conducted by the convicts. The superintendent is Thomas R. Shall- cross, and the value of the x)eniteutiary x)rox)erty, real and xiersoual, is estimated at $460,000. List of school officers in West Virginia. Hon. C. S. Lewis, superintendent of piiblic instruction, Charleston. COUNTY superintendents. County. Name. R. A. McCutcheou . Berkeley . . Ed. S. Lacey . Boone . Rufus Workman . Braxton . . . . W. F. Morrison . Brooke . Milton Wells . Cabell . - . John W. Church . Calhoun . D. W. Knight . Clav . B. S. Stevenson . Doddridge . . . Wm. Stickling . Fayette . Wm. T. Timberlake . Gilmer . James Shaw . . Grant . E. S. Vossler . Greenbrier . . Z. Trueblood . Hampshire . O. P. Wirfnnan . Hancock . T. C. Carothers . Haudv . . . G. T. Williams . . Harrison . . . . D. C. Louchery _ _ ^ . Jackson . . . A. .1. McMillan . .Jefferson . N. C. Brackett . Kanawha. . . W. Tj. Hindman . Lewis . P.T.Tj. Queen _ Lincoln . .Tames Alford Logan . C. S. Stone . . Marion . William Gr-a.y . . Marshall . J. W. P. Reed Mason . C. T. B. Moore Mercer . John J.Meader . Mineral . Thos.P. Adams . . Monongalia . H. L. Cox . Monroe . .1. A. AtcMann Morfi^au . W^m. IT. Potfpr McDowell . James F. Gillesx>ie, Nicholas . J. H. Robinson Ohio . Jos. Burrows Pendleton . H. W. Arboo-n st Pleasants . William N. .tones Pocahontas . Cornelius Stutting. 24 CE Post-office address. Belington. Martiusburg. Mouth Short Creek. Braxton C.H. Wellsburg. Cabell C.H. Grantsville. Henr^'sville. West Union. Fayette C. H. Steer Creek. Grant C. H. Lewisburg. Romney. Holiday's Cove, Mooretield. Bown’s Creek. Raveuswood. Harper’s Ferry. Charleston. Jane Lew. Griffithsville. Chapmansville. Palatine. Moundsville. Mason City. • Concord Church. New Creek. Morgantown. Union. Sleepy Creek.. Tug River. Nicholas C. H. Triadelphia. Marksville., Hebron. Academy. 370 REPORT OF THE COMMISSIONER OF EDUCATION. County Superintendents — Continued. County. Name. Post-office address. Preston .. Putnam .. Raleigli .. Raudoipli Ritchie. .. Roane.. .. Taylor. .. Tucker . . . Tyler . Upshur. . . Wayne . . . Webster . . 'Wetzel - . - Wirt . V7ood . . . - Wyoming _ Wheeling City Thomas Fortney J. C. Lininger.. . J. S. Thompson .. Squire B. Hart. .. J. M. McKinney . F. H. Gibson - J. L. "Vincent _ Joseph Parsons . J. E. Boyers . J.L. Gould . . Chas. B.Webb ... James Dyer . . "Wm. A. Newman , Lewis C. Rogers . S. H. Piersol - R.M. Cook . . F. S. Williams . . . Reidsville. Winfield. Raleigh C. H. Beverly. Hebron, Pleasants County. Walton. Fetterman. St. George. Middlebourne. Buckhannon. Ceredo. Webster C. H. Knob Fork. Wirt C. H. Parkersburg. Rock View. Wheeling. WISCONSIN. 371 WISCONSIN. fFrom the annual report of the superintendent of ijuhlic instruction for the year ending August 31, 1870, Hon. Samuel Fallows, superintendent.] SUMMARY OF STATISTICS. 1869. Popiilatiou of the State, United States census . . Niiinher of children over four and under twenty . 398,747 Number attending school four to twenty years . 245, 435 Total number of diiferent iinpils attending public schools . 264, 033 Average number of days a school was maintained. . .. 151 Number of days school has been taught . Number of pupils attending private schools . Number of schools with two departments . Number of schools with three or more departments .. Number of teachers required to teach school . Number of ditferent teachers during the year . Average wages of male teachers . Average wages of female teachers . Number of schools visited by county superintendents . Number of public school-houses in the State . Number of pupils the school-houses will accommodate. Total valuation of school-houses . . . $2,973,492 00 Amount expended for building and repairing . $456, 503 00 Amount expended for teachers’ wages . $1, 193, 986 00 Total amount expended . $1, 987, 436 00 1870. 1,054,670 412, 481 264, 525 267, 891 154 795, 895 15,618 184 148 5, 661 9, 304 $43 00 $28 00 4, 681 4, 965 296, 369 $3,295,268 00 $417, 775 00 $1,302,365 00 $2, 094, 160 00 ATTENDANCE. The number of children under four years of age attending the public schools is 621, and of persons over twenty years of age, 1,843. While there has been an increase of nearly 20,000 in the number of legal school children attending public schools, the number returned last year wms 670 less than for the year previous. It is iirobable that there is a serious error somewhere in the returns for the past three years. But the apparent large increase just mentioned indicates perhaps that school registers are more generally and accurately kept than in years past. It is estimated that 7,000 pupils are in attendance upon xu'ivate schools and various institutions not reported ; making an aggregate of nearly 295,000 in attendance upon schools of all kinds, which is an increase of 5,000 over the number returned and estimated for last year. But the whole number is more than 117,000 less than the number of persons en¬ titled to attend the public schools ; and this fact would be alarming but for the con¬ sideration that a large portion of these 117,000 school children, so called, say those between sixteen and twenty years of age, are really past the average school age, and have undoubtedly attended school more or less in previous years. On the whole, while the average yearly attendance of each pupil in the schools is too short, it is believed that a large comparative percentage of the children of the State, who are of proper school age, between the ages of six and sixteen, attend school some portion of each year, still, the number of such children not in attendance is sufficiently large, espe¬ cially when taken in connection with the large number that attend irregularly or but for a short time, to cause anxiety. The most obvious means of remedying these evils is to so improve the schools as to make them more attractive ; and this will best be accomplished by placing in them more generally experienced, skillful, and com¬ petent teachers. TEACHERS. The number of teachers required to supply all the schools is 5,661 ; the number em¬ ployed some portion of the past year was 9,304. While the increase in the number required is but 144, the increase in the number employed is 509, which indicates that many more are pressing into the vocation of teaching than are needed; and likewise, perhaps, that the standard for admission to the lower grades of certilicates should be raised. Too many districts are ready to change teachers, if a trifle can be saved in expense. The average wages of male teachers in the country districts is $41 77 per month, and that of females, $27 40. The highest salary paid to teachers is in Milwau¬ kee, which is, males, $2,500, and females, $1,200, per annum. The difference between the wages paid to males and females respectively is greater in the city than in the r>72 KEPORT OF THE COMMISSIONER OF EDUCATION. conntry, the proportion being as 8 to 3 in the former, and as 7 to 4.5 in tlie latter. This is exi)]ained by the laet that in the eities female teachers occupy, for the most part, subordinate positions, while, in the country, they often take charge of large and import¬ ant schools, and are not unfreqnently principals in graded schools. The number of teacher’s certificates issued during the year is 7,534; increase of 250 (!vcr the previous year, although the number of first-grade certificates issued, namely, 114, is less than the x>revious year. It is x)resumed that most of the teachers holding first-class certificates last year are still teaching, and that a corps of professional teachers is being formed. GKADED SCHOOLS. The number of schools with two departments out of the cities is 125, and the number witii three or more departments is 98 ; while the number of graded schools in the cities is 109 ; making a total of 332, and showing an increase of 43 for the year. This class of schools is steadily increasing all over the State, and their multix)lication would be hastened by the general adoption of the town sj’^stem. SCHOOL DISTRICTS. The large and increasing number of school districts, now almost 5,000, renders the school system too cumbersome and comx)licated, requiring, as it does, the services of some sixteen or seventeen thousand officers ; and the evil is one which can be remedied only by reducing the number of school districts iDrojier to the number of towns and cities ; in other wmrds, by the general adoption of the town system. The number of districts which failed to maintain school five or more months is less this year than last. teachers’ institutes. Forty-four institutes were held during the year ending August 31. Robert Graham, esq., of Kenosha, has been continued in the work as agent of the board of regents of normal schools, and conducted sixteen institutes, very greatly to the benefit and satis¬ faction of all concerned. Various other x)ersous rendered valuable assistance. The institutes held previous to the 1st of July, and not conducted by the agent, were allowed to the extent of $50 each, if necessary, for ex^ienses. STATE teachers’ ASSOCIATION. The eighteenth annual meeting was held at Watertown. The addresses were de¬ livered by the president, W. D. Parker, xnincipal of Janesville High School, R. Edwards, president of the Illinois Normal School, Dr. E. O. Haven, of Evanston, Illinois, Miss Elizabeth Peabody, of Massachusetts, and Rev. W. E. Merrimau, president of Ripou College. Pax>ers were read by Professor S. S. Rockwood, of Milton College, H. A. Brown, principal of schools at Waupuu, B. M. Reynolds, principal of Madison High School, Professor Bernhard, of Watertown, Professor J. T. Loverwell, of Whitewater Normal School, and Arthur Everett, princi pal of Oshkosh High School. Among the resolutions passed was one requesting the State suxieriutendent and his assistant to conduct and X)ublish a State journal of education. ADDITIONAL STATISTICS NEEDED. It is remarked that in order to take a proper view of the actual educational condi¬ tion of the State, returus of a nature somewhat different from those now received should be made by the several towns and cities. Children ordinarily derive little benefit from attending school before six or seven years of age. From six to sixtcim may be , considered their proper school x>eriod. It is desirable to know, then, how many of the whole number of legal school children who attend school during some portion of the year are between four and six years of age, how many betw^eeu six and sixteen, and how many between sixteen and twenty. If in addition to this it wereiios.^.ibie to ascertain the average length of time children attend school, and their average amount of attainments when they leave school, it would put ns in xiossessiou of imjiortant data for judging of the results and value of our school system. It is suggested, therefore, that some change be made in the blank rexiorts issued annually to tlie district and town ^clerks and to the county and city suxierintendeuts. PLATTEVILLE NORMAL SCHOOL. The attendance in the academic and model departments has continued to be good, but the demand for teachers has been so great during the x>ast term that about thirty have left the normal department to teach, and aniongthem several who came intending to remain during the winter. “The instruction and training of persons in the theory WISCONSIN. 373 and art of teacliiug” is to some extent attained even in the case of those who remain here but a short time. It is thought they are better teaclicrs than they otherwise Vv'ouid have b(‘en. We find that many need instruction in the rudiments. More than three-fourths of those who apply for admission are comi)elled to spend more or less time in the prepara¬ tory or academic department before they ca]i pass the reciuired examination for admis¬ sion to the normal departmeut itself. Instruction in the theory of teaching is given chiefly by lectures and discussions, in what are called our training classes.” Attention is given to the methods of teaching the various studies pursued in common schools, as well as to school discipline and management in general. The school can accommodate many more students without increasing ex])cnse. The total number in attendance is 391. In the normal department, 184, ladies 107, gentlemen 77 ; in the preparatory and academic departments, 163, ladies 77, gentlemen 86, and 44 in the model school. The number of graduates of the school for the two years, 1869 and 1870, is 23. WHITEWATER NORMAL SCHOOL. The number of students who have entered the different departments during the year 1870 is 392. Forty-five of those admitted at the opening of the present term are now occupied in the district schools, many of whom are faithfully performing the work they have undertaken. But a number of pupils enter the institution spring and fall who remain only a few weeks before going out to their summer or winter schools, which gives an opportunity for a close critical review of the branches they will be called uiion to teach, and a prac¬ tical experience of a systematic school life. In his recitations, the pupil is not expected merely to recite, but to teach, to expound the subject so that it shall be clear, not merely that he studied the lesson, but that he could impart the knowledge therein con¬ tained easily and skillfully to another. Pupils are also expected to conduct their own classes frequently under the eye of the teacher, and as soon as they are able they are given actual work in the training department. It is urged, then, that in the selection of pupils regard should be had to the posses¬ sion of a sound body as well as a sound mind ; that the teacher may be able to carry to the duties of the school-room that union of mental and physical energy which is in¬ dispensable to the thorough accomplishment of his work. On the 30th of June, 1870, the first senior class graduated, all of whom are now occupying important positions as principals of schools, and are discharging their duties acceptably. Each member of the class readily found employment at wages varying from $60 to $100 per month. The location at Whitewater, Walworth County, is only a few miles from the junc¬ tion of the Chicago and Northwestern with the Milwaukee and Prairie du Chieii road, and about one hundred miles northwest of Chicago. It is thus easy of access, and located in the most densely populated portion of Wisconsin. THE SURROUNDINGS. The ground on which the normal school building stands is found, by recent surveys, to be the highest point between Lake Michigan and the Mississippi, and the wide ex¬ tent of rolling prairie, oak-openings, and small lakes which it overlooks renders its l)osition one of great beauty. THE BUILDING. The edifice is new, built of cream-colored brick, and is of the modern style of archi¬ tecture. It is 108 feet long by 57 wide, and three stories high above the basement. The whole building is heated by steam, thoroughly ventilated, and no necessary labor or expense has been spared to adapt it to the purpose for which it has been designed. The grounds embrace an area of 10 acres, which have been handsomely graded and ornamented with walks, lawns, evergreens, shrubs, and flowers, the whole designed to illustrate to the student the necessary surroundings of the school-house; to cultivate the msthetic as well as the reasoning powers, and to awaken in the students a love of nature which shall find practical expression whenever they may be called to labor. SIX STUDENTS FROM EACH ASSEMBLY DISTRICT. Each assembly district in the State is entitled to six representatives in the normal schools, nominated by the county superintendent of the county, or by the city superin¬ tendent of the city, in which such candidate may reside, and they shall be at least six¬ teen years of age, of sound bodily health, and of good moral character. 374 REPORT OF THE COMMISSIONER OF EDUCATION. TUITION FREE. All normal pupils receiro their tuition free. A teacher of light gymnastics is con¬ nected with the school. A sufficient apparatus for the pupils now in attendance has heen secured, and the classes brought into successful training. We believe that such exercise, Avisely managed, gives vigor to the body and activity to the brain, and that it is thus time and strength saved to the puiiil. EXPENSES. Board can be obtained in Whitewater at from $3 to $3 50 per week. Facilities afforded for club-board or self-board to such as desire it. Those adopting this uiethod of board may bring their expenses within $2 per week, though a different plan is, perhaps, more favorable for study. OSHKOSH NORMAL SCHOOL. [From the 'Wisconsin Journal of Education of November, 1871. J Tlie dedicatory exercises of the new building took place in the large assembly- room, which was filled to oA^erflowing. President Htarr cleliAmredthe opening address, in which he revicAved the labors of the board in connection Avith the erection of this building, and ackuovvdedged the hearty co-operation of the citizens of Oshkosh, and the munificent gift of $25,000 and the eligible site giA^en by them. After receiving the keys of the building. President Albee respondetl, first reAueAviug the history of normal schools in the State, and enlarging upon the necessity for normal schools. General Fallows, State superintendent of public instruction, addressed the audience in a happy and interesting effort, and other speakers followed. President Arey gaAm details of wages iiaid professional teachers at home and abroad. ‘ They are all wanted,’ he re¬ marked ; ‘ even if teachers get married the educational interest does not stop.’ Pro¬ fessor Whitfoid, of Milton College, gave a history of normal schools. The Oshkosh Normal School must, in his opinion, give special attention to the Avants of mixed country schools. “ The school opened Avith 50 pupils, and in two weeks’ time the number had increased to ICO.” STATE UNIA^ERSITY. The state Univ'ersity is reported to be in a A^ery jirosperous condition. The faculty are able and energetic teachers. During the past two years the number of students in the regular classes has increased from 81 to 132, Avhile in the preparatory department the number has receded from 193 to 102. The regents and faculty look upon this as an encouraging fact. While there has been a slight diminution in the aggregate attendance, there has been a. material increase in the average attendance, as shoAvn by an increase in fees of more than $1,500 over last year. The growing demand for collegiate education has been still in the direction of scientific studies. The inability of the university to furnish rooms is still a drawback, for the price of board and roou}s in the city is beyond the reach of many excellent students. A building for drill and gymnastic exercises has just been completed at a cost of about $4,000. It is a plain, substantial structure, admirably adapted for the uses for Avhicli it w'as designed. The main building is 100 feet by 50 feet. To this is attached a Aving, 34 feet by 20 feet, containing an armory and office for the professor of military tactics. LAW SCHOOL. The law department is reported in most excellent condition. The board of visitors speak in the highest terms, in their report, of the closing examinations of the year. It is thought no better facilities for the study of law are to be found anyAvhere in the West than are afforded by the law department of the University of Wisconsin. It has entered upon its present and third year, under circumstances of great prosperity and promise, with a class of fourteen students, Avhich soon increased to the present number of eighteen, with an expectation of a still larger number for the second term. The department of military science and engineering, at the last meeting of the board of regents, Avas placed on the same footing with other professorships, and though from inability to obtain as yet a permanent head to the department among officers of the army, the board has lost no conffdence in its practicability and usefulness as a depart¬ ment. NEAV BUILDING FOR FEMALE STUDENTS. The last legislature appropriated $50,000 for the erection of a building for the use of the ladies of the university, AAffiich edifice it is exiiected will soon be ready for use. It WISCONSIN. 375 is to be plain and neat in external appearance, and substantially built, with all the iBodern improvements and conveniences. STUDIES AND EECITATIONS TO BE ENTIRELY SEPARATE. The intention of tbe regents is to provide the same facilities to ladies for college education enjoyed by gentlemen, tbe recitations and studies of the two sexes being kept entirely separate. A course of study is prescribed, from which course students are allowed to select any three studies of the term which they are qualified to pursue. In addition to the xirescribed course in this college, young ladies are instructed in any study taught in the college of letters or arts for which they are prejiared. WOMEN MAY ATTEND ALL THE LECTURES. They may also attend all university lectures. Instruction in this department is given by the xmesident and professors of the university, as their services are required. Ladies receive the same degrees as gentlemen for the same or equivalent courses of study. CONCLUSIONS OF SUPERINTENDENT ON CO-EDUCATION. In respect to the present x>lan of sexiarate education, the State suxierintendent re¬ marks : “ I cannot helx) believing that more thorough instruction would be given the ladies, and expense of carrying on the institution be greatly lessened, if both sexes were generally to recite together. The co-edncation of the sexes in the collegiate dexiartrnent is no longer a matter of experiment. Its feasibility and success have been triumxih- antly demonstrated. In giving utterance to these views I am but expressing the con¬ viction of the great majority of the friends of education in this State and of the warm¬ est friends of the university. I know that no feeling of ox>x>osition would be manifested by the present faculty if the plan were to be fully adopted in the AVisconsin University.’’ REMARKS OF BOARD OF VISITORS ON CO-EDUCATION. The report of the board of visitors of the university to the regents, in respect to this subject, remarks : “ We saw less of the female department of the university than of the male, and consequently cannot sxieak concerning it with so much definiteness. It oc¬ curred to me, however, that for' the securing of the best advantages of liberal educa¬ tion, the administration of this dual organization of the university needs revising in some respects ; but as it requires wiser heads than ours to indicate the best course, we confidently leave the matter to your superior wisdom, with only this passing reference.” NEW DEPARTMENTS. A department of civil engineering was established at the last annual meeting of the board of regents, its object being to qualify students, after a moderate amount of prac¬ tice in the field, to fill the higher positions in the professions. A chair of geology, min¬ ing, and metallurgy was also created at the regents’ last meeting. Although but little has been accomplished yet in the agricultural department, im¬ provements have been made on the university farm which add greatly to the attrac¬ tion of the university. One and three-fonrths miles of avenues have been constructed, three-fourths of a mile extending along the shore of Lake Mendota. The interest taken in the dexjartment of analytical chemistry is raxiidly increasing. The capacity of the laboratory has been increased one-half since last year, yet the number of apxilicatious for admission is now greater than can be accommodated. Many students preparing for the profession of medicine, and others intending to be druggists, come here with special reference to the facilities afi’orded in this depart¬ ment. UNIVERSITY PROPERTY. The estimated cash value of laud, 235 acres, owned by the iustitutifen, is $45,000, and the estimated value of buildings $130,500. The amount of endowments and funds, ex¬ cept real estate, is $302,866 14. Amount of income for the year is $48,436 53, of which $7,133 were received for tuition. REPORT OF THE COMMISSIONER OF EDUCATION. G76 List of school officers of Wisconsin. Hon. S. Fallows, Superintendent of Public Instruction, Madison. COUNTY SUPERINTENDENTS. County. Name. Post-office. Adams . . Ashland . Barron . . Bayfield . Brown . Biiftalo . Burnett . Calumet . Chippewa . . . Clark . Columbia . . . . . Crawford . Dane, (1st district) . Dane, (2d district) . Dodge, (east district) . Dodge, (west district) . Door . Douglas . Dunn . . . Eau Claire . Fond du Lac . Grant . Green . Green Lake . Iowa . . . Jackson . Jefierson . Juneau . Kenosha . Kewaunee . La Crosse . La Fayette . Manitowoc . Marathon . Marquette . Milwaukee, (1st district). . .. Milwaukee, (2d district) . Monroe . Oconto . Outagamie . Ozaukee . Pepin . Pierce . Polk . Portage . Racine . . . . . Richland . Rock, (1st district) . Rock, (2d district) . St. Croix . Sauk . Shawanaw . Sheboygan . Trempealeau . . Vernon . Walworth . Washington . Waukesha . Waupaca . Waushara . Winnebago . Wood . Thomas R. Freeman . John W. Bell . Oliver Demars . . Andrew Tate . Oscar Gray . Robert Lees . W. H. Peck . A. W. Hammond . John A. McDonald . S. S. Smith . John J. Lloyd . M. E. Mumford . W. H. Chandler . S. C. Coolidge* . John A. Barney.. . . L. M. Benton.". . Rufus M. Wright . Irvin W. Gates" . Carroll Lucas . W. H. Lockwood . D. B. Lyon . W. H. Hoiford . Daniel H. Morgan. . . . ^ _ A. A. Spencer . Samuel Parks . John K. Hoffmann . Amos Squire . M. F. Carney . T. V. Maguire . John M. Read . George Patou . William Ahern . Michael Kirwau . Thomas Greene . Abraham Boynton . James F. Devine . James L. Foley . A. E. Howard . Harding W. Gilkey . D. J. Brothers . John T. Whitford . D. F. Reid . Charles Smith . Charles E. Mears . J. H. Felch . Lyman Earle . George AV. Putnam . J. W. Harris . C. M. Treat . E. S. Reed . Charles F. Viebahu . Z. C. Colborn . AVilliam E. Cady . Amos AVhiting . O. B. Wyman . M. Montague . Fred. Regenfuss . William S. Green . C. W. Packard . Theodore S. Chipmau _ H. A. Hobart . J. Q. Emery . Olin. La Poiute. Barron. Bayfield. Fort Ploward. Gilmantowu. Grantsburg. Chilton. Chippewa Falls. Loyal. Cambria. AA^auzeka. Sun Prairie. Middleton. Alayville. Lowell. Sturgeon Bay. Superior. Alenominee. Eau Claire. Eipon. Bloomington. Monroe. Berlin. Avoca. Black River Falls. AVaterloo. New Lisbon. Paris. Kewaunee. Hamilton. Shnllsburg. Manitowoc. AVausau. AA^estfield. Milwaukee. Butler. Sparta. Oconto. Kaukauna. Grafton. Pepin. Prescott. Osceola Mills. Amherst. Honey Creek. Ash Ridge. Evansville. Clinton. River Falls, Pierce County. Sauk City. Shawanaw. Sheboygan Falls. Trempealeau. Hillsborough. Allen’s Grove. AVest Bend. Waukesha. New London. Berlin, Green Lake County. AVinuecouuee. Grand Rapids. ARIZONA. 377 AKIS:€>]V Ao A letter from the governor of the Territory, Hon. A. P. R. Safford, who is also ex-officio superintendent of public instruction, dated November 3, 1871, gives the foilovOng : “ According to the last census, there were in this Territory 1,9*23 children uiuicr the age of twenty-one and over the age of six years. Tlie last legislature passed a school law, setting aside for school purposes 10 cents on each $100 of the taxable property of the Territory, and gave authority to the several boards of supervisors of the counties and the boards of trustees of the school districts to levy additional taxes, sufficient to maintain a free school in each of the school districts of the Territory. The governor was made ex-officio superintendent of public instruction, and the judges of probate were made county superintendents. Every effort has been made to place a free- sohool system in operation witli as little expense as possible. It is now confidently expected that by January 1, 1872, a free school will be established in every school district of the Territory.” The governor expresses the opinion that Congress should pass an act to enable the several Territories to disjiose of a portion of the school lands that are donated to them as States upon admittance into the Union, since it is while in their territorial condition that such aid is most needed ; that it is tluj duty of the Government to aid in the maintenance of free schools in cases where poverty prevails. If the desired result is prevented by apathy or iirejudice, the Government ovres to the children, and as a means of insuring its own perpetuity, to exercise a supervisory x^ower to the extent of acconi- j)lishing the desired object. This Territory was obtained from Mexico, and a large jiroportion of the children were Mexicans by birth. They are quick and eager to learn. 378 REPORT OF THE COMMISSIONER OF EEUCATION. €©I.ORAI>€>c A letter from Hon. W. C. Lathrop, superintendent of public instruction, dated October 21, 1871, furnishes the following : SU1\IMARY OF STATISTICS, (ESTIMATED.) Population of Territory, United States census of 1870 . 39, 884 Number of persons between ages of five and twenty-one — males, 4,622 ; females, 3,971 . 8,593 Number of cbildren enrolled in public schools . 5, 345 Average attendance . 4, 146 Number of schools . 135 Number of teachers in public schools — males, 49; females, 96 . 145 Average salary of male teachers ]ier month . $86 Average salary of female teachers per month . . . $37 Amount received from taxation . . 1. $95, 452 Total receipts for public-school purposes . $98, 105 Total current expenses — teachers’ wages, *$45,250 ; fuel, &c., $9,341 . $54,591 Expended for incidentals . $3,283 Total exiienditures for school purposes . $98, 105 As the reports of county superintendents had not been received by the superintendent at date of his letter, the items furnished by him were estimated. The school law re¬ quires reports of county superintendents to be sent to the State superintendent’s office on the 1st of November of each year. A list of school officers was inclosed. List of school officers of Colorado Territory. Hon. W. C. Lathrop, Superintendent of Public Instructioii, Denver. COUNTY superintendents. 1 County. Name. Arapahoe . Frank Church . Bent . R. M. Moore . I . Boulder . A. R. Brown . . . Clear Creek . . . William M. Clark.. . . Conejos _ ... _ _ _ _ _ _ S. Sandoval . Costilla . Doimlas . . . . . . W. P. Miller . El Paso . William M. Strickler . Fremont . . . . . W. R. Fowler . . Gilpin . . . . H. M. Hale . . . Greenwood . . . Jacob Gross, jr . Huerfano _ . Benjamin Dass . . Jefferson . . M.C. Kirby . . . Lake . . James E. Cobb . TjS rimer . . . James M. Smith . . . Las Animas . Frederique Benitez . Park . .. E. M. Innes . Pueblo . . . Philip Joeller . . . Saguache. . . Henry Henson . . . Summit . . . George W. Munford . . Weld . O. R. Bassett _ _ _ Post-office. Denver. Las Animas City. Boulder City. Georgetown. Conejos. Glen Grove. Colorado City. Canon City. Central City. Kit Carson. . St. Mary’s. Golden City. Granite. Big Thompson. Trinidad. Hamilton. Pueblo. Saguache. Delaware City. Greeley. DAKOTA. 379 DAKOTA. [From the seventh annual report of the superintendent of public instruction for the year 1870-’71. — James S. Foster, superintendent.] There lias been a rai>id influx of immigration into the Territory during the year. More sehool distriets have been organized ; more eomfortable school-houses erected ; a better class of teachers employed, and the schools have been more generally patronized than during any previous year in the history of the Territory. Sectarianism and politics are alike ignored in the schools. The salaries -of teachers range from $25 to $100 per mouth. Good teachers can command good wages. One embarrassment from which the schools suffer is the great variety of school-books in use. Formerly the school law contained a provision for the uniformity of text-books, but since the legislature repealed that section, school-books have multiplied in variety, until, in the language of one of the county superintendents, every Imown kind is used.” The report gives statistics for only four counties. The failure of many county super¬ intendents to report renders it impossible to give an accurate statement of the num¬ ber of children in the Territory of school age, or of the amount of money expended for school purposes. The United States census for 1870 furnishes the following statistics: Population of Territory, United States census of 1870 . 14, 181 Total number of children attending school . 1, 144 Number of native children attending sehool . 1, 008 Number of foreign children attending school . 136 Number over ten years of age who canot read — native, 758; foreign, 805 . 1, 563 Number over twenty-one who cannot write — white, 709; colored, 18 . 727 Number from ten to twenty-one who cannot write — white, 205 ; colored, 13 . . . 218 LIST OF SCHOOL OFFICEKS OF DAKOTA TEEKITOKT. Hon. J. M. Turner, Superintendent Public Instruction ; James S. Foster, Deputy Super- intendent Public Instructian, YanMon. COUNTY SUPERINTENDENTS. Counties. Name. Post-office address. Bonhomme . Clay . Blv E. Wood . S. A. Uftbrd . Springfield, Dak. Vermillion, Dak. Canton, Dak. Sioux Falls, Dak. Elk Point, Dak. Yankton, Dak. Lincoln . B. S. Gillespie . Minnehaha . Union . Yankton . John Bippos . J. W. McNeil . Eev. Joseph Ward . 380 REPORT OF THE COMMISSIONER OF EDUCATION. I B A II O. [From the second biennial report of the superintendent of public schools for the years 18G9 and 1870 ; Hon Daniel Cram, superintendent.] PARTIAL SU.AIMARY OF STATISTICS. 1869. 1870. Popnlatioii of the Territory, census of 1870 . 14,999 Number of jmuths in the Territory of school age, (five to tvv^enty- one) . - . Number of children enrolled in public schools Number of school-houses . . Number of schools . . Average time schools were kept, (about) . Number of school districts . . . Number of counties in the State . Number of counties which failed to report. . . . Amount expended for teachers’ salaries . . Total expenditures for school purposes . . Total receipts for school purposes . . 7*24 888 377 427 12 13 14 19 2 months. 24 29 9 9 4 4 . $7, 331 10 $7, 912 35 $14,119 63 $9,559 52 .$18,023 98 $12,913 71 Some advance has been made during the past two years in the improvement of school-houses and in the general interest manifested in education. The funds avail¬ able for school purposes are inadequate to carry on the work. There is not sufficient to defray the necessary expenses of furnishing blanks for the use of county superintend¬ ents and teachers, so that the superintendent of the Territory is powerless to perform duties imposed on him by law for want of funds. The school law, it is remarked, is not perfect, and should be amended, but the superintendent suggests that “ the suc¬ cess of the schools depends more upon the active interest of the people in the cause than upon the letter of the law.” The governor, in his message to the sixth session of the territorial legislature, which met December 5, 1870, remarks: “ The present school law is an outrage upon an enlightened people. In many of the counties and school districts where school-houses are built, no school has been held during the present year ; those structures stand empty and in silent mockery, it might be said monuments of inadeqnate legislation.” From the council journal of the legislative session, it appears that an act entitled “ An act to establish a common-school systeni and to provide for the maintenance and supervision of public schools,” was passed, which did not receive the approval of the governor, but afterward passed and became a law no withstanding his objections. A copy of the law has not been received at this office. NEW MEXICO. 381 ]VEW MEXICOo Population of the Territory", 91,874. There is no improvement to record, since the report of last year, respecting educa¬ tional matters in this Territory. No pnblic schools yet exist. A very small per cent, of the people can read and write, and an even less per cent, are acquainted with the English language. Letters liave been received from Henry Hilgert, esq., a citizen of New Mexico, who, to illustrate the extreme destitution of the people in respect to education, incloses a translation made by himself of a speech of Kev. John Aug. Truchard, parish priest of Santa Fe, on the occasion of a public examination of San Michael College at Santa F6, New Mexico, August 31, 1871. The reverend father has labored most zealously during the last fifteen years for the establishment of schools in the Territory, and yet, as he himself expresses it, “ with the excei>tion of Santa Fe and a few of the larger towns, where convents and colleges have been established by the Catho¬ lic clergy, nothing, or almost nothing, has been accomplished.” ‘‘In cases where attempts have been made to establish schools the schoolmasters are extremely ignorant men, and of a notorious incapacity for the work of teaching. There are no school-houses existing, and there is no money to rent them ; and conse¬ quently if a school is started a house must be borrowed for the purpose. But what a house ! If there is an abandoned house in the town, a house half fallen down, and in every respect badly in condition, that house is made the school-house, wdthout furni¬ ture" or any conveniences. The teacher brings his own chair and table; the pupils bring soap and candle boxes to sit on. There are no books in the school, and seldom can the pupils afford to buy them.” This condition of affairs is ascribed to “ the i^ov- erty of one class of people, and to the indifference of the other ; the first cannot, and the second icill not support schools. The lands given by the United States for school Xmrposes are either unsurveyed, or else they are worthless, being uncultivatable.” The reverend gentleman sees no remedy or hope for the Territory but in the United States Government, and he urges all influential men in the Territoiy, the Delegate in Congress, and members of the legislature, to make a general appeal to Congress ; and, he continues, “ when once the great need of the people shall be understood, then the Government at Washington, so noble and maguauimous in all that refers to ideas of progress, will open to New Mexico the hand of its liberality.” The opinion of Mr. Hilgert as to what the Government should do in Anew of the edu¬ cational destitution in New Mexico is, first, to build school-houses in every precinct; supply them with teachers and furniture and books for poor children, and establish a superintendency whose duty it shall be to see that the views of the Government are carried out. Some provision rvill have to be made to prevent children being kept from the schools by persons who are opposed to them ; and the schools thus established would have to be under the protection of Government for at least five years. He gives as a reason why the Government should, injustice, do more for New Mexico than for other Territories : ‘‘This Territory rvas loyal during the rebellion, and in recompense for her loyalty she rvas deprived, by an act of Congress abolishing peonage, of over two mil¬ lions of dollars, for which no compensation was allowed, and the people Avere Amry much impoAmrisbed thereby.” He urges that the best jiossible recompense the GoAmrn- meut could bestow Acould be the provision of education for the children, in which, also, the children of the former i^eons and masters Avould equally share. It is also urged that this class of persons, wUo w'ere formerly peons, (or persons having voluntarily bound themselves to service for a term of years in payment of debt,) are in quite as great need of assistance in regard to education as are the former slaves of the South. Another reason giA'en wdiy the Government should attend to the education of the people of Ncav Mexico especially is, that Ncav Mexico much exceeds eAmry other part of the United States in its natural resources, as, for instance, its precious minerals, fine climate, stock-raising and grape-groAving facilities; and that, when its Indian and land difficulties are settled, it Avill be acknoAvledged ‘the gem in the crown of the American continent,’ and therefore special effort should be made to render educational advan¬ tages siudi that desirable families will emigrate thither and preA'ent the better class of families from leaving the Territory, as they now do, solely for the purpose of giving school facilities to their children.” SANTA Ft. Population of the city, United States census of 1870, 4,765. Advertisements of the following schools appear in the Santa F6 papers, and comprise all the schools in Santa Fd, as far as known : The Santa Fe U/iii’ersib/.— Arrangements have been made to open the primary and music departments of this institution ; other departments to “ be opened in due time.” 382 REPORT OF THE COMMISSIONER OF EDUCATION. The object is stated to be to establish an institution of learning of the highest order.’’ St. MickaeVs College. — Established in 1859 by the Riglit Rev. Bishop Laumy, for the eflncation of boys. Youths of any denomination received. Those who are not Catholic are not required to attend worship with Catholics. The course of study is thorough in English, mathematics, and all that pertains to a commercial course. The classics taught on application. Convent of our Lady of Light. — Established in 1853, for the education of girls. Is under the management of the Sisters of Loretto. Vocal music is taught ; also, the piano, harp, and guitar, and the French and Spanish languages. Select schools. — One is under the direction of Rev. John Corwell, for boys and girls; another, for boys alone, under the oare of the Sisters of Charity. UTAH. 383 UTAH. A letter from Hon. Robert L. Campbell, superintendent of tbe Territory, dated Octo¬ ber 28, 1871, gives tbe following : SCHOOL STATISTICS, (APPROXIMATE.) Population, United States census of 1870 . . 86,786 Number of school districts . - . 201 Number of school districts reported . 188 Number of schools . 277 Number of male teachers . . . 190 Number of female teachers . . . 185 Number of boys between four and. sixteen years of age . 12, 761 Number of girls between four and sixteen years of age . . . 12, 572 Total . . . 25,333 Number of males enrolled . . 7, 951 Number of females enrolled . 7, 973 Total . 15,924 Percentage of names enrolled . . . . . 621- Average daily attendance . 11, 389 Percentage of school population actually attending school . 45 Average number of months schools have been taught during the year . 7 Schools are generally supported by tuition fees, which range from ^3 to $8 per quar¬ ter. The present school system has been improvised by the territorial legislature and sustained by the people, without a dollar or an acre of land from the General Govern¬ ment. The assembly of Utah has made appropriations to assist the University of Deseret, more particularly to enable that institution to foster a normal department, with a view to the education of a cor})s of teachers that would do honor to the profes¬ sion. The chancellor and regents of Deseret University exercise a general supervision over the educational interests of the Territory. The superintendent states that, in consequence of the Nevada line having been de¬ termined upon, some of the settlements formerly reported in the Territory were found outside of it ; it was not then known definitely how many. UNIVERSITY OF DESERET. [From the catalogue of the university, forwarded by Superintendent Campbell.] This institution includes a classical, scientific, and normal course. It was opened in 1850, but was soon after discontinued until 1867, when it was reorganized as a commer¬ cial institution ; and in 1869 it was more fully organized as a classical and a scientific institution. It is open to persons of both sexes, and indigent persons are admitted free of charge. NORMAL COURSE. The regular studies of this course are essentially the same as those of the scientific ; but in addition is also given a series of lectures on whatever relates properly to the profession of teaching. Students who take this course are supposed to have a knowl¬ edge of the elementary branches of education, and to pursue, in connection with the lectures, the studies either of the classical or scientific course. The subject-matter of tbe lectures may be comprised under the following heads : 1. The teacher and his profession. 2. The nature of the mental, moral, and physical powers, and method of training them. 3. The character of the different branches of study, and methods of teaching them. 4. The organization and management of public schools, 5. School architecture, school furniture, and school apparatus. In connection with the lectures of the course will also be given class exercises and drills on the subjects illustrated. The model school in connection with the normal department of the university has the ne.ture of a ])reparatory department, and is adjunct to the university. It also afibrds tlic means of exhibiting the best methods of teaching, discipline, and classification, 384 REPORT OF THE COMMISSIONER OF EDUCATION. illr.st rating practicallj'’ tlie principles tauglit therein, and giving opportunity to uor- anal students for observation. Robert L. Campbell, Superintendent of Public Instruction, Salt Lalce City. COUNTY SUPERINTENDENTS, Counties. Superintendents. Residence. A. M. Farnsworth . Beaver. Box Elder . . James Bywater . Brigham City. Smithfield. Samuel Boskelly . Davis . - . Anson Call . Bountiful. Iron . . . . Juab . . . . . William C. McGregor . Thomas Ord . Parowau. Ne^ihi. Toquerville. Fillmore. Kane . . . - _ - Seth Johnston . Millard . F. M. Lyman . Morcrmi . . Porterville. Piute ^ . . . Rieb Bloomington. Salt Lake City. Manti City. Salt Lake . - . R. L. Campbell . San Pete . William L. Ried . Sevier*^ ..... . . . Summit . . . . John Bovden . Coalville. Tooele . . A. Galloway . Tooele. Utah . W. N. Dusenberry . Provo City. Heber City. St. George. Ogden City. asatch . . Thomas H. Giles . Washiuo'ton . George A. Burgtm . Weber . . . W. W. Burton . * Abandoned in consequence of Inuian hostilities. DISTRICT OF COLUMBIA. 385 ©ISTMICT OF COIiUMBIA. The public schools of the District of Columbia are still under the control of four boards of trustees — oue for the white schools of Washington, one for the white schools of Georgetown, one for the colored schools of the two cities, and one for the schools of the District outside those cities. WASHINGTON. Hou. J. 0. Wilson, superintendent of white schools, in his report for the school year ending August 31, observes that the improvement made in school buildings and furniture since his previous annual rei)ort is very gratifying, and places Washington high among the cities holding a front rank in educational facilities. SUMMAKY OF STATISTICS. 1870. Entire white xiopulation of the city . 73, 731 School population between 6 and 17 years of age, inclu¬ sive . 17, 403 Whole number of pupils enrolled in the public schools. 8, 118 Percentage of the entire population enrolled . 11. 01 Percentage of the school population enrolled . 46.64 Average number of pupils enrolled . 5, 888 Percentage of attendance on average number enrolled- 92. 1 Number of regular teachers . 117 Number of special teachers . 10 Whole number of teachers . 127 Average number of puj)ils for each regular teacher.. . 50 Amount paid for teachers’ salaries . $93,268 11 Incidental ex^ienses . $74, 092 23 Total ordinary expenses . $167, 360 34 Amount paid for permanent improvements . $73, 428 24 Total expenditures for white schools . $240, 788 58 Average salary per teacher . $734 39 Cost per pupil for tuition, based upon the average num¬ ber enrolled . $15 84 For incidental expenses . $12 58 Total cost i)er pupil . . $28 42 Valuation of city property . . $60, 726, 623 00 Tax (per cent.) for schools . . 004 For other purposes . . .01 Total tax . . 014 Percentage of total tax appropriated for schools . 28. ,57 1871. No census. No census. 8,290 11. 24 47. 63 6,529 93.7 123 8 131 53 $05, 992 50 $60, 000 00 $155, 992 50 $40, 748 57 $196,741 07 $732 76 $14 70 $9 18 $23 88 $62, 476, 098 00 .005 .013 .018 38. 46 Amount actually paid out during the year, including I)ayment of debts previously contracted — For white schools . For colored schools . $240,788 58 58,556 52 $249,991 20 123,544 15 Total payments 299, 345 10 373, 535 35 GRADES AND COURSE OF STUDY. Four grades of schools are established by law, so arranged that the whole course extends nine years, commencing at six years of age and terminating at fifteen. The last year would belong to a high school, as those schools are organized in other cities. In the absence of this, the grammar schools have been raised to a higher level in respect to the branches taught, than other schools of the name. There are several hundred pupils now engaged in the study of branches which pertain to a high-school course. There are also facilities for a course of three years in the German language. TEACHERS AND ENROLLMENT OF PUPILS. At the close of the year the corps of instructors consisted of 123 regular and 8 special teachers, including 2 teachers of vocal music, and 2 of German. Of the teachers, 9 are males, 122 females. The total number of pupils enrolled during the year past, 8,290, is a gain of nearlj 11 per cent, in the last ten years. 25 c E 386 REPORT OF THE COMMISSIONER OF EDUCATION. EECEIPTS AND EXPENDITURES. There are three sources of revenue for the support of the schools — the public school fund, one-half of all moneys accruing from fines for violation of the United States laws in the District, and the school tax. The income from the first has been nothing for several years ; receipts from the second during the past .year were less than ,^2,000 ; the remainder of the total of $245,995 80 was derived from the school tax. The dis¬ bursements amounted to $373,535 35. The excess was drawn from the general fund of the city, or was j)aid by certificates of indebtedness. Cost of each pupil $23 88, which is less than that of last year by $4 58. The tax for the supj)ort of schools during the year has been 60 cents on each $100. The superintendent observes that “ there seems a necessity for aid from the General Government, and the situation of Washington, as the seat of Government, seems in a measure to warrant this.” RECOMMENDATIONS OF THE SUPERINTENDENT. 1st. That a normal or training school be established. It could be located in the Franklin school-building, where there is sufficient room. 2d. That measures be taken to establish a high school at an early day. Judiciary square would be the most central and suitable place, if Congress could be induced to donate the west half of the square for this purpose. 3d. That the school fund be increased to $100,000 by investing the interest for the next five years. 4th. That Congress be asked to donate for the use of the public schools of Washing¬ ton the property known as the Union engine-house, and the Anacostia engine-house, and to authorize the sale of the property on the corner of Fourteenth and G streets northwest, and the investment of the proceeds in other property more suitable for school purposes. These engine-houses have been occupied by schools, and one of them could be remodeled and used as a school-house ; the other could be sold for the benefit of the schools. The building at the corner of Fourteenth and G streets was donated by Congress with the proviso that it should only be used for school purposes. It is no longer suitable for such purposes, and its value, otherwise invested, would be a great benefit to the schools. 5th. That the board unite with the governor and Delegate of the District in an en¬ deavor to obtain a grant of 2,000,000 acres of the public lauds for the benefit of the schools. The proceeds of 1,000,000 acres to be used in providing buildings ; the remain¬ der to form a permanent fund. The due suj)ply of our educational wants cannot at present be otherwise provided for. The superintendent says : “ Washington can no longer be censured for indifference to its educational interests. Its school tax is heavier than that reported for any other city. We feel that we have a claim for aid in educating those thrown upon us by the issues of wmr, and the children of Government employes (over 20 per cent, of the whole number enrolled) whose parents contribute little or nothing to the support of our schools. DEDICATION OF THE SEATON PUBLIC SCHOOL BUILDING. The Seaton public-school building is situated on healthy elevated ground on I street between Second and Third streets northwest. The lot is 90 by 150 feet, upon which is erected the school building, 68 by 94 feet, having a basement 10 feet in height, two stories of 14 feet, and a third story, part of which is occupied by a public hall, 18 feet in height. It is designed exclusively for male scholars. The basement is appropriated to play¬ grounds, rooms for janitor, and other necessary rooms. There are in all ten school¬ rooms, heated throughout with low-pressure steam, and well ventilated. The name given to this school was selected by the board of school trustees in honor of the memory of the late Mayor W. W. Seaton. The total cost for the lot, building, and furniture was $64,576 86. The exercises connected with the dedication took place September 30, 1871, on which occasion addresses were made by several gentlemen, from which the following extracts are taken : J. 0. Wilson, esq., superintendent of public schools for white children in Washington, said : “ Thirty years ago, in the city of Washington, the number of children educated in the free schools was 400. The number of children who did not attend any school was 4,000. Tlie school fund yielded annually about $3,000, of which sum $1,700 was expended for the support of the schools, leaving a surplus of $1,300. When the ques¬ tion “ What shall we do with the surplus ?” was debated. Mayor Seaton urged the importance of extend' .g more widely the means of education to the indigent children of the city, either b,v ai)plying the entire proceeds of the school fund to that object or by introducing the New England system of common schools. To-day there are 10,000 ciiildren attending our public schools. The appropriations for the current year amount to nearly half a million of dollars, and the benefits of education are proffered alike to all classes, without distinction of race, color, sex, or pecuniary condition.” DISTEICT OF COLUMBIA. 387 Hon. N. P. Cliipman expressed himself thus: “ Upon the pnhlic-school system rests the success of popular government, and hence the life of the nation. Governor Cooke is in favor of the enforcement by law of a common-school education. This, for the safety of the State, becomes the duty of the State. We both agree that one of the fii’st measures to be urged upon Congress should be the endowment by the national legis¬ lature of our pubiic schools with a liberal land or school-scrip grant.” General F. A. Walker, Superintendent of the Census, in connection with the same subject, very justly remarked : “The efforts which the citizens of Washington are making in the cause of education are put forth at a great disadvantage, aud under circumstances of exceptional difficulty. They pay a larger school tax than guy city in the United States. One reason for this is the large amount of real estate exempt from taxation as the property of the General Government. The value of the Government reservations, and the buildings thereon, cannot be reckoned at less than one-third of the total value of real estate. For this reason, a moral obligation rests upon the Gen¬ eral Government to make stated annual grants for the benefit of the District of Colum¬ bia, conditioned upon the raising of certain amounts by the District itself. Another reason for the heavy burden which the school system imposes upon the city lies in the fact that so large an expenditure is necessary for school-buildings, ground, furniture, and apparatus. Other cities have long had these. The close of the war found Wash¬ ington with everything yet to be done. Anything had been good enough for the free school before that. Still another reason why the school tax is so heavy, and why the General Government should contribute largely toward the expenses, is that more than one-half of that element in the present population which makes the largest demand for such expenditures, without having the ability to contribute in any appreciable measure to the public funds, is to be regarded as the direct creation of the policy of the General Government. In 1850 the number of colored persons in Washington was about ten thousand. Now, twenty or twenty-five thousand are here as the result of acts of the General Government, which should certainly help to provide for their intellectual and moral needs.” General Sherman remarking upon the superiority of the building to that which he attended when a boy, continued: “All this is right, aud if it were twice as handsome I would say amen. “I am sure Congress will, in the end, be fair, for they are not going to let the peo¬ ple of the District pay the national debt, and this is a i^art of it. They will do some¬ thing for your educational interests in good time.” GEORGETOWN. The public schools for white children in the city of Georgetown are under a board of “guardians.” Hon. John O. Wilson, who has recently been appointed superin¬ tendent by the governor of the District of Columbia, furnishes the following informa¬ tion for this office : SUMMARY OF STATISTICS. Population, (United States census, 1870) Number of children of school age . Average number attending school . Number of schools . Number of teachers, (male 1, female 9) . Number of pupils . TeacheiA’ salaries . Total income . . . . Total expenditures . . 11, 384 2, 088 447 8 10 605 $6, 657 20 $10, 242 70 $8,330 75 PRIVATE SCHOOLS. There are 23 private schools reported in Georgetown, having an average attendance of 648 pupils. THE SCHOOLS OF WASHINGTON COUNTY, or that portion of the district not comprehended in the cities of Washington and Georgetown, are under the control of a board of trustees. ENROLLMENT IN THE DISTRICT. The percentage of the whole number of white pupils enrolled in 1870-71 was 44.9. The percentage of colored pupils enrolled was 53.6. Many white children attend private schools, while very few of the colored children do so. 888 EEPORT OF THE COMMISSIONER OF EDUCATION. THE WHOLE DISTRICT. The following table, kindly furnished hy Hon. F. A. Walker, Superintendent of the Ninth Census, shows the school attendance and illiteracy for the whole District of Colunihia : Attended school : Natives . . . 19, 552 Foreigners . 389 Total . 19, 941 White : Males, 7,505 ; females, 7,314 . 14, 819 Colored: Males, 2,499; females, 2,623 . 5,122 Total . . . 19, 941 Cannot read — 10 and over . 22, 845 Cannot write : Natives . . 26,501 Foreigners . . 2, 218 Total . 28, 719 White : 10 to 15, males, 366 ; females, 293 — 15 to 21, males, 150 ; females, 311 — 21 and over, males, 1,214 ; females, 2,542 . 4,876 Colored : 10 to 15, males, 972 ; females, 1,160 — 15 to 21, males, 1,117 ; fe¬ males, 2,238 — 21 and over, males, 7,599; females, 10,757 . 23,843 Total . 28,719 Mr. Wilson, superintendent of Washington schools, observes that, “ a large propor¬ tion of the aggregate illiteracy shown by the table has found its^Avay into the District in consequence of the late wmr, and it Vv^ill be seen, from the ages under which it is set down, that the responsibility for it belongs to a period preceding the close of that war, kfuch of it will remain, undoubtedly, until the generation to which it belongs has i^assed away.” COLORED SCHOOLS. The colored schools are under the board of trustees for the colored schools of Wash¬ ington and Georgetown. COLORED SCHOOLS, WASHINGTON AND GEORGETOWN. [From the Annual Eeport of Hon. A. E. Hewton, superintendent of colored schools of Washington and Georgetown, Ihr 1870-’71,] SCHOOL STATISTICS. In October, 1870, there were 64 schools for colored children in operation, including 4 sustained by the New England Friends’ Mission, of which 57 were located in Washington and 7 in Georgetown. A school of advanced grammar grade was organized during the month following, preparatory to a high-school course, also others of primary grade during the year, ihakiug 68 schools in all, the average attendance being 3,075. During the year the number of schools and of teachers was larger than the former year by an average of three, thus making provision for at least 150 more pupils. Vacant seats to the number of about 400, in the average, have existed during the year, while it is esti¬ mated that about 5,590, or 60 per cent, of the whole number, were outside the schools. ABSENTEEISM AND IRREGULAR ATTENDANCE. Although a slight improvement over past years is reported in regularity ol attend¬ ance, about 300 i)upils on an average Avere absent every day from their seats, and a large proportion of the excuses brought for absence were frivolous. SUSPENSIONS AND EXPULSIONS. The number of children suspended for forfeiture of seat by absence and those for misconduct are reported together ; of this number 132 were not restored. It has been the aim to render suspension as effective a means of disciiiline as possible “ by making DISTRICT OF COLUMBIA. 389 restoration a grave and difficult matter.” In all cases v'here practicable the presence of the parent or guardian with the child at the superintendent’s office has been required, and an effort made to impress both with the value of school advantages, &c., and it is thought that an unwillingness to undergo this ordeal has prevented many suspended pupils from ap^dying for restoration, but the results upon the discipline of the schools have been far better than if the way of return had been made more easy. It is required that corporal punishment shall be avoided in all cases where good order can be pre¬ served by milder measures, and all cases are required to be reported by the teacher liromptly, with the reasons therefor, to the school authorities. THE STATISTICS OF 1871, furnished by Charles King, esq., trustee of colored schools, are as follows : Number of colored children of school age . 9, 323 Number of colored children enrolled in school . 4, 986 Average number atteuding . 2, 990 Number of schools . 69 Number of teachers, (all females) . 71 Expended for teachers’ salaries . $41,686 45 COLLEGES, LIBRARIES, MUSEUMS, &C., IN THE DISTRICT OF COLUMBIA. In compliance with the demands upon this office for information respecting the fol¬ lowing institutions in this District, these additional notes are included : THE SMITHSONIAN INSTITUTION. This institution was chartered by Congress in August, 1846, and the corner-stone ot the present building was laid May 1, 1847. Its endower, to the extent of |515,000, was James Smithson, a man of high scientific attainments, a native and resident of England. The object of the testator was, in his own words, ‘‘the increase and diffusion of knowl¬ edge among men.” To carry out the design of Mr. Smithson, two distinct systems were provisionally adopted. The first contemplated the expenditure of a portion of the income in the “diffusion of knowledge” by the formation and embellishment of an ex¬ tensive park, or pleasure-ground, in which rare and ornamental trees and shrubs of different siiecies should be cultivated ; in the erection of a castellated building, which should be an ornament to the city and a monument to the founder ; in the formation of a gallery of art, in which should be exhibited choice specimens of painting, sculp¬ ture, and engraving ; in the establishment of a library, consisting of works on all sub¬ jects ; and, finally, in the support of a national museum, containing the collection of the United States exploring expedition and all the specimens that might be accumu¬ lated from other sources for the illustratioii of all branches of natural history, geology, ethnology, &c. The other system, or that which has been denominated the system of active ope¬ rations, v>ms suggested by the desire to strictly realize the intentions of Smithson, both as regards the increase and the diffusion of knowledge, and this it was proposed to effect by instituting experiments or researches in all departments of science ; by making explorations relative to geology, natural history, ethnology, and meteorology, and by diff’using an account of the results of all these, through the xiress, to every quarter of the globe. It further includes in its design the collection and labeling of large numbers of duplicate specimens to illustrate the branches above mentioned, not merely to be deposited in a national museum, but also to be distributed to colleges, academies, and other establishments, for educational purposes; and, lastly, embraces in its plan an extended arrangement for international exchanges, through which the discov¬ eries of science and the products of literature of the Old and New Worlds become thecommon elements of intellectual jjvogress. “This system,” says Professor Henry, “which is imme¬ diately suggested to those familiar with scientific language, by the terms of the be¬ quest, is a living, active organization, calculated to produce, unceasingly, results of which the value will everywhere be known and be properly appreciated.”" This system has proved, in its operation, to be eminently practical and has estab¬ lished for the institution a reputation as wide as civilization itself. While the institu¬ tion has distributed its publications and specimens with unprecedented liberality, it has been fully repaid with articles of a similar character. Through its exchanges, it collected a library of scientific reference superior to any in this country and equal to any w’hich can be found abroad. This library, in 1866, was transferred to the Congressional Library. The valuable publications of the institution, containing accounts of investigations in all depart¬ ments of science, are distributed to all learned societies of the first class, to all foreign libraries of the first class, to permanently endowed colleges in actual operation in this 390 EEPORT OF THE COMMISSIONER OF EDUCATION. country, to all States and Territories, and to sncli institutions devoted exclusively to the promotion of particular branches of knowledge as are willing to reciprocate by giving copies of their own publications. Some idea may be formed of the value of these contributions from the exchanges of the institution when it is mentioned that they include the publications of more than one thousand societies, mostly foreign, besides large donations from foreign govern¬ ments, libraries, and individuals, and that these publications are principally of a very expensive character, illustrated by costly engravings and, in many cases,*by colored plates. AIMERICAN UNION ACADEMY OF LITERATURE, SCIENCE, AND ART. The objects of this academy, which was organized in Washington, D. C., November 1, 1869, are “ to secure co-operation and concert of action in the advancement and diffusion of knowledge, to aid inquiries in any department of learning, and to promote the elevation of taste in this community and throughout the country.” The academy is divided into the following departments : 1. Mathematics, engineering, and mechanics. 2. Physics and chemistry. 3. Medical science and hygiene. 4. Psychology, ethics, and social science. 5. Ethnology and natural history. 6. Archaeology, geography, and civil history 7. Philology and literature. 8. Fine arts, architecture, and music. 9. Law and polity. 10. Finance, statistics, and political economy. Each of these departments is under the supervision of a committee consisting of three members, who examine, revise, and, if approved, report for publication, all papers in their several departments presented to the academy; only those persons are eligible for membership who are of known proficiency in some branch of knowledge, who shall be previously nominated by the approiiriate dexiartment, and elected by a unanimous ballot, and who shall xiay an initiation fee of ten dollars. The regular meetings of the academy are held on the last Monday of each month, and special meetings at such times as the council may determine. At these meetings, Xmpers approved for reading by the appropriate committee are read, discussions held, and queries answered. Any visitor may be invited to speak, or any special topic may be introduced for consideration, by vote of a majority of the members iiresent. John William Draper, M. D. LL.D., is president of the academy, and its membership is large and respectable. COLUMBLVN COLLEGE. This institution, which was established in Philadelphia in 1814, by several Baptist ministers, prominent among whom was the Rev. Luther Rice, was originally designed for the education of candidates for the ministry. The present site of the college was purchased in 1819, and in February, 1821, a charter was obtained from Congress with full xiower to create a faculty in law, divinity, and medicine, as well as to provide for the ordinary branches of collegiate study. In the autumn of the same year the institu¬ tion in Philadelxihia was removed to Washington to form the theological department of the college, with Professor Chase and eight students. The first x)resident of the college was the eminently poxuilar x^reacher and theological teacher. Rev. William Stauglitou. The regular exercises of the college were commenced in January, 1822, under the direction of an able faculty. The niedical department of the college was organized in the same year and the law department in 1828. The president of the college is James C. Weiling, LL.D., professor of moral and intellectual x>hilosophy and history. He succeeded the Rev. G. W. Samson, D. D., who resigned during the pre¬ sent year. The college consists of four departments, viz: 1. The xirexiaratory school, with two instructors. 2. The college, (xu’oper,) with eight xn'ofessors, situated on College Hill,” north of the city. * 3. The law school, with five instructors, on Fifth street northwest, and — 4. The medical school, with thirteen instructors, on H street, near Thirteenth street. Although there are several students studying for the ministry at the college, there is no regular theological department at x^i’esent. In connection with the medical de- Xiartment a school of xiharmacy, with three x^rofessors, was established in 1870. HOWARD UNIVERSITY Howard University, General Oliver O. Howard, xiresident, which is located at the head of Seventh street west, just outside of the northern boundary line of Washington, DISTRICT OF COLUMBIA. 391 •was organized nnder a special act of Congress in the year 1867, and forms a part of a general system of institutions of learning which have grown out of the continued action of benevolent associations, the princixial one of which was the Freedmen’s Bu¬ reau, under General Howard. It is intended as a national institution for higher education in the training of teach¬ ers and the usual college course, including preiiaratory and normal dei)aitments, as also in the departments of theology, medicine, law, and agriculture, and to be truly a university of the highest grade, specially for colored men, though not exclusively, there being no designation of race or sex in the act of incorx)oration. There are eight build¬ ings in use. The indncipal ediliee is four stories in height, and contains roonrs for lectures and recitations, a chapel, library, idiilosophieal rooms, museum, and offices. Minor Hall, for the lodgment of female students, is three stories in height and will accommodate one hundred. Clark Hall, the lodging-house for young men, will accom¬ modate two hundred students. In its basement is a large room adapted to military drills and gymnastic exercises. The buildings for the medical department and hospital, with their grounds, adjoin the university j)ark. The general hospital connected with this department will accom¬ modate over three hundred patients. The collegiate department of the university has nineteen students. Although at first assisted by the Government in establishing the institution, the trustees of the university now depend upon yearly contributions and endowments. Towards a xr)ur- posed endowment of $300,000, $100,000 has been subscribed. President Grant, Hon. David Clark, Hon. Gerrit Smith, and John Taylor, esq., of London, being among the principal contributors. Professor John M. Langston, A. M., is the dean of the law faculty. GEORGETOWN COLLEGE. Georgetown College, Rev. John Early, S. J., president, an institution conducted under Roman Catholic auspices, is located on the heights of Georgetown, D. C. The design of forming “ an academy at Georgetown, Potomac River, Maryland,” originated in 1785 with several gentlemen, the principal of whom was the Rev. John Carroll, sub¬ sequently the first arehbishop of Baltimore. The first building was erected in 1789, and in 1792 the classical department was ox)ened. In 1798 the institution was desig¬ nated as “ The College of Georgetown, Potomac River, State of Marjdand,” and in May, 1815, Congress conferred on it university powers. The faculty of the classical depart¬ ment of the college consists of Rev. John Early, S. J., jpi’esident, with twenty-three instructors. Aiiplicants for admission must know how to read and write. The entire course of studies, including the preparatory classes, is completed in seven years, unless the pro¬ ficiency of the student authorizes a shortening of that term. Every student is required to pursue the regular classieal course. The degree of bachelor of arts is conferred upon students who have made the regular course of Latin and Greek. Two general examinations are held during the year ; the minor, or “ middle,” in January, at the end of the first term, and the major, or final,” in June. The classical department had 212 students in all of its divisions at the close of the term in Jnne last. Of this number 22 were day scholars. The medical department, organized in May, 1851, has 11 instruetors. The leeture- rooms are at the corner of Tenth and E streets, northwest. A school of x)harmacy has recently been organized in the college, in which diplomas are given for proficiency. This school had four graduates last year. The law dex^artmeut (located in the Colonization Building) was organized in October, 1870. THE COLUMBIA INSTITUTION FOR THE DEAF AND DUMB, E.- M. Gallaudet, Ph. D., LL. D., president, was founded by Hon. Amos Kendall, (who was its first president,) and Avas chartered by Congress February 16, 1857. It is located near the junction of M and Boundary streets, northeast. It is the only deaf- mute college in the Avorld. Seven professors, including the president, are emxdoyed, and the course of study is substantially the same as in other colleges. The students are taught by signs and the finger alidiabet, but the time consumed in xmrsuing the studies of the xu'ex)aratory department and the collegiate department proxier is no longer than that required by other colleges. The institution consists of tAVO departments, one called the National Deaf-Mute College and the other the Prex)aratory Dei^artmeut. The latter department is especially for residents of the District of Columbia and the children of soldiers and sailors. The branches taught are those in which instruction is given in the usual i)rimary, grammar, and high schools. About scA-eu years are re- (]uired to complete the course of studies in this department, and about four years in the National Deaf-Mute College. Instruction is given in articulation to such as pro¬ mise to xH’ofit by it, and it is believed that tAN O of the next graduating class aa III delh'er 392 REPORT OF THE COMMISSIONER OF EDUCATION. tlieir orations orallj^. The institution is at present attended by ninety-eight students, forty-eight of whom are in the preparatory department. Of this number about one- third are females. The students in the college proper are all males and come from twenty-four different States. In 1868 there were four graduates of the college, and in 1869 there were five. It may be mentioned as an interesting fact that these nine graduates are now receiv¬ ing an average annual salary of ^1 JOO each. One of them is an assistant examiner in the Patent Office, having received his appointment after a competitive examination over seventeen other applicants, one is a microscopist in the Coast Survey office, sev¬ eral are in the difierent departments of the Government as clerks, but the majority are engaged in teaching. A small library and reading-room are attached to the institution, which is supported by congressional appropriations, made yearly, by the tuition fees of paying pupils, (a small number,) and by voluntary contributions. Twenty-five scholarships are provided by the Government, and the amount annually appropriated by Congress is about $40,000, with occasional extra allowances for building purposes. As it is estimated that there are at least twenty thousand deaf-mutes in the United States, and as all of the difierent States of the Union have recently established x)re- paratory schools for the education of their deaf-mutes, it is believed that within a short time the National Deaf-Mute College will be unable to accommodate the large number that will apply for admission. But one wing of the college proper has been built, and the friends of the institution are anxious to see the main structure erected as soon as possible. GONZAGA COLLEGE. This institution, which was formerly known as the “Washington Seminary,” was re-opened for the youth of Washington and vicinity on the 2d of October, 1848. It is conducted by the fathers of the Society of Jesus, (Roman Catholic,) and is located on I street, between North Capitol and First streets, northwest, near St. Aloysius Church. The president is the Rev. James Clark, S. J. This college Avas incorporated by Con¬ gress in May, 1858, under the name of the “ President and Directors of Gonzaga Col¬ lege.” The college is intended for day scholars only, irrespective of creed or religious profession, is usually attended by about 150 students, whose ages range from ten to eighteen years, and has seven instructors. AVAYLAND SEMINARY. This institution was organized in 1865, having for its object the education of preach¬ ers and teachers for the colored people. Its present location is at the corner of Nine¬ teenth and I streets, but land has recently been purchased for new buildings upon Meridian Hill on Sixteenth street, and the funds for the erection of the buildings are in process of colleetion among the colored people of the Baptist denomination. The A'alue of the scliool property a.t present is estimated at $10,000. The current expenses of the institution are furnished by the Sabbath-schools of the country, amounting to about $6,000 annually. The American Baptist Home Missionary Society has the gen¬ eral charge of the support of the school. The school has three departments, theolog¬ ical, academic, and normal. The number of students during the jiast year was 70, of Avhom 60 were males and 10 females. The average age of the students is about twenty- three years. Connected w'itli the school is a student’s home, where 45 are boarded, the funds for their support coming from abroad, without which aid it would have been impossible to carry on the school. The instructors are the Rev. G. M. P. King, A. M., principal, and two assistants. THE WASHINGTON BUSINESS COLLEGE. The Washington Business College, H. C. Spencer, principal, is located at the corner of Seventh and L streets, northwest. The instruction includes knowledge essential in all kinds of business operations. The business course comprises practical penman¬ ship, grammar, composition and correspondence, commercial geography, business arithmetic, book-keeping applied to all kinds of business, business practice, business forms, political economy, and commercial law. There are special departments in the college, which include telegraphy, French, German, phonography, and drawing. Hours of instruction from 9 a. m. to 2 p. in., and from 6 to 9 p. m. The average membership is about 200. A membership in this college is good in any of the institutions of “the Business College Association.” THE LYCEUM IN WASHINGTON has grown rapidly within a few years. Its public discourses have been given by the learned of both America and Europe, and it is estimated that they have been list¬ ened to by at least 50,000 people Avithin the past five years. The organizations Avhich haA'o taken the lead in making the enterprise of public lectures a success, are* the Grand Army of the Republic and the Young Men’s Christian Association. DISTRICT OF COLUMBIA. 393 THE rUBLIC LIBBAEIES are great educational repositories. Those of national importance are the Library of Congress, the library of the Department of State, tlie document library of Congress, the library of the Naval Observatory, and the Patent Office libra^3^ The Library of Congress now comprises the library of the Smithsonian Institution, the copyright library of the Patent Office, the law lil3rary of the Supremo Court, and to it has been added the library of Peter Force, ex-mayor of Washington. Its collection numbers over 230,000 volumes, being the largest in the United States. Congress appropriates $10,000 auniially for the increase of the library, and has further enacted that two copies of every book copyrighted in the United States shall be deposited here. Any person is allowed to examine the books, but none arc i)ermitted to be taken away, except by the President of the United States, the Vice-President, members of the Senate and House of Representatives, judges of the Supreme Court, cabinet officers, the diplomatic corps, and a few other high officials. A. R. Spofford, esq., is librarian. The library of the Department of State contains nearly 19,000 volumes, embracing works on diplomacy, international law, &c. The document libraries of the Sena^'e and House of Representatives contain nearly 100,000 volumes of documents, reports, debates, &c. The Patent Office library was founded in 1837, and now contains 21,000 volumes, embracing scientific and technical works of all descriptions as applied to the arts. As such, it is believed to be unsurpassed in the world. Its use is restricted to the Depart¬ ment officials, but for reference within its doors it is free to the public. Dr. G. C. Shaeffer is librarian. The Agricultural, the Interior, and Treasury Departments have each a library of considerable magnitude. That of the Agricultural Department contains about 8,000 volumes, relating almost exclusively to agriculture and its collateral interests. The collection is yearly swelled by the choicest productions of the foreign, scientific, and industrial press, especially from that of France and Germany. Exchanges are at present made with over 1,500 native and .300 foreign societies. The Young ^Slen’s Christian Association of Washington, and the order of Odd Fel¬ lows have libraries of considerable size. The former contains 12,000 volumes, and is under the charge of the “Washington Library Company.” It embraces every species of general literature. The books are free to the use of all, in the rooms, but only mem¬ bers or subscribers can take them away. The Odd Fellows’ library is of a miscellane¬ ous character, and has 3,229 volumes. It is limited to the use of the members of the order, their widows and children. The library of the Naval Observatory is noticed under that institution. THE ENTOMOLOGICAL AND AGEICULTURAL MUSEUM is located in the building of the Department of Agriculture, and is a novel exhibition of the manufactures from agiicultural products, and also shows how these products are affected by different climates, and processes of cultivation, and what insects, birds, and animals are especially injurious or beneficial to them. THE HERBAEIUM OF THE DEPARTMENT OP AGRICULTURE contains about 15,000 specimens of dried plants. A laboratory is connected with this department, where analyses are made of soils, fertilizers, and agricultural products, and the results communicated to societies or individuals desiring them. THE CONSERVATORY OF THE DEPARTMENT OF AGRICULTURE was established in 1870. It is intended for the propagation and experimental culture of all plants that may be utilized in the arts, in medicine, or as food. It contains many kindred specimens of plants and flowers, and, in connection with the arboretum attached to the grounds — which reiiresents, by groups, the different genera of trees, and which contains over 1,400 species — is a x)lace of interesting study. THE BOTANICAL GARDEN, located west of the Capitol, contains over 4,000 species of plants, from this and other countries (unbraced within the temperate and tropical zones. A green-honse is snp- plied for plants which require irs protection. The garden atus established since 1853, and the first plants received were from the Wilkes’s Exploring Expedition. 394 REPORT OF THE COMMISSIONER OF EDUCATION. THE COECORAN ART G.VLLERY contains a collection of paintings and statuary, (^valued at several hundred thousand dollars, donated to the city of Washington hy W. W. Corcoran, in 1869. Among the collections is the “ Greek Slave,” hy Powers. The collection is still exhihited at the residence of Mr. Corcoran, on Tuesdays and Fridays, as the building intended for their reception, corner of Pennsylvania Avenue and Seventeenth street, is not yet fully linished. THE MLNEEAL CABINET OF THE GENERAL L(VNL) OFFICE contains a large number of geological specimens from almost every State and Terri¬ tory, (some being from foreign countries,) fossils of various kinds, Indian relics, &c., most of which have been contributed, from time to time, by the sub-officers of the Land Office throughout the West. In connection with the cabinet is a laboratory in which analyses are made of soils and ores. The cabinet is located in the Interior Depart¬ ment building. THE UNITED STATES PATENT MUSEUM OR MODEL-ROOM, in wffiat is known as the “ Patent Office,” is located between F and G, and Seventh and Ninth streets, northeast from the Capitol. It is estimatedthat it contains over 160,000 models, of which 30 per cent, failed to receive letters-patent. The three floors of the build¬ ing, including the galleries occupied by the glass cases in which the models are stored, make a museum nearly two thousand feet in length by about seventy feet in width, from which the observer can learn the wmuderful progress of the useful arts. THE ARMY MEDICAL MUSEUM is an outgrowth of the great rebellion, and is located in Ford’s Theatre building, on Tenth street, between E and F. ' The collections of the museum are divided into sections as follows : 1. The surgical section, containing 6,000 specimens, showing the effects of missiles of every variety on all parts of the human body. 2. The medical section, containing 1,150 specimens, the majoritj^ of which illustrate morbid conditions of the internal organs in fever, chronic dj^seutery, &c. 3. The microscojneal section, contains 4,000 specimens, embracing dissevered tissues, dissevered organs, &c. 4. The anatomical section consists of skeletons, separated crania, &.c. 5. The section of miscellaneous articles includes models of hospital barracks, ambu¬ lances, and medical wagons, a collection of surgical instruments, samples of artificial limbs, &c. THE MUSEUM OF THE SMITHSONIAN INSTITUTION X')ossesses the collections made by more than fifty government expeditions, and thousands of contributions from other sources. They embrace the larger North American and European mammalia, both skins and skeletons ; stuffed birds and fish ; a series of minerals, meteorites, fossils, rocks, plants, originals and casts of the giant vertebrates of the iiast and present time, and a display of objects of human art and industry. The value of this museum to the student cannot be estimated. THE UNITED STATES NAVAL OBSERVATORY, established about twenty-five years ago for the purpose of making astronomical and meterological observations for the especial benefit of navigators and astronomers. The astronomical observations are made with a view of prepariug celestial catalogues, of discovering new planets, and of noting the diflferent changes which take place, from time to time, among the heavenly bodies. Sxjccial obseivations are at present being made for the purpose of revising the lunar theory, and of ascertaining more definite information in regard to the effect of changes in the moon upon the earth. A new equatorial telescope, which will be one of the largest, if not the largest, in the world, is now in process of construction for the observatory at Cambridge, Massachusetts. The library is specially rich in works of science and the higher mathematics. It is, of course, reserved to the use of the iirofessors and officials of the Observatory. HIGH SCHOOLS NEEDED. A sxiecial deficiency in the system of public education in this District is the want of high schools or secondary instruction. This is needed not only for the higher training DISTRICT OF COLUMBIA. 395 of those who would receive iustraction iu no other way, hut to tone up and direct the aspirations of the i)upils of the lowest grade and iu the remotest elementary school. HOWARD UNIVERSITY LAW GRADUATES. A marked feature iu the educational progress of the District of special interest has been the graduation of a class of young colored men from the law department of Howard University, under the instruction of Professor John M. Langston. In spite of previous disadvantages they gave proof of thorough and excellent attainments in their professional studies. Their addresses were not only in good English, hut were well delivered. Staiistics of imvate schools in the District oj Columhia. 396 REPORT OF THE COMMISSIONER OF EDUCATION. DISTKICT OF COLUMBIA. 397 U)2 la a y 'D S ?n a 3 2 2 ' ^ .2 'Sc&b S C o o o 2 2 2 2 2 2 o o o OOO S I I 1 I . rS .2 aa r2 05 aa 05 05 60 ;3 ;:3 &c fl tc fcc a H d o 1=^ ||pp§-|| .p| ir. i fcj>g n f-* ^ ® "• ^ d fcc U2 S a -t-' o H O a *=i a 9el-3§ a ci a:ra Sr^ 2 _ o o aH W O OW ! 1 1 1^ - I o a . ^ flaaaaci! S.2;2 - 'bii bti^S .1f§Wp' Hill £ =ca 2 '=« a o o a HUOW aa § g a 2 a a miococo'b'CJ'^LOQDOiirtmcjO'^ ’T’7'V'tT''t't'tT'7'l''T'7'7l' oi-woo5at’'0<'ocoo«5aif5i-' fO C? t’ "7 'V T ta o 00 o la rH rH O 4^ 00 00 GO O O f- ^OCiOOOi'-COCOOOOTHrj^QO^rH O O O t- CO LO CO iO O ^ CQ i--* CO COGOCOOOQOGOGOCOCOOOODOOCOGOOO CO CO 00 00 CO 0^0 CO t-« CO GO GO CO O CO C5 lo lO CO o 00 00 GO CO S ^ .2 . o C3I^ g srjT^ H • 05 ojkU cn oj cc^« S o c £ o o .j4 -3 • a . 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Cl r5 coccrocccorcc'sco'^^^*^ Statistics of private schools in the Distriet of Colnmhia—ContimiQtb 398 REPORT OF THE COxMMISSIONER OF EDUCATION. t/JtD P P fcC" PrP ’■B'p ^’iSi «: rS 3 ; ^ 'rP.iS r^.P P fcC r-r • fcf^ -t-'-' ’—I ir-5r2.2 s ■ 2 © o . 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MM CC CC c; 00 r ,ol a; • .o ® J' l^^pp P 3'^ IP cc S § ^ I g I «« 3 “P'S - §3 I siis ciS CO P _IO ^ '^p ,01 O _ >-. 3 © H P o O OP ”1 p P s 3 . cS © ^PP % O g -r-.- PS| a^l^a ct 2-^ ® OT 05 g O CQ 00 O o ro t^,)::; dpP o: .3 fcc 9 p sill 2R*.g IS : >0 : a 00 p t-i .0 rt t2 .2 ^ Q ® nr ; c- c: o|p-5 P'S ® s pX p " eg up „ O S fcCi 50 X '"P ©^ o ct s © pp O ■ c^ O CC © op'i J Tfj'ao Icg^ 5£“' » 5 4: £00 O o M o’ to P S’ ^ P ^.o C C ,—1 ^ 2 o o ■S.-^ • ^ CO p © P3 P c^ fco P P bJD I § eg 0: o ^ o - ?P ap'^ )s rt C © t> ^ o p Pa!f> MO P r- .3 © r- s.g’l ^.g ©osP O 0 P gdPM, "P P P pr ^-'otegeg a P — -W SH 1^ P g'o'og^ a to p p3 2^ P © to to pp dd p “ g c« S P !>ci dtSf ©t> x\> rp'M ® go-SIt^cP ■o^s ^3 Ii3|| H PhM ll eg ^ -I cgP: •JO qmn i> 1- GO 00 00 DISTRICT OF COLUMBIA. 399 Siaiistics of charitable insiiiidions in District of Columbia. 400 EEPORT OF THE COMMISSIONER OF EDUCATION '2 • ©H rt ® © 2 0 w © ^ .2 ' 2I 2 « g ©i ^ © "o © 'to f'o ©1 a © a ^'1 2 0 oT ©.2.3 2 2 S-= a ^ag© fct.© © r© !2 a bJC"-'-.;3 « a® 1'^ >-.'§[1 0 S a "p rt a .3 © Bw © rt a^ r© .2'.9 p © a ^1— { 0 .2 2 '^.2 1*3 I'll rt 3 *2 11 in dies need omui a a Ph <1 0 'l^iox C7 7 50 100 99 90 16 15 535 40 •o^eniax 23 50 16 15 132 40 25 •ei^K 100 76 40 CO * • 0 • • M r-i etH . O 0 , s ^ : ^ • u w t-i a c/5 • © ao :a ©■ ® P Hl- s ® I "to -g > 03 : © 3 3 03 co 03 i ^ S 0 d C s rt t>joO w £ Tc “ -g O P n s ^ 3 02 O rH w fl • pci |:*l sa 2 cH H o o ai tc " o <1 " o © 0 2 5 ® 3 ^ ca E-i w H H a rs a ©'-^ c3 .5^3 ^.S© 1^1 g c5 o 2 © 2 ® C § rt o-S gV2P^ '©"r 2 g rj ^ ^11 'I ;-! fTf, © o o -2.3 2^ «> o © tc o a © t> M O = 23 rS-S M.o- 0^3 ©2 Sa §d3 ci.3 2 3 ^ c3 ;aa P ci o 2-^ © o ©I © ? ©^ pT fc;'©= 2 "S © © © ©I ;-«mP g ^ © - rtf >rt 1 J © "o H g»© 2^© p . © « © IP " 3 ^£C©:3 © 2 o-?^ f Z! §;.© o •3rt= o rt 2 a ®o 3 artOa.g c3 rt ©|l ^ ©b© 'a >© © a' rt ^ r2J a © .-OP -111 >.©1 2| -S !P. o ® ©3 %to 2 3 g|=3 "SB f© . ^^2.2^ ® '^2=«Si:^©c©i;i3 50 p o — -uj^U ^'i'3 § O 02 .r-. C3 HH O O 0 0*^00 .312©='^'=’^--- co^o3hhhhh ©.§0. 0 © a DISTEICT OF COLUMBIA. 401 402 EEPORT OF THE COMMISSIONER OF EDUCATION. GENERAIi CONDITION OF EOFCATIOM AMONG THE INDIANS. At no time in the iiistory of this country has there been more interest felt, or discussion provoked, over the condition of the aboriginal race, than at present. The policy of peace and honesty, Avhich was inaugurated under the present administration, is no longer an experi¬ ment ; it has become a well-defined plan of action, and everywhere produces marked results, of a beneficial character. The most warlike and predatory tribes, the hitherto unyielding nomads of the plains and mountains, are being brought into amicable relations. A large proportion have been gathered on suitable reservations, and, in spite of incidental draw¬ backs and threatened outbreaks, seem to have fairly accepted the situation. Even the unre¬ lenting Apache, who for two centuries has waged never-ceasing war on the dominant race, alike in our own territories apd the border states of Mexico, begins to show signs of yield¬ ing to the proffers of a ^fsitst and merciful civilization. The establishment of Cochise, the Apache chief, with his followers, on a Government reservation in Arizona, is a sign of the most hopeful character. A break has been made in their traditions, and even though Cochise and band may themselves go back to their Ishmaelite existence, still the effort will be renewed and a second time more successfully. This wise and humane policy of peace and honesty, being placed beyond am experimental position, affords a desired opportunity of again considering the educational conditions of the Indian race, as well as the means best fitted to make those conditions thoroughly serviceable in wmrking out the jiroblem of their civilization to a permanent solution. As the several Indian tribes are now and likely to long remain under the direct guardianship of the General Government, the matter of pro¬ viding a suitable scheme and means of education adapted to the necessities of this peculiar people, is one which demands a careful review of the facts relative to the funds, schools, and experiniCnts now in existence among the several tribes, and a candid consideration of the means of making these most useful, as well as of the methods by which their future value may be increased. These facts may be suggestive of needed legislation. From the recent reports of the several officers of the Bureau of Indian Affairs, as well as from those made by the board of Indian commissioners and other active friends of this new policy, the following facts, relating to the schools and educational agencies formed among the aboriginal tribes within the United States, have been collated : THE INDIANS OF THE PACIFIC COAST. As a matter of convenient reference, it has been deemed best to group together the several tribes inclosed within certain geographical limits. The States of California, Nevada, and Oregon, with the Territories of Washington and Alaska, being on the western slope of the great mountain system of this continent, fall most naturally into one division TRIBES IN WASHINGTON TERRITORY. A census taken in 1870 of the Indians within Washington Territory, under direction of Brevet Colonel Samuel Ross, United States Army, then acting as superintendent of Indian affairs, shows a total Indian population in that Territory as follows : Number of tribes or confederate bands . - — . 61 Number of male adults . . . . . 4,311 Number of female adults . - . 4,476 Number of children . - . 6,700 Total . 16,487 Colonel Ross also estimates that 5 per cent, must be added for absentee Indians, which will make the total 16,261. For this population, it is stated that there were in operation in 1870, but four schools; Yakima school being under control of Protestant missionaries, and that of the Tulalip Indians being under the famous Catholic missionary. Father Chirouse, and his assistants. The other two were agency and not mission schools. The num.ber of teachers are reported to be, males, 7; females, 6; in all, 13. The number of scholars, as giren, is, males, 65; females, 36; a total of but 101 pupils in a population of 12,794 treaty Indians. Other schools have since been organized and are now in operation. Of Washington Indians, east of the Cascade Mountains, with whom no treaties have been made, it appears that they are not generally nomads, but farmers and fishermen. The Spokanes till farms, own horses and cattle. They need instruction, and ask for it urgently. A portion of this tribe are Catholics. They have no schools, but urge the Fathers by whom they are visited twice a j'ear, to live permanently in their midst and teach them. The Protestant Spokanes also ask for missionaries and teachers. Another tribe, the Calis- CONDITION OF EDUCATION AMONG THE INDIANS. 403 pecs, formerly liad a Catliolic mission among tlrem. It was burned in 1854, and has not been rebuilt. They possess quite an advanced degree of civilization, owing to the instruc¬ tion they received from the Fathers. Their chief urges the establishment of a school. The Colvilles are in the same condition, honest, industrious, urgent for more teachers, tliough there are two Catholic missions in their country — one occupied during the salmon-catching season and the other all the year. The Lakes, a small tribe of peaceable fishermen, want teachers and schools. Other tribes are suspicious of white influence, but all, when ir is explained, ask for instruction and teachers for their children. There are no schools or mis¬ sions established among them. Some of the tribes are visited annually by a Catholic Father. Nearly all the chiefs are anxious to have their boys learn trades and their people instructed in farming. The non-treaty tribes west of the Cascade Mountains aie small in number. There are no schools or missionaries in their midst. A commendable degree of activity and progress is reported among the treaty Indians. On the Puyallup reservation anew school-building was erected in 1870. A similar building was in process of construction at the Puyallup agency. It is noted as a sign of improvement, here and in the Makah Indians, that a sufficient supply of vegetables was raised by the pupils for the use of the schools. At the Yakima agency the school has had only limited attendance. The agent believes that to make the school a success the children must be separated entirely from their parents and taken entire control of by the Government. Tlie S’Kokomish Indians appear to be prejudiced against schools. Children who attend have, therefore, to be clothed and subsisted, yet the attendance is regular and the number increasing. This school should be, the agent advises, a contract school, which, requiring the lands attached to be cultivated, would give the children a double advantage — teach them farming as well as ordinary education. Forty children could be cared for. At Neah Bay an industrial school was organized in 1870. It had nineteen scholars, averaging twelve in regular attendance. Children work in the garden three hours daily. This was first obstinately opposed by the parents, but now meets their approval. The garden produced sufficient to supply the school. At the Tulalip agency and mission, the buildings are too small for the attendance. They are three, one being necessarily occupied by the Fathers. Thirty children live in the two others, the largest being but 18 by 24 feet. The appropriation is but $5,000 per year. The attendance could be greatly enlarged if further means and accommodations were provided. The school is on the industrial plan — the only one the agent declares can succeed among Indians. On the other reservation under the control of this agency there are no schools. Father Chirouso states, in his report for 1870, that, if the Government will furnish the means, his mission can educate and provide for 200 children. There is no other means of civilizing the Indians, he declares, but that of taking and training their children. The Lummi Indians send a small number of children to the Tulalip mission, but have no school on their own reservation. The Puyallup industrial school has under cultivation five acres. On the Chehalis reserva¬ tion a school-building has been finished, and is now in use. The Quiuaielt agency has a school with a dozen pupils in it. The children have been made orderly, industrious, and cleanly. Colonel Ross, the late superintendent for this Territory, thus tersely summed up his opinion on the Indian problem ; “First, provide for the wants of the adults, and keep them peaceable ; second, educate the children, and teach them useful industries.” In this way they can be made self-supporting and individualized. OREGON INDIANS. The Indian population of Oregon is given at 10,975, distributed among six agencies, besides the scattered bands on the Columbia River. Mr. Meacham, superintendent of Indian affairs, declares that the idea that the Indians are the “wards” or children of the Govern¬ ment — that their wants are to be provided for as such, and not as aliens — their children cared for and trained — has done more “in one year to elevate the Indians in Oregon than all the cruel and inhuman regulations ever invented could accomplish in ten years.” He recom¬ mends earnestly that manual-labor schools alone be organized at the several agencies, “and that to do so the whole school fund belonging to each agency be consolidated and appro¬ priated to the support of such schools.” The condition of the educational work at the various agencies is thus noted: At Umatilla, with three tribes, numbering 837 souls on the reser¬ vation, and 785 not settled, there is but one school, having an attendance of about 20 scholars. It is under the direction of a Catholic priest, Father Vermeersch, who, though he states that the progress is good in reading and writing, does not think the general improvement as favorable as would be the case if the children were brought in earlier and kept from their parents. He urges a manual-labor school as the only one that meets the necessity. Under the policy ot appointing active missionaries and others, attached to the several Christian organizations, the reverend Father has been appointed agent at the Warm Springs agency ; an Indian teacher has been in charge, with an average attendance of 22 pupils. A new building and boarding-house w^as under contract, and is probably now in use. Indus¬ trial training and separation from their parents is urged by agent and teacher. At the Grande Eonde agency there are two schools, one a manual-labor boarding-school, and the other for day-scholars. It it proposed to consolidate both on the industrial plan. The manual-labor school reported* an average attendance of 14. An extensive garden is culti- 404 REPORT OF THE COMMISSIONER OF EDUCATION, vated by the pupils. The day-school reported an average attendance of 10 scholars. No school is established at Alsea nor at the Klamath agencies. CALIFORNIA INDIANS. In this State additional steps have been taken to settle the Indians on reservations, a policy necessary in the preparation for civilized life. There are now four large reservations, the last being located by President Grant’s orders at San Pasqual. The Indian population of the superintendency is given as 21,627 souls. At the Round Valley reservation, on which are 7,30 Indians, there is no school-house. A room was fitted up in 1870, and a lady teacher appointed. No regular school was established until the present year. At the Hoopa Valley agency a missionary clergyman of the Methodist Church has been appointed agent. He has six families, teachers, &c., residing at the agency. Day and Sabbath schools have been established, and are well attended. There are 975 Indians under its charge. Seven years ago these Indians killed their agent. Five years ago they were at war with the whites. One year ago they were regarded as idle and worthless. Now they are on the high road to order and industry. Six new buildings have been erected and 5(J0 acies of wheat harvested by their labor. At the Title River farm, on which reside 232 Indians, no school exists. There are over 4,000 Indians who are not on any reservation or under agents’ control. Of course, no schools exist among them. The California superintendency has in this respect been among the most illy provided. The agents say that the Indians, when spoken to on the subject, express a great desire to have their children at school. Industrial training is regarded by all as an essential condition of success. The new non¬ political appointees will naturally strive to achieve success in such a direction. THE NEVADA INDIANS. This superiutendency includes four Indian nations or tribes, numbering, it is estimated, 16,220 souls, without a school or mission among them. There are but two reservations in the State, and but little progress toward settlement or cultivation. ALASKA MATTERS. At the last session of the Forty-first Congress, an appropriation of $100,000 was made for “industrial and other schools among the Indian tribes not otherwise provided for."’ This amount was recommended by the board of Indian commissioners, with the expectation that a considerable proportion would be used in establishing free schools among the Alaska and Aleutian Indians. It does not appear that any steps have been taken for that purpose, the money being expended among other tribes. No effort has so far been made to educate these Indians, estimated as numbering more than seventy thousand souls. The discovery of gold induces the migrations of whites. The few trading operations are also gathering a large force of employes. There is great need of some practicable educational work in this Territory. INDIANS OF THE MOUNTAIN TERRITORIES. This designation includes the Territories of Arizona, New Mexico, Colorado, Utah, Mon¬ tana, and Idaho, a region in which are located a large proportion of our wild Indian popula¬ tion, as well as some communities and tribes; like the Pueblos of New Mexico and the Moquis, Pimas, and Maricopas of Arizona. The extent of the Indian population may be seen by the following statement: Arizona superiutendency . 32, 052 New Mexico superintendency* . 20,430 Colorado superiutendency . 7, 300 U tah superiutendency . . 12, 800 Montana superiutendency . 19, 335 Idaho superiutendency . 5, 669 Wyoming superiutendency . 2, 400 Total . 99, 986 Of Arizona the superintendent writes but little progress has been made, though the sub¬ ject of schools has been frequently discussed. The Pimas and Maricopas seem anxious to secure the advantages of education for their chikb'en. The recommendations from all sources relative to this subject turn on the localizing of Indians on reservations, the pro¬ viding for adults, separation of children from parents, and an industrial training to go hand in hand with ordinary studies. This includes the Pueblo or Village Indians. The wild Indians are estimated at 14,349. CONDITION OF EDUCATION AMONG THE INDIANS. 405 THE UTAH SUPERINTENDENCY. This presents the most meager of reports. “No schools have ever been established for benefit of any Indians’’ therein. It is rather a sad comment on the character of Mormonism, that though its leaders have always been worldly-wise enough to maintain peaceful relations with the aboriginal tribes in the Territory, they have made no efforts to either educate them or organize any ameliorative movements for their benefit. The estiniated enumeration of the Utah Indians, (1870,) is as follows : Northwestern Shoshones . 1,200 Goship Shoshones . 800 'Weber Utes . 300 San Pete Indians . 200 Pah-Vants . 800 Pi-Edes . 050 Pi-Utes . 1,205 Yam Pi-Utes . 270 Sheberetches . 300 Fish and Elk Mountain Utes . 1, 210 Total . 6, 995 There is but one reservation in the Territory, that of the Uintah Valley, but lands are cultivated to a limited extent by bands other than those located thereon. THE VILLAGE INDIANS. Attention was turned during the last session of the Forty-first Congress to the condition of the Pueblo or Village Indians, in New Mexico, and the Indian Bureau appointed Gov¬ ernor W. F. M. Arny, a most intelligent friend of the Indians, as their agent, especially charging him with the work of organizing schools. He has been engaged at this during the past year. Governor Arny gives J^ie follov.^ing enumeration of wild tribes in New Mexico : Pi-Utes, (three bands) . 1,257 Apaches, (seven bands) . 4,502 Navajoes . 8, 500 Total . 14,259 Of the above, 4,745 are children, and, with the half-grown youths, who are counted among the warriors, there are probably 6,000 of school age. In his report for the present year, Governor Arny gives the census of the Pueblos. Their population is 7,683 souls. Besides these the census of 1870, Table No. 2, gives 1,309 as the number of Indians enumerated among the whites, being those who have no tribal or other communal relations. In 1860 the Pueblos were counted with the white population, and were then set down at 10,507, which figures show a diminution during the last decade of 2,824 persons. This was, however, an overestimate. The Spanish records show that for a century or more past the Pueblo population was from seven to ten thousand. The Pue¬ blos have not improved since the territory passed under our control. Officials in charge of Indians in this superintendency urge the importance of farm-schools as well as of other industrial training. The late superintendent recommends that children be apprenticed after a certain age. Governor Arny presents a favorable view of his work, showing what can be done by a really energetic and devoted man. There are in all twenty pueblos, most of them within a circle of sixty miles around Santa Fe. These Indians are descendants of the native Mexican popu¬ lation. They maintain their worship of the sun and believe in the reappearance of Monte¬ zuma, a traditional prophet or savior, personified under that name. Professing adherence to the Catholic church, the tie seems to have been an imposed, rather than an accepted one. Governor Arny found in one pueblo 160 families professing to be Protestants, though they appeared quite dull as to the meaning of the term. In the entire Pueblo population he reports but fifty persons able to read and write, and they adults. During the past year he has or¬ ganized thirteen Pueblo schools. One of these answers for two villages. He has asked the Presbyterian board of foreign missions to send teachers to other points and has also solicited the aid of the Eoman Catholic bishop of the Territory. Governor Arny asks that an appro¬ priation of $10,600 be made to purchase apparatus, furniture, Ac.; and that $5,000 be given 10 purchase seeds and tools, for experimental agriculture. With this amount he can estab¬ lish a school and farm in each village. He is satisfied, however, that this interesting people, who have always been friendly with and ready to serve us, cannot be prevented from retro 406 REPORT OF THE COMMISSIONER OF EDUCATION. f^ression v.-ithout a vigorous attempt to reach their children. He desires instruction to bo given in English and Spanish, and asks the establishment of a system of industrial education. Such apian would be, he urges, of incalculable benefit to the Indians, and would cost the Government but a small sum. He proposes the appropriation of $25,000 at once, and $10,000 for. each of four succeeding years ; the same to be used in the establishment of an industrial normal school and model farm. The orphan children, of whom there are 136 in his agency, with others that may be selected, to be trained, or the most intelligent of them, as teacher;;. He claims that after three years the institution could turn out thirty native teachers each year. • ' ^ A school has been organized at the Navajoe agency, under charge of Miss Gaston, of the Presbyterian board of foreign missions. The average attendance is about thirty. The agent asks for a farm-school, and says the Navajoes, being an industrious people, will take their children from the ordinary school in order to secure their services on the farms during seed and harvest times. THE COLORADO SUPERIXTEXDENCY. This has an Indian population of 7,300, divided between two agencies. Progress has been made in establishing missions among them, and a school at each agency has been organized. The chief difficulty in making these successful is here, as elsewhere, the want of means to care for the scholars altogether, and to give them an industrial training. WYOMING SUPERINTENDENCY. This is unfortunately situated, so far as any definite control over, or the location of, the Indians that roam through it are concerned. The number of Indians within this superin¬ tendency is probably estimated below the real total. The Territory is a sort of debatable ground for the Sioux, Blackfeet, and Northern Cheyennes, tribes of a Avarlike character, and hitherto regarded as irreclaimable. Governor Campbell reports Shoshones as intelligent and well disposed, and anxious for schools. One is noAv under way. The number of scholars is not known. The Sioux bands of this Territory are those of the famous Red Cloud and his associate leaders of the Ogallallas. Red Cloud’s opinion of education and those who possess it Avas forcibly expressed Avhile in the Federal capital : “ The whites, Avho are civilized and educated, swindle me ; and I am not hard to SAAundle, because I do not knoAv hoAv to read and Avrite.” While here his interpreter read and translated to him all that Avas said in the daily neAvspapers about his part}^. Some effort is being made to organize schools, but Avith little result as yet. IDAHO SUPERINTENDENCY. This contains one Indian tribe Avho present a most favorable illustration of the results of Christian effort. Reference is made to the Nez Pereds, aaTo, under the Avise training of Catholic Fathers, have almost become a model people. The superintendency contains the folloAving Indian population: Kootenays . 400 Pend d’Oreiiles . . . 700 Coeur d’Alenes . . . 300 Spokanes . 400 NezPerces.I . 3,200 Shoshones, (four bands) . . . 544 liannacks . 520 Total . 6,064 The Nez Perces at LapAvai have a decent school, with an attendance of about 45 scholars. The girls have been instructed in household duties, making of clothing, &c. The difficulty hitherto experienced is the same Avith all tribal schools not arranged as boarding and indus¬ trial institutions. This is noAv obviated, as the Jesuit Fathers take entire control of the pupils. The Coeur d’Alenes have a Jesuit mission among them, and a school lias been started during, the past year. THE MONTANA SUPERINTENDENCY. This includes the Assinaboines, Flatheads, Gros Ventres, Blackfeet, IMountain and River CroAvs, Bannacks, and Shoshones, to the number of 19,335. They all are marked as having no schools ill their midst, except that at the Jocko reservation, Avhich is under control of the Jesuit Fathers. The school is doing Avell, and only needs some aid from the GoAmrnment to be cpiite fiourishng. A revicAv of the foregoing Avill sIioav that among an Indian population of at least one hun¬ dred thousand, there are not more than one in tAvo hundred receiving any sort of instruction. Yet one can hardly doubt Avlien examining the proof that a great body of these children could be educated at schools specially organized to meet their limited needs. CONDITION OF EDUCATION AMONG THE INDIANS. 407 INDIANS OF DAKOTA. This is an important superintendency, not only so from tlie number of its Indians, but even more from the fact that there have been experiments in progress which are of a promis¬ ing character. The Indians under Governor Burbank’s charge number 27,021, grouped about six agencies. The Santee Sioux are being located on separate homesteads. They have an Episcopal church and school of their own. The pastor is also their agent. Th * Poncas are following their example, though they are not as far advanced or as favorably situated as the Santees. A small school is in operation among them. During the past year $a,OOU has been appropriated for an industrial and other schools, which are now successful!}^ started. The Yankton Sioux at the agency of that name are also improving rapidly. Their schools are quite successful and well attended. At the Whetstone agency, which is the headquarters of the bands in alliance with Red Cloud, Ogallalas, and Brulbs, a school has been organized. At the Yankton agency the attendance will average 100 scholars. At the Ponca agency, 50 pupils was the average attendance. At the Fort Bel’thold agency the school is doing well. At the Sisseton Sioux agency four schools were established in 1S70, and have been maintained since. All the agents and teachers unite in recommending the establishment of industrial schools. INDIANS OF NEBRASKA, KANSAS, AND THE PLAINS. The northern superintendency, which includes all Indians residing within the State of Nebraska, was, with the central superintendency, including the State of Kansas and the Western Indian Territory, the earliest selected by President Grant for the policy of peace and honesty which has characterized his administration of Indian affairs. Members of the Society of Friends were selected for superintendents and agents in these regions. Most admirable results have followed. The last report of Friend Janney of the northern super¬ intendency is in itself ample vindication. In 1869 the Indian tribes therein were decreasing in number ; now there is a marked increase. In 1869 the settlers were agitated with “wars and rumors of wars now there is complete peace, and the reservation Indians, as the Pawnees for example, begin to look upon the white settlements about them as so many additional safeguards from enemies of their own race. By this time it is understood peace I has been concluded between the Sioux and Pawnees. A number of additional schools are organized. A normal industrial school has been organized among the Santee Sioux. The Indians are gradually assimilating with the white population, and Friend Janne}% thinks the smaller bodies are traveling to citizenship quite as fast as is desirable for themselves and their white neighbors. He gives the following enumeration, (1871 :) Santee Sioux . 987 Winnebagoes . 1,400 Omahas . 984 Pawnees . . . 2, 364 Ottoes and Missourias . 456 lowas . 215 Sacs and Foxes of the Missouri . 80 Total . 6,486 This is an increase over the enumeration of 1869 of 139 persons. The Santee Sioux maintain a small day-school, besides the normal school supported by the Protestant Episco¬ pal Church in connection wdth its mission. An industrial boarding-school is recommended. The Winnebagoes have shown great activity in school affairs. Three school-houses have been repaired, and new furniture for these buildings has been obtained. Three day-schools are in operation, and one Sabbath-school. The Omahas have built a new school-house, chiefly by Indian labor. A block-house, formerly used as a fort, has been converted into a school-house. Three day-schools are in operation. The Pawnees have a successful manual- labor boarding-school, also a good day-school, well housed, in a commodious building. The treaty of 1857 with these Indians requires that all their children between five and eighteen years shall be sent to school at least nine months in the year. Complaint is made that the Government does not seem to realize that there is a corresponding obligation on its part, and that is to provide schools for them to attend. No appropriation for Pawnee education has been made during the past three years. The Ottoes and Missourias have a good school. The lowas have an industrial orphans’ home with 14 inmates, and a day-school attended by 68 pupils. There is a sewing department attached, attended by many girls and women. As this tribe only numbers 215 souls, the attendance is more than one in three, a ratio greater probably than any other community in the country. The Sacs and Foxes only num¬ ber eighty persons. Complaint is made that treaty obligations for educational purposes are not fulfilled by the Government. Under them !5il,000 was to to be expended in erecting school and dwelling houses. The President was also authorized to pay, at his discretion, $2UU per annum for teacher’s salary. Neither obligation has been carried out. 408 REPORT OF THE COMMISSIONER OF EDUCATION. Superintendent Janney, (who has resigned,) in closing- his current report, recommends that tribal industrial schools be made the basis of educational eflforts ; that day-schools be conveniently arranged, and that the policy of employing white families of suitable persons as teachers, agents, mechanics, &-c., be maintained, because of the great advantage derived from the presence of an example set by devoted white women to the Indians. KANSAS. A great change has been wrought in Kansas Indian affairs. The larger body of the semi-civilized tribes are now settled in the Eastern Indian Territory, while the nomads of the plains have, to the number of six or seven thousand, been gathered about Fort Sill, and on the Wichita and Canadian Rivers, in the Western Territory. The removal of the Usages has been effected during the past year. That of the Delawares, Sacs and Foxes, ^ud Shawnees was in part already accomplished. Within the limits of the State there now remain only the following tribes : Shawnees . 527 Pottawattomies . 1,980 Kickapoos . 296 Confederated tribes, (Piankeshaws, &c.) . J61 Kansas Indians . 574 Total .: . . . . . 3,518 Of these, the Shawnees are preparing for removal south. Such as remain will become citi¬ zens and take their lands in severalty. Of the Pottawattomies only the Prairie band, num¬ bering 419, adhere to wild life. The remainder of the tribe has for years, under the lead of Catholic missionaries, been advancing in civilization. They have sectionalized their lands, sold a large portion, and are rapidly settling in separate farms on the balance The Con¬ federated Indians have for years been farmers ; many of them have become citizens. The Kickapoos are improving. The Kaws are now the only vagabond tribe besides the Prairie Pottawattomies remaining in Kansas. The remaining Indian tribes or bands belonging to this superintendency, with the exception of those under the Neosho agency, which are in the Territory proper, are now located in the Western Indian country, ceded by the Cherokees, &c., under the treaties of 1866, to the United States, for the purpose of settling the Indians now being located there. This has been the point of greatest interest along the whole fron¬ tier, next to that of the Northwestern Sioux, and the negotiations going on with them. Tribes which have for many years past kept the frontier in alarm, have been made to see the futility of future warfare. The jmar has not passed without threatenings, which happily did not culminate in outbreaks. The number of Indians concentrated under this superin¬ tendency are — In Kansas . . . . . 3,518 Neosho agency. — Usages, Quapaws, Wyandots, Ottawas, Confederated Peorias, &c. 5,352 Wichita agency. — Wichitas, Absentees, Delawares, and Shawnees . 1,016 Sacs and Foxes . . . 722 Upper Arkansas agency, — Arapahoes and Cheyennes . 3, 890 Fort Sill agency. — Kiowas, Comanches, and Apaches. . . . 6,258 Total . . . 20,7.56 These Indians will doubtless all be transferred to the southern superintendency, where they really belong, having been retained under the old supervision till finally settled. Those of the confederated bands of Peorias, Piankeshaws, Keas, Kaskaskias, who still remain in Kansas, have their children attending the common schools. The Shawnees have good schools. A successful school has been kept open among the Kansas Indians during the past year. The indifference of the adult Indians has been overcome. Very little progress has been made among the Prairie Pottawattomies, so far as education is concerned. One hundred and fifty scholars are usually attending the St. Mary’s Mission Academy, on the Kansas River reservation. The Kickapoos have a good day-school. The whole num,ber of scholars reported for 1870, in this superintendency, was 394, with 19 teachers in seven schools. Though the data for this year are not entirely definite, it is safe to estimate the number of scholars at 550, with at least 15 schools in operation. THE WESTERN INDIAN TERRITORY. Agent Tatum, at Fort Sill, erected in 1870 a convenient building, in which a large school has since been carried on. No school has yet been organized at the Upper Arkansas agency. The Sacs and Foxes are now' comfortably located in their new homes. A very good school has been in operation among them for the past two years, though it was removed to the mission building in Kansas during the winter of 1870-’7]. A school has recently been or¬ ganized among the absentee Shawmees attached to the Sac and Fox agency. The Pottaw'a- CONDITION OF EDUCATION AMONG THE INDIANS. 409 tomies are settling in the same region. At the Shawnee reservation in Kansas there arc good mission schools, and many of the children attend district schools. Those who have removed into the Indian Territory have generally settled in bodies, large enough to enable them to organize district schools under the Cherokee school system. Those of the confede¬ rated tribes who have removed to the Indian Territory have a good school in operation. CIVILIZED NATIONS OF THE INDIAN TERRITORY. Whether happily or otherwise, the construction of railroads north and south, east and west, through the Indian Territory, is doing a great deal to bring the continuance of sepa¬ rate Indian tribal or national existence to a speedy decision. The leading Indian communi¬ ties have, by their representative men, taken steps to present their solution of difficulties which have already, and may speedily arise. Acting under provisions of treaties framed in 1866, they have met for two succeeding years in general council at Ocmulgee, in the Mus¬ cogee or Creek nation, and framed a constitution and plan of confederate government, which is designed to include all the nations and tribes having a separate communal existence within both the Eastern and Western Indian Territories. There are some twenty-five of these. At the first council in 1870, none were present but those residing in the Eastern Territory. At the second, delegates from the tribes at the Wichita, Fort Sill, and Upper Arkansas agencies were present, thus bringing the recently nomadic tribes into the orbit of such influence as the more powerful and educated nations have evolved. The constitution framed at the first council has not been ratified, except by the Creeks. Congress did not pass on it, even in the modified form recommended by the President and the House Indian Committee. At the last council some changes were made w^hich would make it more acceptable, it was expected, to the Indians themselves. In the meanwhile, under the stimulus of railroad con¬ struction, there is a large travel of whites through the Territory, as well as encroachments on the Indian lands. An active agitation has begun for the sectionalizing and settlement of Indians in severalty, with a sale of what remains, after each has 160 acres set apart, for the benefit of the whole. These particulars are necessary to give importance to the educa¬ tional work in progress there. Each nation — Cherokees, Creeks, Choctaws, Chickasaws, and Seminoles — have a district school system, with a superintendent, &c., supported in part by national funds and in part by taxes. To this system the tribes which have been removed hither now conform. The Cherokees, Choctaws, and Chickasaws also maintain their orphan children, and send a number to be educated at schools and colleges in the States. When the rebellion began, the Cherokees, Choctaws, and Chickasaws had large boarding- schools in operation, capable of accommodating several hundred scholars. These were all closed, and the buildings, much injured by military occupancy, were only repaired and re¬ opened the past year. Several academies have been maintained, and a mission-school in each of the five nations. From the last report (1870) published at this date, the following tabular statement is annexed : Education statistics of the Indian tribes. Nation or tribe. Number of schools. Scholars. Teachers. Average compen¬ sation. Average amount expended for schools. Number of scholars main¬ tained in the States. Cost of same. Additional boarding and mission schools. Estimated population. j Average number. Total number. 1 3 M d Total. Choctaws u . 84 21 1, 764 56 28 84 $42 x)er month ... $36, 000 20 $8, 300 o 16, 500 Chickasaws . 11 40 440 5 18 15 3 per capita . . . 35, 000 60 21, 000 5, 400 Muscogees, or Creeks. &22 24 c540 13 9 22 400i3er sch’l year. 24, 758 (Zi 13, 000 Seminoles . 4 40 225 4 4 600 per year . 2, 500 ei 17, 000 Cherokees . 48 40 1,948 39 13 52 400 per j'ear 43, 000 fl 2, 500 Osages . 1 50 50 2 2 3, 000 j 1 3, 500 Confederated Peorias . 1 25 25 1 2, 460 170 Ottawas . 1 52 52 2 722 Sacs and Foxes . 1 10 10 1 .(75, 000 Quapaws, Sha-wnees, 600 and others. Total . 173 5, 054 119 68 183 151, 718 80 29, 300 0 59, 392 a. Report of School Superin tea dent Le Flore, August 29, 1870. h. Is’iue additional schools ordered. c. At Ocmulgee Council, December, 1870, 100 scholars were reported. d. Eighty pupils reported ; mission teachers. e. Moravian mission ; also private schools. Two seminaries have been repaired, and are now open. /. Mission school ; will accommodate 50 pupils. g. 20, 000 acres of laud. 410 EEPORT OF THE COMMISSIONER OF EDUCATION. The amount of educational funds belonging to the several nations or tribes who are par¬ ties to the plan of confederation is as follows : Trust funds invested in national, State, or other securities by the United States. Amount of stock. Annual interest. Cherokee schools and orphan funds, including Delaware fund . $815, 914 75 $43, 000 00 Chickasaw national funds from which school support is de¬ rived . 1,183,884 47 Choctaw school fund . . . 52, 427 20 Creek orphans . 93, 800 00 Osage schools . 41 000 00 Confederated Peorias, &c . 122, 003 85 Sacs and Foxes . . . 17,200 60 70,533 06 3, 145 63 5,428 00 2,460 00 7,930 23 1, 032 03 Total 2,326,230 87 133,528 95 Besides the foregoing, there are trust-fund investments for school purposes to the amount of $230,591 28, with annual interest to the amount of $13,655 48, belonging to the Kansas, Pottawattomies, Senecas, and Shawnees, at least two-thirds of whom now are, or soon will be, located in the Indian Territory. It may then be fairly estimated that the several bodies of civilized Indians thereon located have a school fund of about one and a half million dollars in bonds, the interest on which will be fully $150,000 or more per annum. These figures do not include appropriations made by Congress for educational purposes. INDIANS OF THE NORTHWESTERN STATES. There are six independent agencies having supervision of Indian tribes remaining in the States of Iowa, Minnesota, Wisconsin, and Michigan. A large proportion of the Indians under these agencies is in a transition state, likely to become merged, at no distant day, in the general body of the people. Their condition, then, as to intelligence and capacity, is a matter of importance. The agency of that name in Minnesota has direction of the Chippe- was of the Mississippi, the Pillager and Lake Winnebagoshish bands, and the Red Lake and Pembina bands ; in all, 6,367 souls. A day-school, under the Episcopal church, is well attended. At the White Earth reservation a new school structure is needed. A school is also in operation among the Pillager and associated bands. Manual labor is part of school discipline, and works well. The scholars raise the vegetables needed. It is conducted as a boarding-school. Other portions of the Chippewa nation are living in Wisconsin and Michi¬ gan, under charge of agencies at Superior City and Detroit and Mackinac agency. The Wisconsin agency has charge of 4,757 persons, and the Michigan of 8,099, a total of J2,756 souls; making a total Chippewa population of 19, 123 persons. The Wisconsin Chippewas should be concentrated on one reservation. There were, in 1870, but four schools open ; two of them appeared to be scantily attended ; the others were flourishing. The Michigan Chippewas are succeeding well at agriculture, a mode of life to which many have but recently taken. There is a considerable body of Ottawas connected with this agency. The general account of their condition is gratifying. Farms, houses, cattle, orchards, &c., are indications of prosperity. A small band of Pottawattomies is found, hardly distinguish¬ able from their neighbors, tribal characteristics' having almost disappeared. In fact, the attempt to act as guardians over these Indians should be suspended, for they appear to be quite capable of looking after their own affairs. In all, the Michigan agency reports some thirteen schools and school-houses, which the agent recommends should be turned over to the State. The Green Bay (Wisconsin) agency has in charge a number of tribal remnants, the Oneidas, Stockbridges, Munsees, and Menomonees. They number, in all, 2,696 souls ; are settled and civilized, rvith good farms and decent schools. Of these there were 5 in 1870, with 6 teachers and 411 scholars. There are some small stray bands of Sacs and Foxes in Iowa, and of Winnebagoes and Pottawattomies in Wisconsin, for whose welfare special agents are em¬ ployed. The former number 295 ; the latter, 1,693. The condition of the Iowa Indians has improved, but schools, as yet, have been a failure. In Wisconsin schools have just been organized. The total Indian population, under the several independent agencies named, is 23,817 persons. Statements are made as to the existence of some 24 schools. Only the attendance on a few, about 500 scholars in all, is given. THE NEW YORK INDIANS. No recent report of these Indians is accessible. Their number is set down at 4,804, and their schools at 26. The statistics of attendance are in the New York school reports, but the number of scholars was stated in 1870 to have been 1,026. INDIANS IN TEXAS. There are three small tribes living in Polk County, under the supervision of the State. They are the Alabamas, about 260 persons ; the Cooshatties, about 150 ; the Muscogees, CONDITION OF EDUCATION AMONG THE INDIANS. 411 (Blunt’s band, ) are 20 in number; in all, the three number 330 souls. They seem to be doing very well, and besides the provisions made in land by the State, rations are issued from the nearest United States military post. TREATY AND OTHER LIARILITIES FOR EDUCATIONAL PURPOSES. The Indian Bureau gives the names of seventy -five nations and tribes, separate and con¬ federated, Avith whom treaties have been made. In all, mention is made only thirty-eight times in the enumeration of treaty objects, of appropriations for schools or education, either specifically or generally. There are some forty-five references to the payment of teachers. The annual amount required to meet stipulations now allowed, but liable to be discon¬ tinued, is given at $2,53'i,636 17, of which amount it is usually estimated that one-tenth, or $253,263 61, is devoted each year to educational purposes. The United States is liable for a total aggregate of appropriations needed to the amount of $6,658,489 03. If we apply the, same rule, and apply one-tenth as the amount required for schools and similar objects, we shall have $665,848 09. The United States is liable for permanent annual appropriations to the amount of $384,427 24, and holds in trust funds to the amount of $6,777,030 48. SUMMARY OF P0PUL.4TI0N, SCHOOLS, ETC. The following review will present a clear idea of the facts that have been gathered in this paper. The figures are given as approximate and not positively accurate in many instances. POPULATION BY SUPERINTENDENCIES. Washington . . 15, 494 Oregon . . 10, 975 California . 21 , 627 Nevada . 16,220 Alaska . 70,000 Arizona . 32,052 New Mexico . . . 21, 432 Colorado . 7, 300 Utah . 12, 800 Montana . 19, 335 Idaho . 5,669 Wyoming . . . 2,400 Dakota . 27,921 Nebraska . 6, 488 Kansas . 3,518 Western Indian Territory . 11,886 Eastern Indian Territory, (civilized) . 69, 392 Independent agencies, Chippewas, Ottawas, New York Indians, &c . 28,621 Total estimated number of Indians . 383, 130 SCHOOLS, TEACHERS, AND PUPILS. It is very difficult to obtain an accurate account of these items; but so far as a careful collating of the meager returns now accessible Avill allow, the result is about as follows : Number of schools, 294 ; number of teachers, 281 ; while the number of scholars is, at the loAvest estimate, 7,499, and this does not include the Chippewas in Michigan. There is very little doubt that the number of school teachers and pupils may be increased by one-fourth for the last year, and not then be overestimated. This would give an estimate of 351 schools, of 367 teachers, and of 9,373 scholars. This is a great advance over the meager estimate presented in our last year’s abstracts. The constant suggestion presented by all persons, officially or as teachers and missionaries, of the necessity of organizing education on the industrial and objective basis, deserves consideration. Such a concurrence of opinion points conclusively to the wisdom of making manual, mechanical, and farm schools the unit of all future tribal effort. Every reservation of any extent might have an industrial boarding- school, with work-shop and farm attached; ordinary day-schools could be multiplied as needed. There might also be organized at convenient points, as in the Indian Territory, at some point in the northwest, among the NeAv Mexico Pueblos, normal schools of the same character, from which, in a very few years, the Indian service should have a large number of competent persons as agents, teachers, instructors in farming, mechanic arts, and other useful pursuits. The Pension Bureau has recently made public a statement relating to the number of soldiers employed in fighting Indians since the Government was organized; those distinctly recruited for such service number over 64,000. This does not include the Kegular Army, the dozen or fifteen regiments of volunteers used in service against Indians during the recent civil Avar, nor troops raised on the Pacific coast at different periods for similar Avarfare. Probably 80,000 troops have been enrolled and employed against Indians at ditferent periods. The cost of such Avarfare is in striking contrast to the facts presented in the foregoing paper. KICHARD J. HINTON. 412 REPORT OF THE COMMISSIONER OF EDUCATION. ei>U€ati©:k'ai. i:j^"stitutes. THE NATIONAL EDUCATIONAL CONVENTION. [From the Xational Teacher, Columbus, Ohio, edited hy Hon. E. E. White.] We have briefly noticed the annual meeting of this body, held at St. Louis in August last. We now add a brief acconn-t of the iiroceedings : GENEEAL ASSOCIATION. The association was cordially welcomed to St. Louis by Governor B. Gratz Brown, who, after highly comiflimenting the Great City of the West” and the State of Mis¬ souri, for their liberal provision for xwblic education, proceeded to controvert the cur¬ rent opinion that education promotes virtue and morality, and is the safeguard of republics. He assumed that education, “as now engineered,” is “ conflued merely to the acquisition of knowledge,” and, from this false assumption, he argued that educa¬ tion only changes the forms of crime — that it fosters “ acute knaveries.” The remedy suggested was the teaching of “ the actual compensations of nature ; in taking the criminal code into your schools and collating the action with the retribution; in demonstrating virtue as its own best reward, not by axiom, but by iliustration ; and in showing forth by suitable methods that wrong is ever miscalculation, and therefore foreign to the first law of education.” This passage in the governor’s address provoked not a little unfavorable criticism, and, in subsequent sessions, it was sharply reviewed by Commissioner Eaton, Professor Phelps, Superintendent Harris, and others. The governor also urged Herbert Spencer’s views respecting the study of the physical and social sciences, and touched upon several other ]3rofessional tot»ics. President Pickard happily responded, and then introduced those chosen to preside over the several sec¬ tions, each of vvdiom made a brief address. In the evening, Hon. J. P. Wickershara, of Pennsylvania, delivered an able address on “A national compulsory system of education impracticable and un-American.” He gave a very full analysis of the bill introduced into the last Congress by Mr. Hoar, of Massachusetts, and condemned the measure as ill-advised and mischievous. He urged that the scheme to establish a national system of education is in opposition to the theory and uniform practice of the National Government; to the views of the founders of the Republic, and of its leading statesmen, and to a sound political phi¬ losophy. He approved of the policy of the. National Government’s aiding public edu¬ cation in the South by conditional appropriations of lar 1 or monej^. The subject was subsequently discussed by Messrs. Beckiugton, of Missouri, Platt, of Kansas, Rolfe, of Illinois, Henderson, of Arkansas, and others. Commissioner Eaton was called out, but declined to express an opinion on the merits of Mr. Hoar’s bill. He made an encouraging statement respecting the progress and condition of the free- school systems of the South, anel favored their tiuancial assistance by Congress. The following resolution, offered by Mr. Wickersham, was unanimously adopted : “ Itesolved, That this association will look with favor upon any plan of giving pecu¬ niary aid to the struggling educational systems of the South, that the General Govern¬ ment may deem judicious.” The next question considered was, “ How far may a State provide for the education of her children at xmblic cost ?” The discussion was ojiened by Hon. Newton Bate¬ man, of Illinois, who, in an able and eloquent paper, urged that the State should make the most liberal provision for luiblic education, including higher education. He con¬ cluded thus : “ The question for American statesmen is not how tittle, but how much can the State properly do for the education of her children ; that the one thing most precious in the sight of God, and of good men, is the welfare and growth of the immortal mind, and that, to do this, legislatures should go to the verge of their constitutional powers, courts to the limits of liberality of construction, and executives to the extreme of offi¬ cial prerogatives. I believe that an American State can and should supplant the dis¬ trict school with the high school, and the high school with the university, all at the Xmblic cost — exhibiting to the world the noblest privilege of the country — a model free- school si/stem ; totus teres atque roiundus.” Superintendent William Plarris, of St. Louis, followed with an able and scholarly paper. He reviewed the recent events in Euroiie, finding education to be their expla¬ nation. The immense etforts made all over Eurox)e to found a system of industrial edu¬ cation are made for the x)reservation and defense of the monarchical system. But the peox)le will not long submit to be educated siuq)ly as directors of machines and iustru- meutalities of industry. Their education will stop at nothing short of that spiritual culture -which xirei^ares for sell-government in the realm of social, moral, and intel¬ lectual existence. He next considered the nature of the State, and its limits and j)re- EDUCATIONAL CONVENTIONS AND INSTITUTES. 413 rogatives, siul the nature of oducatlou, aud its relation to the individual, to society at large, and to the State, witli this conclusion : “ The governinent of a republic must educate cM its people, and it must educate them so far that they are able to educate themselves in a continued process of culture, ex¬ tending through life. This implies the existence of higher institutions of puhlic educa¬ tion. And these, not so much vrith the expectation that all will attend them, as that the lower schools, which are more initiatory in their character, and deal with nevv’ ele¬ ments, depend for their efficiency upon the organisation of higher institutions for their direction and control. Without the education in higher institutions of the teachers of lower schools, and, furthermore, without the possibility hovering before pupils of ascent into the higher schools, there can be no jir^ictical effect given to primary schools.” Mr. Harris closed his paper with a brief reference to the question of the morality of public education. His concluding sentences were as follows : “ The discipline of our public schools, wherein punctuality and regularity are en¬ forced, and the pupils are continually taught to suppress mere self-ivill and inclination, is the best school of morality. Self-control is the basis of all moral virtues, and indus¬ trious habits are the highest qualities we can form in our children. A free, self-con¬ scious, self-controlled manhood is to be produced only through universal public educa¬ tion at public cost ; and, as this is the object of our Government, it is proper for our Government to provide this means, and at the cost of the people.” Dr. John W. Hoyt, of Wisconsin, jiresented the report of the committee, appointed last year, on an American university. It stated very concisely the conditions and gen¬ eral features of such an institution. It suggested rhat the original endowment should not be less than ten millions of dollars, and its management should secure the co-ope¬ ration of the citizen, the State, and the General Government. The history of the idea of such a central institution, and the authority of Congress to establish and endow it, were briefly presented. The report concluded wdth the recommendation that another committee be appointed to conduct the enterprise to a successful issue ; which was adopted. The president appointed Dr. J. W. Hoyt, Wisconsin ; Dr. Thomas Hill, Massachu¬ setts ; E. L. Godkiu, esq.. New York; Hon. J. F. Wickersham, Pennsylvania; Dr. Barnas Sears, Virginia ; Colonel D. F. Boyd, Louisiana ; Dr. Daniel Read, Missouri ; Professor William F. Phelps, Minnesota ; Hon. A. Gibbs, Oregon ; Hon. Newton Bate¬ man, Illinois ; and as ex-officio members, E. E. White, president National Educational Association ; Hon. John Eaton, National Commissioner of Education ; Dr. Joseph Henry, president National Academy of Science ; Dr. J. Lawrence Smith, president American Association for the Advancement of Science, and Dr. Samuel Elliott, president Ameri¬ can Social Science Association. Thomas Davidson, of St. Louis, read a paper on “Pedagogical bibliography.” He divided the history of educational literature into three great periods — the childhood, youth, aud manhood of education — and sketched these periods as presented in differ¬ ent times and countries. The lecture showed much research, and wnll be valuable for reference, since it presents a very full catalogue of pedagogical works, ancient aud modern. Alfred Kirk, of Chicago, presented the “ Moral uses of the recitation,” in a well-wuit- ten paiier. Ho took strong ground in favor of positive moral training in the public schools. The foundations of character must there be laid, and morals must be the center of every educational scheme. The recitation is the teacher’s opj)ortunity to teach the pupil that greatest of all lessons, how to live. S. G. Williams, of Cleveland, read an excellent paper, the last evening, on “ The use of text-books.” He said tha,t, in the earlier periods of instruction, the teacher was much the more prominent figure, and, for a long period in the child’s history, perhaps the only text-book that could be used with advantage was the reading-book. The second period is that in which text-books legitimately occupy the largest place. But even here the text-books are too often made the alpha and omega of the whole lesson. In the tliii'd period of pupilage, which properly includes the upper classes of the high school and the first two classes of collegiate instruction, the pupil’s use of text-books must be considerably modified, and he should now be encouraged and required to test aud supplement their contents by means of other information. The paijcr elicited a lively discussion, wdiich wnis participated in by Superintendent Calkins, ot New York city; Professor Woodward, of Washington University, Missouri ; Superintendent Harris and Mr. Merwin, of St. Louis; Commissioner Hcnkle, of Ohio; Protessor Phelps, of ^Minnesota, and others. Professor Woodward urged that lectures and oral instruction could not be relied upon, oven in professional schools, and Mr. Harris claimed that the great thing in education is to teach the pupil how to use text¬ books. The foregoing addresses, papers, aud discussions constituted the principal exercises of the general association. To these were added brief addresses on the condition of 414 EEPORT OF THE COMMISSIONER OF EDUCATION. education iu the several States represented, with closing addresses hy Rev, John Mon- tieth, State school superintendent of Missouri, and President Pickard. ELEMENTARY SECTION. The first exercise in this section was a brief lecture on the ‘‘First steps in teaching reading,” by E. E. White, of Ohio ; which was discussed by C. C. Rounds, of Maine, John Hancock, of Cincinnati, N. C. Calkins, of New York city, and others. The dis¬ cussion was characterized by a remarkable concurrence of viev's. f, This was followed by an address on “ Methods of teaching languages,” by D. H. Cruttendeu, of New York, which was briefly discussed. At the next session, Henry C. Harden, of Boston, read a valuable paper bn “Methods of teaching drawing,” with blackboard illustrations. He stated that all children can learn to draw with no more difference of results than is seen in other branches, and that the elements of the art can be successfully taught in primary and grammar schools, without the sacrifice of any present excellence in other studies. The drawing-lessons for primary classes must be of the simplest nature, and the advancement must be by the slowest stages. Forms must be aiialyzed, and criticism must stimulate observa¬ tion. Classes of faults must be shown by illustration, and there must be energy in drill and instruction, and definiteness of aim. A paper on the “Philosophy of methods,” by John W. Armstrong, of New York, was read, and a discussion of the two X)apers occupied the rest of the session. On Thursday morning, Mrs. Mary Howe Smith, of New York, read a paper on “Methods of teaching geography,” which elicited high commendation. She believed that the two methods of teaching, which may be called the text-book and the non¬ text-book methods, are “ not only the outgrowth of the same principles and ius^iired by the same motive, but they are capable of being combined into one harmonious whole, and that the highest usefulness of our public schools can be secured only when they shall be thus combined in the practice of instructors generally.” The first instruction should be oral and objective. When the x)upil has learned to read so readily and intel¬ ligently that he can besgin the study of the text-book, each book lesson should be pre¬ ceded by an oral exercise, designed to awaken and direct thought, to enable the pupil to comprehend the lesson, and to interest him in it. By degrees these oral exercises, lireceding the study of text, should be discontinued, until finally the pupil may be sent unaided to the task of mastering his lesson. This was followed by a very pointed, suggestive, and interesting discussion of the question, “ What constitutes a good primary teacher f” It was opened by W. T. Har¬ ris, of St. Louis, and continued by N. A. Calkins, of New York, Miss Delia A. Lathrop, E. E. White, and John Hancock, of Ohio, B. Mallon, of Georgia, J. H. Rolfe, of Illinois, and W. A. Bell, of Indiana, nor:mal section. The first exercise was an able paper on “ Model schools in connection with normal schools,” by Richard Edwards, of Illinois. He held that, as teaching is a practical art, normal training should include a practical apprenticeship, and for this purpose a^ school of practice is needed. He believed that a model school might be made to furnish (1) models of good teaching and government ; (2) apprentice wmrk ; and (3) opportunity for experiment — that it may be made both a model school and a school of practice and experiment. He sketched a plan of organizing and conducting such a school. Miss Anna C. Brackett, principal of the St. Louis Normal School, read a well-written paper on the same subject. She understood a model school to be one taught by com¬ petent teachers, not pupils. It exists for the normal school, and has no separate exist¬ ence. The paper was, however, chiefly devoted to methods of normal training. She said that it is the province of a normal school to teach the how and not the ivhat, and that the ivky of the how should be ascertained. The normal school must give general culture, the same as other institutions of higher education, but this is not the leading aim. Discipline and method must be conjoined. This discussion was continued by Wm. F. Phelps, of Minnesota, who also read a brief paper by J. H. Hoose, of New York, who was absent. Mr. Phelps favored the separa¬ tion of experimental, model, and normal schools, basing his argument on his own expe¬ rience. He Avas followed by Dr. J. H. Sangster, sui^erinteudent of the normal school at Toronto, Ontario, who strongly advocated the union of normal schools and schools of practice. In answer to questions, he explained the peculiar features of his school, which he said was full, with two thousand (?) applicants waiting for admission. At the next session, a very sensible paper, by Superintendent J. D. Philbrick, of Boston, on “ The normal school problem,” was read by W. D. Henkle, of Maine, Mr. Philbrick being absent. The paper opened with a sketch of the four State normal schools of Massachusetts, now supported by an annual appropriation of $50,000. Their success is established, but they ueed to be supplemented by more elementary normal schools for the i)reparatiou of teachers for the ungraded rural schools. Let the term EDUCATIONAL CONVENTIONS AND INSTITUTES. 415 be three months, and let the instruction he efficient. Three months’ normal instruction is better than none. Normal training must supply niiat is lost by the temporary occu¬ pation of teachers. The outline of a plan for organizing and conducting such a grade of normal schools was brielly sketched. The paper was discussed by C. C. Rounds, of Maine, Wm. F. Phelps, of Minnesota, J. M. McKenzie, of Nebraska, Oeo. Ik Beard, of Missouri, J. P. Wickershain, of Pennsyl¬ vania, E. E. White, of Ohio, and Richard Edwards, of Illinois. It was agreed that the great need of our school systems is a complete system of normal instruction, adapted to and practicall3’' reaching all classes of teachers, and the best i)lan of organizing such a system was the principal question considered. It was generally conceded that there should be three classes of agencies, viz : (1) one or more State normal schools of a high grade ; (2) normal schools of a lower and more elementary grade ; and (3) the teachers’ institute. There was some difference of opinion resi^ecting the second or intermediate class of schools. Several speakers suggested that there might be county normal schools, the system begun in Illinois. One speaker favored normal institutes, with sessions of four to twelve weeks, the same to bo held in prescribed districts annually, and at such points as may furnish the best facilities. Such iustitutes would answer the purpose until there is such a demand for normal institutes as will organize and sustain county normal schools. On motion of Mr. Phelps, a committee was appointed to make a report, at the next meeting, on a plan of normal schools to meet the wants of the community. The last ses^ou, which was brief, was devoted to a paper by J. W. Armstrong, of New York, on Principles and methods in a normal course.” It was briefly discussed by Professor Phelps, of Minnesota, M. A. Newell, of Maryland, J. C. Gilchrist, of West Virginia, Miss Brackett, of St. Louis, and Wm. A. Jones, of Indiana. superintendents’ section. The principal topic considered in this section was “ Compulsory school attendance.” The discussion was opened by John Hancock, of Ohio, who ably presented the right of the State to provide for and demand the education of all its youth. The right of the State transcends the will of the parent. If we are not prepared for a general compul¬ sory law, he believed in first taking the outiiosts, and never yielding the struggle until we have the general system. iMr. Tooke, of Illinois, believed that a law compelling parents and guardians to send their children to school was both right and expedient. The State should require youth between six and eighteen years of age to attend school at least three months in each year. He offered a resolution to this effect. A. J. Rickoff, of Ohio, believed that the State must educate the whole peoj)le or perish, but he was reluctant to resort to a compulsory system. Before adopting so extreme a measure, every other practicable means should be exhausted. The means offered by religious organizations and the platform should first be used; tracts on the subject should be distributed ; all classes of educated and professional men should be appealed to. Mr. Foster, of Missouri, admitted the right of the State to compel school attendance, but doubted the expediency of the measure. He offered a substitute for Mr. Tooke’s resolution. Wm. F. Phelps, of Minnesota, asserted that universal education is a necessity, and no nation has as yet succeeded in educating all its people, except liy compelling school attendance. He believed that the measure was both right and expedient. It wms the doctrine of common sense. How much longer shall we experiment and wait ? Statis¬ tics show that illiteracy is on the increase, in the face of the most earnest efforts. Com¬ pulsion must be made a part of our educational policy, but it will bo but a temporary expedient. When once the whole i)eople are educated, no compulsory law will be needed. State Superintendent Montieth, of Missouri, believed that all sides of this question should be considered. It may be legally right, and yet there may be concomitants which make it unwise. He thought centralization and compulsion were inseparable. Mr. White, of Ohio, said there are two questions to be dispassiouatel.y considered before we resort to the compulsory system, viz : 1. To what extent has the voluntary sj’stem failed, and wherein has it failed I 2. Will a compulsory system be a success, both where the voluntary system has failed and where it has succeeded? Statistics furnish no certain answer to the first question. The kind of statistics used to show that the American v'oluntary system has failed, also prove that the compulsory system of Prussia has failed. The difference between the enrollment and the enumeration proves nothing respecting the number of children growing up unschooled. The vol¬ untary system has not failed. The statistics show that as high a per cent, of the pop¬ ulation attended school last year in Ohio as in Prussia. Education is as universal in Holland without the compulsoi\y system, as in Bavaria with it. The school attendance is as great in those cantons of Switzerland that have no compulsory law, as it is in those cantons which have. Pie did not believe that a compulsory system would bo a success 416 EEPORT OF THE COMMISSIONER OF EEUCATION. iu this country. Where it was most needed, there would he no public sentiment to enforce it. He was in favor of supplementing the voluntary system, but not of aban¬ doning it. The resolutions were referred to a committee consisting of Messrs. White, Phreparatory college course. 3. Geometry and arithmetic — both sub¬ jects taken in their broadest sense — must go hand in hand throughout the course ; must continually support each other, each retaining its individuality. What aa-c now call analytical geometry must be introduced in Amrious stages Avith geometry proper. 4. The text-books must diminish in size, and be largely supplemented bj^oral teaching. Both teacher and iiupil must learn better Iioav to Avork at the subjects, not at the books mereljn 5. The interests of educational science, of mathematical science, of physical science, and of practical utility, alike demand these changes. The iiaper engaged the closest attention, and was warmly applauded at its close. The subject was discussed by President Tappaii, of Ohio, Professor WoodAvard, of Missouri, Dr. GulliA^er, of Illinois, and others. President Tappaii said that he was greatly pleased with the papier. He was satisfied that the amount of mathematics noAV included in the college course Avas too great, and he doubted Avhether the mathematical studies of the sophomore year should not be made electiA^e. Professor Henry M. Tyler, of Knox College, Illinois, read an elaborate paper on the “Pronunciation of the Latin and Greek languages,” in which he urged the adoption of EDUCATIONAL CONVENTIONS AND INSTITUTES. 417 the ancient pronunciation. This has been recommended by the Philological Association of this country, and it would bring us very nearly into agreement with the usage of tho gymnasia and universities of Germany. He thought that the difficulties in the way of reproducing the pronunciation of the ancients could be easily overcome. Superintendent Harris dissented from the views of the paper, while he admired its spirit. Are we to pronounce Cicero as we do Quintilian? The pronunciation of languages changes. We do not pronounce the verses of Shakspeare as he pronounced them. He thought it would take two thousand years to go back to the pronunciation of Cicero. The subject was further discussed by Professors Kistler, Allen, and West- =cott, of Illinois; Professor Berg, of St. Louis; Professor Whipple, Miss M. E. Buchanan, of Chicago, and others. Most of the speakers strongly favored what is known as the continental pronunciation. On motion of Mr. Henckle, of Ohio, a com¬ mittee, consisting of Professors Tyler, Boise, and Kistler, was appointed to prepare rules for the pronunciation of Greek and Latin, and report at the next meeting. A discussion on “ College degrees” concluded the exercises in this section. It was opened by W. W. Folwell, of Minnesota, and continued by President Tappan and others. A committee was appointed to collect facts as to the history of degrees in our colleges and the usages of various institutions in bestowing them, and to report, with recommendations, if deemed best, at the next session. The committee consists of President Allyn, of McKendree College, President White, of Cornell University, and Professor McGuffey, of the Michigan University. The following are the principal officers for the ensuing year : National Educational Association. — President, E. E. White, of Ohio; Secretary, S. H. White, of Illinois. Elementary Section. — President, Miss Delia A. Lathrop, of Ohio; Secretary, L. H. Cheney, of Missouri. Normal Section. — President, C. C. Rounds, of Maine ; Secretary, N. Newby, of Indiana. Superintendents^ Section. — President, John Hancock, of Ohio ; Secretary, A. C. Short- ridge, of Indiana. Department of Higher Education. — President, James McCosh, of New Jersey; Secreta¬ ries, Eli T. Tappan, of Ohio, and E. H. Safford, of Illinois. Arrangements were made for the speedy pul3lication of the proceedings of the asso¬ ciation, including the addresses and papers and abstracts of the discussions. The x)ub- lication committee consists of W. E. Crosby, of Iowa, (secretary for 1870-71,) S. H. White, of Illinois, N. A. Calkins, of New York, and W. D. Williams, of Georgia. EDUCATIONAL CONVENTION— METHODIST EPISCOPAL. This convention met in Boston, continuing three days from the 14th of November, 1871, opening on the evening of the 14th with a sermon by Rev. Professor Rice, of Wesleyan Uni¬ versity. The convention was formally organized by the choice of Rev. James Pike, of New Hampshire, as president; his excellency, Governor Claflin, Isaac Rich, esq., of Bos¬ ton, John Kendrick, esq., of Providence, Governor Dillingham, of Vermont, J. J. Perry, of Maine, Rev. L. Crowell, of Worcester, and Dr. J. Cummings, of the Wesleyan Univer¬ sity, as vice-presidents ; Revs. E. A. Armstrong, of Lynn, J. Scott, of Boston, and W. D. Bridge, of Marblehead, as secretaries. Rev. D. Dorchester, of Salem, read a statistical paper upon the educational institutions of the Methodist and other denominations in New England ; Professor S. H. Kimpton read an essay on the consecration of the young to the work of teaching in the public schools ; Rev. J. B. Robinson, of the New Hampshire Conference Seminary, also presented a paper on the same subject ; Professor Latimer, of the Boston Theological Seminary, read an earnest argument for the study of the French and German languages in our public schools ; Rev. Dr. W. F. Warren and F. A. Clapp, esq., of Worcester, presented topics relating to the education of the university ; Professor Lindsay, of the Boston Theological Seminary, gave an extended account of the Board of Education of the Methodist Episcopal Church, which was followed by a discussion. Among the topics presented and discussed were, The need of greater thoroughness in our educational institutions “ The Bible in schools and “ Colleges and women.” This latter topic was fully discussed, the preponderance of opinion being in accordance with the views of Dr. Cummings, the essayist, favoring co-education. Rev. Dr. L. R. Thayer, of Springheld, read an essay on Our educational institutions for New England.” “ The claims of our schools on the liberality of the Church ” was the topic presented by Rev. D. H. Ela, of Rhode Island, and these topics were discussed at length. Among the resolutions adopted was one expressing satisfaction in the educational work undertaken by the denomination in the South ; regarding the ignorance so prevalent in any large portion of the country as fraught with danger to the free institutions of the republic ; and one expressing cordial approval of the public-school system, as an important bulwark 27_c E 418 REPORT OF THE COMMISSIONER OF EDUCATION. of free institutions. In tliis connection they say in regard to the freedmen: “ Having been enslaved under the authority of law, and made free by the nation’s act, the nation should provide them facilities for education, both for its own safety and in justice to those who have become its wards. We therefore respectfully represent to Congress the necessity of making provision for the training of teachers for this class of the population, by appropriating a sufficient sum of money for the establishment of normal schools at the South, from which no person, otherwise qualified, shall be excluded on account of color.” NATIO’.iAL BAPTIST EDUCATIONAL CONVENTION. This convention, held in Brooklyn, April 19-21, 1870, was called by the Baptist Educa¬ tional Commission, which had been formed in 1867 upon two distinct yet related concep¬ tions : first, that the efforts of a limited number of persons to establish and carry on institutions of higher learning were not met by a corresponding popular interest in education ; second, that the increase of the ministry of the denomination, both in respect to numbers and aggregate intellectual force and furnishing, was below the provisions attempted for such increase in the theological seminaries, and below the demands of the churches and the condition and tendencies of our civilization. It was not an organization for the support of any particular institutions of learning, nor as the exponent of any new theory of education, but to stir up the popular mind and heart, and enlighten it upon the value and importance of higher education ; in a word, to promote education from the popular side as an outgrowth of popular interests and demands. The commission at first restricted the sphere of its operations to the States of New York and New Jersey. The convention was a meeting of appointed delegates, representing boards and faculties, and embraced the most distinguished pastors and laymen and the chief educators of the denomination. It was fortunate in its plan, and accomplished in nine sessions a vast amount of work. The church in which the convention was held was filled at eveiy session. Friends of education of other denominations were present, and among those most interested in the proceedings. The demand for reports of the proceedings from every quarter of the country is a most gratifying proof of the common interest in education to which the convention gave expression, and imparted a fresh and encouraging impulse. NEW ENGLAND BAPTIST EDUCATIONAL CONVENTION. This convention was held at Worcester, Massachusetts, May 4 and 5, 1871. Hon. J. Warren Merrill, of Cambridge, was chosen president. Dr. Shaler, of Portland, Maine, and Dr. Phelps, of New Haven, Connecticut, secretaries. Dr. Cutting stated that the meeting was called in conformity with a vote passed in April, 1870, at the meeting of the Baptist Educational Commission, advising this and similar conventions in different parts of the country, for the assembling of delegates from Baptist educational institutions, to discuss topics connected with education, and to listen to papers on such subjects from able men more or less directly engaged in the work of education. A conviction, he said, was prevailing in the mind of the Baptist denomination of the country that the cause of education is not the cause of ministerial education alone, birt must be for the whole people. There must be academies for the preparation of more young men to enter college. Rev. Wm, Lamson, D.D., of Brookline, read a paper upon “The defects in our public schools, considered as creating a necessity for academies.” He thought that while the expenses of the public schools had greatly increased within the past forty years, there had not been a corresponding increase in the beneficial results produced, the youth being little if at all better prepared for the duties of life than formerly. The public high schools of Massachusetts, he thought, attempted to go over too much ground, a single teacher some¬ times carrying on Latin, Greek, French, and many other branches, each one of which would demand the whole time of a professor in a college. The fact that in these schools there is an absence of all distinctive religious training, renders them less suited to prepare young men for great usefulness, and points to the necessity of academies where special religious instruction can be given. The academies should be ^vell endowed; the instruction given in them should be of the highest order; and immediate action is demanded to meet the wants which the public schools do not afford. Professor S. L. Greene, of Rhode Isiand, in the discussion of the preceding paper, spoke of the maladjustment in theological seminaries, colleges, academies, and schools. They should be proportioned to each other, as in manufactories the carding must meet the spinning, the spinning the weaving, and the weaving the finishing. Referring to the Brooklyn meeting, he said eight academies were represented there, none of them endowed as they should be. Means should be at hand for assuring those at the head of such schools EDUCATIONAL CONVENTIONS AND INSTITUTES. 419 that thej are placed above want for a life-work. Whatever may be the benefits of common schools, there must be other means to supply the colleges, where the spirit of science and of Christ may prevail. The discussion was further continued by Rev. Dr. Ives, of Suffield, Connecticut, Rev. Mr. Caldwell, of Rhode Island, Rev. Dr. Gardner, of Charles¬ town, Massachusetts, and Rev. Drs. Cutting and Gow. In the afternoon the discussion on academies was resumed. Professor Hanson, of Water- ville, Maine, first giving his experience in establishing the Waterville Institute, who wxs followed by Professor Greene, Rev. Mr. Abbott, of Watertown, Dr. Champlin, of Waterville College, and Professor Chase, of Brown University, the latter gentleman saying he thought too much attention was given to the number of names upon college catalogues rather than to the degree of scholarship attained. The next paper was by Professor Hamlin, upon “ The proper attitude of our Christian teachers with respect to science,” pointing out the extent to which the prevailing theories in many sciences are shaken by recent discoveries, and showing that revealed religion has nothing to fear frorp these theories, the Scriptures and true science being in entire harmony. Professor Chase, Dr. Harvey, and Dr. Caswell expressed their satisfaction with the views presented by Professor Hamlin. In the evening Dr. Caswell spoke of “The require¬ ments of educational institutions for the Baptists of New England, and the duties of the denomination to such institutions.” A large number of brief addresses followed, all urging the necessity of greater effort for the endowment of the schools of the denomination. Thursday morning Rev. Galusha Anderson, D.D., read a paper on “ The increase of the ministry, including the sources of supply, and the support of those requiring pecuniary aid.” This was followed by a discussion of the subject. Rev. A. Hovey, D.D., President of Newton Theological Institute, next gave an essay on “The education of woman.” He did not ask for the education of woman that she might enter with man upon the political or any other public arena or profession, but that she might more appropriately fill her own sphere in life. An important question is how these opportunities of education to women are to be furnished, whether in the same or separate institutions. The advantages of mingling the sexes in academies and colleges were considered, and he thought -the experiment worth an impartial trial, from which he hoped beneficial results to both sexes. There was a general agreement in the views of the essay, approving the establishment of a Baptist college where both sexes could be educated together. Rev. Dr. Champlin did not think so favorably of the plan ; Rev. Dr. Coldwell saw insuperable moral objections to it ; and Rev. J. D. Fulton spoke against the views of the essay as a sad instance of “Newton radicalism.” In the afternoon Rev. C. B. Crane, D. D., of Hartford, Connecticut, read a paper on “The duties to education of pastors in their own congregations.” Several resolutions were adopted recommending the establishment of at least one academy of a high order in each New England State for the education of children of the Baptist denomination ; recom¬ mending a continuation of the work of the American Baptist Educational Commission ; also the publication of a periodical devoted to the educational interests of the denomination, for special circulation among the most intelligent classes of their people. WESTERN BAPTIST EDUCATIONAL CONVENTION. This convention was held in Chicago May 24 and 25, 1871, attended by delegates and vis¬ itors from twenty States and from Canada, Hon. Mark H. Dunnell, president. The topics discussed were similar in their character to those presented at Worcester, the “Relation of academies in a system of education” being presented by Professor J. W Stearns, of the University of Chicago ; “ Education of women in the West,” by Rev. H. L. Wayland, D. D., president of Franklin College, Indiana ; “ The place of scientific studies in present educa¬ tion,” by Rev. Sampson Talbot, D. D., president of Denison University, Ohio; “The col¬ leges and universities of the West,” by Rev. J. A. Smith, D. D., of Illinois ; “The build¬ ing up of higher Christian institutions in the West,” by Rev. J. Bulkley, D, D., of Shurtleff College ; “ The duties of the church to educate the ministry,” by President Kendall Brooks, D. D., of Kalamazoo College, Michigan ; and “The care of education as a part of pastoral duty,” by Rev. J. V. Schofield, of Des Moines, Iowa. The committee to whom was referred the paper upon woman’s education reported that they hail with gratitude the interest which this subject is now exciting, and earnestly recommend that female seminaries be strengthened by more ample endowments. They say : “ It is unjust, not to say cruel, to continue to give by millions for the education of our sons, and so little for that of our daughters.” “The demand of the age is, that the educa¬ tion of woman be no longer neglected, and that she be no longer deprived of the force, breadth, and earnestness of Christian character which the most liberal culture can bestow.” 420 REPORT OF THE COMMISSIONER OF EDUCATION. AMERICAN INSTITUTE OF INSTRUCTION. The forty-second annual meeting of this association was held at Fitchhurgh, Massachu¬ setts, commencing Wednesday, July 26, and continuing through that and the two fol¬ lowing days. The president, Abner J. Phipps, State agent of the Massachusetts Board of Education, occupied the chair, and at the opening made a brief address, giving a sketch of the history of the Institute. Miss E. J. Peabody, of Cambridge, read an excellent paper upon Kindergartening the Gospel for children,” showing the principles upon which “Kindergartening” was founded, and tracing its development. She claimed, among other advantages for this system, that it would be far more economical, in the long run, to commence the educa¬ tion of children upon this plan ; and, in the course of her remarks, referred to the fact that in the city of St. Louis the truth is recognized that the younger the children to be taught the greater the qualifications required for their teachers, and the higher should be the salary paid them. A brief discussion followed the reading of this x^aper. General John Eaton, jr.. United States Commissioner of Education, was present in the evening and gave a lecture on the subject, “American Education Progressive,” tracing educational progress through its various agencies, and esx)ecially em^ihasizing the necessity of work to be done throughout the country, particularly in the South. On Thursday morning, W. T. Harris, of St. Louis, Missouri, read an interesting paper upon “ Prescrix)tiou in modern education — its province,” followed by a discussion of the topics x>resented therein, in which A. Bronson Alcott, J. D. Philbrick, Miss Peabody, and others ex^wessed their concurrence in an approval of the views presented. Rev.H.N. Hudson, ofBoston, then read a paper on “The study of history in schools.” He inferred that the public taste is a vitiated one in regard to the selection of reading- matter, referring to statistics of the Boston Public Library as showing this fact, some 5,000 of the worst books in that rich collection being read more than all the other 150,000 volumes imt together A discussion of this ]3ax)er followed, in which Mr. John Kneeland took some exceptions to the doctrines presented. Rev. Charles Hammond, X^rincipal of Monson Academy, in presenting his views, said that a class that has made some degree of advance in history is best taught by assigned topics, such as, Was the banishment of Roger Williams from Salem justifiable f Here is a topic to be studied two or three weeks, and to be examined by reading all that can be found in relation to it. Let the scholars go to every history in the library and search ; and here you have the benefit of a school library that shall contain the leading works of history. Hon. Josexih White, secretary of the Massachusetts Board of Education, was better pleased with the paper than any he had heard on the subject of history. He thought history, as a general thing, was not well taught. It is, of all things, important that a taste for reading, and a taste for reading good books for original historic discussions, should be acquired ; then libraries would not be filled with so many novels. It is worth more to the schools of this generation to acquire that taste, that power of dis¬ crimination, that love of the true and beautiful, than to get all the knowledge in every text-book in existence. Papers were read by C. C. Perkins, of Boston, on “ The importance of drawing as a branch of general education ; ” by General H. R. Oliver, on “ How I was taught ; ” and a discussion followed on the question, “ How far may the State provide for the educa¬ tion of her children at public cost ?” This turned in the direction of compulsory edu¬ cation, and was participated in by Hon. J. White, General H. R. Oliver, H. F. Harring¬ ton, M. A. Warren of Charleston, South Carolina, Richard Edwards of Normal, Illi¬ nois, and others. In the evening. Professor D. C. Gilman, of Yale College, gave a lecture on “ Scientific schools in relation to colleges and high schools,” and Professor L. B. Monroe gave a series of reading, with great satisfaction. Friday morning Hon. Richard Edwards, principal of the Illinois State Normal School, gave his views on “ The causes of failure and the work of teaching.” Hon. Warren Johnson, State superintendent of schools, of Maine, presented a paper on “ State uniformity of text-books.” Hon. N. A. Calkins in the afternoon read a care¬ fully-prepared paper on the question, “ Does object-teaching hold a philosophical rela¬ tion to the natural development of mind and the acquisition of knowledge ? ” and maintaining affirmatively that object-teaching furnishes the best conditions for ob¬ taining the most valuable results in education. The resolution which excited as much interest as any, and which was adopted with great enthusiasm, was, “ That the American Institute of Instruction continue its work ujion the same general plan which has been pursued during the forty-one years of its existence.” Upon this resolution Ex-Governor Washburn, LL. D., of Cambridge, and a member of the Massachusetts State Board of Education, said : “ This institution is a power in the land. It is not the men who are in business who have no ox^portunity EDUCATIONAL CONVENTIONS AND INSTITUTES. 421 to study this matter, or the mechanics who have no access to the public, that can instruct the people on this subject of education. But it is the teachers, those who are connected with this and kindred associations, those who are actually engaged in teach¬ ing, who can make known to the public what is proper to be done ; and it is their duty to do it. The arguments that they can urge will be a sure means of carrying conviction to the public mind, so that something will be done.” Hon. David H. Mason of Newton, United States district attorney, and also an active member of the Massachusetts Board of Education, referred to the lack of technical education as the principal thing wanting in the New England system. Nathaniel Allen, of West Newton, also spoke of the same necessity for making this advance in the direction of technical training, enforcing his position by reference to what he had wit¬ nessed in Germany in technical training.’ Abner J. Phipps, of West Medford, Massa¬ chusetts, was re-elected president, and D. W. Jones, of Boston, secretary. AN AMERICAN UNIVERSITY. The second report of the national committee of the National Educational Association, held at St. Louis, August, 1871, specifies some of the advantages Irom the establishment of an American university in the midst of the United States. In general terms, the principal features which such an institution should embrace are stated as follows : 1st. It should be broad enough to embrace every department of science, literature, and the arts, and every real profession. 2d. It should be high enough to supplement the highest existing institutions of the coun¬ try, and to embrace within its field of instruction the utmost limits of human knowledge. 3d. In the interest of truth and justice it should guarantee equal privileges to all duly qualified applicants for admission to its course of instruction, an.d equal rights and the largest freedom to all earnest investigators in that domain which lies outside the limits of acknowledged science. 4th. It should be so constituted and established as to command the hearty support ol the American people, regardless of section, party, or creed. 5th. Its material resources should be vast enough to enable it not only to furnish, and that either freely or at a nominal cost, the best instruction the wmrld can afford, but also to provide the best known facilities for the work of scientific investigation, together with en- dow'ed fellowships and honorary fellowships, open respectively to the most meritorious graduates, and to such investigators, whether native or foreign, as, being candidates therefor, shall have distinguished themselves most in the advancement of knowledge. 6th. It should be so co-ordinated in plan with the other institutions of the country as not only in no way to conflict with them, but, on the contrary, to become at once a potent agency for their improvement, and the means of creating a complete, harmonious, and efficient system of American education. For the establishment, endowment, and maintenance of such an institution, the co-opera¬ tion of the citizen, the State, and the General Government must be had. The original endowment, which should not be less than the equivalent of $10,000,000, and which may properly consist of lands now embraced in the public domain, will need to be furnished by the Government, and Congress must therefore determine the general terms and conditions upon which the institution shall be administered. In regard to the authority for the endowment and establishment of such an institution, the committee refer to the proceedings of the Federal convention which framed the Consti¬ tution of the United States, to the successive recommendations of Presidents Washington and Madison, in their messages to Congress, urging “ the expediency of establishing a national university,” to the provision in the last will and testament of Washington tow'ard the endowment of such a university, and to the various propositions to this end, at various dates, by many of the most eminent men of the country, showing that the idea of a national university is as old as the nation, has had the fullest sanction of the wisest and best men of succeeding generations, and it is in perfect harmony with the policy and practice of the Government. In accordance w'th this report of the committee, the following persons were nominated the permanent national university committee, for the purpose of conducting the enterprise- to a successful issue; Dr. J. W. Hoyt, chairman, Madison. Wisconsin ; Dr. Thomas Hill, Waltham, Massachusetts ; E. L. Godkin, esq.. New York City ; Hon. J P. Wickersham, Harrisburg, Pennsylvania; Dr. Barnas Sears, Staunton, Virginia ; Colonel D. F. Boyd, Baton Rouge, Louisiana; Dr. Daniel Read, Columbia, Missouri; Professor W^. F. Phelps, Winona, Minnesota ; Ex-Governor A. C. Gibbs, Portland, Oregon ; Hon. Newton Bateman, Springfield, Illinois. Ex-officio members. — Hon. E. E. White, president National Educational Association, Columbus, Ohio; Hon. John Eaton, jr.. Commissioner of Education, Washington, D. C.; Dr. Joseph Henry, president National Academy of Sciences, Washington, D. C. ; Dr. J. Lawrence Smith, president American Association for the Advancement of Science, Louisville, Kentucky ; Dr. Samuel Elliot, president American Social Science Association. 422 REPORT OF THE COMMISSIONER OF EDUCATION. THE GERMAN-AMERICAN TEACHERS’ UNION. The second annual convention of the German teachers of this country assembled at Woodward Pligh School, Cincinnati, Ohio, on the 1st, 2d, and 3d of August, 1871. At the preliminary meeting held at Turners’ Hall, during the afternoon of July 31, an address of welcome was delivered by Mr. Buerger, of Cincinnati, president of the local committee. The report of the central committee, showing the promising condition of the organization, and containing the recommendations concerning the manner of hold ing the annual conventions, was read by Mr. L. Soldan, assistant superintendent of schools of St. Louis. The committee also submitted a constitution, which was adopted after debate. The object of the German Teachers’ Union as stated is, first, to cultivate the German language and literature together with the English ; secondly, to intro¬ duce into the schools of this country the natural and progressive system of teaching as followed in Germany ; thirdly, to train really free republican citizens in the true sense of the term ; fourth, to further the intellectual and material interest of the Ger¬ man teachers of America. The electing of permanent officers resulted in the choice of Mr. H. Engelmann, of Milwaukee, for T)resideut ; W. Buerger, for vice-president ; and F. Thurm, of Williams¬ burg, New York ; M. Muller, of Louisville; and A. Deutsch, of St. Louis, as secretaries. By 9 o’clock of the second day the hall was filled to its utmost capacity. Delegates appeared from Boston, Brooklyn, Y/illiamsburg, New York, Philadelphia, Pitts¬ burg, Newark, Hoboken, Buffalo, Detroit, Milwaukee, Chicago, Bellville, Illinois, St. Louis, Memphis, Louisville, Columbus, Indiana, Indianai)olis, Columbus, Cleveland, Hamilton, Dayton, Oshkosh, Fort Wayne, Des Moines, Kansas City, and other remote places. Several communications of congratulation and sympathy from liberal-minded edu¬ cators in different parts of Germany, Vienna, Plambuig, Berlin, and other cities Avere read and received with great enthusiasm. Mr. John Hancock, superintend¬ ent of the Cincinnati schools, welcomed the delegates in behalf of the city school- board. He felt the more pleasure in this from the fact that Cincinnati was the first to adopt a general system of instruction in both German and English. He spoke of the value of the German system of public instruction, of the attention which was now being given to the natural methods of instruction introduced by the Germans, and of the intrinsic worth of the literature of Germany, and the increasing familiarity of Americans with its treasures. His remarks elicited warm applause. Mr. H. L. Weh- mer, a gentleman of twenty years’ connection vrith the school board of Cincinnati, warmly recommended the German method of instruction. Mr H. Dorner, of Cincinnati, delivered the first regular discourse according to the programme, on the “ Emancipation of the schools.” It was a very elaborate discourse, and unquestionably the longest that ever has been delivered before an assembly of professional teachers, and one that would have accomplished more if only half as long. It gave in detail the history of the long struggle in Germany, which resulted in freeing the schools from that surveillance of the clergy which, existing for centuries, had well- nigh ijaralyzed all freedom of thought. The discussion upon this address led to the adoption of the following resolutions : 1. Resolved, That it is absolutely necessary that the supervision and direction of pub¬ lic schools be intrusted only to persons who have the requisite professional education and experience, and who have proved their competence in an adequate examination. 2. Resolved, That State school lan^ should be changed in accordance with this prin¬ ciple, and especially that the requisite number of normal schools should be estab¬ lished. The next paper was on the question, “ What are the grounds that so many of our German-American schools fail to meet the demands put to a Avell-conducted school?” by Mr. F. Thurm, of Williamsburg. The speaker belieAmd that anybody familiar with the mighty progress which the German school has made, thanks to the efforts of Base¬ dow, Pestalozzi, Diesterweg, and many more noble men, would readily admit that the German schools alone were capable of standing up for reform. After elaborating his five theses, he denounced, in conclusion, very forcibly, the many exhibitions customary in German-American schools, partly because in the preparation therefor much valuable time was lost, and partly because they were calculated to excite a dangerous vanity in the pupils, and were therefore obnoxious. “The ways and means to interest Anglo-Americans in favor of the German method of education,” by Mr. W. V. Hailmann, of Louisville, was next in order. He, however, suggested to the convention to hear Mr. A. Schneck, of Detroit, whose theme had more of general interest than his own. The theme of Mr. Schneck was on “The relation of education to liberty.” One of the wisest jurists has said that the first object of a free people is the x)rescrvation of their liberties; and there can be no other safeguard of freedom but the education of nil its youth to liberty. In the discourse of Mr. Schneck, the United States of America were applauded as the only community whose institutions were based on the idea of universal liberty ; but, on the other hand, they EDUCATIONAL CONVENTIONS AND INSTITUTES. 423 were blamed for not having taken steps to educate the people for liberty ; and the system of instruction, as well as the discipline enforced in the American school, he thought, did rather retard and impede than promote education to liberty. Resolutions indorsing these views were passed; when the next paper was read by Dr. A. Douai, of Newark, on English readers for German- American schools,’’ in which lie pronounced the books now in use iusufticient, being generally introduced by specu¬ lators, Ignorant of the necessities for such work. To meet a long-felt want he himself had com})iled two English readers, in which all religious allusions were excluded. On motion, they were referred to a committee of three for investigation. At the final session the various committees read their reports, which were all adopted except that of the committee on the table of study in German-American schools, which was sent back for further consideration and to be reported on at the next convention. Such a profound discussion by professional teachers about an expedient, judicious x>lan of study is worthj' the attention of any convention. The last paper read was on “ Object-lessons in higher grades,” by C. L. Ilotze, of •Cleveland, in which he showed that it was inconsistent with reason to stop object- lessons at the fourth year ; that these should be continued up to the highest class ; that the lessons should embrace what is most worth knowing out of the descriptive natural history, physics, and chemistry ; that to each of the higher German-Engiish classes one hour for German object-lessons should be given. On motion of Mr. L. Klemm, the theses of this discourse were referred to the committee on elementary schools. It was expected that an address on the education of girls would be read by a lady, but a telegram announcing that she could not be i^resent was received. Mr. John Ki'aus, of Washington, was requested to make some remarks. Mr. Kraus availed himself of the opportunity to call the attention of the convention to a document which, although offered last, he hoped would not be found the least in¬ teresting and worthy of consideration. It had been sent to him in order to publish in this country, and he deemed it i)roper to make it first known to the Teachers’ Union, namely : Call to a iiarticipation in a General Educational Union.” ( Aufforderung zur Betheiligung an einem allgemeinen Erziehungsverein.) The society had recently been formed in Dresden, embracing members from all xjarts of Germany, and even of Hol¬ land, England, and America ; that the call was signed by x»ersons of high respectabil¬ ity and social and official position, namely: Bertha von Marenholtz-Bulow, Berlin; Countess M. v. Hessensteiu, Prof. J. H. v. Fichte, Stuttgart; Professor and jurvy-councillor Th. Schliejihake and Professor Eoder, Heidelberg; Professor v. Leonhardi, Prague; Doctor P. Hohlfeld and Director B. Marquart, Dresden; Assessor Schrader, Braun¬ schweig ; and Doctor Rohrbach, Gotha ; that the association had a similar aim as the Philosophers’ Congress in Germany, whose x>raise worthy efforts were made to bring about and strengthen a cordial and sincere intercourse between school and home. That at all times and by all nations this truth had verified itself — that the elevation of schools had also x^romoted the welfare of the state in all directions. That in all countries where there flourished industry and commerce, arts and sciences, one would be sure to find also good schools ; that the effort to emancipate the school from all narow bondages and fetters — fi-om Church’^ and political x>arsons, and to aff'ord and vouchsafe what wms necessary to her development — was a triumph of the modern times ; that the school not only should become the foundation of material interests, but that it should take care of and foster the intellectual interests, the high¬ est that man possesses, and SA»uld lay the germs of them in the suscexffible heart of the child ; ti»at x^arents and teachers and all who were interested in the judicious instruc¬ tion and good education of the youth should join their hands ; that just as the political association endeavored to explain x)olitical questions, so should it become the aim of the educational association to lay open to the people the true meaning of instruction and education, and to bring about a more effective and cordial intercourse between parents and teachers ; thgt it was more especially the work of the teachers’ associations and conventions to pro¬ duce this effect, as had been shown by the General German Teachers’ Conventions ; that while the humanists adhered by x>i’eference to history and to that which has grown out of history, Rousseau has discovered and emphasized the laws of development of the individuals, Pestalozzi invented the means of this development, Fichte put in the right light the idea of national education, Froebel had succeeded in reforming family ed¬ ucation and the nursery by his kindergarten system ; that this system was the result of the progress of education and of culture in geueral, and of a want of rising genera¬ tion ; that its fundamental principle, being the same which Pestalozzi carried out so ably, must become the ground-work of education by all nations ; that for this reason * In Germany, without any exception, the clergyman of a place is ex-ofiQcio local inspector ; the clerical superintendent of a district is inspector of schools for the district. They both keep a secret conduct-list, so that the teacher in this way never certainly knows what his superiors and the ofdcial authorities think of him. The teacher is excluded from rights which all other trades and professions enjoy. In every other profession the members are superintended by members of the profession ; that is a matter ot course. Everywhere those who devote themselves to a profession are trained by mem¬ bers of the profession, and only by such. The application by the teacher in this country is easy. Thus, the German teachers know where the shoe pinches. 424 KEPORT OF THE COMMISSIONER OF EDUCATION. the aims, means, and fundamental principles of the General Educational Union were just as applicable in this country as in the Old World ; that the kindergarten system was a medium between home and school, and that it was especially the aim of this Union to bring both into co-operation ; that the most of the signers of this call have already worked many years for this purpose, and not only by words but also by deeds ; that by the efforts of Bertha v. Marenholtz-Bulow alone, the kindergartens have been spread all over Eurojie, even to America. Mr. Kraus said that he had placed himself in communication with the bureau of this association. As there had been sent already many American children to German kindergartens at Berlin, Dresden, Gotha, Stuttgart, Heidelberg, Munich, &c., and as there will be ever more parents who visit Germany for that purpose, and as the means aud aims of this society are just as axiplicable here as on the other side of the Atlantic, the annual report of the Commissioner of Education may perhaxDS be the best way to make them generally known. The General Educational Union is a wandering meeting, which annually will meet at certain places, aud aims to make education and its improvement a common cause of the people. The means are as follows : The formation of branch societies, whose object it is to establish institutions for the better education of females, with a special view to their general educating talent ; to introduce improvements in educational institutions, for the furtherance of the bodily and mental health of the pupils ; to multi¬ ply kindergartens, jjarticularly jteoxffe’s kindergartens, (Volks-Kindergarten,) and unite them organically with the x)ublic-schools youth gardens as a continuation of kin¬ dergarten; provision for x>rox)er juvenile books and papers and enlargement of popular libraries; training of teachers of both sexes in a normal institute, constructed accord¬ ing to the princix)les of the society; XDublication of apaj^er, x)romulgatiug the principles of the society in a popular way, a supplement of which would be distributed gratuit¬ ously to mothers of the working classes, for the purxDose of teaching them the general X>rinciples of hygiene aud education, &c. The fundamental x^rincix^les of the society are that the thorough imx)rovement of our educational systems is to be secured by beginning with the life of the individual ; that education should assist, but never disturb, a free development of the individual, in ac¬ cordance with human nature; that the general aim of all education is to educate morally free, religious, and practically able men and women ; that the x^reseut time requires par¬ ticularly that education should tend to the formation of character, to develop power to will and to do the beautiful, ideal, and sublime ; that the society acknowledges in Froebel’s system of education the safest foundation for the early education of children, and finds in it leading features for all degrees of higher education. Various standing committees were axix^ointed for the ensuing year, and the following gentlemen were selected as a central committee: Stahl, Klund, and Schroeder, of Ho¬ boken; Douai, of Newark; and Thurm, of Williamsburg. The following were among the resolutions adopted : That the next convention be held at Hoboken, New Jersey; that a vote of thanks be extended to Mr. John Kraus, of Washington, for the interest he has shown in the welfare of the Teachers’ Union; to the central committee of the last year, especially to the secretary, H. Rosenstengel, for faithful services ; to the local committee, for the cordial reception of the teachers ; to the authors and x^ublishers who had furnished sx^ecimen books; and to the press for faithful accounts of the convention. After which the x^i’eshlent, Mr. Engelmann, of Milwaukee, x^ronounced the closing address. JOHN KRAUS. AGRICULTURAL EDUCATIONAL CONVENTION. For the purpose of xnomoting the science of agriculture, a convention of gentlemen, inter¬ ested in agricultural schools, and in the agricultural departments of universities and colleges, was held in Chicago, August 24, 1871. The following was the call: “CIRCULAR TO THE FRIENDS OF AGRICULTURAL EDUCATION. “After correspondence with those more immediately interested, it has been decided to call a convention of presidents of agricultural colleges, professors of agriculture, or other persons in the United States or British Provinces, who are engaged or interested in promoting the art or science of agriculture, by experiments in the field or laboratory, for the purpose of organizing, consulting, and co-operating in the great work of advancing the cause of agri¬ cultural knowledge and education, especially by experimentation with similar crops under similar conditions, at all the agricultural colleges. “Accordingly a meeting will be held, commencing on Thursday, August 24, at 10 o’clock a. m., in one of the halls in the Prairie Farmer Building, 112 Monroe Street, in the city of Chicago, at which the attendance of all interested, but especially of the representatives of the agricultural colleges of the country, is earnestly invited. EDUCATIONAL CONVENTIONS AND INSTITUTES. 425 “ Papers upon various topics related to the objects of the meeting are expected from several gentlemen, and are solicited from all who have any suggestions to make thereon.” This meeting was called with the approval of a large number of gentlemen^ most of whom expected to be present. At the appointed time the following gentlemen assembled, and organized their meeting by the election of Dr. J. M. Gregory, of Illinois, as president, and Professor Prentiss, of New York, and Professor Hamilton, of Pennsylvania, as secretaries; Dr. J. M. Gregory, Cham¬ paign, Illinois ; Dr. Mauly Miles, Lansing, Michigan ; Dr. Joseph Denison, Manhattan, Kan¬ sas; Professor D. C. Gilman, New Haven, Connecticut ; Professor A. N. Prentiss, Ithaca, New York ; Professor John Hamilton, Agricultural College, P. O., Pennsylvania ; Professor E. W. Hilgard, Oxford, Mississippi ; G. C. Swallow, Columbia, Missouri ; Dr. E. S. Hall, Alton, Illi¬ nois ; W. W. Daniels, Madison, Wisconsin ; Eev. R. S. Parker, Manhattan, Kansas; W. W. Folwell; St. Anthony, Minnesota; S. H. Peabody, Amherst, Massachusetts; A. S. Welch, Ames, low'a ; I. H. Rolierts, Ames, Iowa ; W. W. McAfee, Madison, Wisconsin ; W C. Flagg, Moro, Illinois; Edward Snyder, Champaign, Illinois; Dr. H. J. Detmers, Champaign, Illi¬ nois ; H. D. Emery, Chicago, Illinois ; W. W. Corbett, Illinois ; G. E. Morrow, Madison, Wis¬ consin; T. H. Glenn, Chicago, Illinois; Julius Silversmith, Chicago, Illinois ; C. W. Murt- felot, St. Louis, Missouri; Milton George, Chicago, Illinois; Edward Young, Mansfield Young, and William Watkins, Joliet, Illinois. The chief attention of the meeting was directed, in accordance wdth the call, to the sub¬ ject of agriculture and the best method of promotir;g it. The following resolutions were adopted : Resolved, That the very strong commendations that the agricultural experiment stations of Europe have received from such persons as Johnston and Liebig, as the source of a large amount of agricultural science and practical progress, as well as our own investigations into the subject, makes us believe that the establishment of not less than one such station in each of the several States of the Union would be eminently beneficial to the agricultural interests of the country. ^'■Resolved, That a committee consisting of one person from each of the teeveral States in which an institution founded on the national land-grant has been organized be appointed by the president, whose duty it shall be to memorialize Congress and the several State legisla¬ tures for the speedy establishment of such stations throughout the country.” In accordance with these resolutions the President, Dr. Gregory, has nominated the fo? lowing gentlemen to serve as such committee : Arkansas. — M. A. Cohen, secretary board of trustees Arkansas Industrial University Little Rock. Connecticut. — D. C, Gilman, professor Sheffield Scientific School, New Haven. Illinois. — W. C. Flagg, secretary board of trustees Illinois Industrial University, Cham paign. loica. — Hon. A. S. Welch, president Iowa Agricultural College, Manhattan. Kentucky. — J. B. Bowman, regent Kentucky University, Lexington. Maine. — M. C. Fern aid, president Maine Agricultural College, Orono. Maryland. — Dr. Samuel Eegester, president Maryland Agricultural College, Hyattsville Massachusetts. — W. S. Clark, president Massachusetts Agricultural College, Amherst. Michigan. — T. C. Abbott, president Michigan Agricultural College, Lansing. Minnesota. — W. W. Folwell, president University of Minnesota, Minneapolis. Mississippi. — Eugene W. Hilgard, professor University of Mississippi, Oxford. Missouri. — G. C. Swallow, professor of agriculture Missouri State University, Columbia. Nebraska. — S. E. Thompson, professor of agriculture, Lincoln. Neio Hampshire. — Rev. A. D. Smith, president Dartmouth College, Hanover. New Jersey. — George H. Cook, professor of agriculture Rutgers Scientific School, New Brunswick. New York. — Hon. A. D. White, president Cornell University, Ithaca. Pennsylvania. — John Hamilton, professor of agriculture Pennsylvania Agricultural Col¬ lege. Tennessee. — Hunter Nicholson, professor of agriculture East Tennessee University, Knoxville. Wisconsin. — W. H. Daniels, professor of agriculture and analytical chemistry University of Wisconsin, Madison. During the deliberations there w^as much discussion of the principles and methods by which the purposes of the national endowment can best be secured. So general indeed was the interest thus manifested, and the desire for further conference on this subject, that pro¬ posals were made for assembling the convention at a future day, and inviting the attend¬ ance of other gentlemen from other kindred institutions. The responsibility of calling another meeting w'as left to Dr. Gregory and his associates in the conduct of this conven¬ tion. The proceedings, with a praiseworthy degree of enterprise, were reported almost verbatim for the Prairie Farmer of Chicago, and published in successive numbers of that journal. Being a universal report of familiar conversations, full allowance should be 426 REPORT OF THE COMMISSIONER OF EDUCATION. made for the fragmentary and not always sufficiently guarded expressions which appear to have found utterance. ' As an indication of the value of the meeting in its second or educational aspect, the following extract is made from the report of Professor Hiigard, of the University of Mississippi : “I found the attendance much larger than, from the limited publicity of the call and short notice given, I had been led to expect. The meeting seemed in this case really to justify the use of a much-abused phrase, viz, to supply a want to-day felt. It appeared in the course of the discussions that the predominant thought of the originators of the call had been the establishment of uniformity in the agricultural experiments conducted by the several institutions, and some of the delegates could not to the last divest themselves of the idea that this subject should have been made paramount. But the great majority evidently held that the consideration of the educational interests, and of the results reached by the various plans of organization and study, was first in importance ; and the reports made thereon successively, as called upon by the presidents or other representatives of twelve institutions, (two or three only of importance being represented,) were decidedly the most interesting and practically important feature of the meeting. The general conviction of the great benefits to be derived from a more frequent personal interchange of views soon found expression in the appointment of a committee on the foundation of a permanent organization. “In view of the brief space of time allowed for consideration, and of wide differences of opinion as to the scope to be given to the association, the committee reported in favor of referring the whole subject to a committee consisting of the officers of the convention.” NATIONAL SCHOOLS OF SCIENCE. 427 KEFOSIT OX TMJE XATIOXAIi SClIOOIiS OF SCIFXCE. Sheffield Scientific School of Yale College, New Haven, Connecticut, November 1, 1871. Sir : It is now about three months since yon entrusted me with a commission to investigate and report upon the condition of the various scientific and agricultural schools" which have been established in the Northern States, east of the Rocky Moun¬ tains, in accordance with an act of Congress approved July 2, 1862, and commonly, though erroneously, called “ the Agricultural College bill.’^ The interval AThich has passed since your Avishes Avere made known has been insuffi¬ cient for a thorough sur\"ey of even this restricted field. During a considerable portion of the time the Amrious institutions were in the midst of their summer vaca¬ tions, and since the period of instruction began I have been occupied eA^eu more closely than I expected by college duties in New HaA^en. I haA’e been able, however, during the last few months to visit the colleges which are aided by the national grant in Massachusetts, New Hampshire, Connecticut, Ncav York, Ncav Jersey, Michigan, Wisconsin, and Minnesota, and to have lu’olonged con- A'ersation with one or more of the jArincipal officers in these institutions, and in those of Illinois, Iowa, Kansas, Kentucky, Pennsylvania, Tennessee, Missouri, and Mississiiipi. With those of some of the other States I have been in correspondence. But the more I consider the subject the more important does it appear to xiostpone for a year a detailed report upon these institutions. In 1872 ten years will haA^e gone by siilce the act of Congress was passed under Avhich the national colleges have been organized, and this expiration of the first decade seems to me a fit time for a reAuew of the Avork accomplished. It constitutes the period of State legislation and preliminary inquiry. Probably, as each successive decennium rolls by, it will be found that a like rexiort will be called for by the GoA^ernment and the 'people. Whether this duty is intrusted to me or to some one else for the coming year, I would resijectfully recommend that the inquiry be as complete and thorough as X)ossible, and that it be conducted in the spirit of a sincere desire to discover Avhat is good, and likewise what is deficient, in these institutions, so that the good may be strengthened and coiiied, and the failures, if such there be, may be so distinctly xAointed out that they shall not be repeated. Such an investigation should, of course, extend to the States of the whole Union, and not to those of the North and East alone. It Avould also be highly desirable that notice should be simultaneously taken of such scientific schools as are not aided by the national grant ; like the Lawrence School at Cambridge, the Rensselaer School at Troy, the Stevens Institute at Hoboken, and others in like manner endowed by private munificence. As an indication of the scox)e of such inquiries, I would jiresent the following schedule, which is designed to be suggestive rather than exhaustive : Table I. — Schedule of inquiries respecting the national schools of science. (To be answered in 1872.) I. State action. — A full exhibition of the legislation of the State bearing upon the national grant. II. Financial results of the grant. — What x)rice did the scrip sell for ? What aggregate fund has it made? What annual income does it afford? By Avhom is the fund held? How is it invested ? III. Other funds. — Whence derived? Of what amount? How restricted? What annual income ? IV. Tuition. — How much is charged ? How much iu the aggregate was received last year? Hoav many free scholarships, and how are they bestoAved? Y. Buildings. — A j)articular statement of the number, dimensions, cost, uses, &c. \I. Lands held for college purposes. — Amount, cost, jmiqAose to which devoted. VII. Farm. — What exx)erience in res^iect to its educational utility, economy, service in experimental work, &c. VIII. Courses of studg.—The published schemes. How far are they actually estab¬ lished and attended by students? Qualifications for admission ami for graduation. What views are held in resiiect to the proportion of technical or professional studies, and of general or disciplinary studies ; comparatWe estimate of lectures, recitations, and laboratory exercises ? IX. Trustees. — How constituted ? X. Teachers. — How many give all their time to this work? Hoav many are connected 428 REPORT OF THE COMMISSIONER OF EDUCATION. ■with other institutions or departments? Ho-w many are permanent and ho-w many are- temporary appointments? What difficulties are experienced in filling vacancies ? XL Students. — Number; grade; aim in life. Are women admitted as scholars ? Are there post-graduate students ? XII. Discipline. — Of what character ? XIII. Beligious and moral instruction. XIV. Military instruction. — How given ; with what results ? XV. Manual labor. — Is it required? Is it provided? Can students earn then own support ? Does work interfere with study ? XVI. JBoarding-Jiouses, lodging-halls, ^'C. — What views are held in regard to their im¬ portance and their management? XVII. Aid for needy students. — How provided? XVIII. Eesults of the work of the Insiitution. XIX. Bibliography. — What pamphlets, reports, addresses, magazine and newspaper articles have Ijeen printed in relation to the college ? Copies of all legislative enact¬ ments, publications, catalogues, &c., are requested. Particular care in the preparation of statistics is specially entreated. With this understanding, that such inquiries are soon to be prosecuted, I shall limit my report at the present time to those points on which Congress and the public may naturally seek for information immediately, without respect to the more complete and detailed reports of the future. PULXTED SOUnCES OF INFORMATION. To begin with, I am confident that an indication of the printed sources of informa¬ tion on this subject will be serviceable at home and abroad. The publications of your predecessor in this Department (Hon. Henry Barnard) have already included many statements and documents xiertaining to the scientific schools of this country, to which the investigator should refer. In the report for 1867-’68 the enactments of Congress bearing date July 2, 1862, and July 23, 1866, are given in full, and that of February 28, 1867, is succinctly stated. The legislation consequent upon the congressional appropriation is also given (generally with com¬ pleteness) for the States below mentioned, viz : California, Connecticut, I )elaware, Illinois, Indiana, Iowa, Kansas, Kentucky, Maine, Maryland, Massachusetts, Michigan, Minnesota, New Hampshire, New Jersey, New York, Ohio, Pennsylvania, Rhode Island, Vermont, West Virginia, Wisconsin — in all, twenty-two States. The more recent legislation in Missouri and California will be appended to this report. In the same report there are also descrixitions, more or less detailed, of thirteen institutions, in twelve States, founded or aided by the national land grant. Dr. Barnard has also xu’epared an elaborate volume on technical instruction in Europe. Dr. J. W. Hoyt, one of the American commissioners at the Paris exhibition, in his report on education has likewise jiaid especial attention to the subject of tech¬ nical education, and collected at home and abroad many of the facts which bear upon it. In the reports of the Commissioner of Agriculture special notice has been annually taken of the agricultural colleges. Especially noteworthy are the volumes for 1868 and 1865. In the report for 1865, Hon. H. F. French, then xiresident of the Massachu¬ setts Agricultural College, discusses many of the most important tojiics bearing upon agricultural colleges, and gives detailed accounts of the agricultural schools then organized in the country. The report for 1868 contains an important paper by Professor J. H. McChesney, of Illinois, on Agricultural Education in Germany, which is of interest not only on account of the recent facts which it jiresents, but for the incidental expressions of opinion and comxiarisou. Besides these national reports, all, or nearly all, of the institutions which are recixii- ents of the national grant have published one or more reports of progress. The law of Congress requires that these reports be annually sent to the Secretary of the Interior, and to each of the affiliated colleges. It is very important that this clause should be complied with, for thus publicity, one of the securities of good man¬ agement, is effectually gained ; but judging by the experience of one institution, I doubt whether the law is now regarded. The principal documents of the several States which have come under my eye are named in the following list. It includes those which have been sent to the Sheffield Scientific School, to Professor W. H. Brewer, and to myself, during a long series of years. Notwithstanding the pains we have taken, we have not succeeded in making a complete series. Many of the reports are only printed with the legislative documents, and are very difficult to procure; others are printed in small editions and quickly disappear. It is believed, however, that the publication of a preliminary list, incomplete though it is, will be of service to those who wish to form a like bibliographical collection, and NATIONAL SCHOOLS OF SCIENCE. 429 that it may rescue from oblivion some of the papers which have had an important influence upon this movement in behalf of scientitic education. Additions to the list, for future publication, are earnestly solicited.^ EXTENT TO WHICH THE OFFERS OF CONGRESS HAVE BEEN ACCEPTED. I am informed by inquiry at the Land Office, that every State in the Union has ac¬ cepted and taken measures to secure the grant of land which was offered by Congress. In Arkansas and Florida the scrip has been temporarily withheld by the authorities in Washington because of some unsettled claims which the general government has upon these States. The scrip for Georgia has been prepared but not yet delivered. The States of California, Iowa, Kansas, Michigan, Minnesota, Missouri, Nebraska, Nevada, Oregon, and Wisconsin, (ten in all,) have located their claims Avithin their own terri¬ tory ; and the remaining States, Alabama, Connecticut, Delaware, Illinois, Indiana, Ken¬ tucky, Louisiana, Maine, Maryland, Massachusetts, Mississippi, New Hampshire, New Jersey, New York, North Carolina, Ohio, Pennsylvania, Ehode Island, South Carolina, Tennessee, Texas, Vermont, Virginia, West Virginia, and Wisconsin, (twenty-five in number,) have received land-scrip which has been or will be sold for the benefit of the State. The following table exhibits the number of portions of land (amounting to 30,000 acres for every Kepresentative and Senator in Congress) to which the several States were entitled ; the whole number of acres allotted upon this principle ; and an indication as to whether the State has located the land within its own borders, or has received scrip entitling the holder to locate elsewhere. The table has been officially revised in the Land Office. Table II. — Distribution of land to the several States for colleges of agriculture and the me¬ chanic arts. States. Number of sen¬ ators and rep¬ resentatives. Acres. States. Number of sen¬ ators and rep¬ resentatives. Alabama* . 8 240, 000 scrip. Missouri . 11 Arkansas . 5 150, 000 scrip. Nebraska . 3 California . 5 150, 000 land. Nevada . '3 Connecticut . 6 180, 000 scrip. New Hampshire . 5 Delaware . 3 90, 000 scrip. New.Tersey. _ _ 7 Florida* . 3 90, 000 scrip. New York . 33 Georgiat . 9 270, 000 scrip. North Carolina . 9 Illinois . 16 480, 000 scrip. Ohio . . . 21 Indiana . 13 390, 000 scrip. Oregon . 3 Iowa . 8 240, 000 land. Pennsylvania, . 26 Kansas . 3 90, 000 land. Rhode Island . 4 Kentucky . 11 330, 000 scrip. Smith Carolina,- - 6 Louisiana . 7 210, 000 scrip. Tennessee . . 10 Maine . 7 210, 000 scrip. Texas . 6 Maryland . 7 210, 000 scrip. Virginia . 10 Massachusetts . 12 360, 000 scrip. Vermont . 5 Michigan . 8 240, 000 land. W e.st Vircnnia 5 Minnesota . 4 120, 000 land. Wisconsin . 8 Mississippi . 7 210,000 scrip. * Unsettled. t Prepared, but not yet delivered. Acres. 330, 000 land. 90, 000 land. 90, 000 land. 150, 000 scrip. 210, 000 scrip. 990, 000 scrip. 270, 000 scrip. 630, 000 scrip. 90, 000 land. 780, 000 scrip. 120, 000 scrip. 180, 000 scrip. 300, 000 scrip. 180, 000 scrip. 300, 000 scrip. 150, 000 scrip. 150, 000 scrip. 240, 000 land. FINANCIAL RESULTS OF THE LAND GRANT. It is desirable on many accounts that the financial management of the congressional endowments should be publicly reported, and yet it is still very difficult in many States to give an absolute statement of the result of the grant. For examxile, in New York, the iand-scrij) was mostly disposed of at a fair price to Hon. Ezra Cornell, who located it with great skill, and who is now selling j)ortions of his allotment, from time to time, and giving to the university which bears his name the whole accrued profit. What the entire endowment is worth no one can tell. Ih California, Iowa, Kansas, Michigan, Minnesota, Missouri, Nebraska, Nevada, Oregon, and Wisconsin, all or nearly all the claims of each State are located within its own bor¬ ders, and only a portion of the same is yet sold. Foreseeing the ultimate value of the land, the legislature in more than one instance has temporarily advanced a sum of money to the college or university entitled to the grant, in the certainty that in a few years this outlay will be reimbursed. One State, at least, appears to have followed the pol- See Table IV, at end of article. 430 REPORT OF THE COMMISSIONER OF EDUCATION. icy of renting the lands instead of selling them, securing thus a certain income with¬ out funding the capital. These illustrations show how difficult it is to state the capital derived from the na¬ tional grant. So, also, it would he very instructive if we could ascertain to what ex¬ tent the national bounty has stimulated appropriations from the local treasuries of the State, from towns and counties benefited by the new university or college, and from private individuals. But on this subject, also, it is not easy to command the complete statistics. In gen¬ eral it may be stated that there is not a single instance where the national school has not received generous help from some other source than the national grant. This outside help is first directed to securing (by gift, purchase, or construction) a suitable building by law ; for no portion of the national money can be turned to bricks and mortar. In manjv cases excellent sites have been provided for the new institutions. In some, generous foundations for professorships are established. In all, there are con¬ tributions, more or less generous, of books and instruments. The x>rivate benefactions are, for the most part, much more liberal in the East than in the West ; on the contrary, the appropriations from the public treasuries of the State, the county, or the town are much freer in the West than in the East. Three institutions bear the names of indi¬ viduals whose benefactions have been so considerable as to merit this distinction. ACTUAL ESTABLISHMENT CE COLLEGES IN THE SEVERAL STxVTES. Among the thirty-four States which have received the national grant twenty-eight are known to the undersigned as having taken definite steps for the establishment of such colleges as the act of Congress contemplates. These efforts have usually been put forth in good faith ; but in some portions of the country the unsettled state of public affairs has been such as to embarrass all progress. Elsewhere vague notions have prevailed respecting the xiossibility of securing the end in view. In some cases the national grant is so small, and the lack of xiublic and private liberality in the State is so great, that very little has been accomplished. In many States, at the East as truly as at the West, great difficulties are experienced in securing the services of accomplished and able men as professors in the departments of science to which these institutions are devoted. This, as it appears to me, is one of the greatest obstacles which impedes the success of the movement. In almost every State the national grant has been added to the funds of some exist¬ ing institution, in order that, by the concentration of resources, greater power may be acquired ; but almost invariably in such cases the congressional funds, with others ex¬ pressly given for scientific jiurposes, have been separately invested and employed so that they may not be diverted to classical or literary studies. Four of the New England States directed their national grant to one of the historic colleges within their borders — Yale, Brown, Dartmouth, and the University of Vermont — the conditions of connection varying in each State. Massachusetts, on the contrary, established a new agricultural college, and endowed the new Institute of Technology in Boston instead of building up Harvard, Amherst, Williams, or Tufts. Beyond New England, New York, Ohio, Indiana, and Illinois have established new institutions. In New Jersey, Delaware, Maryland, Michigan, Wisconsin, Iowa, Minne¬ sota, Missouri, Kentucky, California, and elsewhere the national grant has contributed to strengthen the State university, the State agricultural school, or some other pre¬ existent college. The following fable exhibits the location and name of the institutions to which the national grant has been directed. NATIONAL SCHOOLS OF SCIENCE 431 Table III. — A list of the States and institutions which received the national grant. State. Location. Name of institution. Alabama . Arkansas . California . Connecticut . Delaware . Florida . Georgia . Illinois . Indiana . Iowa . . . Kansas . Kentucky . Louisiana. . Maine . Maryland . Massachusetts . . . Michigan . Minnesota . Mississippi . Missouri . Nebraska . Nevada . New Hampshire . New Jersey . New York . North Carolina .. Ohio . Oregon . Pennsylvania .... Khode Island .... South Carolina. . . Tennessee . Texas . Virginia . Vermont . West Virginia . .. Wisconsin . Oakland .... New Haven. Newark .... Urbana . . . La Fayette . Ames, Story County. Manhattan . Lexington . Orono . Hyattsville ... Boston . . Amherst . Near Lansing. St. Anthony. . . Oxford . . Columbia . Hanover . N ew Brun swick . Ithaca . . Chapel Hill . Corvallis . Near Bellefonte. ... . . Providence . Knoxville , Not yet determined . Burlington . Morgantown . Madison . Scrip not yet delivered. University of California. Sheffield Scientific School of Yale College. Delaware College. Scrip not yet delivered. Scrip not yet delivered. Illinois Industrial University. Purdue College. Iowa Agricultural College. Kansas State Agricultural College. Kentucky University. State College of Agriculture and the Mechanic Arts. Maryland Agricultural College. Massachusetts Institute of Technology. Massachusetts Agricultural College. Michigan Agricultural College. University of Minnesota. University of Mississippi. University of Missouri. *New Hampshire College of Agriculture and Mechanic Arts. tKutgers Scientific School. Cornell University. University of North Carolina. Ohio Agricultural and Mechanical College. Oregon Agricultural College. Agricultural College of Pennsylvania. Brown University. East Tennessee University. University of Vermont and State Agricultural College. West Virginia Agricultural College. University of Wisconsin. * In connection with Dartmouth College. t In connection with Eutgers College. WANT OF A GENERIC NAME FOR THESE INSTITUTIONS. By the scrutiny of this table it will appear that the titles which have been affixed to these varions institutions are quite different. For example, in Ehode Island and New Jersey, Brown University and Rutgers College have recognized scientific departments bearing the name of the old institutions. In Kentucky, Wisconsin, and Minnesota, colleges are established as branches of the State universities. In Wisconsin and California, the title “ College of Arts” is the title of the scientific department of the State University ; while in New Haven, the “Faculty of Arts” refers to the classical or literary department of the university. In New Hampshire, and several other States, the designation “ College of Agriculture and the Mechanic Arts” is that which appears to be preferred. In Pennsylvania, Iowa, and Michigan, we have the term “State agricultural col¬ lege.” Illinois rejoices in the foundation of an “ industrial university.” In Massachu¬ setts there is an “ agricultural college ” and an “institute of technology.” In New York the gifts and services of Mr. Cornell have affixed his name to the University of Ithaca. In Connecticut the name of Mr. Sheffield is associated with that of the “ Scientific School of Yale College.” So far as the several institutions are concerned these differences in style are advan¬ tageous. Each title, if peculiar or unique, becomes a proper name, like Harvard or Yale, and is quickly associated with a characteristic reputation. But there is constant occasion to employ a generic designation. The newspapers and the public generally use the term “ agricultural colleges,” which is not only incorrect, but injurious, because it cherishes a notion that these foundations are only for the promotion of agricultural education. The term “colleges of agriculture and the mechanic arts” would be much more appropriate, though not quite comprehensive enough, and it is too long a phrase to become popular. As these institutions are largely indebted to the bounty of the National Government, and are called upon to make an annual report of their progress, it seems fit that this fact should be employed to distinguish the group from other 432 REPORT OF THE COMMISSIONER OF EDUCATION. Finclred foundations which have no congressional aid. The term “ National ” schools of science, (or scientific schools,) has been elsewhere proposed as a generic designation.'^ Either “ national,” “ governmental,” or United States,” would seem to be a suitable prefix for the class of colleges and schools which are so largely indebted to the con¬ gressional endowment. It is to be hoped that, by the action of the Department or by common consent of the authorities of the various institutions, some designation more correct than “ agricultural colleges ” will come into vogue. OUTLINE OF THE ORG.VXIZATION OF THE SEYER.VL INSTITUTIONS AIDED BY CONGRESS. The general organization of these institutions may be seen in the following state¬ ments, which are chiefly based on the publications j ust referred to : California. — After some preliminary legislation, which it is not important here to record, the State of California, by enactment dated March 23, 1868, reorganized the State FFniversity, bestowing upon it, in addition to other funds, the income of the con¬ gressional endowment now under discussion, and uniting with it, by consent of the various authorities, the College of California, which had been founded some years pre¬ vious, and had already acquired an admirable site at Berkeley, in Oakland Township, Alameda County, in the immediate neighborhood of San Francisco. Six colleges are now organized as departments of the university, viz : 1st, of agricul¬ ture ; 2d, of mechanic arts ; 3d, of mines ; 4th, of civil engineering ; 5th, of letters ; 6th, of medicine. Connecticut. — The scrip which fell to Connecticut was sold by the State and the pro¬ ceeds were directed to the enlarged endowment of the scientific school of Yale College. The enactments were dated June 24, 1863, and July 6, 1864. This school was com¬ menced in 1847, and had borne for several years the name of Mr. Joseph E. Sheffield, of New Haven, its munificent benefactor. It has now a convenient building, extensive apparatus, and a full corps of teachers. It has no farm. The number of students and the benefactions of individuals have rapidly increased since the national endowment was received. Instruction is given to graduate students, under-graduates, and special students. The sections most definitely organized are the following ; (a) in chemistry and metallurgy ; (&) in civil engineering; (c) in mechanical or dynamic engineering; (d) in agriculture; (e) in natural history ; (/) in studies preparatory to medical studies; (g) in studies preparatory to mining; (/?) in select studies preparatory to other higher pursuits, to business, &c. Delaware. — The legislature of Delaware, by an act approved March 14, 1867, conferred the benefit of this grant upon Delaware College in Newark, an institution founded many years previous. The catalogue announces three courses : (a) classical; (&) scientific ; (c) agricultural. Illinois. — By enactments made in the early part of 1867 (January 25 and February 28) the State of Illinois provided for the foundation of an Industrial University at Urban a. Champaign County. The institution was soon afterward organized and is now possessed of a farm, college buildings, apparatus, and a large body of teachers and scholars. It has received generous contributions from the town, county, and State in which it is located. The university announces five colleges, viz : (a) agriculture ; (&) mechanics and en¬ gineering; (c) chemistry ; (d) natural history ; (e) literature, science, and art. Indiana. — On the 6th of March, 1865, the State of Indiana accepted the congressional endowment, and created a body corporate under the name of the Trustees of the Indiana Agricultural College. The institution under their charge is to be established in the neighborhood of La Fayette, and has received the name of Purdue College, in recogni¬ tion of the gifts of a citizen of La Fayette. Iowa. — As long ago as 1858, Iowa had established a State Agricultural College and Model Farm.” The congressional grant was bestowed upon this institution by enact¬ ments dated March 24 and 29, 1866. The present plan of organization was adopted November 21, 1868, and the college in its new form was opened March 17, 1869. Its site is Ames, Story County. The following courses of study are announced, all studies optional, viz : (u) agricultural; (&) horticultural; (c) stock-breeding; (d) nursery; (e) mechanical engineering; (/) civil engineering; {g) mining engineering; (li) architecture ; (i) ladies’ course ; (J) normal course. Kansas. — In Kansas, by the acts of February 16 and March 3, 1863, the State Agricul¬ tural College was organized. It is located in the Kansas Valley, near Manhattan, Riley County, about one hundred and fifteen miles west of Leavenworth and eighty miles west from Lawrence. The college has a farm, a building for general purposes, and a boarding-house. _ The college offers the following courses: (a) classical; (&) agricultural and scientific ; (c) in military science and tactics ; (d) in mechanic arts * See the North American Eeview for October, 1867. NATIONAL SCHOOLS OF SCIENCE. 433 and civil engineering ; (e) academic and preparatory ; (/) commercial and mercan¬ tile; (ff) mineral. Kcniuclij. — The trustees of the Transylvania University and of the Kentucky Univer¬ sity having agreed to become united in one corporation, to be known as the Kentucky University, in the county of Fayette, near the city of Lexington, the State established, with the proceeds of the congressional gift, the “Agricultural and Mechanical Collegt; of Kentucky,” as one department of the State University. This action was completed February 22, 1865, and the institution since that time has been in vigorous progress. It includes seven colleges : 1st, the College of Science, Literature, and the Arts ; 2d, the Agricultural and Mechanical College of Kentucky ; 3d, the College of the^ Bible ; 4th, the Normal College, (not yet organized ;) 5th, the Commercial College; 6th, the College of Law; 7th, the College of Medicine, (not yet organized.) Maine. — By an act dated February 25, 1865, the legislature of Maine established a “State College of Agriculture and the Mechanic Arts,” and subsequently a site was secured for the institution at Orono, in the neighborhood of Bangor. A building has been erected, a faculty appointed, and instruction is now in progress. Maryland. — In this State, the x^roceeds of the land-scri^) were given by the act of March 21, 1866, to tbe Maryland Agricultural College, which had been established in 1857, at Hyattsville, in Prince George’s County, about nine miles from Washington and twenty-eight from Baltimore. Massachusetts. — In this State, two institutions share the congressional apx)rox)riation. The Massachusetts Institute of Technology, in Boston, receives one-third the income of the fund. This institution had been already chartered in 1861 ; the act bestowing uxDon it the congressional aid was dated April 27, 1863. A costly and commodious build¬ ing has been erected, admirable axDXDaratns secured, and instruction is given by a numerous and accomplished body of teachers. The remaining portion of the grant was bestowed upon a new institution, the Massa¬ chusetts Agricultural College, by an act dated April 29, 1863. This college is established in Amherst near to but independent of “Amherst College.” It has an extensive farm, commodious buildings, varied collections, and enthusiastic teachers. Both institutions have received generous aid from the State treasury and from xnivate benefactions. The courses in the Massachusetts Institute of Technology are these : 1st, mechanical engineering; 2d, civil and topograi)hical engineering; 3d, chemistry; 4th, mining engineering; 5th, building and architecture; 6th, science and literature. MicMyan. — Early in 1855 an agricultural college was established in this State, on a farm at a short distance from Lansing, the cax)ital. It has been, for most of the inter¬ vening period, in successful o}3eration, and by its marked success has been con8X)icuous among all the agricultural educational enter^nises of the country. By the act of March 18, 1863, the new national grant was bestowed ui)on this institution. It is jorovided with extensive grounds, good buildings, efficient teachers, and a large body of students. Minnesota. — The agricultural college of Minnesota was established prior to 1866, but subsequently the university of the State was reorganized, and the colleges of agriculture and the mechanic arts were made essential dei)artments of the same. It is fixed in St. Anthony, oxqmsite Minneapolis, and has a large edifice and a farm yet undeveloped. The organization of the university is carefully adapted to the necessities of the State. In addition to the xjreparatory and collegiate departments, advanced courses are ar¬ ranged, Ist, in science, literature, and the arts; 2d, in agriculture and the mechanic arts. Schools of law and medicine are also inoposed. Mississippi. — Two-fifths of the land scrix) allotted to this State has been recently as¬ signed to the university of Mississippi, which, before the war, was in successful operation at Oxford. A report on the organization of the department of agriculture and mechaitic arts has just been drawn up by Professor E. W. Plilgard, October 1871. Missouri. — The legislature, by an act approved February 24, 1870, and amended March 10, 1871, established the agricultural and mechanical college at Columbia, Boone County, in connection with the State University, and as a distinct dex)artment of the same. It ■ also established a school of mines and metallurgy in connection with the university, and this department was located at Rolla, in Phelps County. One-fourth of the national grant was directed to this branch, three-fourths to the other. The State University had been organized in 1840 and had encountered many obsta¬ cles, especially during the war. In 1867 it wms reorganized and x>ut on a better finan¬ cial basis than ever before. Xeiv Hampshire. — The grant is given to an independent board of trustees, known as the trustees of the “ New Hampshire College of Agriculture and the JMechanic Arts,” and they have established their institution according to law at Hanover, in close con¬ nection with Dartmouth College. A building has been erected for this new founda¬ tion, a farm bought, and instruction commenced. Besides this foundation and the medicai school, Dartmouth College has maintained for many years the “ Chandler Scientific School,” and is about to organize the “ Thayer Foundation for higher Civil Engineering.” New Jersey. — Rutgers College, one of the two historic colleges of New Jersey, secured 28 C E 434 REPORT OF THE COMMISSIONER OF EDUCATION. tlie endowment in tliis State and directed it to the maintenance of a scientific school. A farm has been bought, a building for scientific collections is now in process of erec¬ tion, and a considerable number of students have been annually taught. New TorJc. — The imperial grant received by the Empire State vras directed (April 27, 18G5) to the foundation of the Cornell University, in Ithaca, so named in honor of the munificent gifts of Mr. Ezra Cornell. Several large and costly stone buildings have been erected for the university, extensive libraries and collections have been secured, the farm is under cultivation, and a body of students, several hundred in number, are under the care of a large and able cor^is of instructors. (a.) The general courses are those in science, philosophy, and the arts ; (b.) the elec¬ tive courses are those which the student may select out for himself ; (c.) and the special courses are those w'hich are pursued by a student taking uj) only a single department of science. North Carolina. — The University of North Carolina, established at Chapel Hill, was seri¬ ously affected by the war, and the efforts for its reorganization have not been successful. It was announced in 1869 that it would contain eight colleges : 1st, of literature and the arts ; 2d, of philosojihy ; 3d, of science and the arts ; 4th, of agriculture and the mechanic arts ; 5th, of business and commerce j 6th, the normal college ; 7th of law ; 8th, of medicine. Ohio, — The fund derived from the sale of the scrip assigned to this State amounts to much more than $400,000. There has been a difference of opinion as to whether a new institution should be organized with this fund, or whether it should be directed to the strengthening of one or more of the colleges already in oi^eration. Meanwhile the capital was increasing under the management of the State authorities. The legislature at length voted to establish an Ohio College of Agriculture and the Mechanic Arts, and to receive proposals offering a site. Pennsylvania. — “The Agricultural College in Pennsylvania,” opened in 1859, near Bellefonte, in Centre County, became the recix^ient of the congressional gift by an act approved April 1, 1863, and slightly modified April 11, 1866. The cii'cular for the year 187 1 offers the choice of three courses : 1st, agricultural ; 2d, scientific ; 3d, literary. Illiode Island. — In this State the scrip was assigned to the corporation of Brown University for the purpose of providii^ and maintaining a scientific department or college. Such a department is now maintained with special reference to chemistry (in its applications to agriculture and the mechanic arts) and civil engineering. Tennessee. — In Januarj^, 1869, the general assembly ax)propriatcd the proceeds of the sale of the land scrip to the East Tennessee University at Knoxville. The endowment was accepted by the trustees, and in June, 1869, the institution, which had been sus¬ pended on account of the war, (and resumed in 1865,) vras reorganized, in accordance with the congressional law. In spite of some embarrassments, it is now making such progress as appears to the trustees satisfactory, xi farm and apx)rop)riato buildings are owned by the university. Vermont. — On the 22d of November, 1864, the Vermont scrip was assigned to a new body corporate by the name of the “Vermont Agricultural College,” and on the 9th of November, 1865, this body wms joined with the well-knovrn University in Burling¬ ton, under the name of the “University of Vermont, and State Agricultural College.” The reorganized institution is in successful progress. West Virginia. — The scrip in this State is devoted to the establishment of the West Virginia Agricultural College at Morgantown. In addition to tlie preparatory and literary courses, there are scientific, agricultural, military, optioual, and normal courses of study. The act of the State legislature bears date February 7, 1867. WiscoKsm. — By an act approved April 12, 1866, the legislature of VCisconsin reorgan¬ ized the State University, established at Madison, and bestowed upon it, in addition to the income of the university fund, the income of the fund derived from the national ap¬ propriation of 1862. The university is provided Avitli several important edifices, and a farm contiguous to the original site of the university has been bought for the promo¬ tion of agricultural science. The university has made uninterrupted progress for sev¬ eral years past. It includes two colleges : 1st, of arts ; 2d, of letters. The departments of agriculture, mining, metallurgy, and engineering are branches of the college of arts. The university has also a law department and a female college. CHARACTER OF THE INSTRUCTION. It has been shown elsewhere that in the organization and management of the na¬ tional schools the influence of three distinct social wants is apparent. First, and most easily recognized, is the need, which is felt throughout the land, of able, educated, trustworthy technologists, such as well-informed engineers, architects, mechanicians, manufacturers, miners, agriculturists, and the like. Such men the neces¬ sities of the country are loudly calling for. They find reacty and lucrative enijiloyment ; they contribute to the development of the national wealth. While their general cul¬ ture should be as good as xiossible, they must be men who know how to put in ijractice NATIONAL SCHOOLS OF SCIENCE. 435 the principles they have learned ; men who can apply to the requirements of modern society the discoveries of modern science. They must he expert, and to make them so their training must he technical, that is to say, it must have a decided hearing upon some useful calling. Secondly. The country needs more skillful laborers ; men who add to dexterity and muscular ability an appreciation of their Avork, an acquaintance more or less profound Avith the nature of the materials, the natural laws underlying the manufacturer’s pro¬ cesses, the construction and office of the instruments and enginery employed. Such men, adding brain work to manual Avork, are more contented with their callings, more useful to the country, and are worth much higher wages than any other laborers. For them industrial or trade schools are requisites — the more the better. Thirdly. There is even a greater Avant than the tAAm just named. In order to carry forward scientific investigations, and to contribute to the adAmucement of knowledge, on which all the useful arts depend, the country requires a great many men of science. This class includes professors and teachers, iuA^estigators, and Avriters, leaders in the explorations of nev^ regions, officers of trigonometrical and hydrographic surveys, geol¬ ogists, naturalists— scientists, in short, who are not thinking of pecuuia.ry returns, nor primarily of the application of science to the arts, but of the discovery of truth, and of its diffusion among men. Now, a completely-organized educational scheme for the United States should include provision for all these three wants, by the establishment of, 1st, schools of science ; 2d, schools of technology ; and, 3d, schools of industry. It is not necessary to discuss which is the most useful. The eye cannot say to the hand, “ I haA^e no need of thee,” nor the head to the arm. Science is helped forward continually by practical men ; industry depends upon science at every stage of its progress. To x>rosecute science for the sake of science is the jiroper Avork of the highest univer¬ sities. Men may well devote their lives to such studies. Technical exxAertness must usually be acquired at the college jAeriod of life, say be¬ tween the ages of sixteen and twenty-one. Industrial training will ordinarily be provided for youth between the ages, say, of fourteen and eighteen, or Avill be supplementary training to those Avho, haviug begun to work, are conscious of their own deficiencies. It is a legitimate lAart of the element¬ ary school system. It is safe to say that thus far in almost all the institutions aided by the congressional grant, the technical asx)ect x)redominates, that is to say, sjoecial efforts are }Aut forth to train uj) men who shall lead in the applications of science to industry. I do not knoAA" that among all this group of colleges, there is an exception to this recognition of the obA'ious wants of the country. Some of the institutions also ap]Aear to haAm closely in mind the wants of those AAffio are to labor with their own hands upon the farm and in the Avork-shox). There is one institution, and x^ossibly more, where, the x)resence of jAost-graduate students, studying science for its own sake, is regarded as of the highest A’alue. Probably as the next decade iiroceeds, these three tendencies, all good and all honorable, will be more and more distinctly marked ; but, at present, it Avoukl hardly be just to attempt a classification of the colleges uxdou this basis. We may, howeAmr, even now discover a tendency to certain special lines of work in the seAmral institu¬ tions which are under discussion. The congressional enactment uses the phrase “ Colleges of Agriculture and the Me¬ chanic Arts,” and this terminology has governed the aim of every foundation. Massa¬ chusetts is the only State A\ffiich has divided the fund — giving the larger jAortion for the promotion of agricultirre, the lesser for technology. In Missouri, the school of mines is to be built up away from the other de]Aartments of the university, but under the same trustees. The other States jAropose to xArovide in one institution for both ag¬ riculture and the mechanic arts. But there are often decided indications of greater excellence in one department than in another. Thus, in Michigan, loAva, Wisconsin, Pennsylvania, and hitherto, in Illinois, education in agriculture has preponderated OAmr that in the mechanic arts. The same is doubtless true elsewhere. Such tenden¬ cies will doubtless be more and more distinctly manifested as the years roll on, and doubtless the country Avill be much benefited by this necessary and multiform diA'er- sity. It is Amry desirable that there should be as little reduplication as xAossible, and that each national college should haAm an office and aim of its oavu, distinct from that of other institutions, based upon a careful study of the want of the State in AAffiich it is located, the nature of the colleges and schools already organized, and the degree of culture Avhich the young men of the region are likely to seek after and attain, THE PROMOTION OF AGRICULTURE. One of the most interesting inquiries Avliich can be made in respect to the infiueuce of the congressional grant pertains to the science of agriculture. There is no doubt that many of those who urged upon Congress the bestoAval of a grant of land to the several States were deeply interested in the culture of the soil and in the dcA^elopment of the national resources by improving the agriculture both of the older and newer 436 REPORT OF THE COMMISSIONER OF EDUCATION. States. There is also no donbt that, in many cases, the end to he gained was better understood than the means which should he employed, or, in other words, that the theory of agricultural education was vaguely worked out. The action of Congress, however, was most wisely guided under the leadership of Hon. J. S. Morrill, of Vermont, then a Representative and now a Senator in Congress, so that not only agriculture, hut the mechanic arts — and not only these departments of study, hut all other branches of modern science — might he taught in the institutions aided hy the national hounty. Even classical studies are not excluded. The object of the gift is expressly stated to he “the liberal and practical education of the industrial classes.” As an indication of the mode in which the several States are trying to meet the agricultural demands, the following facts are brought together from the lu’inted statements of the several colleges : Delaware. — The college has the use of the farm of the professor of agriculture, em¬ bracing about 70 acres of well-improved laud, adjoining the town of Newark, contain¬ ing meadow, tillage, and XJasture grounds, six acres in truck garden eight acres in small fruits and vineyard, five acres in ap>x)les, j)ears, x)eaches, and x)luiris, and the whole place well supihied with stock, tools, and farm machinery. Illinois. — The College of Agriculture consists of two divisions, styled — 1st, the school of agriculture prosier ; 2d, the school of horticulture and fruit-growing. The college has a large stock farm of 410 acres, xtrovided with a barn, and has a large variety of cattle. It is well sux)X3lid with farm machinery and tools. There is also an exx^erimental farm of about 70 acres, exclusive of orchards, &c. A clinic for sick animals is held in the fall or winter term, to furnish ox^x^ortunity for the Xuactical study of veterinary science. Surveying and drainage are illustrated by X)ractice in the field. The course in the school of horticulture embraces such studies as are necessary to thorough mastery of gardening, fruit-growing, and forestry. The school has ainx^le horticultural grounds of about 130 acres, including 20 acres of forest plantations, 10 acres of ornamental grounds, several acres of nurseries, and large garden x^lats. It has an ax>x'>^e orchard containing about 1,400 varieties, a pear orchard of nearly 400 varieties, and various kinds of small fruits. It has two well-filled green¬ houses, and is amxdy supplied with garden machinery and tools. Iowa. — The farm originally x^urchased for the use of the Agricultural College coin- Xwises 648 acres, and contains about 160 acres of wmodland. About 300 acres are under the x^low, and are cultivated by the students. One hundred and ninety acres addi¬ tional have recently been x>nrchased. This tract is to sux^ply grazing. The nursery contains about 3 acres, and the garden about 12. The farm is well sux^x^hed wuth barns, sheds, &.C. Kansas. — The college farm contains 80 acres, inclosed by good fences. About one- half of this tract is cultivated. Initial steps have been taken to add two or three hundred acres fo the farm. Agricultural institutes are a feature x^eculiar to this insti¬ tution, and UX3 to January, 1870, five had been held at different xdaces in the State. Kentucky. — The entire tract of land x)urchased for an experimental and model farm comprised “Ashland,” the home of Henry Clay, and the “Woodlands,” a tract adjoin¬ ing it. There are 463 acres in all. The Ashland estate is divided into the necessary Xdats of x^asture and tillable lands for the handling of the various breeds of stock, and for the culture of every variety of crox^s. In this dex^artment students have ox)i3ortuni- ties, while defraying x^art of their exx^enses, to ax^x^ly x^^^ctically the x>i’incix)les of science which they acquire in the class-room. The horticultural dex)artment embraces the ornamental and experimental grounds at Ashland and Woodlands, including gardens, orchards, vineyards, &c. Students laboring in this dex^artment are under the su]3ervision of a skillful sux3erintendent, and have amide facilities for x^ractically apxdying the princixdes of botany and vegetable X^hysiology, and for a thorough knowledge of the art of grafting, budding, and x^lanting, and the general care and culture of all kinds of trees, shrubs, and flowers. Maine. — The college farm contains 370 acres of good land, with buildings not yet comx)leted, and includes extensive nurseries. Maryland. — The instruction in agriculture is both theoretical and practical. Labor on the farm is not allowed to interfere with studies, but is superadded to the mental training, the x)rimary object of the college. The farm contains 428 acres, with good and commodious buildings, and various breeds of cattle, sheep, swine, &c. Massachusetts. — The farm at Amherst contains 383 acres, and has numerous varieties of excellent stock. The farm, besides producing various kinds of grain, is largely de¬ voted to the gTowing of the sugar-beet. The students are all required to work more or less of the time, and, under the skillful and enthusiastic guidance of their instructors, are heartily interested in their work. The success of the agricultural college crew in the regatta of 1871 was a very significant occurrence, which may well be noticed by all who are interested in questions of physical culture. Michigan. — The farm contains 676 acres, about 300 of which are under cultivation. Botanical, vegetable, and small fruit gardens, orchards, nurseries, museum of vegetable X^roducts, and varieties of stock, are used constantly as means of illustrating the NATIONAL SCHOOLS OF SCIENCE. 437 theoretical science as given in text-hooks. The success of this institution has been assured for many years past. Minnesota. — The course of instruction extends through ten years, conditions of ad¬ mission requiring that the applicant be at least sixteen years of ago, and possessed of a good Euglish education. Pr:\ctical applications of the various subjects of geology, mineralogy, entomology, &c., are given in the study of soils, the examination of insects and their effects upon vegetation, &c. Missouri. — In 1870 the county of Boone and town of Columbia, Missouri, gave, as a bonus for the location of the college at Columbia, the sum of |)30,000 iu cash, and 640 acres of land as the agricultural college farm. On the farm are several houses, one of them an elegant mansion, worth $1.'3,000 or $20,000. There are also on the ground two hirge vineyards. Xcw Hampshire. — The total area of the farm is 158 acres. Of this, about 25 acres are purchased by the college, and the remainder, in a separate tract, was bought by Pro¬ fessor Dimoud and is held by him to be transferred to the Agricultural College when¬ ever it shall have means to make the i)urchase. It has a desirable variety of soil and embraces a considerable number of acres of woodland. Neiv Jersey. — The farm contains 99 acres in all. As only about one-third of it is upland, much draining has been necessary, involving a great deal of labor and expense. The crops are the ordinary staples, varied slightly on account of the nearness to the city and the markets. The farm is stocked with horses, mules, cattle, and hogs — no sheex). The horses and mules are ordinary team animals. New York. — Cornell University has a farm of over 2d0 acres, with the necessary out¬ buildings and implements. In the instruction given, laboratory and field practice are combined with the usual lecture-room work, to the utmost extent possible. Three courses of study have been arranged, one of which requires four years for its comple¬ tion and leads to the degree of bachelor of science. The other two are abridged courses, one of three, and the other of two years, comprising nearly all the purely agricultural instruction given in the full course. These abridged courses were made out to meet a want that apjieared at the opening of the university, and it is believed that a large portion of the agricultural community, which would otherwise derive little advantage from the establishment of the college, will be benefited by them. Pennsylvania. — The farm at the Agricultural College, near Bellefonte, embracing 400 acres of laud of excellent natural quality, is still quite rough and stony iu many parts; but, it is thought, a few more years of labor will bring it all into good working order by the efforts of the students themselves. The entire college building is 234 feet in front, embracing a central part and two wings, all facing in the same line, and two curtains between the center and the wings and facing on a parallel line with the others, but 10 feet farther back. There is a nursery covering about six acres ; five acres more are devoted to producing summer pears, mulberries, quinces, plums, &c. ; and two more are apx)ropriated for a vineyard. Hedges are cultivated to a great extent. Corn and wheat constitute the main crops. The State maintains two other exxierimental farms, one in the neighborhood of Phil¬ adelphia, and the other near Pittsburg, so that the eastern, central, and western dis¬ tricts may have benefit of experiments adapted to local differences of climate, soil, &c. Tennessee. — We quote from the catalogue of the State Industrial College for 1870-71 : “ A beautiful farm, admirably suited to be made a model, is x)rovided, where these sub¬ jects may be taught x^ractically. In addition to the x)rofessor of agriculture, a very competent agricultural chemist, who has sx)ent the past two years iu Europe, studying the sciences and visiting various colleges and schools, will return by the ox)eniug of the next session with a sujiply of the most improved apparatus for the laboratory.” “ It is frankly stated that this dex)artment is just inaugurated, and its woak is not fairly begun, but its success is certain if it only has the friendly co-operation of the farmers themselves.” Vermont. — The only form in which the Vermont Agricultural* College offers train¬ ing in agriculture is that of theory, except so far as practice iu the chemical laboratory can bo ai)plied to agricultural subjects. A special course of lectures on agricultural subjects is given in February and March, to meet the wants of young men who cannot leave their homes in the summer or autumn. Wiseonsin. — The farm has an area of over 235 acres, and is intended especially “ as an experimental farm where agriculture is to be practically taught by experimenting on different soils and location of the land, and not a model farm, where the best kind and largest quantity of particular products are sought to be obtained from a particular piece of land.” As yet, everything connected with this department is too new to show extensive or very conclusive results in any series of experiments, but constant improvements are being made in the farm itself, and the methods of experimenting on it. 438 EEPORT OF THE COMMISSIONER OF EDUCATION. labor. There is a great difference of opinion and usage in respect to the desirability of requiring manual labor from young men who are attendant uj)on the national schools of science. At New Haven it has not been thought practicable to exact any such duty from young men whose time was fully occupiijd with their scholastic work; but in many other places the opposite ojpinion has prevailed. With the exception of a small number of colleges, I should think the tendency was away from rather than toward an increase of manual labor. When it is prescribed, the opinions differ as to the end which should be kept in view — some thinking chiefly of the health which physical exercise i)romotes, others of the economy which labor secures, and others still of the dexterity and skill which proceed from the constant use of implements. As illustrations of the state of the question, the following statements are condensed from recent reports : Delaware. — All students in the agricultural department who are not excused on ac¬ count of physical inability are required to labor on the farm, under the direction of the professor of agriculture, from one to two hours each day, except Saturday and Sunday. This labor is designed to be educational ; to exhibit the practical ai^plication of the theories taught in the text-books and lecture-room ; to preserve habits of industry when they have been formed, and to form them where they do not exist ; to give facility and precision in the use of implements, and skill in the application of labor, and to secure more valuable physical culture than can be furnished by any system of gymnastics. In addition to the time thus devoted to educational lador, all students have the o]3por- tunity of working on Saturday, and such other times as will not interfere with a thorough preparation for the recitation-room, when there is any work to be performed ; for such work they receive from 8 to 12 cents per hour, depending upon the ability and fidelity of the laborer. Iowa. — The law requires that manual labor, an average of two hours and a half per day, should be as regular bn the part of the student as the daily recitation. The fol¬ lowing are the rates of payment for the year 1871, as established by the trustees : 1. Students working on the farm or doing other heavy work which is not instructive shall be paid at the rate of from 3 to 9 cents per hour. 2. Students laboring in the garden, orchard, or ornamental grounds, shall be paid from 3 to 7 cents per hour. 3. Students laboring in the work-shop shall be furnished with tools and all needed instruction, but shall receive no compensation until their labor is of value to the college, when they shall be j)aid the same rates as those laboring on the farm, deduct¬ ing a moderate sum for the use of the tools. 4. Young ladies laboring in the dining-room, kitchen, laundry, or bakery, shall be X)aid the rates received by young men laboring on the farm. The president in his report says : ‘‘All labor of the garden, orchard, nursery, vine¬ yards, ornamental grounds, and nearly all the labor of the farm, has been done by the young men ; and the young women have, with an equal zeal and energy, done almost the entire work of the dining-room, kitchen, and Ijakery. Still, the workers are so numerous, and the labor so various, that it is very difficult to manage this dex^artment so as to make it remunerative to the college.” Students are required to labor not more than three hours of each day for the five days in the week, the nature of the work engaged in at any time being such as to corresxiond with the science studied at the same time, as far as x^ossible. Massachusetts. — Under direction of Professor Stookbridge, the students have done a great amount of labor during the x^ast year, much of it of the least interesting and most disagreeable kind, such as ditching, stump-xmlling, and digging uxi old orchards. All students of the regular classes, unless physically incapacitated, are obliged to work upon the farm without compensation six hours each week, whenever called uxion to do so. The intention of the system of comxmlsory manual labor is altogether educa¬ tional. Kentuclcy. — All students of the agricultural and mechanical college are required to spend a portion of their time in active labor, either in the agricultural, horticultural, or mechanical dex)artment. They are distributed into these several departments according to their l esx^ective qualifications, and as far as x^i’acticable in harmony with their wishes and x'Jurposes in life. Students who wish to defray a portion of their ex¬ penses while acquiring their education are required to labor four hours a day, six days in the week. The rates of compensation vary from 5 to 10 cents x^er hour during the first year, and from 10 to 20 cents x)er hour during the second and third years, accord¬ ing to industry and proficiency. All other students are required to work two hours per day, three days in the week, in the horticultural (lex)artment, without comx)ensa- tion. All students applying for admission are free to select either the compensated or uncompensated labor. NATIONAL SCHOOLS OF SCIENCE. 439 MILITARY SCIENCE. It appears that the danse of the congressional hill requiring the national colleges to teach military science and tactics has given, in most of the States, a great deal of trou¬ ble. Occasionally the requirement is regarded with favor by the faculty, but so far as my observation has gone, in most of the States the repeal of the clause would be wel¬ comed. Without special help from the State or from Congress, the thorough training of a military school cannot be secured, and it is questionable whether the little that is done for the recognition of military science in most of the national schools is of any real advantage. It would seem to mo very desirable to leave the college in each State free to determine whether or not to maintain military tactics as a branch of instruc¬ tion. Among the announcements on this subject, I select and condense the following : Massachusetts. — The agricultural college has i)rovided amply for instruction in mili¬ tary science. A convenient armory and a spacious hall have been erected, the State has furnished arms and equipments, and the United States supports at the college an of6cer who has entire charge of this department. The military drill in the hall is, to a great extent, substituted for manual labor in the field during stormy v/eather and the winter season. Delaware. — According to act of Congress, all students connected with the college must be connected with the classes in military tactics and engineering, but the faculty may, for sufficient reasons, exempt any student from the drill. California. — Measures have been taken to carry out the provisions of the act creating the university, in respect to military instruction and discipline. Professor Welcker and Assistant Professor Sould, graduates of the West Point Academy, have organized the battalion of the university cadets. All able-bodied male students of the university are required to attend the military exercises. Illinois. — All students, unless excused for sufficient cause, are required to take part in military exercise. There is taught a class in military science and art, as far as it is necessary for duties as officers of the line. Students may be admitted into this class after having participated at least two terms in the general military exercises. The instruction, theoretical and practical, does not occui)y more than five hours each week. Kansas. — The practical portion of the military instruction is obligatory upon each student, and embraces the manual of arms, including the loadings and firings, target- practice, and a knowledge of the school of the soldier and the skirmish drill. The theoretical portion of the course is elective, and embraces the general history of the art of war, and tlie elements both as an art and science. The course of study extends over a period of two years. A drill in some one of the arms of service, at least twice a week, is required. Kentucky. — In accordance with the congressional act, regular instruction is given to the students of the Agricultural College in the infantry drill and military discipline and police, in accordance with the regulations prescribed for the United States Army. Iowa. — All male students of the college, except such as may be excused, are expected to attend all military exercises in their respective classes. The company organization conforms strictly with the United States Regulations, and the company officers and non-commissioned officers are severally instructed in the duties which devolve upon their resjiective ranks. CONCLUSION. In closing these statements respecting the national schools of science, it seems im¬ portant to add, that many of the colleges of the country which do not receive the national grant are introducing scientific departments and courses of study; so that we shall doubtless soon have as manifold reduplications of the scientific schools as v^e already have of classical colleges. Many, if not most, of these enterprises will for years be weak, partly for want of funds, partly for want of teachei s, iiartly for want of definiteness of aim, and partly from undertaking to accomplish too much. This state of things, though undesirable, is in a great degree inevitable. The wide diffu¬ sion of enterprise, the popular regard for education, the youthful eothusiasm and resolu¬ tion of every xiart of the country, the American readiness to seize and carry forward new ideas regardless of experience and precedent, all contribute to this new develox)ment of educational xfians. In the end we must exxiect to see failure as well as success ; strong Xirejudice awakened against the schools of science, and equally strong confidence in their enduring imxiortauce; but the net result is sure to be of the greatest service to the country and mankind. Fortunately for the culture of the nation, the lovx of scientific research has grown UXI, and the need of technical instruction has been advocated from no sx)irit of hos¬ tility toward literary and classical training. The traditional colleges of the country are stronger to-day than they have ever been before. Their courses of study and methods of diseixiliue have been criticised by their advocates far more than by their opxionents. Modern science has only asked for a free course — willing and eager that every branch of human knowledge useful to mankind should have the same liberty. 440 EEPORT OF THE COMMISSIONER OF EDUCATION. ]More thnji this can he said : the wisest and best-informed advocates of the scientific school insist npon linguistic training forming part of the cnrriculnm for youth. In some cases Latin is expressly required ; commonly French and German are indispensa¬ ble ; and there are gratifying indications that the critical study of the mother tongue is to be promoted with the same thoroughness heretofore exhibited in the study of Latin and Greek. DISCIPLINE DEFINED. It would be Avell if all who are interested in the relations of science and of language to education would ponder a well-considered and elaborate essay in the North Amencan Re¬ view for October, 1871, which was written by a scholar who is acknowledged in Ger¬ many, as well as at home, to stand among the foremost of philologists, Professor W. D. Whitney. In reference to the perpetual echo of the word “ discipline ” in educational discus¬ sions, he makes the following pithy remarks : “ Discipline is a word with which not a little conjuring is done now-a-days by men who fail to understand fully what it means. It is often spoken or written of as if it were itself an end, or at least the means to an end; as if it were something quite unconnected with the acquisition of valuable knowledge; as if the acquisition of certain kinds of knowledge always gave discip¬ line, while that of other kinds did not ; and so on. Now, properly speaking, culture and traiuiug are the only ends, and the acquisition of knowledge the only means to them, while the position of discipline is rather that of a method. The essence of dis¬ cipline is simply preparation ; that is a disciplinary study which duly leads the way to something that is to come after. He who sets up discipline and knowledge as opposed to and excluding each other, wholly misapprehends their mutual relations, and casts • the advantage into the hands of his adversaries. In reality, the connection and inter¬ dependence of the “two are complete. No discipline without valuable knowledge acquired; all valuable knowledge available for discipline; the discipline in propor¬ tion to the amount and value of the knowledge acquired — these are fundamental truths in the theory of education. “ Only, of course, the degree of value of any given knowledge is not absolute, but relative. One kind of kPowledge is worth more to men in general, another to a partic¬ ular learner, in view of his natural disposition, his past studies, or his plans for the fu¬ ture ; one kind is worth more than another at a certain stage of education ; one kind should be taught in a certain manner and extent, another in another. The disciplinary method implies that the instructor, viewing the whole body of knowledge in its con¬ nections and aiiplications, will bring before his jiupils’ mind the right kind, at the right time, to secure the best result in the end.” He also adds the following remarks upon the relations of science to language in an educational scheme. If such just and enlightened views were generally prevalent, it V, ould be of the highest advantage to the progress of truth and civilizafion : “Nothing, therefore, can vreli be more unfortunate for the cause of education than that misunderstanding should iirevail between the representatives of two depart¬ ments of study so nearly agreeing in both object and method, which are not antagonis¬ tic, and hardly even antithetical, but rather supplementary to one another ; nothing sadder than to hear, on the one hand, the works of man decried as a subject of study compared wdth the works of God, as if the former were not also the works of God, or as if the latter concerned us, or were comprehensible by us, except in their relation to us ; or, on the other hand, to hear utility depreciated and facts sneered at, as if utility were not merely another name for value, or as if there were anything to oppose to facts save fictions. Men may dispute as- to which is the foremost, but it is certain that these are the twm feet of knowledge, and that to hamper either is to check the progress of culture. Each has its undesirable tendencies, Avhich the influence of the other must help to correct; the one makes for overconservatism, the other for overradicalism ; the one is apt to inspire a too credulous trust to authority, the other an overweening self- confidence, a depreciation of even rightful authority, a contem.pt for the past and its lessons. Both alike have an imperative claim to our attention, and upon their due combination must rest the system of education, if it would be indeed disciplinary. “ Into the more practical question of what constitutes their due combination we do not here enter, having undertaken to speak only of some of the principles that underlie its settlement. What part of philological training shall be given through the English, the other modern tongues, or the ancient ; how we are to avoid cram, and give that which, instead of obstructing or nauseating, creates the capacity and the desire for more; how to adjust the details of a xnoper compromise between the general and the special discipline and culture ; these and matters demanding the most careful consid¬ eration, and sure to lead to infinite discussion, since upon them the ditferences of indi¬ vidual taste, capacity, and circumstance must occasion wide diversities of opinion. “ In conclusion, we will only repeat that those differences themselves have to be fully allowed for in our systems ; that we may not cut out too strait-laced a scheme of study ; to be forced upon all minds that in an acknowledged course of compromise NATIONAL SCHOOLS OF SCIENCE. 441 and selection it ’^ero foolisli to exact uniformity ; that wo sliould beware how much wo pronounce indispensable, and how we allow ourselyes to look down upon any one unversed in what our experience has taught us to regard as valuable, since ho may have g;ained from something else that w^e are ignorant of an equal or greater amount of disci])liuc and enlightenment. Let us, above all things, have that wisdom which cousists iu knowing how little we know ; and, as its natural consequence, the humility and charity which shall lead us to estimate at its utmost value and to respect what is known by our fellow.’’ I am, dear sir, yours, respectfully, D. C. GILMAN. General J. Eaton, Jr., United States Commissioner of Education, Washington, D. C. Table IV. — Freliminary list of local publications lyertaining to the national grant. CALIFORNIA. \ 1862. — Incorporation, organic basis and laws of the College of California. 16 pp., 8vo. 1863. — Memorial of the ti ustees of the College of California, asking for the national grant. 1864. — Report by Professor J. D. Whitney and others, on establishing a State uni¬ versity. 1866. — Report upon a projected improvement of the estate of the College of California, by Olmsted Vaux & Co. 26 pp., 8vo., with a plat of the grounds. 1868. — Prospectus of the University, (including the legislation of the State, by-laws of the regents, &c.) pp. 43, xi, 8°. 1869. — Prospectus, (including catalogue, schedule of studies, &c.,) statutes of the University of California. 10 pp., 8vo. 1870. — Register of the University of California, 1870-71. 67 p]o., 8vo. CONNECTICUT. 1846 and every subsequent year. Catalogues of Yale College. Memoir of Professor J. P. Norton. Nev,^ Englander, vol. x, 1852. Memorial of Professor J. P. Norton. 12mo. Report of the joint standing committee on education in the general assembly of Connecticut, (May session, 1847,) on the establishment in Yale College of a professorship of agriculture and the arts. (Signed by Ephraim Williams, chairman.) 1856. — Scientific schools in Europe, by D. C. Gilman. 11 8vo. (Printed also in Barnard’s American Journal of Education.) Scientific education the want of Connecticut, by D. C. Gilman. 8 (Printed also in the Connecticut Agricultural Society’s Transactions.) Axipeal in behalf of the Yale Scientific School. 32 x^X^-? 8vo. Private proxiosal for reorganizing the Scientific School of Yale College. (Fools¬ cap sheet.) Proposed plan for a school of science in Yale College. 32 x)p-, 8vo. Plan of an agricultural school, by Professor J. A. Porter. 8 x)X^-) Plan of an engineering school, by Professor W. A. Norton. 4 pp., 8vo. Science and scientific schools. An address before the alumni of Yale College at commencement in 1856, by Professor J. D. Dana. 1860. — Agricultural lectures at Y^ale College. Reported by H. S. Olcott. 12mo. Regulations of the Scientific School of Yale College, (several editions in succes¬ sive years.) 4 x>i^-, 8vo. 1863. — Statement respecting the Sheffield Scientific School, laid before members of the legislature of Connecticut. 4 x^l^-, 8vo. 1864. — Prosx)ectus of the Sheffield Scientific School. 4 xh^., 8vo. 1865. — Circular of the Sheffield Scientific School. 4 xix^v '8vo. Circular respecting a course in agriculture. 4 pp., 4to. 1866. — First annual report of the State visitors of the Sheffield Scientific School. 40 PP-) 8vo. (Containing a history of the foundation.) 1867. — Second annual rexiort of the Sheffield Scientific School, containing a descrixition of Sheffield Hall, (vritli cuts.) 64 pj)., 8vo. Acts of Congress and of the Connecticut legislature, respecting the national grant. 4 x>X>-, 8vo. On the relations of scientific education to industrial pursuits, by Professor C. S. Lyman. An address at the twenty-first anniversary of the Sheffield Scien¬ tific School. 8vo. On our national schools of science, by D. C. Gilman. (From the North Ameri¬ can Review, October, 1867.) 442 REPORT OF THE COMMISSIONER OF EDUCATION. 1868. — Third annual report. 64 pp., 8vo. (Containing an essay on the aim and object of scientific education, by ]?rofessor William D. Whitney.) 1869. — Fourth annual report. 76 pp., 8vo. (Containing a catalogue of officers, bene¬ factors, and students, 1846-1869.) 1870. — Fifth annual report. 108 pp., 8vo. (Containing a catalogue of the Hillhouse mathematical library.) Inaugural address, by Professor William P. Trowbridge, on the profession of the dynamic or mechanical engineer. The same. Second edition ; Philadelphia. Five brief explanatory tracts. 1871. — Sixth annual report. 64 pp., 8vo. (Containiug short essays on dynamic engi¬ neering, and on city surveys, bj Professor W. P. Trowbridge, and a catalogue of drawings from the Novelty Iron-Works.) DELAWARE. 1871. — Circular of Delaware College. 28 xrp., 8vo. ILLINOIS. 1854. — Industrial universities for the i')eople, by J. B. Turner. 1864. — On the Illinois School of Agriculture, by W. C. Flagg. 12 i)p., 8vo. On industrial university education, by J. B. Turner. 21 pp., 8vo. 1867. — Laws of Congress and of Illinois in relation to the Industrial University, and minutes of the first meeting of the trustees. 1868. — First annual report of the trustees of the Illinois Industrial University. 323 pp., 8vo. (Containing a history of the movement for industrial education in Illinois, and an account of the condition of agriculture in that State, past and present.) 1869. — Second annual report. 407 pp., 8vo. (Including a full report of the lectures and discussions on agriculture at the university, January, 1869.) 1870. — 'Third annual report, (with a full report of the agricultural lectures, &c., of 1870.) Third annual circular. 1871. — Fourth annual circular. The Illinois Industrial University, Vol. I, No. 1, June, 1871. 20 px)., 4to. IOWA. 1863. — Fourth annual report of the secretary of the Iowa State Agricultural College and Farm. 1864. — Fifth annual report of the same. 1866. — First annual report of the sujierintendent and secretary of the Iowa State Agri¬ cultural College and Farm. 66 x>p., 8vo. (Containiug history and financial condition of the college building ancl farm from 1858 to 1866.) 1868. — Plan of organization of the Iowa State Agricultural College. (Presented by Presi¬ dent A. S. Welch.) 24 X)X>., 8vo. Second rex)ort of the trustees of the Iowa Agricultural College. 96 pp., 8vo. (Containing history of the college from its inception to 1888.) 1870. — Third biennial report of the board of trustees of the State Agricultural College and Farm. 143 xip., 8vo. 1871. — The annual rexiort of the Iowa Agricultural College. 125 j)))., 12mo. K^VNSAS. 1866. — Sixth annual rejiort of the suxierintendent of jiublic instruction of the State. 1867. — Third annual catalogue of the State Agricultural College. 1868. — Annual rexiort of the State Agricultural College. 1869. — Fourth annual catalogue of the same. Annual report of the board of regents of the State Agricultural [College. 15 Annual report of the superintendent of xmblic instruction. 163 xffii., 8vo. KENTUCKY. 1866-71, inclusive. — Annual Catalogues of Kentucky University, each catalogue con¬ tains an historical sketch and the rex)ort of the regent, J. B. Bowman. IMAINE. 1867. — Annual report of the State College of Agriculture and the Mechanic Arts. ' 1868. — Reports of the trustees and treasurer of the College of Agriculture and the Mechanic Arts. Catalogue of the State College of Agriculture and the Mechanic Arts. NATIONAL SCHOOLS OF SCIENCE. 443 1869. — Annual reports of tlie trustees anti treasurer of the College of Agriculture. 30 pp., 8vo. 1870. — Catalogue of the State College of Agriculture and the Mechanic Arts. Annual reports of the trustees, farm superiiiteucleut, and treasurer of the College of Agriculture and the Mechanic Arts. 40 pp., 8vo. MARYLAND. 1858. — Eeport of register of the Maryland Agricultural College. 1859. — First circular of the Maryland Agricultural College. 1863. — Circular of the same. MASSACHUSETTS. 1. Institute of Technology, Boston. 1861. — Proceedings preliminary to the organization of the Massachusetts Institute of Technology. 23 pp., 8vo. 1862. — Officers, objects, and by-laws of the Institute of Technology. 1865. — First annual catalogue of the Institute of Technology. 1866. — Second annual catalogue. 1867. — Third annual catalogue. 1868. — Fourth annual catalogue. 1869. — Fifth annual catalogue. 1870. — Sixth annual catalogue. 2. Agricultural College, Amherst. 1864. — First annual report of the Massachusetts Agricultural College. (Supply exhausted.) 1865. — Second annual report. 1866. — Third annual report. 1867. — Fourth annual report. 1868. — Fifth annual report. (Containing illustrations of the buildings.) 1869. — Sixth annual report. (Containing illustrations of the buildings.) 1870. — Seventh annual report. (Containing illustrations of the buildings.) 1871. — Eighth annual report. (Containing a plot of the college farm.) MICHIGAN. 1857 and onward. — Annual catalogues. (The catalogue for 1857 contains the legislation and the proceedings at the opening of the college.) 1863. — Second annual report of the secretary of the State board of agriculture. (Con¬ tains a sketch of the history of the agricultural college.) 1864. — Annual catalogue. 1865. — Annual catalogue. 1866. — Eeport of the president of the State Agricultural College. Address on the Agricultural College. By Governor H. H. Crapo. Annual catalogue. 1867. — Annual catalogue. 1868. — Eeport of the president of the State Agricultural College. Annual catalogue. » Experiments conducted at the Agricultural College. 1869. — Eeport of the president of the State Agricultural College. Address on the industrial arts, by Hon. G. Willard. Eeport on experiment in agricultural chemistry. Eeport on farm experiment. 1870. — Eeport on the accounts of the State Agricultural College. Annual catalogue. MINNESOTA. 1869. — Eeport of the committee on organization, made to the board of regents of the University of Minnesota. Annual report of the board of regents of the University of Minnesota. Tenth annual report of the State suxierintendent of xiublic instruction. (Con¬ taining report of iiresident of the university.) 208 pp., 8vo. 1870. — Annual rexiort of the State suxierintendent of xRiblic instruction. Annual rexiort of the board of regents of the university. Announcement of the university for 1871. 1871. — University Almanac for 1871. (Containing historical sketch of the university. Announcement of the university for 1872. 32 pp-, 12mo. MISSISSIPPI. 1871. — Minutes of the board of trustees of the university, with an axipendix on the organization of the College of Agriculture and the Mechanic Arts. 27 pp-? 444 KEPORT OF THE COMMISSIONER OP EDUCATION. MISSOURI. 1870. — Report of tlie University of Missouri. Address of President Read at the commencement, 1870. 1871. — Report of the university, h^ the curators. (Containing catalogue, announce¬ ments, &c.) 117 pp., 8vo. NEW HAMPSHIRE. 1867 and onward. — Catalogues of Dartmouth College. First report of the trustees. 1868. — Second report of ihe trustees. 1869. — Third report. (With charts.) 83 pp., 12mo. 1870. — Fourth report of the same. (With topographical map of the farm and engraving of college edifice.) 40 pp., 12mo. 1871. — Fifth report of the same. NEW JERSEY. 1865 and onward. — Catalogue of Rutgers College. 1865. — First annual report. 1866. — Second annual report. 1867. — Third annual report. 1868. — Fourth annual report. 1869. — Fifth annual report. 1870. — Sixth annual rex)ort. (These reports, in addition to other matter, contain annually the lectures of Professor G. H. Cook, delivered in different counties of the State.) NEW YORK. 1866. — Report of the committee on organization of Cornell University. 1869. — Address on agricultural education. By Andrew D. White, i^resideut of Cornell University. 50 pp., 8vo. Catalogue of Cornell University. 1869-^70. — The Cornell University registers. (The last containing an address by President White relative to the College of Agriculture and the Mechanic Arts.) PENNSYLVANIA. 1859. — Annual report of the Farmers’ High School. 1860. — Inaugural address of the president of the Farmers’ High School. 26 pp., 8vo. 1860-’61. — Catalogues of the Farmers’ High School. 1862 and onward. — Catalogues of the Agricultural College of Pennsylvania. 1862. — Report of a committee of the trustees. 63 pp., 8vo. 1864. — Plan for organization of colleges for agriculture and mechanic arts. 36 ]}p., 8vo. 1869. — First annual report of East Pennsylvania Experimental Farm. Report of the trustees of the Agricultural College. 1870. — Report of the trustees of the Agricultural College. 1871. — Report of the trustees of the Agricultural College. RHODE ISLAND. 1863. — Act of Congress granting land for the establishing of agricultural colleges, with resolutions accepting the lands for Rhode Island and assigning them to Brown University. 12 pp., 8vo. 1865 and onwmrd. — Catalogue of Brown University. 1866. — First, second, and third annual reports of the Agricultural College of Rhode Island. EAST TENNESSEE. 1870. — Catalogue of State Industrial College. 1871. — Catalogue of State Industrial College. VERMONT. 1866 and onward. — Annual reports of the State Agricultural College for 1866-’70. Catalogues of University of Vermont. WEST VIRGINIA. 1868. — First annual catalogue of State Agricultural College. WISCONSIN. 1866 and onward. — Catalogues of the University. Annual reports of the regents. 11 EDUCATION OF THE BLIND. 445 EI>UCATI®W OF THE IS'ILIMH, GENEEAL STATISTICS OF BLINDNESS. It is usually thought that the proportion of blind persons in any community depends greatly upon climatic influences. Zeiine, so long director of the institution for the blind in Berlin, put forth tables showing that the ratio of the blind to the whole xiopulation is— Between 20° and 30° north latituvle . 1 to 100 Between 30° and 40° north latitude . Ito 300 Between 40° and 50° north latitude . 1 to 800 Between 50° and 60° north latitude . 1 to 1, 400 Between 67° and 70° north latitude . 1 to 1, 000 Between 70° and 80° north latitude . 1 to 500 Closer calculation shows that Zeune’s doctrine is questionable; and his tables unre¬ liable. This is certainly so ivith regard to the United States. The census of 1870 gives 20,320 as the number of the blind in the United States, the whole population being 38,555,983. But this by no means represents the number cut off from the blessings of common schools, and the common occupations of life, by total or partial lack of sight. None are counted as blind who ought not to be counted ; while some who are totally, and many who are partially blind, escape notice. Peoxile dislike to admit their own, or their children’s imperfection of vision. If we should apply the test used in some schools for the blind, and count as blind all who cannot distinguish printed letters the eighth of an inch square; all those who see men as trees walking,” but who cannot see distinctly enough to pursue ordinary indus¬ trial occupations ; and add the average persistent number of those temporarily deprived of the use of their eyes by disease, wo should have a more correct idea of the number of individual sufferers, and the amount of public loss consequent upon lack of, or defect of, the sense of sight. We are gathering statistical data to show, more accurately than has yet been done, tlie number of the blind in various sections of the world, and in various States of the United States; but, although not yet ready for publication, they indicate that the commonly received theory of Zeune, that blindness increases as we go northward or southward from the center of the temperate zone, is not true of this continent. CAUSES OF BLINDNESS. A careful examination of 500 cases at the Perkins Institution shows the causes of blind¬ ness to be : Congenital, 37.75 per cent.; disease, 47.09 xier cent.; accidents, 15.16 per cent. It should be borne in mind, however, that many of those set down as blind by disease or by accident were born wuth organs of sight too feeble to resist ordinary destructive agencies of disease or accident. A blow of a chip, or a blast of cold air, that would affect sound visual organs only slightly and temporarily, is, in these persons, followed by severe inflammation, often ending in blindness. They were, so to speak, not born blind, but born to become blind. PHYSICAL CONDITION OF THE BLIND AS A CLASS, The failure of the visual organs to perform their functions normally, or to perform them persistently through life, is often a symptom of some defect which pervades the whole bodily organization. The inference from this is, that the blind, taken as a whole class, have less bodily vigor, less iiersistent vital force, than ordinary persons. The superinduced sedentary habits still further depress the vital force, so that the blind have less than average power to resist disease and destructive agencies than average persons have. According to tables carefully prepared at the Perkins Institution for the Blind, it appears that of the entire 1,102 persons (admitted to seven institutions) whoso after history is known, 878 now survive ; whereas the life table of Massachusetts calls for about 964, and that of England for about 979 survivors — thereby indicating that the power of the bliud, represented by the returns of these institutions, to resist destructive influences is 8.9 per cent, less than that of the population of Massachusetts, and 10.3 per cent, less than that of the population of all England ; and that the number of deaths is from 60 to 80 per cent, greater, according to the tables employed for the comparison, than the number required by such tables. SKETCH OF THE EISE AND PROGRESS OF SCHOOLS FOR THE BLIND IN EUROPE. Notwithstanding the general sympathy which blindness excites, and the universal readiness to help those suffering by this sore infirmity, no better way was devised 446 EEPORT OF THE COMMISSIONER OF EDUCATION. to do so than that of giving them alms, until toward the end of the eighteenth cen¬ tury. TJie device of forming letters by idacing x)ins in large cushions had been adopted by several noted blind persons in Germany. One of them, Weissenberg of Manheim, added a method of making relief maps. Mademoiselle Paradis, a blind pianist of Vienna, who was familiar with these pro¬ cesses, came to Paris in 1784. She used a large pincushion in which she stuck pins to represent notes. Among her acquaintances was the Abb4 Valentine Haiiy, brother of the celebrated mineralogist. Haiiy at once saw how Mademoiselle’s pincushion might become changed to a book. He embossed some stiff paper with large letters, and found they could be distin- gaished by the touch. He immediately sought out some blind children, among whom Avas a little beggar-boy, named Lesuer, of superior talents and quick wit. This boy fvfterward played the same part in the enterprise of educating the blind as IVIassieu had done in that of deaf-mutes. Haiiy taught him to distinguish letters, arithmetical fig¬ ures, and outline maps. In a few weeks he exhibired his pupil before the Societd Philauthropique, and carried them as by storm. A small house (No. 18 Notre-Dame des Victoires) was i^ut at his disposal, and also funds to support twelve scholars. Thus a blind girl’s pincushion was the foundation of the first institution for the education of the blind. If the history of this first public institution for the education of the blind had been known by founders of similar institutions in this country, some of them might have avoided some mistakes and losses. It shows clearly that the most generous imj)ulses, unguided by reason, may lead to measures more harmful than helpful to the object of our sympathy ; and that no amount of genius and zeal can atone for lack of common sense. Valentine Haiiy had genius, generosity, and zeal ; but he lacked common sense, and utterly failed as an administrator of affairs. It is usually supposed that Haiiy first conceived the idea of teaching the blind from the sad exhibition of a band of blind musicians, v/ith leathern spectacles on nose, and music books before their sightless eyes, playing to a crowd. There is (or Avas, within my memory) a low coffee-house in Paris in which blind men fiddled for the amusement of the visitors, hence called the Cafe des Aveugles. Haiiy probably visited it while on his search for xmpils for his new school; but, from what I gather of his memoirs, it is most probable that his first impulse was received from Avhat he saw of Mademoiselle Paradis and her pincuwshion. His enthusiasm and zeal so hastened the progress of his little school, that in the A^ery same year he exhibited them before Louis XVI and his court. They made a deep impression uxmn all hearts. Their reading excited wonder, admiration, and undue hox)e. The school became one of the lions of Paris ; and its mas¬ ter a favorite of the court. He Avas made interpreter to the King, and to the navy department, for the English, German, and Dutch languages ; royal interpreter ; and ju’ofessor of ancient inscriptions; and finally, secretary to the King. In the same year he dedicated to his royal master a book called ‘‘ Essays upon the Education of the Blind.” This wasi)riuted in relief, nominally by the blind boys at the new school, but really by Clousier, the j^rinter ; the boys, perhaps, pulling the press. This book (which is of little real value) Avas translated into English by Blacklock, the blind poet, in 1795. The school seems to have been badly directed ; and in 1790 it was joined to that for the deaf-mutes, and the two classes Avere assembled in the Convent of the Celesfcins. The union seems to have been unwise, and unblessed. The managers quarreled; and managed matters so badly that the existence of both schools Avas endangered ; when the National Assembly decreed, July 2, 1791, that the exx)enses of the schools should be assumed by the State, and that one pupil should be received from each of the eighty departments of France. I5ut the pecuniary relief did not mend matters in the schools. The quarrels of the managers Avere taken up by the pupils ; and the blind and the mutes were at logger¬ heads. This discreditable condition of things was terminated after the resolution of 9th Thermidor, Anno II, by a decree of the national convention, July 27, 1794, Avhich seirarated the disxnitants, andxrlaced the deaf-mutes in the seminary of Saint Magloire, and the blind in Saint Catharine’s House, Rue des Lombards. But Haiiy’s intemperate zeal made matters still worse at the school for the blind. Having discarded Avhat Avere styled the mummeries of the Roman Church, the Theo- philan'thropes set up more ridiculous mummeries of their own ; and Haiiy having become a sort of sidj-xrriest of Revelliere Lepaux, used to make his pupils take xrart in the miscalled religious ceremonies, by chanting. Earnestly desiring to make his x>upils hapjoy, he foolishly thought to do so by alloAV- ing some of them to marry, and to bring their brides to liAm in the institution. The consequences may be easily imagined. Although an abb6, he had married a suitable Avoman, but nx)on her death he took to Avife, and to the institution, a common market girl, without manners or culture. Under such a matron the confusion in the household became “ Avurse confounded; ’’ and as its chief and ostensible object, “ the instruction of EDUCATION OF THE BLIND. 447 the blind,” was not attained, Cbaptal, minister of interior, recommended that it be trans¬ ferred to the old establishment of the Quinze-Vingts, or asylum tor hfteen scores (300) blind soldiers. This step was probably taken to get rid of Hatty, who had proved incompetent to direct the establishment which he had created. He was pensioned ; and his unfortunate pupils were utterly demoralized by being mingled with the inmates of the Quinze-Vingts; all of whom were panpers; and some of whom were beggars. After an eclipse of fourteen years, the school was rescued from its demoralizing rela¬ tions, and moved to a house in Rue St. Victor, where it revived under the care of Dr. Guille. His successor. Dr. Dufau, completelyregenerated it; obtained for it liberal patronage of the government ; and made it the leading establishment of the kind upon the Continent. Haiiy attempted, upon the strength of his reputation, to establish a boarding-school for children. It was dignihed with the name of Mus6e ilfcs Aveugles, but had no suc¬ cess ; and lived only about two years. He then went to St. Petersburg, and commenced, under royal patronage, tjie establishment of a school for the blind. He had x)artial success in awakening public interest; but he failed in the management of his school for the same reasons as in Paris. He was, however, treated with great respect, and received the decoration of the order of St. Vladimir. He then tried his hand in Berlin ; but although the institution which he founded took root, and still nourishes, his cohnection with it was ended, and he returned to Paris, to die a dex)endent upon his less brilliant but cibler brother. The fruits which Haiiy planted have multiplied, until all the principal countries of Europe have their special institutions for the instruction of the blind in the rudiments of learning, in music, and in the mechanical arts. SKETCH OF THE RISE .WD PROGRESS OF INSTITUTIONS FOR THE BLIND IN THE UNITED STATES. The first public and s3"stematio eiforts made in the United States to secure for blind children a share in the advantages of common-school instruction, were made in Boston in 1829. Dr. John D. Fisher while studying medicine in Paris had visited the French school for the blind ; and on his return home associated himself with a half dozen benevolent gentlemen, among whom was William H. Prescott, the eminent historian, who was him¬ self partially blind. It was shown by exireriment, in the meetings of these gentlemen, that blind children could be taught to read embossed type, to distinguish outline maps, &c. They therefore obtained from the legislature an act (dated March 2, 1829) incor¬ porating an institution, to be styled the New England Asjdum for the Blind ; which name has been since changed to the.t of Perkins Institution and Massachusetts Asylum for the Blind. The act of incorporation provided that the institution should be under the control of twelve trustees, eight to be chosen annually by the corporation, and four by the governor and council. The trustees proceeded at once to collect money to establish a school, and appealed to the legislature for aid. That bodj^ had previously made a grant of $6,000, to be continued annualljg for the education of indigent deaf- mute pupils at the American Asylnm in Hartford, and as there were not beueliciaries enough to exhaust the appropriation, the unexxiended balance was granted to the in¬ stitution for the blind. In 1831 Dr. Samuel G. Howe took direction of the establishment, and he has continued at its head ever since. The grants by the legislature were during many years prOi)ortioncd to the number of beneficiaries received and educated ; but were increased with the growth of the estab¬ lishment, and w'ith the number of State beneficiaries received. Now the sum appropriated is $30,000 a year, upon condition that all indigent blind persons belonging to Masssachu- setts who are recommended by the governor and council, sliail be received and educated gratuitously. The other New England States immediately took measures to secure for their blind children the advantages of instruction ; bnt, instead of erecting institutions at home, sent their beneficiaries to the Massachusetts school. This history is given somewhat in detail, because nearly the same course has been followed in establishing kindred institutions in other States. It shows, also, how our citizens are accustomed to work. Two or three zealous Iversons gather together in a small chamber, and pass resolutions that such and such an institution is desirable and must be had. If it meets approval, others come into the movement. They procure an act of incorporation, and when the establishment has got successfully at work, they ask, and generally obtain, aid from the public treasury. It shows, also, an important fundamental feature in respect to which our public in¬ stitutions for the blind differ. Some are, legalljg xmivate corporations. They may, or may not, receive aid from the State, in shape of payment for beneficiaries ; ljut the State has no direct control over the management. This is left to a board of trustees, chosen annually by the members of the corporation. Such is the original New York Institution for the Blind, in the city of New York. 448 REPORT OF THE COMMISSIONER OF EDUCATION. Some are strictly State institutions ; tlie State owns the xn'operty, appoints the trus* tees, (virtually the superintendents,) and pays all the expenses. Such is the New York State Institution at Batavia, and the Ohio Institution for the Blind. A third class are partly private, partly public establishments. The xiroperty is held by a corporation ; but the State a.ppoints a certain number of the board of trustees, I generadly one-third, sometimes one-half. Such is the Perkins Institution of Massa- I chusetts. _ i There are advantages and disadvantages in each mode, but the two chief advantages claimed for the tliird class are strong. First, institutions so organized call for the per¬ sonal sympathy and the intelligent co-operation of a considerable number of jprivate citizens, and such are sure to be found when called for. Second, they are kept out of the sphere of local x^olitics and the scramble for office. Some institutions already suf¬ fer from tlie fact that i^racti^ally, however excellent the sux>erintendent may be, how- I ever valuable his knowledge and experience, he is turned out when the x>olitical party ; which put him in, is defeated at the x)olls. ♦ j But to return to history. In 1831 Dr. Akerly, of New York City, who had been j active in introducing instruction for deaf-mutes, interested himself and others in x>ro- j curing like benehts for the blind. Some children were taken from the almshouse and j instructed, by “way of exx)eriment,” in a small room in Canal street, by Dr. John D. | Russ, who raised tlie infant institution to maturity ; and though he long since ceased | to superintend it officially, he has not yet ceased to loe its efficient friend. , The first thought and puig^ose of building up sxoecial institutions for the instruction | of the blind seems to have occurred to benevolent x)erson8 in New England, New York, I and Pennsylvania almost simultaneously, but Avithout concert. ^ In Philadelphia the benevolent Robert Vaux liad been urging the matter for several I years upon his friends in that city, before they fairly organized the excellent institu- i tion Avhich has grown to be among the foremost of the Avorld. | The success of tliese institutions awmkened an interest over the whole United States. | A detachment of ])upils from the Perkins Institute visited seventeen States, and were exhibited before the legislatures and x)eople. Schools were established successively in i Ohio, Virginia, Kentucky, Tennessee, Indiana, North Carolina, South Carolina, Illinois, ! Wisconsin, Missouri, .Greorgia, Iowa, Mississix)pi, Maryland, Michigan, Texas, Arkan- ! sas, Minnesota, California, New York State, Kansas, Louisiana, and West Virginia Thus it has become ])art of the fixed policy of the country that the blind shall have j a full share of the instruction. The legislatures of thirt,y-oue States make special axipropriations, either for the • maiuteuauce of schools for the blind, or for the sux)port of a certain number of benefi- i' claries in the institutions of other States. Nineteen syjecial institutions are in operation for the sole benefit of the blind, and seven others of wliich the blind share the benefits with the deaf mutes. The aggregate of their jiropert^y is about $3,500,000. Their aggregate annual income is about half a million. They ha\'e received in all 6,476 pupils. Their actual xwesent number is 2,018. The general statistics of these institutions are given in the table subjoined. They are made up from recent written returns, given by the several superintendents. i We prox)ose, in another article, to give a sketch of the course of instruction j^ursued ■ in these institutions ; to consicler the princiiiles upon which they are founded, the mode in Avhicli they are administered ; and to comjiare them with Euroxiean institutions ! of the same kind. I SAM’L G. HOWE. : EDUCATION OF THE DEAF AND DUMB. 449 EDUCATIOX OF THE HEAF ANH BFMB. As •will be seen from the tables, the number of schools for the instruction of the deaf and dumb in the country is thirty-eight. In these were gathered during the last academic year more than four thousand pupils, an increase of over two hundred from the preceding year. Pennsylvania has taken a step towards clearing herself from the charge of making insufficient provision for her deaf-mutes, by incorporating an insti¬ tution to be located at Pittsburgh. No essential changes have been made in the methods of instruction pursued in tho several institutions. Articulation is, however, receiving increased attention, as an accomplishment for the comparatively few, who, having acquired speech before Idsing hearing, retain more or less facility of vocal utterance. • CONVENTION AT INDIANAPOLIS. An event of interest and importance was the assembling of a convention of experts in this profession, at Indianapolis, on the 24th of August, 1870. Twenty-four institu¬ tions were represented by eighty-three officers and teachers, and the deliberations of the convention were continued for nearly four days. The subjects presented and debated were iis follo^vs : Language, considered in reference to the instruction of primary classes, by Horace S. Gillett, A. M., instructor in the Indiana institution. Prizes as rewards for superiority in scholarship, by H. A. Turton, esq., instructor in the Iowa institution. The proper order of signs, by E. G. Valentine, A. B., instructor in the Wisconsin in¬ stitution. The higher education of deaf-mutes, by John C. Bull, A. M., instructor in the Con¬ necticut institution. Religious services for deaf-mutes, by H. W. Milligan, A. M., instructor in the Illinois institution. Day-schools for the deaf and dumb, by Edward A. Fajq A. M., professor in the Na¬ tional Deaf-mute College. The nobility, dignity, and antiquity of the sign language, by J. C. Covell, A. M., principal of the Virginia institution. Compulsory education in its relation to deaf-mutes, by J. L. Noyes, A. M., principal of the Minnesota institution. Organization of institutions for the deaf and dumb, by Philip G. Gillett, A. M., principal of the Illinois institution. Method of preaching to deaf-mutes, by Franklin Read, esq., instructor in the Illinois institution. A practical view of deaf-mute instruction, by Isaac Lewis Peet, A. M., principal of the New York institution. The progress of deaf-mute instruction, by Harvey P. Peet, Ph. D., LL. D., late prin¬ cipal of the New York institution. Mimography. Articulation. Probably no subject is of greater importance in the instruction of deaf-mutes than the one brought forw^ard in the article hrst named above, for it is well understood by instructors that when a mute child has written language well in use, his education proceeds with no greater difficulty than that of his hearing brother. FAMILIARITY -WITH THE ENGLISH LANGUAGE ESSENTIAL. Mr. Gillett, an instructor of long experience in the Indiana institution, stated tho question and the difficulty as follows, in opening his paper on language : “ The more familiar a deaf-mute is with the English language at any period of school life, the more satisfactory, in general, will be his progress in study at any subsequent period. The advantages possessed and acquisitions made in this branch'of education during his first year will favorably affect every remaining part of his course. It is of the highest importance, then, that he begin and "proceed according to the best methods. And here arises the great (piestion which takes precedence of every other in the literary education of this class of persons. What is the best method of making them acquainted •with our language ? “Are the ]nocesses now enq)loycd tho best? Do deaf-mutes graduate from our in¬ stitutions witli that ability, not to say accuracy, in the expression of their thoughts, which may reasonably bo expected? Does the" avei’age aciiuirement of tlie ordinary and high-class scholars approach that of the common-school and academic graduates 29 c E 450 REPORT OF THE COMMISSIONER OF EDUCATION. of our public schools as nearly as, under the different circumstances, we have a right to dpinand ? “ However these questions may be answered, there seems to be among the instructors of deaf-mutes a prevailing dissatisfaction with their usual rate of progress and amount of attainment in language. Their advancement should be more rapid, the results of study larger and more complete. Their minds are believed to be capable of something better. They should leave the school, if they finish the prescribed course, with an ability to express their thoughts more correctly and with greater facility ; some, at least, with elegance. ” Again the difficulty was stated in a paper on the proper order of signs, by Mr. Val¬ entine, a young teacher in the Wisconsin institution, as follows : ‘‘It must be evident to you who are so conversant with deaf-mutes, to you who have watched their conversation and read their productions, that they do not want for ideas. They could talk from morning till night, with no intermission, if permitted ; and their productions, all in all, show much thought. What, then, is the difficulty ? I believe it to be this : AVhen they write out their thoughts, they express them, not in the English order, but in the order they have been most accustomed to use, in the se- called natural order. In short, they fail in the converting process. Their minds not being sufficiently strong to grasp two opposite systems at once, they naturally acquire the system most commonly used. They never learn to use the English order correctly, because they never learn to think in that order.” Referring to the importance of requiring deaf-mute children to practice the verbal language taught them in school, Mr. B. Talbot, principal of the Iowa institution, and a teacher of many years’ experience, said: “ If a pujiil must make signs, and cannot get along without it, of course we must let him make signs, but we can very easily encourage the other form of expression. I know that sign-making is the easiest — it is the laziest process — and that is probably tlie reason why we follow it; but if we do our whole duty to the deaf-mute we must, as soon as possible, get him out of the habitual use of signs, and as soon as possible get him into the constant practice of words put together into sentences. I do not care how short tliey ai’e ; in fact, the fewer words in a sentence the better for a deaf-mute, until you get him into the ready and habitual use of the simpler forms of expression. We should, in every way that we possibly can, secure this practice in the use of words. I am sure, from my experience in the school-room and out of it, as well as from what others testify as the result of their observation and experience, that there is no easier method of promoting the early use of verbal language. It seems to me that this is the Xjoint of the article before us — practice, j)ractice, over and over again.” QUESTIONS DISCUSSED BY MESSRS. GALLAUDET AND KEEP. Alluding to the essays of Messrs. Gillett and Valentine, the writer of this article spoke as follows : “ I have listened to the paper which has been read this afternooo, as I listened to the X^aper read this morning, with a very great interest. I have followed the discussions as closely as I might with no less interest ; and I see running through it all the fact, which I am very glad to have acknowledged so plainly in this convention, and which we have all to look in the face, that the deaf and dumb, as a class, do not mao>ter the English language. I take it that it is the confession of the discussion and of t lie article that the deaf and dumb in our institutions, as a class, do not master the English lan¬ guage. I consider this a very serious confession. I do not know that I can say when I first became aware of this great fact, though I can look back to the time when I Avas not aware of it, in my experience as a teacher of the deaf and dumb. But it is a fact of which I am fully satisfied, and I find it pretty w^ell confessed here to day. Other evi¬ dences of this fact have also come to my knowledge. To the college at Washington have come students from A-arious xiarts of the country, representing a large number of the institutions. These xuipils have come to us for the purpose of extending their edu¬ cation; of going into the study of Amrious branches of learning not taught them else- Avhere. We, of course, have to examine them, in order to learn AAffiat have been their previous attainments ; to learn hoAV far they have mastered that language, Avhich in the college at Washington is made the basis of communication and instruction ; I mean, not the sign language, but the English language. In the AA'orkiug of our college, we find young men of fine minds, who have had the best advantages that the country can afford, in institutions second to none, who, doubtless, haAm had faithful teachers, and liaA^e been earnest and xierseveriug tliemselA^es, and had a great ambition to be schol¬ ars — Ave find such young men not by any means masters of the English language. lu saying this, I mean, not masters of the English language in its comx)aratively simpler forms — not, of course, the elementary forms, but the simpler forms of expression. In some of the middle classes of the college Ave have young men Avhose minds are Avell stored Avith facts, Avho have a good knowledge of mathematics and the natural sciences, Avho, xmrhaps, knoAV something of French and a good deal of Latin, and Avho yet are not EDUCATION OF THE DEAF AND DUMB. 451 masters of tlic English language, as we feel, and as every one of yuu would admit, if placed in communication with them, they ought to be.” The only serious opposition to the views thus set forth was made by Mr. John R. Keej), for many years an instructor in the institution at Hartford, who said : “ I am very sorry, for one, to have the attainments of the deaf and dumb, under all the difficulties that they have to encounter, belittled for the sake of establishing a theory; to hav'ethe iiroclamation made here, to go forth to the world, that, after all our eiforts to educate the deaf and dumb, they do not master the Englisli language. But who evor claimed that they do f It is the wonder of the age that they accom- ])lish so much, considering the embarrassments under which they labor. To say they do not master the English language is simply saying that. they are deaf and dumb, born into the world under very great disadvantages ; but God has so wonderfully con¬ structed the human mind that, of its own native force, it has invented a way to com¬ municate its ideas. The question before us is, whether we shall, before we have reached the top of the scaffold, knock out the foundation upon which it rests ; whether we shall stand on the ladder and pull out its rounds above us, and Hatter ourselves that w’e are going up all the taster. Would you destroy the French language in order thereby to hasten the acquisition of the English? Where these two spoken lan¬ guages are used in one family they do not find it necessary to destroy the genius and the idiom of the one and go into a barbarous dialect of jargon in order to acquire a knowl¬ edge of the other. On the contrary, each person speaks his own language, and speaks it ])urely and without regard to the other. It seems to be monstrous that it should be asserted here that the sign language, as is confessed by all, the only medium we have by which to introduce the deaf-mute child into the kuowl^ge of English speech, is a dangerous thing to use in the instruction of deaf-mutes.” CONCLUSIONS. It is proper to remark that Mr. Keep states what is not a fact when ho says “the sign language is confessed” to be “the only medium we have by which to introduce the deaf-mute eliild into ^he knowledge of English speech.” And, further, he begs the question when he says “ the question before us is, whether -vve shall, before w'e have reached the top of the scaffold, knock out the foundation upon wJiich it rests.” It is not, however, the purpose of this article to renew the discussion of the conven¬ tion, but simply to call attention to the fact that a general admission was accorded of the unsatisfactoriness of certain results of the system now generally pursued in this country. This admission may be regarded as a wholesome evidence of a purpose on the part of the body of teachers of deaf-mutes to work out reforms whenever oppor¬ tunity offers, and not to rest satisfied with repeating the processes of past generations. It would be impossible, in the limits allotted to this paper, to give even a resume of the discussions of the convention. A full report of the proceedings has been published by the Indianapolis institution, whose generous hospitalities the convention enjoyed, and co])ies of the document can bo procured by any one interested in its subject-matter, on application to Rev. Thomas Macintiro, superintendent of the Institution for the Deaf and Dumb, Indianapolis, Indiana. PKOFESSIONAL DEAF-MUTE LITERATURE. It may be of interest to many engaged in the work of general education to know that the profes.sion of deaf-mute instruction has its current literature, embracing a quarterly periodical, besides several monthly and semi-monthly papers. The periodical entitled “ The American Annals of the Deaf and Dumb” has extended through sixteen volumes, its i)ublication having been begun in 1847, in Hartford, Con¬ necticut, under the auspices of the instructors of the institution in that place. Sustained for two years as a private enterprise, this publication was adopted in 1850 as the organ of the convention of American instructors of the deaf and dumb, which held its first meeting at New York in that year. For eleven years its publication was continued at Hartford, Connecticut, under the editorial direction of Luzerne Rae lor lour years, and for seven years under that of Samuel Porter, both instructors in the institution at Hartford, the latter now a professor in the National Deaf-Mute College at Washington. Suspended in 1861, on account of difficulties growing out of the war, it was revived by the action of the conference of x)rincipals, held at Washington in May, 1868. Sij)ce that time it has been x)ublished in Washington for two years, under the charge ot Lewellyn Pratt, followed by the x)reseut editor, Edward A. ikiy, both X)rofes- sors in the National Deaf-Mute College. The sixteen volumes now com])lete present a most valuable series of articles relating to the instruction of the deaf and dumb. They include, in fact, the greater part of the literature ol our x)rofession in the English language, excepting, of course, text-books, and are almost indisxmnsable to any who wish to acquaint themselves with the art oi 452 REPORT OF THE COMMISSIONER OF EDUCATION. instructing the deaf and dumb, its history and its theories, especially to those who would become successful teachers. This periodical has never been published with a view to pecuniary profit. The responsibility of its support has been assumed by the several State institutions, the expense being distributed jjro rata in proportion to the number of pupils in each. There are five newspapers which may be named as being published in the interest of deaf-mute instruction. Four of these are controlled and issued by institutions for the deaf ai;d dumb, and are designed to extend information with regard to the work of the respective institutions sustaining them, and to afford reading-matter to their pupils and their friends. The “ Deaf-Mute Advance,” published at the Illinois institution, is a semi-monthly paper ; the Mute’s Chronicle,” published at the Ohio institution, is issued monthly, as also are the “ Deaf-Mute Home Circle,” of Kansas, and the “ Pelican,” of Louisiana. “ The Silent World,” published at Washington, is neither controlled by, nor in the in¬ terest of, any institution. It is a monthly paper of sixteen pages, managed aud edited by alumni aud students of the National Deaf-Mute College. It is designed for circulation among educated deaf-mutes and their friends, and aims to strengthen the ties which bind the graduates of our institutions to their teachers and schoolmates ; to keep the deaf and dumb well acquainted with the progress that is constantly being made in the systems of instruction.; to furnish a medium for the discussion of new theories and practices by the deaf themselves, as well as by their friends ; in short, to minister to their pleasure, to instruct, aid, elevate, and refine, and to give others an insight into the silmt world of the deaf, their education and capa¬ bilities. E. M. GALLAUDET, Ph. D., LL. D. . . ANNUAL STATEMENT OF THE PROGRESS OF EDUCATION IN FOREIGN COUNTRIES. EDUCATION IN FOREIGN COUNTRIES. 453 ANUrUAI. REVIEW OF EDFCATIO]^ IN FOREIGN COHN- TRIES. INTRODUCTION. In this review no more than a mere outline of recent important educational events in foreign countries is attempted ; where possible, the latest statistics are given. Wherever it has seemed essential to the complete understanding of events, a brief r6snm6 of the preceding facts has been given. The ofiScial reports transmitted to the Bureau of Education have been consulted as far as possible, and, in addition, the following standard and reliable German publica¬ tions : “Liiben’s piidagogischer Jahresbericht,” [Liiben’s Annual Review of Pedagogics,] published annually at Leipsic. “ Wolfram’s allgemeineChronikdes Volksschulwesens,” [Wolfram’s General Chronicle of public instruction,] xmblished annually at Hamburg. “Allgemeine Schulzeitung,” [General SchoolJournal,] published weekly at Darmstadt, one of the oldest German publications of the kind. I.—EUEOPE. 1.— AUSTRIA. HISTORICAL REVIEW. In spite of innumerable difficulties, having their cause chiefly in the many different nationalities of the Austrian monarchy, and the reactionary tendencies of the clergy, education has progressed rapidly during the last year. The chief event of the year 1870 was the final abolition of the concordat with Eome, which had existed since 1855. This only refers to Austria proper, for in Hungary the concordat never became a law. This was the first step, and others have followed tending to a complete secularization of public instruction and its thorough reform. NEW SCHOOL LjVW. The new school law has been sanctioned by the votes of nearly all the assemblies (landtage) of the different Austrian provinces, with the exception of Carniola, Illiria, Tyrol, and Gallicia. It was found that, in order to carry out this law, 1,100 teachers were wanting, and, to supply this want, several new teachers’ seminaries have been founded. The ministry of public instruction has, July 19, 1870, published a very full course of instruction for these institutions, embracing religion, 1 to 2 hours ; peda¬ gogics, 2 to 3 hours ; grammar, 4 to 5 hours ; arithmetic, 1 to 2 hours ; natural history, 2 to 3 hours ; natural philosophy, 2 to 3 hours ; geography, 2 hours ; history, 2 hours ; agriculture, 2 hours , penmanship, 2 hours ; drawing, 2 hours ; music, 2 hours ; gym¬ nastics, 2 hours. According to the ne* law of May 14, 1869, so-called supplementary courses for teachers, have been inaugurated. They are held during the vacation, and last from four to eight weeks, and instruction is given in all the branches taught in the teachers’ seminaries. The expenditure for elementary education during the year 1870 amounted to 6,297,054 florins, (one florin = .50 cents.) Out of this sum, 178,887 florins were expended for the ministry of imblic instruction, and 367,824 florins for teachers’ semi¬ naries. GENERAL GERMAN TEACHERS’ ASSOCIATION AT VIENNA. An important event of the year was the general German teachers’ association, held in Vienna from the 7th till the 10th of June, 1870. It was attended by upwards of 5,000 teachers from all parts of Germany. Of the many important subjects discussed we mention a few : 1. The German national school. 3. The public school, a school for the formation of character. 4. Non-sectarian schools. 14. The aim of female education. This last-named subject gave rise to violent discussions. Dr. A. Mcir, principal of a female seminary in Lubeck, the first speaker, dwelt forcibly on the following points : 1. Female education— such as it is at present, does not meet the requirements of our time. 2. The aim of female education is the i>reparation of women for their duties in the house and family. 3. At the same time women’s education, to prepare them for earn- 454 REPORT OF THE COMMISSIONER OF EDUCATION. inpj an independent living, is not to be neglected. 4. The pernicions influences of modern society on the family are to be fought against with the utmost energy. Among the speakers was school-director Jansen, from Bremen. We quote the follow¬ ing from his speech : “ As long as the world stands, as long as nature remains the same, the principle must stand that man will remain a man, and woman a woman, much as modern emancipators will deny it. In no sense does woman stand lower than we, and in no sense do we stand lower than woman ; both are to reach an equal height, but each in its ovTi way. Away with the woman-man, who stands like a dwarf beside tho woman ; away, likewise, with the man-woman, who wishes to be and act, in every respect, like a man ! We men do not wish to see in woman a poor imitation of man. No! We wish to see her in her own sphere as a high ideal, whose purifying and elevat¬ ing influence is felt throughout our whole life.” CITY SCHOOLS. As regards the city schools of Austria, much remains to be done. In Vienna, with about 750,000 inhabitants, there are 9 school districts with 78 communal elementary schools, and 36,384 scholars, who are instructed in 501 school-rooms by 510 teachers. There are on an average 70 scholars to each teacher, but there are also schoolswhere the number reaches 100. The salaries have, hitherto, been entirely inadequate, vary¬ ing from 1,000 to 250 florins. Tbe one year’s volunteers of the Vienna garrison under¬ went the usual examination for officers’ places, in November, and out of 124 only 18 passed the examination. BOHEML\.. In Bohemia a normal course was oiiened during the past year for young ladies who wish to teach in kingdergartens. CARLXTHIA. Much has been done by private and communal munificence ; thus, the little town of Villach, in Cariuthia, with 4,000 inhabitants, erected a new higher burgher school with 8 classes ; one citizen gave the lot, another the bricks ; another again did the car¬ penter’s, locksmith’s, and other works, free of charge ; and, finally, a sum of 25, 000 florins was subscribed for the maintenance of the school. STYRIA. Styria, with a population of 1,056,773, in 1869, had 741 elementary schools, with 1,262 teachers, and 97,938 scholars, out of a school population of 111,550. A society at Graz has commenced to publish popular educational documents at a cheap price. Of the first of these, 5,000 copies were sold or distributed. HUNGARY. In Hungary (including Transylvania) the year 1870 has been distinguished by great activity among the teachers, by holding numerous meetings and spreading educational tracts. The zealous minister of public instruction, Eotvos, made great exertions to reform the whole system of public education. How liecessary such a reform is will be seen from a simple fact. In the city of Szegedin, with 70,000 inhabitants,. 48,000 could neither read nor write ; and, on close examination, it was found that many Avho professed a knowledge of writing could, in reality, write nothing but their own name. The pro¬ portion in some of the rural districts is even wmrse. The Hungarian diet appropriated 725,000 florins for public instruction, viz, 320,000 florins for 6 seminaries for male teach¬ ers, and 2 for female teachers : 15,000 for professors at these seminaries ; 100,000 florins for agricultural courses ; 50,000 florins for apparatus in the elementary schools ; 100,000 florins for the support of communal schools ; 50,000 florins for the elementary instruction of adults whose education had been neglected ; 40,000 florins for a seminary for teachers in infant schools, &c. The most important meeting of the year wms the first general Hungarian teachers’ meeting, held in Pest, August 16-18, 1870, which wvas attended by about 2,500 teachers, almost exclusively Hungarians. The stenographic reporter of the meeting was a Hungarian lady, Mrs. lllesy. The whole subject of education was dis¬ cussed ; and of the various questions we mention a few : 1. The elementary schools and their influence on society in general : 2. On the instruction and education of crim¬ inals, &c. COURSE OF INSTRUCTION IN AUSTRIAN SEMINARIES FOR MALE TEACHERS. We apiiend the com'seof instruction in the Austrian seminaries for male teachers, as prescribed by the law of July, 1870. 1. Religion : The extent of this study is regulated by the respective religious author¬ ities, (Roman Catholic, Greek Church, Protestants, and Jews.) EDUCATION IN FOREIGN COUNTRIES, 455 2. Pedagogics: A tliorougli knowledge of man, as to body and mind ; logic; bodily and mental faculties of cbikb’en, and the best method of developing them ; fundamen¬ tal principles of education ; historical development of elementary instruction in Aus¬ tria ; general history of pedagogics ; principles of school discipline. 11. Language, (differing according to the different provinces:) Grammar ; history of literature ; composition and speeches ; method of instruction. 4. Mathematics : Arithmetic, elements of algebra, and geometry. 5. Natural History : The natural iiroductions of the animal, vegetable, and mineral kingdom. 6. Natural Philosophy: Elements of chemistry, in as far as they are necessary for daily life and general industrial pursuits ; knowledge of the most important branches of physics, (with experiments;) knowledge of the apparatus used, especially such as the teacher can easily manufacture himself. 7. Geography : Maps and globes ; general, physical and political geography ; an¬ cient geography ; special geography of Austria. 8. History : Greek and Roman history ; general history ; special history of Austria. 9. Agriculture : Raising and breeding of the most important domestic animals ; pis¬ ciculture ; cultivation of silk- worms and of bees ; fertilizing ; knowledge of soils ; cultivation of the most important plants ; agricultural implements. 10. Penmanship ; 11, drawing ; 12, music ; 13, gymnastics. COURSE OF INSTRUCTION IN AUSTRIAN SEMINARIES FOR FEMALE TEACHERS. By the same law of July, 1870, a new course of instruction was prescribed for the seminaries for female teachers. Obligatory studies. — 1, religion ; 2, pedagogics ; 3, languages, (differing according to the different provinces;) 4, mathematics ; 5, natural history ; 6, natural philosopliy ; 7, geography; 8, history; 9, knowledge of house-keeping; 10, French ; 11, penman¬ ship ; 12, free-hand drawing ; 13, music ; 14, gymnastics ; 15, needle-work. Kot obligatory. — 1, the second language used in the province ; 2, English ; 3, organi¬ zation and management of infant schools and kindergartens. SCHOOL STATISTICS OF AUSTRLS., EXCLUSIVE OF HUNGARY. Population, 18,224,500. Population of the whole monarchy, 32,57.3,003. I.— PriMARA' INSTRUCTION. 1. Schools : Number of public elementary schools, 15,054. Number of teachers’ seminaries, (^. Number of industrial schools for girls, 1,015. Number of industrial schools for apprentices, 91 Number of Sunday-schools, 12,354. Number of pomological schools, 3,045. Number of bee-culture, 477. Number of silk-worm culture, 243. Number of public boarding-schools, 206. Number of luivate elementary schools, 976. 2. Teachers: In public elementary schools, 34,951, (32,137 males, 2,814 females.) In public boarding-schools, 1,138. In xirivate elementary schools, 3,588, (2,092 males, 1,496 females.) 3. Scholars : Number of children of school age, 2,219,917, (1,139,926 boys, 1,079,991 girls.) Number of children attending school, 1,691,349. Number of students in teachers’ seminaries, 2,322, (1,736 males, 586 females.) Number attending the industrial and Sunday schools, 624,117, (338,914 bovs, 285,203 girls.) 11. — Secondary instruction. 1. Schools : Number of gymnasia, 98. The gymnasium has a purely classical course. Number of real nymnasia, 18. i gymnasium has a classical and realistic ’ I course combined. Number of real schools, 49. J The real school has a purely realistic course. 2. Teachers : In the gymnasia, 1,677. In the real gymnasia, 215. In the real schools, 680. All these schools are connected with elementary schools. The Sunday-schools are not schools for religious instruction. 456 REPORT OF THE COMMISSIONER OF EDUCATION. 3. Scholars: In the gymnasia, 27,772. In the real gymnasia, 2,725. In the real schools, 13,275. III. — Superior instruction. Number of universities, 6. Number of professors, 591. Number of students of law, 2,876. Number of students of medicine, 2,318. Number of students of theology, 1,158. Number of students of philosophy, 1,803. IV. — Special instruction. 44 theological seminaries, with 247 professors and 2,035 students. 3 schools of surgery, with 33 professors and 248 students. 3 higher commercial colleges, with 65 professors and 1,181 students. 7 polytechnic schools, with 219 professors and 2,279 students. 3 nautical schools, with 16 professors and 30 students. 16 schools of midwifery, with 34 professors and 712 (female) students. 2 schools of mining. 5 schools of forestry. 19 military schools. 18 schools of agriculture and horticulture. 2 conservatories of music. 1 school of veterinary surgery. 1 academy of the fine arts at Vienna with 252 students, and one at Prague. 1 school of industrial art, with 157 students. 2.— BELGIUM. GENERAL REMARKS. In a speech which the well known Professor von Dellinger made some years ago, at the session of the Bavarian academy of sciences, he very truly characterized the Belgian system of public instruction by saying : “ In Belgium the legislation regarding educa¬ tion is the result of a deep-rooted distrust of the government, and has led to a great decline in the standard and attendance of the elementary schools, and, consequent thereupon, to a growing ignorance of the lower classes, to a deterioration of the sec¬ ondary schools, and to a constantly-renewed combat, which is carried on with great violence, and the end of which is, apparently, far distant.” statistics of illiteracy. Belgium has no compulsory law, and the combat for and against it has, at times, been extremely violent, and even once led to the resignation of the entire cabinet. In 1845 the number of male teachers was 2,305 ; now there are upward of 4,000 ; and the number of female teachers, 164 ; now, between 1,000 and 2,000. In spite of this, the minister of the interior, who has the general supervision of public instruction, in 1867 complained in the chambers that the average i)erccntage of those who could neither read nor write was 33. The lowest percentage of illiteracy was found in the manufac- tmring districts. Thus, according to a report from the town of Roulers, out of 13,774 inhabitants, 9,849 could neither read nor write, (a percentage of 70.) In other districts the percentage varies between 31 and 48. Among the workingmen in the factories, out of 1,000 only 100 could read and write ; of the rest 50 could only read ; so that 850 w^ere ignorant of either. According to a report made by the minister of the interior, the average percentage of those wdio could neither read nor write, among the recruits from East and West Flanders in 1868, w’as 66, and the general percentage of illiteracy in 1869 was 49. REMEDYING EXISTING EVILS. In view of these facts, and with the express purpose of remedying existing evils, the “ligue de I’enseignement” w’as founded at Brussels some years ago, and at iiresentthe number of its members is upward of ten thousand, scattered through all the provinces of the kingdom. The society establishes libraries, institutes, courses of free lectures, in all parts of the country, and endeavors to inliuence the teachers, and the public in general, by the discussion of educational questions in pamphlets and journals. Espe¬ cially active is Mr. Tempels, one of the members. According to a programme which he laid before the general meeting, the following are the objects at which the society aims : The care for elementaiy instruction belongs to the State ; the exi)en8es of in- EDUCATION IN FOREIGN COUNTRIES. 45f struction are met, in the first place, Iby the parents of the children ; only where they are utterly incapable of raising the necessary amount, the town, provincial, or general authorities are to lend a helping hand ; the schools are to he graded in the following manner: 1. JScoIcs maicrndles (infant schools) for children below the age of nine, under the superintendence of females. 2. Primary schools of the first and second grade, for boys between the ages of nine and twelve." and twelve and fourteen ; primary schools for girls between the ages of nine and twelve. 3. Sunday and evening schools for boys above the age of 14, and schools of house¬ keeping and needle-Avork for girls above the age of twelve. The salaries of teachers are to be raised, so as to avoid all necessity for earning money by outside occupations. The State is to maintain the teachers’ seminaries. In every canton there is to be an examining committee, to give certificates according to the degree of education acquired in the elementary schools. No children are to be employed in factories below the age of twelve, and up to the age of fourteen only, for hall-day work. As the society numbers many influential men among its members, there is every reason to hope that at some future day this programme, though perhaps slightly modified, will be adopted. The number of educational journals in Belgium is 9, (6 in French, 2 in Flemish, and 1 ill German, in Luxembourg.) 8.— DENMARK. GENERAL REMARKS. The standard of education in Denmark is high ; nut only is it a rare case to find men who cannot read or write, but there is, even among the lower classes, a remark¬ able knowledge of general history and geography, but more especially of Scandinavian literature and history. farmers’ high schools. More than any other schools, the so-called farmers’ high school [^fonce-hoislcole^ has been instrumental in producing this efiect. The first school of this kind was founded by Professor Flor, in the little village of Rbdding, in northern Schleswig, (now belong¬ ing to Prussia,) in the year 1844. The benefits of this institution were soon felt, and similar schools were founded in all parts of Denmark ; at present, their number is between 70 and 80. They have hitherto been entirely supported by volunteer contri¬ butions, and the school fees of the students, amounting to .50 Danish rix-dalers, (about $25) per term. But of late the government, recoguizing the high importance of these schools, has granted an annual approi)riation of 14,000 rix-dalers (about $7,000) for their better support. These schools are intended for adults of the rural districts, and the age of the students ranges between eighteen and thirty years. All of these schools are well attended, and are exercising a most beneficial influence. The course of instruc¬ tion embraces the following subjects : General and Danish literature ; general and Danish history, and geography ; chemistry, natural philosophy, zoology and botany, as applied to agriculture ; orthography, arithmetic, free-hand drawing, leveling, sur¬ veying, singing, and gymnastics. No text-books are used, but everything is treated by lectures. The scholars are never examined, and no lessons are heard, but it entirely depends on the student himself how much and what he wishes to learn. There is always a well-selected library in connection wiih these schools, which is open for the use of the students. The course of instruction lasts six months, and it is a frequent occurrence that students will go through the course twice, and even three times. On the same bench may frequently be seen the son of the well-to-do farmer and the poor farm-hand, who has saved up his scanty wages in order to study at the “ folke- hoiskole.” The spirit pervading these schools aims at a development of sound prac¬ tical thought, and endeavors to cultivate a wholesome enthusiasm for all the higher and nobler interests of mankind, and to awaken an independent national spirit. The intercourse between the teacher and the student, outside of the proi)er hours of instruction, forms an important element in tliese schools, and with pleasure will the students, in after life, think of the xfleasant and instructive social evening gatherings Avhich, as boarders in the teacher’s house, they enjoyed in his family circle. The general course iu these schools is this : Instruction commences at 8 o’clock in the morniug, and is opened with singing and prayer. The first hour of the morning is devoted to the reading of Danish authors. During the second hour, history is treated; at 10 o’clock there is an intermission of half an liour ; after this there follow writing exercises ; likewise essays, written from time to time, on given themes. At 12 o’clock, dinner; at 2 o’clock, imstruction is resumed, and lasts, with an intermission from 5 to (), till supper at 7 o’clock. To the stranger it seems almost incomprehensible how young peasants, accustomed to manual labor, can devote seven hours daily, during ^58 REPORT OF THE COMMISSIONER OF EDUCATION. winter, to mental work. A visitor to one of these schools, says : “I saw with my own eyes that there was no indication of w^eariness, and that the change of subjects and the lively manner of instmction, and the frequent interspersiou of singing, kept the mind in a healthy tone.” Quite recently a similar course of three months for grown up girls of the lower classes, has been instituted, where more regard is paid to house¬ keeping, needle- work, &c.* SECONDARY INSTRUCTION. Secondary instruction in Denmark was, hitherto, represented by gymnasia, with a classical course, and real schools more realistic than otherwise. After long discussions in the folJcething, (the Danish parliament,) the so-called bifurcation (practiced some years already in the German institutions of this kind) was introduced, so that these institutions have two divisions each, viz, one of languages and history, and one of mathematics and natural sciences. These divisions go through all the classes, and are intended to give a freer scope and development to the individual capacities and predi¬ lections of each student. The subjects of instruction are very much the same as those of the German gymnasium, only that a very full course of Danish and old Norse (his¬ tory, language, and literature) is given, and that more time is devoted to English and French. GENERAL EDUCATION. Popular education is much furthered by various societies devoted to this purpose, and by the numerous libraries which are found in nearly every village and town. The capital, Copenhagen, with a population of about 200,000, offers educational advantages scarcely equaled by many larger cities ; besides the university, the various special schools, the large and well arranged museum of northern antiquities, ethnography, art and natural history, there are two large libraries open to the public, the university library of 230,000 volumes and 4,000 manuscripts, and the royal library with upwards of 500,000 volumes and 20,000 manuscripts. 4.— FRANCE. GENERAL REMARKS. In view of the unparalleled misfortunes which have befallen this country during the last year and a half, many of which have clearly been traced to a want of thoroughness, not only in the art of war, but likewise in the arts of peace — above everything else, education — it will not be uninteresting to cast a brief glance at the history of public education during the last forty years. HISTORICAL REVIEW FROM 1833 TILL THE COMMENCEMENT OF THE WAR, 1870. As far back as 1833, Guizot originated a new law of public instruction, but, up to the present day, it has not been carried out. At that time 14,000 French communities were without schools, out of a number of 38,000. At the beginiugof 1870, 800 communities were still without any schools whatever. M. Duruy, the minister of public instruction, endeavored to remedy this ; his intentions were excellent, and the draft of a new law was prepared. His successor, S^gris, addressed a circular letter to all the prefects, earnestly exhorting them to devote their attention to the subject of elementary instruc¬ tion. In reviewing the last twenty years, he says : “ The number of children attend¬ ing school has been increased by 1,200,000 ; upwards of 800,000 adults are j)articipating in the elementary instruction ; more than 20,000 new school-houses have been built. In consequence of the law of April 10, 1867, numerous girls’ schools were founded, and school libraries established in many places ; the salary of the teachers was increased, &c. But encouraging as are all these signs, a great deal remains to be done. NUMBER OF -CHILDREN NOT ATTENDING SCHOOL. “Even if at the end of the year 1856 the communal and free elementary schools were attended by four and a half millions of children, the sad fact cannot be denied, that nearly 300,000 children between the ages of six and thirteen never attended any school, and that of those who attend about 150,000 receive an entirely insufficient elementary education, and soon forget what they have learned. This is the root of the evil, and how is this to be remedied U’ The minister said, in conclusion, that it was the inten¬ tion of the government to make the elementary schools free for the poor, and to increase the number of schools. S6gris drew up the plan for a new law of i^ublic instruction, in which he especially advocated an increase of teachers’ salaries, and for this jiurpose demanded large appro- atious from the legislative body, (corps legislatif.) EDUCATION IN FOREIGN COUNTRIES. 459 THE emperor’s INTEREST IN THE EDUCATION OF THE PEOPLE. The Emperor, Napoleon III, likewise took a great interest in eclncation. When on the 14th March, 1870, a large delegation of teachers waited on the Emperor, he said: “ I know what zeal for the interests of the country animates the teachers, and that they are worthy of the highest esteem. Tell your fellow-teachers that I watch their exertions with "the greatest interest and approbation. Tell them to continue to give a patriotic, religious, and rational instruction.” THE TEACHERS THE “PEACE ARMY OF FRANCE.” When the Emperor, upon inquiring, was told that the number of teachers in the whole of France was 45,000, he exclaimed : “ Why, that is a whole army, the jicace army of France.” But the great want of this peace army was sulicieut pay, for fully one-third of the French teachers had not as much pay as a common day-laborer. From this cause a great disinclination existed among young men to become teachers, and this difficulty increased from year to year, as many, who had commenced to prex)are themselves for teaching, soon exchanged this profession for a more remunerative occu¬ pation. In order to alleviate the needs of tlie elem-entary teachers to some degree, the tinance committee of the corps legislatif resolved to increase the salaries by 100 francs each, and to distribute the sum of 500,000 francs among the female teachers. The draft of a law was prepared for the corps legislatif by which elementary instruc¬ tion was to be made free thronghont the whole of France. It was thought that an annual appropriation of 25,000,000 francs would bo sufficient to cover all expenses. This law, however, never was discussed, as the grave events of July, 1870, soon occu¬ pied the entire attention of the government and the nation. NORMAL SCHOOL AT CLUNY. Some years previous (in 1866) the ecole normal, at Cluny, had been founded, which may, in every respect, be considered a model institution. An opportunity is here given to acquire, not merely a thorough theoretical knowledge, but also to study the practice of teaching. The institution possesses an excellent physical cabinet, a large library, a laboratory, a technological museum, a carefully selected collection of drawing copies, various Avorkshops, amoug the rest one for models of school furniture and school- houses, and a botanical garden. The course of instruction embraces the following sub¬ jects : French language and literature, one foreign language, (either German, English, Italian, or Spanish,) history, geography, natural history, mathematics, natural plfiloso- phy, chemistry, mechanics, agriculture and technolog^q arithmetic, religion, and ele¬ ments of civil laAv. Indigent scholars are instructed tVee of charge. The school Avas opened Avith 166 scholars, and shortly before the breaking out of the Avar the number had increased to 500. This school was also to be oxien to foreigners. COAOIITTEE OF SUPERIOR INSTRUCTION. A committee of superior instruction was appointed Avith Guizot, the former minister, as president. Its first work consisted in sending competent men to Germany, England, Belgium, and Switzerland, in order to make a report on the superior instruction of those countries, especially with regard to the method of instruction in the mathemat¬ ical sciences. These reports Avere then to form a basis for reform in France. Much valuable material had already been collected, but the war likewise brought the labors of this committee to a premature end. THE INADEQUACY OF THE SY'STEAI AS SIIOAVN BY THE WAR. How very urgently a thorough refomi of the whole system of education was needed was clearly sIioavu by many facts that Avere brought to light during the fearful Avar of 1870, shoAviug the enormous amount of illiteracy among the j)eople Avho had prided themselA’es as “marching at the head of ciA'ilizatiou.” Among the French ofliceis that Avere prisoners in Germany many could not even Avrite their names. Tims Avhen, in Kouigsberg, 130 officers had to sign the monthly pay roll, 17 could not do so simply because they could not Avrite. In geography, history, &c., they Avere likewise found to be grossly ignorant. The amount of illiteracy among the i>riAmto soldiers Avas, of . course, greater. The fact, hoAvcA'er, that in the French army promotion from the ranks is customary, renders the difference of education betAA^een the officers and privates less than in most other armies, and must necessarily modify conclusions. EFFORTS OF JULES SIMON FOR IMPROVING THE SYSTEM. During the w’ar, October 14, the minister of public instruction, Jules Simon, decreed the foundation ot an elementary normal school for male and female teachers. In his 460 REPOKT OF THE COMMISSIONER OF EDUCATION. circular he says : “ If you ask why we establish this school now, at a time when every¬ one is anxiously watching the fearful conflict raging in the very heart of our country, at a time when all other duties seem to be absorbed in the one of national defence, we answer that this question of reform in the field of education had been matured long ago ; that wo have studied it for many years, that not a day was to be lost. This present war, although commenced against the will of the nation, must, nevertheless, bo placed to its account ; for eighteen long years it has patiently borne the oppressive rule of the originators of this war — men, during whose reign the standard of public and x^ri'^^ate morality has been lowered, and who have guided the thought of the nation in a wrong direction. The unexampled misfortunes which have befallen the country during the last two weeks of the Em^ure should teach us the lesson, never to bo forgotten, that the only power which makes a nation invincible is the intellectual and moral power. This we must restore before we can hoi)e for any victory on the battle-fleld.” EFFOKTS IN PARIS. At the end of October, the mayor of Paris appropriated 100,000 francs for the estab¬ lishment of new elementary schools. Considerable sums were also j^romised to the already existing schools. GAMBETTA CHARGES THAT THE EMPIRE SYSTEMATICALLY DISCOURAGED POPULAR EDUCATION. In the middle of November, Gambetta addressed the following characteristic circular letter to the prefects and sub-prefects : “ Every Sunday, and, if possible, also several times during the week, the inhabitants of every town are to assemble at the mayor’s office, or in the school-house, where the teacher is to read to them the leading articles of the ‘Bulletin de la Republique.’ He is to select particularly those articles which are written with a view of enlightening the people with regard to their social and I)olitical duties, and which prove conclusively that the republic alone can vouchsafe the liberty, greatness, and future prosperity of France. The empire has systematically kept the great mass of the peoxde in ignorance, in order to make them convenient tools of despotism. It is our duty now to revive the drooping spirit of the nation, to develop the ideas of justice, x^atriotism, and independence, and all other civil virtues; and thus, through an intellectual and moral new birth, to prevent the recurrence of such catastroxihes as the present.” A strong feeling for a reform, particularly of the system of elementary instruction, pervaded all classes of society, and on this question the political parties, otherwise bitterly opxiosed to each other, seemed unanimous. And if more has not been done as yet, the only cause to be assigned for this is the troubled state of the country. EFFORTS OF THE COMMUNE FOR EDUCATION. The Paris commune soon directed its attention to the subject of education; even while the guns of Marshal MacMahon’s army were thundering at the gates of the city, resolutions were passed making elementary education entirely free, secular, and compulsory. The government of President Thiers is laboriug in the same direction, and aims not merely at a reorganization of the army on the Prussian system, but, likewise, at a thorough reorganization of the system of public instruction after the same model. Thus the misfortunes of France may prove to her a wholesome lesson, and her very defeat become the source of future prosxmrity and happiness. 5.— GERMANY. Since January 18, 1871, Germany became an emx^ire under the leadership of Prussia, comx>risiug 27 states, (counting in Alsace and German Lorraine,) with a poxrulation of 40,148,209. Each state has its own system of x>ublic instruction, agreeing in the main feature of comx)ulsory education. 1. Anhalt : Population, 197,041. STATISTICS OF ILLITERACY. At the examination of the recruits it was found that 75 per cent, could read and write well ; 21.90 per cent, could read well, but not write well ; 0.21 x^er cent, could read well and only write their names ; and 1.73 per cent, could not read, but write their name. GENERAL EDUCATIONAL STATISTICS. Anhalt x^ossesses the following educational establishments : 4 gymnasia, (classical colleges,) 2 real schools, (technical colleges,) 1 commercial academy, 5 superior girls’ EDUCATION IN FOREIGN COUNTRIES. 461 schools, 2 high schools, 15 burgher schools, (city elementary schools of a higher grade,) 2 communal schools, 199 public elementary schools, 7 free schools, 1 factory school, 4 Roman Catholic parochial schools, 12 Jewish schools, 13 private schools, and 2 schools for apprentices — altogether 296 schools, with 798 classes, 644 teachers, and 35,848 scholars, (18,878 males and 16,970 females.) 2. Baden : Population, 1,434,970. STATISTICS. The number of elementary schools is 1,832, with 2,615 teachers and 195,823 scholars. There are 3 teachers’ seminaries, with 255 students. The number of teachers is not sufficient, 97 schools being without teachers. teachers’ pensions. Teachers’ widows receive an annual pension of 100 florins, and teachers’ orphans, of 20 florins. non-sectarian schools at MANNHEIM. On the 12th of May the large non-sectarian school at Mannheim (the first of the kind in the Grand Duchy) was solemnly opened in the presence of Protestant, Catholic, and Jewish teachers. law regarding EMPLOYMENT OF CHILDREN IN FACTORIES. A new law has been passed regulating the employment of children in factories. No child under the age of twelve can be employed in factories ; if the character of the factory tends to retard the physical and mental development of children, none are to be employed below the age of sixteen. No child under the age of sixteen can be em¬ ployed in a factory from 8 p. m. to 5 a. m. Children between the ages of twelve and fourteen can only bo employed in factories six hours a day, and those between the ages of twelve and sixteen, twelve hours at the utmost. Proprietors of factories have to keep a list of chOdren emifloyed by them, duplicates of which are to be handed to the police and school authorities. 3. Bavaria : Population, 4,824,421. STATISTICS OF ILLITERACY. At the last recruit examination 14,148 recruits were examined, of which number 1,134, or 8 per cent, had an insufficient elementary education. The percentage, accord¬ ing to provinces, was the following: Middle Franconia, 4.15; Lower Franconia, 4.65 ; Suabia, 4.65; Uiiper Bavaria, 5.15 ; Upper Franconia, 7.6; Lower Bavaria, 11; Upper Palatinate, 12.5 ; Palatinate, 12.05. The Bavarian bureau of statistics has published the following curious statistics : Porvinces, Number of churches to every 1,000 build¬ ings. Number of school- houses to every 1 ,000 buildings. One school-house to how many inhabi¬ tants. Average of crimes to every 100,000 of the population. Upper Bavaria . 14.9 5.4 502 667 Lower Bavaria . 10.1 4.5 508 870 Palatinate . 3.9 10.8 230 425 Upper Palatinate . 11.1 G.2 379 690 Upper Franconia . 4.8 6.7 412 444 Middle Franconia . 7.1 8.3 309 459 Lower Franconia . 5. 1 10.4 176 384 Suabia . 14. C 8.1 435 609 EXHIBITION BY THE PUPILS OF AGRICULTURAL SCHOOLS. During the course of the year there was an exhibition of work done by the pupils of agricultural schools, at which 175 schools were represented. These schools are not agricultural academies, but merelj’- continue the instruction given in the elementary schools, and give, besides, a course of elementary instnictioif in agriculture, chemistry, mathematics, and book-keeping. 462 REPORT OF THE COMMISSIONER OF EDUCATION. SCHOOL EXPENDITURE. The annual appropriation for school purposes amounted to 5,582,468 florins. The salaries of teachers vary from 300 to 1,000 florins. Teachers are generally respected in Bavaria, and one of them (the first case of the kind) has lately keen elected to the Ba¬ varian chambers. The number of institutions for secondary instruction is 84. 4. Bremen: Population, 109,572. STATISTICS. Tlie elementary schools were attended during the -year 1869 .by 7,427 scholars, and the secondary schools by 3,872. The teachers’ seminary has 59 students. There are quite a nutnber of higher private schools. 5. Bnmsiviclc: Population, 302,792. teachers’ salaries. The salaries of the teachers have been raised, and in order to meet the growing de¬ mand for female teachers, two seminaries for such have been established at Brunswick and Wolfenbiittel. 6. Haniburg : Population, 305,196. statistics. Hamburg has 378 schools of all grades, 30 so-called courses of instruction (for adults,) and 23 kindergartens. The number of public schools is 102, and of xirivate schools 276. Including the courses and kindergartens, the schools of Hamburg were attended by 39,098 scholars, (20,394 boys and 18^,704 girls;) 52.66 per cent, attended the public, and 47.34 the private schools. The number of teachers is, altogether, 2,521, viz : in the schools, 1,541 males and 780 females; in the courses of instruction, 80 males and 52 females; in the kindergartens, 7 males and 61 females. The annual state appropriation for school lourposes amounts to 109,302 Prussian dollars. 7. Hesse: Population, 823,138. new law of public instruction. By the new law, instruction in drawing is to form an essential feature of elementary education. A new pension law has been passed which enables superannuated teachers to spend the evening of their life in comxiarative ease. Every year an agricultural course is held for elementary teachers, in which last year 72 teachers xiarticipated. 8. The Lippe principalities : Poxmlation, 142,538. teachers’ meeting at lemgo. During the month of June the thirty-ninth general teachers’ meeting was held in Lemgo. The chief object of discussion was a teachers’ life insurance society. 9. LuhecJc : Population, 48,538. W'ANT OF competent TEACHERS. According to a report of Dr. A. Meyer, in Lubeck, the state of public education is not as favorable there as in the other two free cities of Germany, and he traces this chiefly to the lack of comx)etent teachers. 10. Ths two MecMeiihnrgs : Poxmlation, 659,388. EDUCATIONAL ASSOCIATION. The standard of education in these two duchies has hitherto been the lowest of all the German states, as likewise in other resxiects the country seemed to be a century behind the time, the feudal system being still in full force. But for the last two years some exertions have been made to awaken x^eople from their lethargy. A general teachers’ association has been formed, and an educational journal has been started, both laboring zealously for reform. EDUCATION IN FOREIGN COUNTRIES. 463 11. Oldenburg: Population, 315,6-3*2. WANT OF COMPETENT TEACHERS. The chief complaint raised during the year has been the want of competent teachers, the main cause being the extremely low salaries paid. There are two teachers’ semi¬ naries; two educational journals are published. The government expense for j^ublic instruction was 30,000 Prussian thalers. 12. Prussia : Population, 24,039,668. STATISTICS OF ILLITERACY. AYith regard to the state of illiteracy in Prussia, the following figures will speak for themselves. They show th-e results of the annual examination of the recruits for 1868-’69, and 1869-’70. The examination comprises reading, writing, and arithmetic. The provinces are somewhat differently arranged in the two tables; what is now offi¬ cially called the province of Hesse-Nassau embraces Hesse-Nassau and Frankfort. 1868-’69. 1869-70. Provinces, Percentage. Provinces. Number of recruits. Percentage. Total. Not able to read. 1 Nassau-Frankfort . 0. 45 1 Hohenzollern . 227 0. 00 2 Saxony . . 0. 53 2 Hesse-Nassau . 4, 359 IP 0.22 3 Hesse . 0. 55 3 Laueiiburg . 174 1 0. 57 4 Brandenburg . 0. 65 4 Brandenburg . 7, 836 47 0.59 5 Scbleswig-Holstcin . 0. 67 5 Scbleswig-Holstein . 2, 748 19 0. 67 6 Bhino Province . 0. 81 6 Bhine Province . 11, 188 84 0. 75 7 Lauenburhilosophy and philology, 2,630. The total number of professors is 816. Of special schools Prussia po.ssesses the following : 13 schools of architecture ; 10 schools of mining; 6 schools of forestry ; 9 commercial academies; 27 nnlitary schools of dif- erent grades ; 40 schools of agriculture and horticulture ; 16 nautical schools ; 4 schools of veterinary surgery ; 7 schools of music ; 42 polytechnic schools of different grades. At Berlin there is a seminary for the education of ladies intended to teach in Kinder¬ gartens ; it was founded in 1861, and up to the x>resent time 215 ladies have graduated from tills institution. SCHOOL EXPENDITURE. The annual government expense for elementary instruction was 1,307,547 thalers, (=75 cents, gold, each.) 464 REPORT OF THE COMMISSIONER OF EDUCATION. W.i]S"T OF TEACHERS. The want of teachers is severely felt ; thus, on 1st July, 1869, 595 teachers’ places and 474 assistant teachers’ places were vacant; 970 teachers’ places and 822 assistant teachers’ places were held by young men who had left the teachers’ semiuar3>^ long before hnishing their studies ; the total number of teachers actually wanting was 2,861. teachers’ salaries. The salanes of teachers are entirely insufficient, ranging from 100 to about 400 Prussian thalers per annum ; there are 1,926 teachers who get even less than 100 thalers. SCHOOL-HOUSES. In some of the eastern x^roviuees the school-houses are in a very poor condition ; thus, we glean the following item from the “ Freie Piidagogische Blatter,” (edited by Jessen, in Vienna:) A model school-house: “The school-house of Kaweczin (Prussian province of Posen) is built of wood, and has- a thatched roof ; the school-room is 7 feet high, and its area is 256 square feet for 60 scholars ; the married teacher has two rooms, one serving as a dining-room, kitchen, study, and sitting-room (110 square feet ;) the bed-room has an area of 40 square feet ; the bake-oven is in the school-room ; and this instance does not stand alone ; the government, however, is making strenu¬ ous efforts to remedy these evils.” STATISTICS OF BERLIN. Full statistics have been received from Berlin. No city of Euroiie has grown so raxi- idly ; the number of inhabitants in 1858 was 458,000 ; in 1867,702,000; in 1871, esti¬ mated at very near 900,000. Berlin possesses the following educational establishments : 1. Ptchlic schools. — Ten gymnasia, with 134 classes and 5,058 scholars ; 10 real schools for boys, with 127 classes and 4,806 scholars; 4 real schools for girls, with 57 classes and 2,214 scholars ; 54 intermediate and elementary schools, with 552 classes and 31,113 scholars ; 35 schools maintained by societies, churches, &c., with 124 classes and 4,985 scholars; total, 113 public schools of all grades, with 988 classes and 48,176 scholars, (28,808 boys, and 19,368 girls.) 2. Private schools. — Eight higher boys’ schools, Avith 60 classes and 1,925 scholars ; 21 intermediate and elementary boys’ schools, with 140 classes and 6,893 scholars ; 32 higher girls’ schools, with 212 classes and 5,814 scholars ; 26 intermediate and elementary girls’ schools, with 168 classes and 7,255 scholars ; 11 mixed schools, with 119 classes and 6,773 scholars; 2 Jewish schools, Avith 21 classes and 1,064 scholars; total, 100 schools, with 720 classes and 29,724 scholars, (13,029 boys and 16,695 girls.) Tlie grand total of schools, both public and private, is, therefore, 213 schools, with 1,708 classes and 77,900 scholars, (41,837 boys and 36,063 girls.) The number of infant asylums is 18, with about 2,000 children between the ages of two and six. There is at Berlin a lAi'ivate institution for the education of female teachers of gjminastics ; and, recently, a school for female children’s nurses has been started by the “ Society for Family and Popular Education.” 13. The Beuss principalities : population, 131,986. CONDITION OF THE SCHOOLS. The schools are in a good condition ; gymnastics for both sexes, and needlework foe the girls, has been made obligatory in all the elementary schools. 14. Saxe-Altcnhnrg : population, 141,426. 15. Saxe-Coburg Gotha : population, 168,735. NEW SCHOOL LAW. The new school law has been promulgated ; it is based on very sound pedagogieal principles, and excellent results are expected from it. 16. Saxe-Meiningen : population, 180,335. PATERNAL CARE OF THE GOVERNMENT. By a laAv of February 2, 1870, all young men must attend an evening course of instruction (“ Fortbildungsschulen”) from the time they leave school till their eight¬ eenth year. As a curious instance of the xiaternal care of the government, wo mention the foiloAving regulations published by the school authorities at Meiniugen : 1. The EDUCATION IN FOREIGN COUNTRIES. 465 ■windo-ws of school-rooms must he opened every day from 12 to 2. 2. The school-room must be swept once a day. 3. The floor is to be thoronghly washed and scrubbed once a week. 4. The school-rooms must be whitewashed twice a year. 17. Saxe- Weimar : population, 283,044. LADIES’ SOCIETIES. Great activity is displayed by ladies’ societies. At the beginning of the year 1870, there were 7 general and 144 local societies, which maintained 144 industrial schools and 13 infant asylums. In the former 5,766 children were instructed in sewing and knitting ; and^ in the latter, 834 infants were cared for and received some elementary instruction. There are two (winter) industrial schools, in which 72 boys and 218 girls are instructed iu various brauches of industry. 18. Saxony: population, 2,423,401. SCHOOL LEGISLATION. The school law of the kingdom of Saxony dates from the year 1835. The draught of a new law was laid before the chambers, and after a violent discussion of three days it was laid on the table. Only some paragraphs relating to the increase of salaries and pensions of teachers were adopted. INDUSTRIAL EDUCATION. Industry has reached a high standard in Saxony, and there are a large number of schools for industrial education. Among these deserves to be mentioned the “ School for foremen in factories,” at Chemnitz. This school supplies dyers, bleachers, tanners, soap manufacturers, brewers, paper manufacturers, &c., with foremen. Since Easter, 1869, there is added to it a chemical division for druggists. Besides the special subjects of instruction, German, book-keeping, mathematics, and drawing are taught. Chil¬ dren are frequently employed in factories. Thus, in the mountain district of Saida, with a population of 12,850, 4,468 persons are employed in the manufacture of wooden toys ; of this number 1,688 were children below the age of 14. I STATISTICS OF ILLITERACY. As regards illiteracy, the following were the results of an examination held in the penitentiary at Zwickau : The total number of iirisoners was 1,284. They were exam¬ ined in religion, reading, waiting, arithmetic, grammar, and general knowledge ; his¬ tory, geography, natural history. Religion : 18 good, 564 middling, 701 bad, 1 entirely ignorant of it." Reading : 230 could read well, 768 tolerably well, 218 poorly, 39 only knew the letters of the alphabet, 28 knew nothing of reading or letters. Writing : 173 could write well, 657 tolerably well, 381 poorly, and 73 not at all. Arithmetic : 183 Avere well advanced, 635 were thoroughly acquainted with the elements, 443 partially, 13 knew nothing at all. The knowledge of grammar was good with 161, middling with 1,005, and poor with 118. The amount of general knowledge was good with 94, mid¬ dling with 266, and poor Avitli 924. Saxony has one uniA^ersity at Leipsig, attended, during the last year, by 1,227 students, AA'hiie the number of professors was 111. 19. The Sehwarzhury imncipaUtks : i>opulatiou, 142,649. . TEACHERS’ SEAIINARY. A peculiarity of the course of instruction in the teachers’ seminary is that French, gymnastics, and swimming, have been made obligatory. CONDITION OF TEACHERS. Among the teachers there are, as yet, quite a number who are ofScially termed ^^pre- ce[)tors,” i. c., such as have not gone through the whole seminary course. For these, the mediaeval institution of the “ Wandeltisch ” still exists, i.e., they have to take their meals one day in this house, to-morrow iu the next, till they haA'e got through the whole village. 20. Waldcclc : population, 56,807. MERGING OF THE SCHOOLS AVITH THOSE OF PRUSSIA. Since April 1. 1869, all the schools of every grade haA'e been placed under the juris¬ diction of the Prussian ministry of public instruction, at Berlin, and the Avhole system entirely merged Avith that of Prussia. 30 CE 466 REPORT OF THE COMMISSIONER OF EDUCATION. 21. JVurtemha'g : populatiou, 1,778,398. STATISTICS OF ILLITERACY. Education Las reached a very standard. The percentage of ilUteracy is ex¬ ceedingly small. According to an otiicial report 96,000 recruits were drafted during the twenty-one years from 1844 to 1866. Out of this whole number only 14 were unable to read and write. In 1866 and 1867 2,091 persons were sentenced to prisons. Out of this number 19 could not write, 20 could neither read nor write, while 98 per cent, could both read and write, a percentage which has varied but little for several years, w’hile before 1840 there were but 70 to 80 per cent. COURSES OF INSTRUCTION FOR ADULTS. Wlirtemberg has numerous courses of instruction for adults. The number of agri¬ cultural courses wms 196, with 3,728 scholars; the number of obligatory evening schools, in Avhich general, technical, and agricultural instruction is given, was 452, Avith 9,165 scholars ; 92 towms had agricultural evening meetings, which were attended during the year by 2,548 persons; the number of reading societies was 110, with 3,583 members; and the number of town libraries 422, with 39,618 volumes. UNIVERSITY. The University of Tubingen has 78 professors, and was attended by 772 students, (theology 312, law 153, medicine 123, and philosophy and philology 184.*) 6.— GREAT BRITAIN. GENERAL VIEAV OF THE SCHOOL SYSTEM. The system of English common schools may be dated from 1847, at wiiich time the first annual grants w'ere made. These grants were of two kinds ; 1st. Grants to aid in establishing schools ; 2d. Annual grants, conditional upon the attendance and pro¬ ficiency of the scholars, the qualifications of the teachers, and the state of tbe schools. All schools receiving grants were subject to yearly examination by Her Majesty’s inspectors, wiiich was the saving principle of the system. Schools were divided into four classes, wfith reference to government aid and inspec¬ tion : 1st. Schools indei)endeut of both, hence irresponsible; 2d. Schools existing without government aid, but inviting inspection ; 3d. Schools established by aid of government, and hence subject to inspection ; 4th. Schools whose managers fulfilled the conditions upon which annual grants were made. The report of the committee of council on education has almost entire reference to the latter class, which formed the true field for government effort. Further, the schools under the supervision of the board were divided into Church of England schools, Protestant schools, Roman Catholic schools. Church of Scotland schools. Free Church schools, and Episcopal schools in Scotland. This, of course, necessitated denominational inspection, a complication of machinery extravagant and prejudicial. The great flaw in the system wms that government in every case waited for volun¬ tary local action. The uncertainty of this voluntary action w^as its weak side. On no part of the public has this uncertainty weighed more lieavily than on the clergy. ‘•They are the visi])le representatives of a common duty, and arc too often left to choose between the pain of seeing it undone or of doing it themselves.” In the report of 1868-’69, Her Majesty’s inspector for East and West Devon, Rev. W. W. Howard, writes: “At present the chief burden of the support of the schools is borne by the clergy ; the farmers, as a class, give nothing; the contributions of country gentlemen are shamefully small. I could name parishes in which good schools are maiulj" sup¬ ported by the clergy, where there are large estates owned by men of high position in the county, but whose names do not appear on thelistof voluntary subscribers.” This testimony is amply confirmed by other inspectors. Moreover, there were entire districts in which, on account of poverty, voluntary action was impossible ; these were, of eourse, given up to mental starvation. SOURCES OF LOCAL REVENUE. The sources of local revenue were endowments, voluntary contributions, and scholars’ fees. During the year 1868 the maintenance of elementary schools receiving annual * Duriu" the war with France, (18T0-‘71,) instruction of all grades throughout Germany was more or loss disturbed ; not only did a large number of students and some protessofs of tlie universities, as well as many scholars of the higher classes in the gymnasium and real-schools, and many students from the teachers’ seminaries join the army, (mostly as volunteers.) but it is estimated that upward of 4,000 teachers of elementary schools Avere found in its ranks. EDUCATION IN FOREIGN COUNTRIES. 467 grants cost £1,55??, 542, of Avliicli aiuoniit £464,010 was provided by government, £•36,819 derived from endowments, and £508,772 from scholars’ fees, leaving £492,941 to be provided by volunteers nuder no other obligation than their own sense of duty. “ While it would' be impolitic to rc'ject the social force which is thus attested, the error would be hardly less, of assuming that the national beuelit is as great as the elfort made to promote it is meritorious and surprising.” SCOPE OF THE SYSTEM. The inadequacy of the systeni to accomplish the education of the masses tlironghout the kingdom is evident. At the same time it has been the stepping-stone to a system wliieh shall extend school privilege to every hamlet, toward which result British legislation seems rapidly hastening ; as such, its provisions invite special consideration. PARTICULAR FEATURES, * From the revised code (1870) we learn : 1st, A sum of money is annually granted by Pcxrliament for public education in Great Britain, 2d. Tliis sum is administered by an establishment called the education department, at whose head is the lord president of the council, lid. The object of the grant is to promote the education of ehildren belonging to the classes who support themselves by manual labor. 4th. The means consist in aiding voluntary local action, under certain conditions, to establish or main¬ tain schools, which are eitlim' for the instruction of children (elementavy) or for ti-aining school-masters or school-mistresses, (nornnil.) 5th. Every school ;aided by the grant must be either “ a school in connection with some recognized religious denomi- Viation,” or “ a school in which, besides secular instruction, the scriqutupes jme read daily from the authorized version.” DISTRIBUTION OF AID. The aid was distributed as follow's : The manager of eveiy school entitled to the aid might claim annually the sum of 4.s. per scholar., according to the average number in attendance throughout the year, at the morning and afternoon meetings, not being less than 400 of their school ; and 2s. Qd. per scholai’, according to the average number in attendance throughout the year at the evening meetings, not being less than 40 of their school ; also, for every scholar w'ho attended more than two hundred morning or afternoon meetings of their school. If more than six years of age, 8s,, subject to examination. If under six years of age, and present on the day of examination, 6s. 6d., subject to a report by the inspector that such children arc suitably instructed. For every scholar who has attended more th.au twenty-four evening meetings of their school, 5s., subject to examination. Every day-scholar entitled to Ss. forfeits 2s. 8d. for failure to satisfy the inspector in either reading, w'riting, or arithmetic. Every even¬ ing-scholar entitled to 5s. forfeits Is. 8d. for similar failure, 'The grant is, moreover, increased at the rate of Is. id. per pass in reading, writing, or arithmetic, up to any number not exceeding 120 ; Provided^ That the passes exceed 200 per cent, of the number of scholars in .attendance over six years of age ; that one-fifth of the passes are within the three highest standards; that one-fifth of the .average number of scholars over six years of age have passed a satisfactory examination in one or more .specific subjects above the standard ; and that the number of pupil teachers or as¬ sistant teachers employed bears a -certain proportion fo the number of scholars. Thus, every manager had a direct pecuniary interest in maintaining regularity of attendance ill the improvement of each individual scholar, and in providing a sufficient corps of teachers. ADALVNTAGE OF THE SYSTEM. Tile three great excellencies of the system were : 1. The employment of certificated teachers. 2. Provision for training a corps of teachers under the name of impil teachers. 3. The individual examination of scholars upon certain standards clearly defined for each grade of schools. CERTIFICATED TEACHERS. No school could receive the annual grant unless its principal were a certificated teacher. Teachers, in order to receive these certificates, must pass an examination and undergo probation by absolute service in schools. ruriL TEACHERS. By the provision for pupil teachers, any pupil of thirteen years or upward might be emiiloyed by a certificated teacher as an .a'ssistaut, provided the said pupil teacher were 468 REPORT OF THE COMMISSIONER OF EDUCATION. not emi)loyed more than six hours in any one day, and should receive from the certifi¬ cated teacher, 'without charge, special iustruction five hours per -week, of -which hours not more than two should occur iu any one day. These x)upil teachers were annually exauiiued by Her Majesty’s inspectors, and were obliged to present certificates of chai- acter and success iu teaching. The principal entered into an especial agreement with regard to board, wages, &c., with some party standing as surety for the pupil teacher. Pupil teachers who had passed their apprenticeship might obtain positions as assistant teachers, or be provisionally certificated in charge of small rural schools. Thus the board' of education early recognized that trained teachers are essential to good schools EXAMINATIONS. There were six standards for examinations, of which the lowest required iu reading. Narrative in monosyllables writing, “ Form on blackboard or slate from dictation, letters — capital and small ; ” arithmetic, “ Form on blackboard or slate figures up to 20 ; add and subtract figures up to 10, orally from examples on board.” The sixth or highest standard required : “ Reading — A short, ordinary paragraph in a newspaper, or other modern narrative ,* ” Writing — Another short, ordinary paragraph, slowly dic¬ tated once by a few words at a time ; ” “ Arithmetic — A sum in practice, or bills of parcels.” The lowest standard was intended for scholars between six and seven years old ; the highest for those between eleven and twelve. The amount of information comprised in these standards, if very limited, was also very definite. Nothing more conclusively proved the inadequacy of the system than the failure to bring any large percentage of the scholars to the required standard, in spite of the efforts of conscientious and devoted inspectors, zealous clergy, and faith¬ ful teachers who had a great pecuniary interest in the result. The result of calculations made by Dr. Farr and other authorities on independent bases for the ‘‘schools inquiry commission,” justify the statement that in 1869 there were in England and Wales 3,936,513 children, between three and twelve years of age, of the class to be benefited by the parliamentary grants. In this year there were in England and Wales 11,404 schools entitled to the annual grant, and showing a daily average of 1,062,999 pupils. Of these, the number under six years of age who were presented for inspection was 219,970. The number above six years of age tendered for examination was 696,440. The total number presented in the first three standards, under ten years of age, was 403,969; over ten years, 118,809; presented in the three highest standards, under ten years, 26,162 ; over ten years, 147,500. The number who passed without failure in any one of the three subjects, was 470,346. This result is still more unsatisfactory, if we take into account the fact that a considerable number of the scholars, being upward of twelve years of age, should have passed iu previous years iu the sixth standard. The effect of these statistics is increased by the reports of the separate inspectors, who, with few exceptions, agree with the declarations of Mr. Bruce in his address on National Education in Great Britain, and of the late Mr. Harry Chester, “ That one-half the children of the working-classes, betAveen three and thirteen years of age, are under no scholastic education at all.” Statistics of igno¬ rance and crime prove that a low state of iustruction is always accompanied Avith increased criminal tendency. ReAX H. W. Bellairs, Tier Majesty’s inspector for Berks and Oxford, declares that for the year 1868, “to OAmry 100 male criminals committed to prison in the counties of his district, the jiroportional number with little or no instruc¬ tion Avas : Berks, 98.52, and Oxford, 96.71.” These graAX considerations moved the lords of the committee of Her Majesty’s priA^y council on education to declare in their report of 1869-70 : “ In order that our admin¬ istration should, Avithin any reasonable XJeriod, attain to the dimensions of a national system, by Avhich the means of efficient elementary education may be brought within the reach of every hom«, some further and powerful impulse must be giA’en to its workings.” SPECIAL BRANCHES OF INSTRUCTION. It is interesting to note that the study in advance of the standards generally intro¬ duced was geography, and that its introduction invariably excited greater enthusiashi and thoroughness in the lower branches. Needle- work Avas a part of the prescribed coiu'se in all the female schools. Drawing was also introduced in many schools, and alAvays with the happiest result. DISCUSSIONS EXCITED. The board of education and Her Majesty’s inspectors, while discharging their duties, haA'e evolved the very problems which at this moment engage the attention of educators in our own country, viz, school rates, graded schools, Bible iu schools, methods of discipline and instruction, and that most delicate of school questions, compulsory education. The eftects of these discussions are felt in the school law of August 9, 1870. EDUCATION IN FOREIGN COUNTRIES. 4G9 ACT OF 1S70. All alistract of the act of 1870, entitled ‘^Aii act to provide for public elementary education for England and 'Wales,” vas given in the Commissioner’s report for the 3’ear 1870. Her Majesty's committee on education, in their reiiort for 1870-71, state that none of the great changes made by the act took effect within the time covered by their report, and contine themselves to a statement of the measures taken to carry into effect the provisions of the act. To this end an education census of England and Wales was ordered, to ascertain the amount of school provision already available and the deli- cieucy to be sup[rlicd in each locality. Numerous applications were received for the formation of school-boards, and orders were issued for the election of school-boards in 96 out of the ‘220 municipal boroughs and in 188 civil parishes. The adoption by so large a proportion of the population of the kingdom of one of the principles of the act is extremely gratifying, as it shows how earnest a desire is felt through¬ out the country to carry into effect without delay the powers with which each locality is now vested to extend, improve, and complete the existing provision for the education of the people. It augurs well for the efficient working of the new national system, that it has enlisted the sympathy and services of so many active, earnest, and experienced friends of education. COMPULSOIIY ATTENDANCE— BUILDING-GK ANTS. The provisions of the act for enforcing the attendance of children at school are receiving the attention which is demanded by the novelty and importance of the pow¬ ers intrusted to the local authorities by whom they are to be carried out. By-laws submitted under this section have been approved and sanctioned for Liverpool, Stock- port, and Battle Cum Lauacro, and similar by-laws have been passed by the school- boards of Manchester, Oxford, Rochdale, Hanley, Bromley, Blackburn, Barnstable, «&:c. The act prescribes that no farther grants for building elementary schools should be made, unless the memorials from the applicants were completed by the 31st of December, 1870. Within the year upward of 5,000 applications for building-grants were received, and complete memorials were sent in for aid to erect 1,723 new buildings and to enlarge or improve 1,479 schools. NEW CODE. The education act, which prescrilied certain changes in the principles of the revised code, was passed on the understanding that the amount of the annual grant previously available under the code for the support of elementary schools would be increased. A new code was therefore framed with special reference to the alterations required by the act. In this code. Her Mnjesty’s committee remark, We have carefully maintained the principles of payment by results ; we have endeavored to lay down terms of aid which, while increasing the efficiency of the inspected schools, will materially simplify the administration of the grants. ‘•As the code did not come into operation till the month of May, 1871, it would bo premature to express any oi)inion ujmn its working ; but there is reason to hope that it will lead to improved regularity in the attendance of scholars ; to greater variety in the subjects of instruction, and to a considerable addition to the number of pupil- teachers, whoso employment will increase the efficiency of the schools, while they are themselves preparing for a career of usefulness as elementary teachers.” The object of the grants administered by the education department is to aid local exertion; to maintain elementary schools for children and training schools for teachers. This aid is granted to the managers, conditioned upon the attendance and proffcieucy of the scholars, the qualifications of the teachers, and the state of the schools. No giant is made, however, in respect of any instruction in religious subjects. No child can bo refused admission to aided schools on other than reasonable grounds, and, excei)t in evening schools, the teachers must be certificated. GRANTS TO DAY SCHOOLS. The new code provides that the managers of a school Avhich has met not less than 400 times in the morning and afternoon, in the course of the year, may claim at the end of each year the sum of 66-. per scholar, according to the average number in attendance throughout the year ; for every scholar present on the day of examination who has attended not less than 150 morning and afternoon meetings, if above 4 and under 7 years of age, 86-., or 10s. if the infants are taught in a separate department, in a room suitable for the purpose ; if more than seven years of age, 12s., subject to examina¬ tion and passing in reading, writing, and arithmetic. One hundred and fifty attend¬ ances of scholars attending under any half-time act, and of boys above ten years of age attending school in a rural district, qualify for examination. 470 REPORT OF THE COMMISSIONER OF EDUCATIO: GRANTS TO EVENING SCHOOLS. Tlie mniiagers of a school vliich has met not less than eighty times in the evening in the course of a year may claim 46'. per scholar, according to the average number in atrendance throughout the year ; for every scholar vho has attended not less than fifty evening meetings of the school, 7s. 6d., subject to examination and passing in reading, 'writing, and arithmetic. TRAINING SCHOOI.S. The importance of trained teachers being fully recognized by the hoard, training schools became objects of deep interest. According to the report for 1870-71, there v. ere 45 such schools in England and Scotland, containing 2,933 students, 1,597 in the first year of residence, and 1,31(> in the second year. Admission is by competitive examination open to all applicants 'who intend to adopt the profession of teacliing, and who have either served the apprenticeship of pupil teachers, or are over 18 years of age. Annual grants are made to the practicing departments of these schools on the same conditions as to the public elementary schools. The total expenditure for these schools in 1870 was £111,.583 IGs., of which sum £94,940 9s. 8d. was granted by the committee of council on education. LENGTH OF COURSE. It is desired that all students should remain in the training schools two years ; but those who remain a single year can receive certificates as teachers in the lower grades, on passing the examination. Additional accommodation is being provided by the British and Foreign School Society, and by the Wesleyan Education Committee, for persons desirous of being trained for the work of a teacher. Without any increase in the provision made for supplying trained masters and mistresses, the English trainings chools, which furnish accommodations for about 2,500 students, could turn out every year 1,250 teachers who had gone through a two yeaiV course of training. This supply, if the school-life of a teacher, under a thoroughly organized system of public instruction, is estimated at 20 years, would keep up a staif of 25,000 trained teachers for the elementary schools, without taking into account the number that enter the profession through other chan¬ nels. EXAMINATIONS. The examination at the end of both years is thorough, embracing, besides 'iiG ele¬ mentary branches, geography, history, economy, vocal music, drawing, school manage¬ ment, and Euclid, (two books the first year and four the second,) for male students, an the same for female students, excepting that Euclid is omitted, and “domestic econ¬ omy’’ and “sewing and cutting out” added. PRACTICING SCHOOLS. Practicing schools are maintained in connection with nearly all training schools, affording to the students the best means of acquiring the art of teaching. These schools are not, however, similar to the American model schools, and Her Majesty’s inspector, J. Bowstead, M. A., recommended in 1869 the establishment of model schools, so that pupils might not only have ox>portunity of practice in teaching, but of observ¬ ing the best methods of instruction and discipline. HINDERANCES. The chief hiuderauces to the training-school work have arisen from the low qualifica¬ tions of students admitted, and the obligation to make teaching a life profession. Many of the inspectors conq)lain of deficiency of the students in some of the most important of the elementary studies. Mr. Matthew Arnold, D. C. L., Her Majesty’s inspector of the training sehools of the British and Foreign School Society, in his report for 1870, says: “'Ninety-six students at Borough Road College were examined at Christmas, all passed, and none fell into the fourth division. For the second-year students, I find their weak iioints were geometry, mental arithmetic, geography, and grammar. Less than 27 per cent, reached the mark of fair in Euclid, less than 14 xier cent, in mental arithmetic, less than 5 per cent, in geography, and less tlian 3 per cent, in gramuiar.” Mr. Ainold continues: “In these reports I have more than once commented on the grammar and composition ])aper for the Christmas examination, and I am glad to see by the syllabus of the iiresent year that there has been a revision of the scale of marks, and that grammar now receives a larger proportion. To the judicious setting and marking of this paper, I attach the greatest importance. It is that paper in the examina- lioii which represents letters and literary culture. The friends of the iihysical sciences EDUCATION IN FOREIGN COUNTRIES. 47i are all for the increased teaching of their own matters, and they have the public with them. Judicious observers know well that the real difficulty and deficiency with stu¬ dents, such as tliosc of our training schools, lies not in the direction of physics, but in the direction of humane letters. It is so great that one might be tempted to pronounce it irremediable, at least for one or two generations, if one had not before one the develo])inent of spirit and feeling brought about in a few years by the establishmpnt of one well-conceived exercise — the recitation exercise. I have seldom been more struck by the results of any agency in education than by observing the progress which had been reached by the Borough Road students, within my own experience, through this exercise alone.” RESULTS. The most valuable testimony to the absolute good resulting from them, is found in such declarations as the following: Her Majesty’s inspector. Rev. N. J. Kennedy, writes, ‘“The mere daily contact with persons so well educated and well mannered as our present school-teachers, the product of our excellent training colleges, has had a most beneficial effect upon the present generation of the working classes in England and Wales. Great numbers of persons in Lancashire testify strongly this silent revolu¬ tion which has been effected by this means, declaring that the change from roughness and semi-barbarism to civilization, which may be seen in such towns as Oldham, Padi- ham, Colne, Bacup and elsewhere, is IHtle short of marvelous.” And the committee of council on education state in their report of 1869-’70, that “ inquiries made by us in the course of the last year showed conclusively that the efficiency of the xirofessiou of teaching is mainly sustained by the action of the training schools.” SCIENCE .(VND ART DEPARTMENTS. It would be impossible to convey any just view of what has been done for education in Great Britain without referring to the science schools and the art schools. The rej^ort for 1870-’71 shows 942 science schools (not including the navigation schools) for elementary instruction in the kingdom, with 38,015 students. Of these schools 642 are in England and Wales, 50 in Scotland, and 251 in Ireland. The subjects taught are, practical, j)lane, and solid geometry ; machine construction and drawing, building construction, or naval architecture and drawing, pure mathematics, theoretical mechanics, apx)lied mechanics, acoustics, light and heat, magnetism and electricity, inorganic chemistry, organic chemistry, geology, mineralogy, animal physiology, zoolo¬ gy, vegetable anatomy and physiology, systematic and economic botany, principles of mining, metallurgy, navigation, nautical astronomy, steam, and physical geography. The amount of the x)arliamentary grant to these schools likewise depends upon the results of the examinations; grants are also made for the purchase of aj^jiaratus, dia¬ grams, and examx'les, and for x>rizes and medals. The increased local interest in this class of schools is evidenced by local pecuniary aid, contributions to exhibitions and scholarships, and the great amount of time and labor devoted by the gentlemen of the local committees in sux^erintendence of examinations and other work connected with the schools. For advanced scientific instruction, there are the Royal School of Mines, the Royal College of Chemistry, the Metallurgical Laboratory in Jermyn street, the Royal Col¬ lege of Science of Ireland, the Royal School of Architecture and Marino Engineering, with the xiiivilege of attending the royal dock-yards and factories accorded to the x)i'i- vate students from June to Sexitember inclusive. ART SCHOOLS. For the promotion of instruction in elementary drawing as a part of national educa¬ tion and fine art as applied to industry, there are 117 schools, of which the most im- X)ortant is the National Art Training School at South Kensington. The students in regular attendance numbered 20,290. The total number of x^upils instructed increased from 157,193 in 1869 to 187,916 in 1870. Connected with these schools are night classes, schools for the x^oor, training schools for teachers of elementary schools, and lectures for artisans. The total number of persons who received direct instruction as students, or by means of lectures in connection with the science and art departments in 1870, was upward of 254,000, being an increase over the xR’evious year of 67,000, or nearly 36 x^er cent.; and the total number of soiiarate attendances at the different institutions and exiiibi- tious, by means of which instruction in science and art is offered in connection witli the deiiartment, was upward of 2,973,000, or 25 per cent, more than in 1869. The expend¬ iture of the department for the year was (exclusive of the Geological Survey) £184,796 8s. 3d. It would be imxiossible in the limits of this rexiort to give an idea of the results attained through these schools. Their influence is felt in every branch of industry. 472 REPORT OF THE COMMISSIONER OP EDUCATION. From France, so pre-eminent for taste and power in designing, orders have been received for designs for silks, damasks, cretonnes, and paper-hangings. The most valuable auxiliary to the.se schools is the South Kensington Museum. The mere enumeration of a few of the departments of this museum must suffice to suggest tlie immense treasures there collected for the benefit of pupils : The art collection, art library, naval museum, collection of animal products, food collection, museum of construction and building materials, museum of modern war materials, Keramic col¬ lection, museum of machinery and models, collection of economic entomology, museum of economic fish culture, &c. The branch museum supported by the State, and institutions and societies which receive aid from the State, subject to the superiuteudeuce of the science and art department, are the Bethnel Green Auxiliary Museum, the Museum of Practical Geology, Edinburgh Museum of Science and Art, Natural History Museum of the Royal Dublin Society, Glasnerian Botanical Gardens, the Library of the Royal Dublin Society, the Royal Zoological Society of Ireland, and the Roj'al Hibernian Academy. Her Majesty’s committee conclude their report for the year 1870-71 by remarking upon the encouraging progress of instruction in science and art during the year, and expressing the hope that the passing of an education act for Scotland may enable them to discontinue the present provisional arrangements for promoting public education in that part of the kingdom. 7.— GREECE. GENERAL REMARKS. Much has been done for education during the last few years, and there is every rea¬ son to hope that, unless political disturbances will arrest the march of progress, the barbarous and uncivilized condition of a great part of the country will rapidly disap¬ pear, and this much-tried peox^le again show themselves worthy of the name and fame of their ancestors. REMARKS OF SIR THOMAS WY8E. Sir Thomas Wyse, who has recently visited Greece, says, in his “ Inijiressions of Greece,” xmblished in 1871, after having referred to the innate temxierance, industry, and bravery of the Greeks : “ Add to these qualities a love and a desire for education, which, except in the Irish peasantry, has no rival in Euro^ie. To Greek ambition learning is the one road ; he asks no other, asx)ires to no other. What Greece has done in this resiiect a few facts will illustrate : In the year 1835 there were but 75 primary schools, frequented by 6,721 scholars. In 1866 the return of xmblic schools makes their number 1,067, and that of the scholars 65,363. There are, besides, 123 superior schools, or what are called in Greece ‘ Hellenic schools,’ attended by 6,675 x>upils, and presided over by 964 masters, all of whom are graduates of a university. In these all the higher branches of education are followed out, and the classics especially cultivated. Over these, again, are the gymnasia, and, lastly, the university, which numbers 62 profes¬ sors and 1,200 students. In the most critical moments of national history these num¬ bers have not fallen off; a large number, indeed, come from the Greek x>rovinces of Turkey. The total of scholars of both sexes in the various educational establishments of the country amounts to 75,000, which gives one for eveiy 19 of the population. It is not unwarrantable to hoxie much from a x)eople who, in all the jiressure of a deep Xioverty, can make .such efforts as these for regeneration and imxu’ovement ; nor is it unreasonable that they who love Greece, and feel closely interested in her fortunes, would rather dwell on these reasons for hopefulness than on the character of her public men, and the fame of their actions before the world.” LATEST STATISTICS. From a letter sent by Professor Constantinides to the British and Foreign School Society, we glean the following statistics for the year 1868 : 119 Hellenic schools . . , . 256 877 xu’imary schools for boys . . 97 134 xu’iinary schools for girls . 157 The seminary of Risoris, for higher ecclesiastical education . 13 3 ecclesiastical schools . 5 normal schools . 20 secondary boys’ schools . 7 secondary girls’ schools . 42 xu’imary boys’ schools of a higher grade . 48 primary girls’ schools of a higher grade . Common x>rivate schools . 16 gymnasia . 119 One university at Athens, with 52 xirofessors and 1, 217 students. Teachers. Pupils. 6, 643 .. 97 45, 094 .. 157 9,312 .. 13 56 .. 10 47 93 527 655 1 .... 4, 894 8,000 .. 119 2, 904 EDUCATION IN FOREIGN COUNTRIES. 473 8.— ITALY. GENERAL REMARKS. A beginning has been made to raise the very low standard of education. An able school-man, Mr. Mamiani, was commissioned to draw up a plan for the thorongli reor- ganiz^ition of the whole system of public instruction. Ouc of the most influential jour¬ nals, The Tempo, comments on it in the following words : “Above everything else it shall be our endeavor to advance elementary instruction, because wo consider it the very foundation of a nation’s greatness and happiness. Germany has shown us the way we should go. The victories of Sadowa, Woerth. and Sedan were not onlj' brought about by a complete military organization, but thej^ wore the indirect result of a well- arranged general system of elementary education.” NEW SCHOOL LAW. The draft of the new Italian school law contains the following paragraphs: 1. Ele¬ mentary instruction is to be given everywhere free of charge. 2. Regular attendance at school is obligatory for all. 3. Parents or guardians who do not comply with this reo'ulation are fined. 4. No one can bo appointed to any State, provincial, or commu¬ nal office whatever, who cannot read and write. STATISTICS. From the oflQcial documents published by the ministry of public instruction, we glean the following statistical items : The number of public and private elementary schools in the Kingdom of Italy in 1864 was 31,804; in 186.5, 31,117, (687 less;) and in 1868, .33,077, (an increase of 1,910 in three years.) Italy (exclusive of Vcnetia) has a popu¬ lation of 21,770,000; consequently there was one elementary school for every 667 inhab¬ itants in 1864, one for every 699 in 1865, and for every 6.59 in 1868. This does not seem an unfavorable proportion, but if we look at the distribution of schools in the different provinces we arrive at a somewhat different result. In Piedmont there is one school for every 384 inhabitants ; in Lombardy, one for 436 ; in Tuscany, one for every 667 ; in Calabria, one for every 1,000 ; and, in Sicily, one for 1,660. In 1865, there were in Italy 17,()13 schools for boys, 12,793 for girls, and 2,621 for both sexes. The number of public schools was 27,132, and that of private schools 5,895. The total number of teachers was 34,435. This number has largely increased of late, particularly that of female teachers. The number of scholars in 1868 was 1,319,337. This is about two-fifths of all the children in school age ; three-fifths, therefore, are growing up without any education whatever. In Turin, 15 j)er cent, of the population attend school, while the percent¬ age in Naples is only 4, and in Syracuse even as low as 1.70. Much remains to be done ; but if the proposed reforms are faithfully carried out, we may look for a total change in the Italian statistics of illiteracy during the next decade. In Venetia the number of schools in 1868 was 3.296 ; there was consequently one school for every 792 inhabitants, and the percentage of scholars was 6.20 of the whole j)opulation. In Rome, the first public elementary schools were opened December 18, 1870, and the attendance was so large that the rooms provided proved utterly insufficient. Pliagio Placidi, a member of the municipal council, presided at the formal opening. Special schools for girls, with female teachers, were proposed by the inspector of schools, Gabelli, but have not, as yet, been commenced. 9.— NETHERLANDS. LAW OF ELEMENTARY INSTRUCTION. The law of August 13, 1857, has regulated elementary instruction. According to this law, education is not compulsory, and it is estimated that annually about 100,U00 chil¬ dren grow up without any proper education. The number of private schools is very large. LAW OF SECONDARY EDUCATION. Secondary instruction is regulated by the law of ISIay 3, 1863. The state took upon itself the obligation to maintain a polytechnic school, and agricultural school, and 15 higher burgher schools in the most important cities of the country. All towns with more than 10,000 inhabitants were obliged to maintain one higher burgher school. Superior instruction in the Netherlands comprises 86 Latin schools or gymnasia ; two athensenms at Amsterdam and Deventer, and the three universities of Utrecht, Gron¬ ingen, and Leyden, the last mentioned of which occupies a very high rank among Eu¬ ropean universities. 474 REPORT OF THE COMMISSIONER OF EDUCATION. RELIGIOUS CONTROVERSY. The ortliodox party, calling itself tlie “National Christian’’ party, already in 1868 made strenuous efforts to have the paragrapiis relating to religions instruction in ele¬ mentary schools struck out from the law of August 13, 1857. Put the leader of the party, Mr. Groen van Priustercr, found no sui)port in the lower chamber of the Diet, and tl)ese two paragrai)hs, 16 and 23, are still in force. The first-mentioned paragraph says : “ In every town elementary iustruetion is to be given in a number of schools cor- res})onding to the number of inhabitants, which schools are to be open to all children, without distinction of religious creed.” And the second : “ The school intends to de¬ velop the reasoning powers of the child by instruction in useful and practical knowl¬ edge, and to educate it in all Christian and civil virtues ; the teacher Avill avoid to teach anything that might wound the feelings with regard to the religious views of others. Religious instruction is left entirely to each religious denomination.” When M. Groen van Priustercr saw that he could not succeed, he left the chambers in a vio¬ lent ])assion, but continued his agitations against the school law. Pie tried to form societies throughout the vrhole country for a “National Christian ” instruction, but although a few schools in this spirit were started, the general mass of the people viewed the matter unfavorably, and these schools accomplished but little, on account of the Avant of support. In 1882, Prinsterer was again elected into the chambers, and moved that the word “ Christian” be struck out from the 23d paragraph of tho law, but with¬ out success ; and Hemskerk, the minister of public instruction, who favored the en¬ deavors of Priustercr, had to resign. This dispute is resting at present, >mt there is CA'cry indication that at some future day it Avill bo renewed, as tho orthodox party, especially, is not idle, but works hard to inliueuce public opinion by pamphlets and journals. EDUCATIONAL SOCIETY. The educational society of the Netherlands, during the year 1870, held its first general meeting at Utrecht. Its chief aim is to further, by all means in their x)ower, attendance at school, and to urge compulsory education. The society already numbers 8,500 mem¬ bers. The society appointed a central permanent committee, with Professor Harting as chairman, a man who had by his untiring efforts beenchiefiy instrumental in founding this society. 10.— PORTUGAL. ELEMENTARY INSTRUCTION. The first public elementary schools were established in Portugal by Pombal, in 1759. Their number in 1772 was 400 ; in 1800, 873 ; in 1854, 1,349 ; and in 1865, 1,783, with 79,172 pupils, (70,720 boys and 8,452 girls.) The whole country is dhdded into school districts, each with an inspector, who has to report to the central authorities at Lis¬ bon. Elementary instruction has been made compulsory, free of charge, and entirely secular; the teacher is an officer in the civil service of the government. ThcAvhole system of public instruction is under the “ conselho superior da instrucfao publica,” (chief council of public instruction.) tho president of Avhich is the minister of the interior. The members of this council are chosen by tho government from among the professors of the University of Coimbra. NORMAL SCHOOLS. By a law of 1844 two normal schools have been established at Lisbon and Oporto, which are in a flourishing condition. LACORS or DON PEDRO V. The late King, Don Pedro V, 1853-1861, deserves the highest praise for the zeal Avhich he displayed in the cause of education. He had scarcely ascended the throne wIku), out of his own private funds, he founded model elementary schools in the royal palace, Necessidades, at Lisbon, and in the palace at Mafra. These schools he super¬ intended in person ; ho often conversed with the teachers, whom he had selected him¬ self, and frecpieutly was present during the hours of instruction. The example set by him bore excellent fruit, and the words Avhich he spoke at the introduction of these teachers into their office — “ I intrust these children to you to make them good Portu¬ guese and good citizens,” — hav'e become true. The Portuguese have good natural capa¬ cities, and are desirous of learning, and elementary education has, during the last years, advanced in an astonishing degree. EDUCATION IN FOREIGN COUNTRIES. 475 11.— RUSSIA. DISTRIBUTION OR SCHOOLS AMONG THE DIFFERENT MINISTRIES. Ill Russia every niinistry lias its special schools: thus, the war ministry expended for schools 4,395,966 roubles ; the niinistry of marine, 380,525 ; the ministry of the Impe¬ rial Crown domains, 708, 601 ; the miiiistiy of justice, 190,000 ; the ministry of linauce, 302,215, &.C. The expenditures for schools by the ministry of public iustructiou amounted to about live millions of roubles, while the expenditures for schools sup¬ ported by the other ministries were, altogether, more than six millions. In these dilferent sohaols a great variety of subjects is taught, but iu rare cases only instruc¬ tion aspires to anything like thoroughness ; for, as a general rule, the Russian student studies more for the sake of obtaining some official position than from any real inter¬ est iu the sciences. SECONDARY INSTRUCTION. As regards secondary instruction, the following statistics of the year 1869 will show the state of this branch of public education : ) School districts. Number of iiihabit- auts. 5 ^ 5 2 5 c Number of .scholars. | CO 2 Tlfirpti t ...... . . . . . 1, 800, 000 9 1,974 200, COO Sr. Petersburg . 4, 000, 000 15 3, 363 306, 666 yioscow . - . - . - . 11, 000, COO 13 4, 767 846, 153 "Wilnn. . . . 5, 500, 000 16 3, 475 313, 750 Iview . - . - . 9, 000, 000 15 3, 922 COO, 000 KasilU . . . . 15, 300, 000 13 3. 006 1, 176, 923 Charkow . 9, 800, 000 10 3, 2C0 980, 000 4, 400, 000 8 2, 796 550, 000 Siberia . 4, 650, 000 4 688 1, 162, 500 Total . 65, 950, 000 113 1 27 257 1 ’ 533, 623 Of the students iu these institutions 67 per cent, belong to the nobility, or are sons of military and civil oSicers ; 23 per cent, are sons of tradesmen ; 5i per cent, sous of clergymen ; and per cent, sons of peasants. DISTRICT SCHOOLS. The state of the district schools (a class of schools standing between the institutions for secondary instruction and the elementary school) is deplorable, as nothing is done but the mechanical drilling of the scholars in a few subjects, according to text-books prescribed by the government. ELEMENTARY SCHOOLS. The standard of the elementary schools is even lower. On an average only one out of every 245 of the whole population of the Russian empire can read and write. It is true that the appropriation for the ministry of public instruction has been raised to 10,124,000 roubles, but the various government regulations impede the natural develop¬ ment of public instruction. In proportion to the number of inhabitants Russia ought to have, at the veyy least, 180,000 elementary schools, while their number at the present time is about 31,000 — 10,000 of which are iu the Baltic Provinces and Poland. With regard to elementary instruction Russia stands lowest in the scale of European nations, for out of every 100 children (between the ages of six and thirteen) only 6 attend school. In some of the provinces of Russia the disproportion is almost incred¬ ible. Thus, iu the province of Archangel, only one iu every 1,166 inhabitants can read ; the district of Alexandrowsk, with a population of 130,000, had in 1868 only 4 schools; and when it was decreed that 47 new schools were to be opened, only 21 teachers could be got. Seminaries for teachers have been touuded in different parts of the empire, but the number of students has remained small, as but few Russians wish to engage in teaching as long as they can make more money iu other ways. In the assembly of the province of Odessa, which was held specially with a view to raising the standard of education, some of the siieakers showed that many of the teach- 476 REPORT OF TPIE COMMISSIONER OF EDUCATION. ers bad an aininal income of no more than 8 to 16 roubles, some only 5 roubles; that their dwellings were miserable in the extreme ; that in many cases their food consisted of nothing- but potatoes. The assembly voted 23,000 roubles for 30 new teachers’ places (each with 100 roubles annual salary and dwellings provided;) 1,600 roubles for teachers’ meetings; and 4,000 roubles for normal courses. DRAUGHT OF XEW LAW. The ministry of public instruction has prepared the draught of a law concerning the reorganization of the whole system of public instruction. According to this law. every teacher, alter haviiy^ served 12 years, will receive a sum of mouej^ sufficient to enable him to buy a small farm. There is to be one elementary school for every 1,000 inhabit¬ ants, the expense for each of these schools to be 200 roubles per annum. PRIVATE EXERTIONS. Private individuals and communities have made noble efforts for the spread of edu¬ cation. Thus, the late Count Naryschkin has donated 250,000 roubles for a teachers’ seminary at Tambow, for young men belonging to the Greek Church. The city of Moscow gave 10,000 roubles i^er annum for the foundation and maintenance of live girls’ schools for children of tlie poorer classes. The district council of Kyrsc gave 30,741 roubles for elementary schools. The Princess Tscherkhaska, in Moscow, started at her own expense a pedagogical journal. Many similar instances might be mentioned. As there is a great lack of teachers for the gymnasia, it is the intention of the govern¬ ment to call about 20 talented young men every year from the Slavonic Provinces of Austria and educate them as teachers at the public expense. GENERAL EDUCATIONAL FACILITIES. The large imperial library of St. Petersburg, containing upwards of 800,000 volumes, was about ten years ago visited by about 30,000 readers per annum, while their num¬ ber in 1868 was 73,000,, who used 240,800 volumes. Among this number the journals and periodicals are not counted. Besides all the Russian journals and periodicals, 340 foreign periodicals are taken. RUSSIFICATION OF THE BALTIC PROVINCES AND POLAND. The process of Russification has been carried out with great rigor in the Baltic Prov¬ inces, Poland. Some of the directors of gymnasia in these provinces were dismissed because they did not speak Russian. The number of Russian orthodox schools in Esthonia is at present 398. In all these schools instruction is imparted free of charge by the Russian ])riest and his assistants. The former Polish University of Warsav has been transformed into a Russian one, and eleven professors, as well as the secretary of the university, were dismissed because of insufficient knowledge of the Russian language. Several Russian gymnasia and elementary schools have been founded in Warsaw, and, in order to encourage these institutions, instruction is given free of charge. 12.— SPAIN. HISTORICAL REVIEW. In olden times education was well cared for in Spain. The first schools were well endowed by donations, legacies, and free contributions, and, up to the eighth century, were entirely independent of the church. Soon, however, the schools came under the control of the clergy, and, Avith the exception of some institutions for superior in¬ struction, lost their high character. The first impetus toward a reform was given in the beginning of this century, by the Avritings of Pestalozzi, Avhich were translated into Spanish, published at the expense of the goA-ernment, and urgentl3’’ recommended to all teachers. The political disturbances retarded the march of iirogress, but the government ucA-er entirely" lost sight of the matter of popular education. February 16, 1825, a law was xRiblished regulating the system of public instruction, exhorting the citizens of all towns and Aullages to establish and maintain schools, and fixing the salaries of the teachers. Some normal schools were founded by the govern¬ ment and liberally endowed. In the year 1857, Minister Moyauo placed all the schools of the country under one common administration. The number of schools was increased and many institutions that had formally been suppressed were opened again. But, bj" reason of tlie disturbed state of the country-, and the reactionary tendencies prevailing in the higher gOA-ernmeut circles, not much Avas accomplished during the folloAving twelve j’ears, till the dethronement of Queen Isabella. The standard of ed¬ ucation has consequently been very low uj) to a recent date. Thus, in 1869, out of a EDUCATION IN FOREIGN COUNTRIES. 477 population of 15,673,000, no less than 11,837,000 could neither read nor ^Yrite, and 705,000 could only read. NEW LAW OF PUBLIC INSTRUCTION. Since the revolution of 1869 a great deal has been done. Already, during the re¬ gency of Serrano, a new law of public instruction has been adopted by the Cortes. This law contains 23*2 paragraphs, and its main features are the following : Private instruction is entirely free, and in nowise dependent on the general, provincial, and communal authorities. Foreigners are permitted to open schools. The general and provincial authorities will give special rewards to those towns which distinguish themselves by founding schools and otherwise encourage the cause of education? No one can occupy any military or civil office under the government wffio cannot read and write. Every town and village must have, at least, one elementary school, to be main¬ tained by said town or village. The local authorities eall the teacher ; but if, five days after a vacancy has occurred, the place is not filled, the general government will ap¬ point a teacher. There is a special committee, to which teachers can appeal in case they are wronged or ill-treated by the local authorities. The salary of elementary teachers varies from 125 to 330 escudos. (This is considered too low, but the financial pressure has been so great as to preclude any improvement in this direction, much as the government desires it.) The universities and other institutions for superior in¬ struction are maintained by the state and the provinces. In order to obtain academical titles or degrees, it is not necessary to have studied a certain number of years, but it suffices to have gone through the prescribed course of studies. Professors have entire liberty in the choice of text books. Teachers cannot be removed except in cases of misdemeanor. A national academy is to be founded. The general council of in¬ struction consists of 45 members, of whom 5 are chosen by the national academy, 10 by the seminary, (the Central Normal School,) 10 professors chosen by the universities, 10 teachers and 10 notables, (members of the preliminary assembly, called to consider tlie revision of the constitution.) The office is an honorary one, without any emolu¬ ments whatever. Annually one-third of this council is re-elected. Every province has its special provincial council of instruction, consisting of 16 members, elected by the teachers of the province and the provincial diet. RECENT EDUCATIONAL MOVEMENTS. Amadeo, the new King of Spain, has, during the short time that he has occupied the throne, displayed a laudable zeal for the cause of education, and there is just reason to hope much from the future. Quite recently the government has ordered the founda- tioii of public libraries with all the elementary schools, and to further this end has distributed a large number of books. In answer to a question made in the Cortes as regards the prohibition of relio-ious instruction in the public schools, the minister of public instruction replied that a*s yet no regulation has been made regarding this matter, and that, according to the princi¬ ples ot religious liberty, the government had no right to demand that the tenets of au;^ leligious creed were taught in the public schools. Under the presidency of Mr Castro, the rector of the university of Madrid, a meeting of educators was held in Madrid in order to prepare questions for a “ national congress of educators.” The sub¬ jects that had, so far, been agreed upon as subjects of discussion, were : 1. The relatior ol the state to public instruction. 2. The course of instruction to be introduced in elementary schools of the difterent grades. 3. Is elementary instruction to be com- pnlsory and free of charge ? And if so, which are the best means for obtaining this object ? 4- The method of instruction. 5. Can the state demand instruction in any positive rehg-ion ? 6. The regulation of superior instruction. The public organ of the fepanish teachers is the Anales de Primera Ensenanza,” which is ably edited. 13.— SWEDEN AND NORWAY. SWEDEN SCHOOL LAAV. The law for popular instruction in Sweden at present valid is of the 18th June, 1842, with A arious alterations subsequently ordained. The principal determinations of this law are as follows : In each parish there is to be one fixed school, with one master certificated by the normal school. \\ here, from want of money or other difficulties, a fixed school cannot be estab- lished, the instruction can, for a time, be provided in movable schools with one or more certificated masters. At those places where the children live so far from schools that they have difficulty in reaching them, preparatory schools are to be established, in which the teachers need not be certificated. For each parish, which generally forms a school district, a school board is to be chosen. 478 REPORT OF THE COMMISSIONER OF EDUCATION. The school bourd, in ^Yhieh the pastor of the parish is the chairman, has the inspec¬ tion of everything concerning the instructions in the schools, and makes out a plan of regulations, which is submitted for the approbation of the bishop and the chapter of the diocese. The pojmlar or elementary schools are established and supported by the parish itself, wit h certain help from the state. The salary of an examined teacher of the elementary schools must not be fixed at less than 400 rdr. rmt. = £'22; and the emoluments for lodging, fuel, fodder for a cow, and ground for planting as well for his own wants as for instructions in the planting of trees. To be a teacher of an elementary school it is necessary to have passed an examina¬ tion at the normal scliooi ; and such a teacher is to be chosen by the parish after the scl'.ool board has given a proposal of three candidates. The subjects taught in popular or elementary schools are : Religion, the Swedish lan¬ guage, ;irithmetic and geometry, history and geography, natural history, writing, drawing, singing, gymnastics and drilling exercises, and gardening and the planting of trees. The instruction is gratuitous, but the parishes have the liberty to demand a little tribute for every child that is not poor, if necessary, for the support of the schools. This tribute, however, is seldom required. COtMPULSORY ATTENDANCE. All children at the school-age must go to school, excepting those who have been by parents or guardians announced as being taught either at home, at a public college, or at a private school. Those who enjoy instruction at home must undergo examinatiou every year at the elementary school, iu order that the school board may^ learn if the in¬ struction which they Lave received at home corresijonds incorrectness and extent with that given at the schools. Those children whose parents or guardians are unable to pay for their clothing and su’jiport at school are to be relieved by the parish. These children, as well as such as are prevented from going to the school every day by too great a distance, or by the coldness of the season, may, after having learned to read, have the liberty to frequent the schools only once or twice a week; yet only on condition that their parents or guardians are known for morality^ capacity^ to educate children, and do attend to their instruction. Every master of a family must see that the children of his servants or of his dex^eud- ents are not left without the necessary instruction. If parents or guardians do not follow the x>rescriptions given with regard to the at¬ tendance of children at school, the latter are to be sex>arated from their x)arents and left to the care of otlier xiersons. The vicar of every xiarish is required to make out, twice a year, a list of the children who, during the last half year, have entered the school-age. Elementary schools are keqit ox)en eight months each ymar, and the instruction is given five days a week and six hours a day'. Parish schools arc also subject to inspection by the school board; and if any' one de¬ sires to establish such a school, axiplication is to be made to the school board, which does not refuse permission for its tbuudation if satisfied that the api^lieant has a good character, and has proved himself to possess the necessary qualitications for teaching. SCHOOL AGE AND ATTENDANCE. According to the above-mentioned law for the elementary' schools it is left to each x^ar- ish and to the school board to decide as to the age of children for beginning school. In this res]mct the regulation only xH’escribes that attending school should not be delayed longer than to nine ymars of age. The scliool-age, however, differs somewhat in differ¬ ent x»arishes, but it is generally considered to be between the age of seven to fourteen years. In 1SG8, when the number of inhabitants iu the whole kingdom amounted to 4,173,080, the number of children between the ages of seven and fourteen was 714,765. But the number of children included in the school-age amounted to 679,128, or 16 per cent, of the whole population. Respecting the relation between the number of children at the school-age and the number attending elementary' schools — the last number for the entire kingdom — amounted, iu 1868, to 77 x^er cent, of the number of children at the school-age. If to this number the number attending other schools and those taught at home be added, it would amount to 97 percent, of the number of children'at the school-age. FIXED AND MOVABLE ELEMENTARY SCHOOLS. The elementary school (foRslcolan) in Sweden is, as before mentioned, divided into two chief kinds: the fixed school (den fasta folksJcolan) and the movable school, (dm fiyttande folkskolan.) Where forests, hills, or lakes have hindered the establishing of EDUCATION IN FOREIGN COUNTRIES. 479 fixed schools, the instruction has hitherto been carrieil on in inovahle schools, many of which have, by det^rees, been changed into fixed schools. In 1868, when the number of fixed and movable schools amounted to 3,509, of which number 2,303, or 66 iiercent., were fixed schools, and 1,206, or 34 per cent., rvere movable schools, the number of cl'.ildren taught in these two different kind of schools amounted to 357,955, of which number 200,339 were taught in the fixed, and 157,616 in the movable schools. HIGHER ELEMENTARY SCHOOLS. There is also a third kind of schools for the people, called higher elementary schools, (Itof/rc folksl'olan.) These schools are intended for facilitating the future progress of the puiiils who have already gone through the elementary school. The higher element- arv schools, of which there are ten in the kingdom, can only be considered as being in the first period of development. PREPARATORY SCHOOLS. Preparatory schools (smaskolai') are established chiefly for the purpose of giving children in the sterile and more mountainous parts of the country the first instruction as near home as possible, while the elementary schools have to attend to the instruction of those children who have come more forward. In the year 1868, the number of pre¬ paratory schools amounted to 3,410 in the entire kingdom, and the number of children instructed in them was 162,581. INCREASE OF SCHOOLS AND RATE OF ATTENDANCE. Since the year 1840, the number of schools has been steadily increasing, and the number of scholars has increased in a much greater jiroportion. From 1840 to 1868, the average increase amounted to 6 per cent., in the first case, while in the latter it amounted to 13 per cent. From 1850 to 1859, the number of children taught in elementary schools was, in pro¬ portion to the number at the school age, about 60 per cent.; after this time, when the number of children at the preparatory schools was added, it amounted to 77 per cent. In 1868, the number of children taught in elementary and preparatory schools was . 520, 546 Number taught in public or private schools . 42, 298 Number taught at home . 99,243 Total . 662,087 This total amounted to 97 j)er cent, of the whole number of children at the school age. SALAPtlES OF TEACHERS. According to the law of June 18, 1842, and the regulation of December 11, 1863, the examined teacher, Avhose service is eight months in the year, is to receive at least an annual income of 400 rix-dollars, (£22,) including eight barrels of corn to be paid in naturd. Besides this, the parish is required to furnish such a teacher with lodging and fuel, fodder for a cow, and ground for plauting for his own use, and for teaching chil¬ dren gardeuii]g and the plauting of trees. Ot this sum of money the parish pays one- half and the state one-half. Should the parish be willing to augment this income to 500 rdr. rmt.. the state pays one-half, as before mentioned. Examined mistresses re¬ ceive the same incoine as masters. The average i)ay of the teachers in the towns is be¬ tween 1,000 and 1,500 riksdaler, Swedisli, not including lodging and the above-men¬ tioned emoluments. According to the ordinance of September 29, 185)3, the payment of teachers of pre¬ paratory schools is to bo determined by the heads of families and the school-board in the districts where such schools are established. PENSION lO RETIRED TEACHERS. Examined teachers of the elementary school, who have reached sixty years of age, receive, on retiring, after thirty years of service, three-fourths of the annual income as a [)eusion. Pensions are also granted, iu some cases, after twenty-five years of service, but with some deduction in amount. STATE AID. The elementary school being an establi.shmeut of the community, each parish is re¬ quired to maintain its own eiementary schools ; but since 1842, when the school law 480 REPORT OF THE COMMISSIONER OF EDUCATION. ■^vas issued, grants from the state for the support of the schools are made on certain conditions. The principal of the grants up to this time was a general tax, (foil's liole afgift,) which every tax-payer must contribute for himself and his household. This tax was levied on the principle that every member of tbe community should pay something toward the support of the education of poor children. Besides this tax, the grants from the state for the s^bools are : aids for the payment of teachers of elementary and preparatory schools; aid for higher elementary schools ; aid^for poor families ; and aid for the supply of school material at a low rate. According to the principle that the communities ought to bear the principal expenses for their schools, the state gives its help on condition that the x^arish pays for the schools a Slim equal to the above-mentioned school-tax ; and the jiarish must, besides this, pay a certain sum for each kind of support from the state, namely : While the state pays two-thirds to the higher elementary schools, the jiarisb pays one-third. The state pays one-half of the teachers’ income, while the parish pays the other ; and for the jirexiaratory schools the state pays one-third while the parish pays two-thirds of the exxienses. The state bears the expense for the education of the teachers and for the jiayment of the ins^iectors. NORMAL SCHOOLS. There are nine normal schools (foll'skolelarare-seminarier) in Sweden, intended for the training of the masters and mistresses of the elementary schools. Of these, seven are for male and two for female teachers. A normal school has three classes ; the jDuiiils generally remain one year in each. To give the pujiils an opijortnnity of practicing as teachers, an elementary school is attached to each school. The subjects taught in these schools are : Religion, the Swedish language, history and geograx)hy, arithmetic and geometry, natural history, pedagogy, writing, drawing, music and singing, gymnastics au-d drilling exercises, gardening and the ]Dlanting of trees. Instruction is given thirty-six weeks a year, forty-two hours a week. The teachers at each of the schools are, the rector, three or four teachers for the dif¬ ferent subjects, besides masters for iustrnctious in music, gymnastics, drawing, and gardening. The rector must be a doctor of philosox)hy, and the teachers have to i^ass the examination required to be received at the university. The instruction is gratui¬ tous. The state pays an annual sum of 44,000 rdr. rmt. for the stijiends of xioor xm- pils. The pupils who have passed their examinations receive a certificate according to a sanctioned model. Several normal schools, established at the expense of the different provinces, are in¬ tended for teaching the masters and mistresses of the smaller x?rex)aratory schools. Three schools for this purpose are supxiorted by the x)nblic means, and are united with the normal schools of the state. NORWAY. Owing to want of more recent information, an abstract of the report on the educa¬ tional system of Norway, by Gerhard Gade, United States consul at Christiania, pub¬ lished in the circular of Ju'ljq 1871, of the Bureau of Education, is given for the sake of completeness. LEGISLATION. Since the year 1814, when Norway gained its iudexiendence from Denmark, the edu¬ cational system has been the object of repeated attention ; its chief results are to be found in a law of 14tli July, 1827, relating to the common schools in the country, Avhich law was suxix>lRuted by a fuller and more comxffete one of the 16th May, 1860. The common schools in towns had been regulated by a law of the 12th July, 1848. Some additions to the two above-named laws, which are still in force, are contained in a recent law, of the 22d May, 1860. DIVISION OF SCHOOLS. The schools of Norway are divided into five classes, viz : A. Common schools ; B. Grammar and high schools ; C. Latin schools, combined Latin and high schools ; D. The university ; E. Schools for special branches. A. — Common Schools: The common schools are subdivided into (1) common schools in the country ; (2) common schools in towns. CO^IMON SCHOOLS IN THE COUNTRY. There are “ lower schools” and “higher schools.” In the former the children belong¬ ing to a circle of the district receive a common education, and in the latter those of several circles or districts receive a more complete education. Wherever there are thirty cliildreu, legally bound to attend school, a common school is to be established. EDUCATION IN FOREIGN COUNTRIES. 481 As many portions of the conntry are intersected l)y high monntains and deep fiords, the law has established “ anibnhitory schools,’’ whoso teachers travel from one farm to the other, living with the ditfereut peasants. These schools are gradually dimiiiishiug ill number. Manufactories and other industrial estahlishments in the rural districts are obliged to provide a school for the children of the workuien whenever they have at least thirty ill their employ. The establishment of “ lower common schools ” is obligatory on the school district, but that of the “ higher schools” is o^itional to it. These schools only receive jinpils above twelve years of age, and their course of instruction embraces, besides the com¬ mon branches, geography, history, natural history, drawing, and geometry. COMMON SCHOOLS IN TOWNS. The law of the 12th July, 1848, enacts that there shall be at least one of those schools in every town, and that no teacher shall have more than sixty pupils in one class. The branches of instruction are almost the same as those in the rural schools. Whenever the school-board thinks it advisable, a higher class for fuller instruction is to bo f^arined. SCHOOL AGE, COMPULSORY ATTENDANCE, ETC. Attendance on the common schools is oldigatory for all children living in the conntry from the eighth year (in the towns from the seventh year) till the time of their con¬ firmation, which generally takes place in the fifteenth year. Whenever the parents or guardians either themselves instruct the children under their care in the branches taught in the common schools, or hire others to do so, they are exempted from sending the children to the public schools ; but must, like all other tax payers, pay their school tax. In order to enforce the regular attendance of scholars, the law enacts that whenever a pupil is absent its parent or guardian shall give a satisfactory excuse ; or in cases 'when they omit this, the school committee may, after an ineffectual warning, fine them from 24 skilliugs to 5 specie dollars, (one sjiecie dollar = 120 skilliugs = $1 06.) In the common schools of the rural districts the children are to receive instruction during twelve weeks of the year, or only nine weeks if the school contains several classes. Many school districts, however, have established schools with a longer school term. EXAMINATIONS. Once a year a public examination of the pupils in the common schools takes place in the presence of the pastor and other members of the school committee. REVENUES AND EXPENSES OF COMMON SCHOOLS. Each municipal district forms a school district, and has a school fund common to the several circles into which a district may be divided. Its revenues ai-e: 1. Interests of capitals belonging to it ; 2. Voluntary gifts ; 3. Fines ; 4. Contributions from the sec¬ ondary school district, and from the state. Its main revenues, however, are derived from the municipal council, which grants the money in all school matters, decides the amount of the school expenses, and apportions the school taxes. These are gen¬ erally assessed on the residents in proportion to their prox)erty. From the school-district common fund are paid the expenses of building, repairs, and hire of school-houses, but the several circles wdiich together constitute the school dis¬ trict pay separately the expenses of the heating, lighting, and cleaning of the circle schools, the traveling exxienses of the teachers, and their board and lodging during the school weeks. The school districts must also, as often as xiossible, set apart a small jnece of land for the schoolmasters to cultivate, in addition to their regular salary. At least one teacher ill every district shall have a dwelling-house for himself and family, with land enough to pasture at least two cow's, and lay out a small garden. Norway is divided into twenty different x)rovinces, (amt.,) and from the provin¬ cial school fund are granted: Increase of salary lor teachers who have been long in emxiloyment ; contributions for higher common schools and for work-schools ; contri¬ butions for erection of school-houses, and for purchase of land for schoolmasters ; con¬ tributions for xiromotion of education at large in jioor parishes ; compensation to school¬ masters for fitting pupils to be teachers. The school taxes imposed by the ]irovincial council are assessed on the estates in the x)roYinee in in-oxiortion to their relative value. ADMINISTRATIGN AND INSPECTION. The ordinary school district in the country generally has the same limits as the municipal district, of wfoich there arc, at present, 434 in the rural districts. It is gov- 31 C E 482 REPORT OF THE COMMISSIONER OF EDUCATION. erned by two co-operative boards ; tbe one is administrative, and called the school com¬ mittee ; the other grants the necessary money, and is the ordinary municipal council, elected by all the inhabitants of the parish ^Yho have a right to vote. The ^jastor of the parish is always the cliairman of the school committee. Norway is ecclesiastically divided into 77 deaneries, tbe heads of which are, by the law, invested with the superior inspection of the schools and the control of the school committees. The deans themselves are accountable to the diocesan superintendent of the six dioceses of the kingdom. These superintendents are the bishop, the governor of the diocese, and the school inspector, who is appointed by the King, and salaried by the state. There are six such inspectors in Norway, whose duties are to travel through the diocese and examine minutely into the condition of the common schools. The superintendents of the diocese are obliged every year to send in reports on the condition of the schools to the royal department for the church and education. Every year this department has to lay before the King and Stdrthing (the Norwegian parlia-' meut) a survey of the progress and condition of the schools throughout the kingdom. NOEMAL SCHOOLS. A normal school has been established at the expense of the government in each of the six dioceses to train teachers for the public schools. In addition to these, smaller institutes for teachers have been established, either as parallel classes of a higher common school, or as a higher class of a public common school. The normal schools are under the supervision of the government, and their teachers are appointed by the King. The course of instruction in these schools comprises : Religion, Norwegian language, arithmetic, music, geography, natural history, writing, drawing, gymnastics, and use of arms. A children’s school is connected with every normal school, to exercise the normal pupils as teachers. As a general rule, only those teachers who have passed an exami¬ nation at a normal school or a teachers’ institute receive situations in a i^ublic common school ; assistant teachers are appointed by the school committee. By a law of May 22, 18(50, women may also be appointed teachers in the lower classes of the common schools Efter having passed an examination. In the towns female teachers have been employed for some time to a considerable extent. STATISTICS OF COMMON SCHOOLS. In 1861 the school districts in the country were divided into 6,189 circles ; in 1866, 6,344 circles. (The aggregate rural population of Norway was, in the year 1865, when the last census was taken, 1,434,727 persons.) In the following number of school circles instruction was given : Years. In school-houses belonging to the schools themselves. In rented schools. In ambulatory schools. 1861 . . . . . 613 1, 956 3,620 2, 345 1866 . 1,478 2, 521 Consequently, in the course of six years, 1,275 ambulatory schools have changed into fixed school circles. The following number of children attending the fixed schools lived a, distance of more than one fourth of a Norwegian (about two English) mile from them: No. of children. In 1861 . 6,418 In 1866 . . 11,348 In the sixty towns of Norway, which in 1865 numbered 267,029 inhabitants, in 54,226 households, living in 23,167 houses, 116 common schools existed in 1866, with an aggregate number of 702 classes. The statistics of school attendance were the following : EDUCATION IN FOREIGN COUNTRIES. 483 (a.) Ill the country districts : No. of children No. of children re¬ No. of child¬ Years. bound to at¬ ceiving no in¬ ren attend¬ tend school. struction at all. ing school. 1861 . 200, 273 22, 136 6, 632 5, 514 193, 641 206, 623 1866 . ■ . (h.) In towns. Ill the towns of Norway, in 1867, 42,892 children were hound to attend the common schools. In the same year the aggregate population of the towns amounted to 264,855 persons, and consequently the proportion was 1 child hound to attend school to 6.2 in- hahitants. 10,210 children, who were placed in private schools at the charge of their supporters, were exempted from attending the common schools. Of the 32,682 child¬ ren belonging to the common schools, 756 have not attended school at all during the course of the year. Private schools corresponding to the lower common schools were attended by 3,106 pupils. The aggregate revenues of the school funds, together with particular grants by the various school circles, amount to 397,683 specie dollars in 1860, in the rural districts, and to 118,216 specie dollars in 1867, in the towns; whilst the aggregate expenses in the rural districts wmre 415,819 specie dollars, and in the towns 110,892 specie dollars. The total number of teachers in the rural districts in 1886 was 3,118. The minimum of teachers’ weekly salary was from 100 skillings to 2 specie dollars, on an average. The number of teachers in the towns was 307, 246 males and 61 females ; the highest salary paid to male teachers was 165 specie dollars per annum. B. Public and high schools. The larger part of these schools consists of the so-called higher or civic schools, which differ chiefly from the best arranged common schools, in addition of modern for¬ eign languages to the branches of instruction, and in giving a fuller instruction in other branches. Some of these schools also prepare pupils for the university. They are supported by the municipalities, or at least guaranteed by the towns in the case that the pupils pay for their tuition. The most of them are destined exclusively for boys, some for both boys and girls, and a couple of them are exclusively girls’ schools. Many of these schools are under the inspection of the superintendents of the diocese, and some are supported by the large fund for educational purposes, which now amounts to more than three millions of specie dollars. This fund owes its origin to the sale of large estates formerly bequeathed to the clergy and churches. In 1867, 35 higher schools existed in the towns of Norway, with 144 classes, 159 teachers, and 2,531 pupils. The expenses of these schools amounted to 41,095 sjiocie dollars, of which 4,702 were contributed by the state and public funds. C. Latin schools, combined latest and high ciahc schools. These public schools, established in the principal towns of Norway, and belonging to the state, give the pupils a higher general education, and either prepare them by classical studies for the university, or by the study of natural science, for entrance on practical life. Some few of the Latin schools which have existed for several centuries j)Oss-ess considerable funds of their own, but the greater part of them are sujiported by contributions from the state and the different towns. The pupils pay for tuition in all of them. There are at present 16 higher schools of the state, with 134 classes, 197 teachers, and 2,105 pupils. Together their revenues amounted in 1867 to 109,425 specie dollars, of which 40,840 w^ere school money paid by the pupils. Their aggregate expenses were 106,348 specie dollars. Besides these there are quite a number of higher private schools, wdth a total number of pupils in 1867 of 6,451. D. The univebsity. The Norwegian University, at Christiania, was founded in the year 1811. Sub- scrii)tions were raised, and a part of the large educational fund was set apart for its support. Tlie lectures are entirely gratuitous, and the students are not bound to any fixed term of study. Before being matriculated, the students must pass an examination. 484 REPORT OF THE COMMISSIONER OF EDUCATION. for -uliicli a knowledge of either English or French is required. The university is governed by an academic council, which consists of professors elected in turn by their colleagues. It has live faculties — of theology, of law, medicine, history and philoso¬ phy and mathematics, and natural science. It possesses a considerable library, large scientilic collection, a botanical garden, and an astronomical and magnetical observa¬ tory. In 1867 it had 43 professors, and was attended by 850 students. Its expenses amounted in the same year to 83,104 specie dollars, of which 70,900 were contributed by the state. E. Special schools and educational establishments. The 27 asylums for infants in the towns had, in 1867,2,867 pupils, and the 20 Sunday- schools had 1,520. The 20 farmers’ high schools, organized on the Danish iilan, had 400 pupils. Agricultural schools, supported by the state and the various districts, are established in most of the provinces, and have diffused much knowledge in farming. The govern¬ ment has founded a large central agricultural school near Christiania. Nautical schools. — To educate captains for the lai-ge commercial marine of Norway, the government has established many nautical schools in the towns along the coast. Besides these there are numerous priAnte maritime schools. No one can obtain a license as mate or skipper without having been first examined by a board appointed by the King. Ill the year 1869, 1,204 sailors were examined by the board, but out of this number 384, or 31 per cent., were rejected. Military college. — Norway has a military college for the training of army officers; a naval college for the training of naval officers ; a military high school for the educa¬ tion of engineers and artillery officers ; a school for civil engineers, recently founded at the expense of the government. educational periodicals. Two periodicals relating to the common schools are published in Norway. The university publishes regularly an annual record for the university and the higher schools. 14.— SWITZERLAND. GENERAL REMARKS. Switzerland possesses no national system of instruction; the Federal Polytechnic School, at Zurich, being the only institution of learning which is supported by the general government, and is under its authority. Each canton has its own system of instruction. STATISTICS. Appenzell. — The number of day scholars was 6,236 ; those who attended the repetition courses, 2,900 ; scholars of the real-school, 415 ; the proportion of scholars to the total population is as 1 to 5. By carefully prepared statistics it is shown that the following are the outside occupations of the scholars : 736 work in factories ; 1,737 are weavers ; 561 are occupied with sewing and knitting ; 537 tended cattle, &c. CANTONAL SCHOOL. Argoria.—T\xQ> cantonal school (secondary institution) was attended by 144 scholars, (21 in the preparatory school, 81 in the gymnasium, and 42 in the industrial school.) The total government expense for school purposes was 492,600 francs, and the amount of the school fund 5,130,000 francs. All the schools teach military drill and tactics, and the annual cantonal cadet festival was attended by 1,600 cadets, from the age of 12 to 18. A maneuver and sham fight was held, and gave general satisfaction. NEW FACTORY LAW. F>asle. — The school committee drew up a new factory law, which was adojited with¬ out discussion. By this law children in school age are not to be employed in factories. STATISTICS. The government expenditure for public instruction was 360,000 francs. A great deal is done by societies and individuals. Thus the society for the furtherance of good (already in existence for 92 years) has under its charge 18 educational and benevolent institutions, amongst the rest a drawing school for apprentices, a school of music, Sunday schools, &c. Another society maintains 8 primary schools, with 472 scholars, EDUCATION IN FOREIGN COUNTRIES. 485 and a number of infant scdiools, with 375 pupils. The total number of children attend¬ ing school was *250, out of a total population of 41,251. The number of students at the university was 115. Tlie pcdagogium (a classical college) had GO scholars ; the indus¬ trial school, 130 ; the huniauistic gymnasium, 365 ; the real-gymnasium, 410 ; the real- school, 483 ; the higher giris’ school, 4G4. INDUSTKIAL SCHOOL. The programme of the industrial school for 1870-71 has been received, of which an abstract is given. , 1. Aim of the institution. — According to the law establishing this school it is to give a higher practical education, and to prepare young men for any special technical school. 2. Course of instruction. — The school has a three and a half years’ course, embracing the following subjects: Summer term. Winter course. Class 1. Class 2.j 1 Class 3.1 Class 4. 1 Class 1. Cla.ss 2. Class 3. German . _ hours per week. . 6 4 4 6 4 4 French . . do . 4 4 4 4 4 4 F.n'ilish do _ 4 4 4 4 4 4 TTi story . . do . 3 2 3 3 2 2 Natural history . . do . 2 2 2 2 2 2 2 N atural philosophy . . . . . do . 3 o 2 3 2 Oiiemistry . . do . 2 2 2 2 2 Mechanics . . do . j 2 1 2 Mathematics . 6 4 5 6 C 6 6 Drawing . 4 4 4 6 4 4 4 Gymnastics . . do - . - 1 1 1 1 Total . 31 30 30 20 31 32 32 Conditions of admission. — Age, 14 ; a certificate from the school last attended. Sub¬ jects required at the examination : a knowledge of German and French, and elements of arithmetic, geometry, and algebra. Among the scholars last year there were three from America. NEW LAW OF PUBLIC INSTBUCTION. Berne. — The new law on primary instruction has finally passed the cantonal council. The main points of the new law are : Instruction is compulsory ; school age, 7 to 16 ; number of weeks during which school is kept, 32 to 40 per annum ; number of school hours per day, 3 to 6 ; no class is to contain more than 70 pupils; the townships have to maintain the schools; every teacher is to have a house, with garden, three cords of wood, and 450 francs ; an annual cantonal appropriation of 20,000 francs is intended to assist i)Oor townships. In addition to the subjects hitherto taught, instruction is given in book-keeping, Swiss constitution, gymnastics ; and, for girls, needle-work ; in tlie higher classes, French and geometry. Number of primary schools, 1,559, with 89,981 scholars, and 1,540 teachers, (1,085 males and 455 females.) Number of secondary schools, 42, with 159 teachers and 2,545 scholars. Number of cantonal schools, 2, with 622 scholars. Number of students at the university, 262. teachers’ seminaries. There are two seminaries for male teachers, with 160 students ; and two seminaries for female teachers, with 42 students. There are two institutions for the deaf and dumb, 37 infant schools, 5 factory schools, and 65 private schools, with 4,687 x^upiis. Total government expense for imblic instruction, 1,118,256 francs. NEW SCHOOL LAW. Frihoiirg. — A new school law has been adopted by the contonal council, whicli places primary and secondary education in the hands of the cantonal government. There is a board of education, consisting of 4 members — 2 clergymen elected by the bisho]>, and 2 laymen elected by the communal council. This board x>rescribes the method of instruction, the books to be used, &c. The number of elementary schools was 314, with 15,791 scholars. ABOLISHING THE APPROPRIATION FOR RELIGIOUS INSTRUCTION. Geneva. — The cantonal council decreed, with an overwhelming majority, that the sura of 6,000 francs, hitherto expended for religious instruction in tlie primary schools, should be struck out from the annual apxu’opriation. A new school law was contemxdated. 486 EEPORT OF THE COMMISSIONER OF EDUCATION. childeen’s savings bank. Glaris. — A peculiar iustitntiou iu tins canton is the children’s savings hank, estab¬ lished by Rev. Tschudi. The amount paid last year into this bank by the scholars was 21,734 francs. teachers’ seminary. Orisons. — There is one teachers’ seminary, with which an agricultural course is con¬ nected; the number of students was 78; that of the normal school, 71. The cantonal school had- 273 pupils. Among the 460 teachers of elementary schools, 150 have no certiiicate from the seminary; education is altogether at a lower standard than in the other cantons. NEW PRi:MARir-SCHOOL LAW. Lucerne has likewise introduced a new primary-school law. According to this law the schools are classed in the following manner : 1. Communal schools, embracing ele¬ mentary schools and repetition courses; 2. Middle schools, (secondary instruction;) 3. Special schools, viz, deaf and dumb institutions and the teachers’ seminary. FEM^VLE INDUSTRIAL SCHOOLS. Scliaff hausen. — A course of instruction for teachers in female industrial scliools has been commenced, which has been largely attended. STATISTICS. Schwyz. — Number of primary schools, 102 ; number of female industrial schools, 20. The total number of scholars was 6,132; the number of teachers was 99, 65 males and 34 females. INDUSTRIAL SCHOOLS. Soleurc. — This canton likewise instituted instruction courses for teachers in female industrial schools. In the village of Greuchen there is a i)rivate institution of a higher character, called “ the international school.” It is under the superintendence of Mr. Breidensteiu, and had 82 scholars : from Belgium, 18 ; England, 15 ; Italy, 13; Switzer¬ land, 11; Germany, 7 ; Austria, 5; America, 4; France, 3; Russia, 2; Holland, 2; Turkey, 1 ; Roumania, 1. STATISTICS. St. Gall. — There are iu this canton 408 primary schools, 30 real-schools, 5 reformatory institutions, 2 orphan schools, 1 asylun) for neglected girls, 1 institution for deaf and dumb, and a number of industrial and private schools, and repetition courses, besides 1 teachers’ seminary, with 80 students. The primary schools were attended by 24,088 pupils; the repetition courses by 4,235 ; the real-schools by 1,316; the private schools by 535; the female industrial schools by 8,608. The cantonal school had 244 x>upils; 111 in the classical department, 62 in the technical, and 71 in the commercial. The total government expense for x)nblic instruction was 1,035,526 francs. STATISTICS. Tessin. — Number of primary schools, 467; number of higher elementary schools, 17 ; number of drawing schools, 9 ; and of gymnasia, 5. STATISTICS. Uj)per Unterivald. — Number of xirimary schools, 33, with 1,560 scholars. The cantonal school had 115 scholars, 62 iu the technical and 53 in the classical course, and 10 teachers. VEGETABLE GARDENS IN CONNECTION WITH GIRLS’ SCHOOLS. ZJri. — As a specialty in this canton, it deserves to be mentioned that every girls’ school is obliged by law to have a vegetable garden, iu which the scholars must practice regularly. STATISTICS. Valais. — Number of primary schools, 403; 130 boys’ schools, 118 girls’ schools, 150 mixed, and 5 so-called alternating schools, where instruction is given to boys one-half of the day, and to girls the other. STATISTICS. Valid. — Number of children attending the iDublic elementary schools, 29,571. EDUCATION IN FOREIGN COUNTRIES. 487 STATISTICS. Naniber of primary schools,. 51 ; 18 for hoys, 1C for girls, and 17 mixed. Ninn- ber of scholars, 2,212; iiumher of teachers, 55, 34 males and 21 females. Number of repetition courses, 19, Avith 486 scholars. Number of secondary schools, 4, with 14 teachers and 130 scholars. Besides these, there are 2 so-called Latin schools, Avith 19 scholars. The cantonal institutions comprise 1 secondary school and lower gymnasium, AA’ith 46 scholars ; 1 industrial school and 1 higher gymnasium, Avith 37 scholars. The number of instructors in all these institutions is 10. The Sundaj^ draAving-school in the city of Zng Avas attended by 28 apiirentices. Total government expenditure for public instruction, 57,383 francs; 2 francs, 92 centimes jjcr capita of the iJopulation. MODE OP APPOINTING TEACIIEKS. Zurich. — The most important matter discussed by the cantonal council during the year Avas the mode of appointing teachers. By a great majority the new law" Avas adopt¬ ed, Avhich proAudes that teachers have to be elected, in the same manner as other gov¬ ernment ofdcials, eA^ery six years. STATISTICS. Number of primary schools, 366, with 555 teachers and 31,576 scholars. Number of scholars attemhng tlie repetition courses, 7,601 ; and of those attending the special sing¬ ing courses, 13,507. Number of female industrial schools, 334, Avith 328 teachers and 9,125 scholars. Number of secondary schools, 59' Avith 90 teachers and 2,424 scholars. The teachers’ seminary Avas attended by 132 students, and the normal school numbered 87 scholars. The cantonal scliool had 564 scholars — 209 in the classical course and 355 in the technical course. The university numbered 266 students — 56 theology, 26 law, 137 medicine, 47 philosophy. CITY OF WINTERTHUR. The city of Winterthur, 8,000 inhabitants, has a very complete system of secondary instruction, Auz, 1 higher girls’ school, with 128 scholars; 1 intermediate scl,mol, Avitli 28; 1 preparatory course for the gymnasium, Avith 27 ; 1 gymnasium, Avith 80; and 1 industrial school, Avith 122. In the city of Zurich is located ihe famous Federal Poly¬ technic School, one of the best in Europe, Avith 64 professors and 648 students — 232 Swiss and 416 foreigners. 15.— TURKEY. NEW SCHOOL LAAV. The new school law has been promulgated. It consists of 138 paragraphs, and diA'ides the schools of the empire into lower elementary schools, higher elementaiy schools, preparatory schools, lyceums, and special schools. In future there is to be an elementary school in every vihage, or town, and if the population is mixed there is to be one for the Mohammedans and one for the other religious denominations. Boys are obliged to attend school up to their eleventh year, and girls up to their tenth year. WhencAmr a town has more than 500 houses, a higher elementary school is to be erected. The four years’ course of sucli an institution comprises Turkish, Persian, and Arabic grammar, geograi)hy, history, arithmetic, geometry, book-keeping, and the language spoken in the proAuuce. The preparatory schools admit all sects and reli¬ gions Avithont any distinction Avhatever. They haAm a three years’ course, in Avhich French, political economy, and natural history are taught. Lyceums are to be erected in the capital of every district to receiAm students who have satisfactorily passed the final examination at some preparatory school. Only Turkish subjects are admitted as boarders in these institutions. There is to be a three years’ conrse, embracing ancient and modern languages, mathematics, and natural sciences. Among the institutions for superior instruction there are classed: The nor¬ mal schools, the higher schools for arts and sciences, and the universitj^ of Constanti¬ nople. The object of the normal school is to educate teachers. Any one who lias satisfactorily passed through the elementary school may enter as a student. The university of Constantinople has three faculties, viz : Belles-lettres, laAV, and natural sciences. The school superintendence is to be in the hands of a committee in eA'ery district, Avhile in the capital there is to be a school council. Boys and girls are to be instructed se[>arately ; girls are to be instructed by male teachers of mature age, until a sufliciently large number of female teachers has been educated. Several normal schools are to be fonnded exclusively for female teachers. One of these is already in successful oi>eration. It Avas Ibnuded by the untiring eiforts of Munif Effendi. Such a step as the last-mentioned one is of special importance in a country like Turkey, where Avoman, hitherto, Avas considered little better than a slave. 488 REPORT OF THE COMMISSIONER OF EDUCATION. Witli regard to tlic elementary schools, it is to be regretted that the law has scarcely l)eeu carrii'd out at all, partly, certainly, owing to the Avant of competent teachers. Even at this date these schools are, as regards school-houses, teachers, and mode of instruction, in the most i)itiable state, and the poor children are obliged to spend their childhood in these establishments, Avhich they leave after a number of years without having learned anything. It is to be hoped that Safvet Pasha and Munif Etfendi will, at an early day, devote their attention to the matter of elementary schools. II.__ArEICA. EGYPT. UXIVERSITY OF ALEXANDRIA. The Egyptian viceroy, Ismail Pasha, has decreed the foundation of a university in Alexandria. It is to be after the French model, and in connection Avith it there is to be a “ School of Egyptology,"’ Avhich it is hoped Avill bear important fruits on the held of Egyptian archeology. As director of this school. Professor Brugsch, the well known German savant, and explorer of Egyptian history and archeology, has been nominated. The number of students in this school- is limited to 24, and Avill be open for Europeans. These have to pledge themselves that, after having completed their studies, they Avill enter the service of the Egyptian government for a number of years. The viceroy will, out of his i)rivate treasury, bear all their expenses. SCHOOLS AT CAIRO. In Cairo, a girls’ school has been commenced in the neighborhood of Kassr-en- Nil, Avhere the pupils are boarded, lodged, and instructed. A careful supervision is kept 1)3" the (female) teacliers, and the pupils are kept in strict seclusion. A Frenchman, Mace, from Alsace, Avho has done a great deal in his own country for the opening of public libraries, and for the furtherance of elementary instruction, happened to be present at the inauguration of the Suez Canal. During his stay in Egypt he succeeded in organizing an “Egyptian Educational Association,” and awakening the Khedive’s interest in this undertaking. This association obtained the S])ecial patronage of the crown prince, and was soon joined by many prominent Egyptians, and good results are looked for. The government schools in Egypt admit pupils of every religion, and of every nationalit3g if the}^ are only subjects of the Ottoman Empire., Last 3mar, the first public distribution of prizes to the pupils of the schools, connected with the mosques, took place in the minisitry of public instruction in Cairo. Civil officers and priests Avere the judges. About 150 boys received books, stationery, &c., as prizes, and at the close of the solemn meeting Avere accompanied home by a band of music. III.— ASIA. 1.— INDIA. EDUCATIONAL SOCIETIES. Among the inhabitants of India a great desire for European education is spreading eAmr since the great insurection of 18.57-’58. The most important means of education have been schools, newspapers, and societies. There are two great religious parties, one of wdiich Avishes to introduce a purely deistical system of religion, Avhile the other wishes to restore the old Hindoo religion in its original purity. Mau3" of the societies haA"e more general human aims; thus there is a large society at Lucknow, Avhich pub¬ lishes journals and holds regular meetings, at which essays are read ; admission to this society is free to all sects and nationalities. In Dsheipur there is another large society, under the patronage of the gOA^ernment, whose aim it is to found schools, xmblish text¬ books, to raise the sanitary condition of the eountry, and to encourage the modern sys¬ tem of agriculture. This society, Avhich is entirely aristocratic, engages the best teach¬ ers that can be had to instruct children of members in the natural sciences, English, Xiolitical econom3', riding, dancing, &c. In Alighar is the head center of the “ East Indian Society for the furtherance of public wellare.” This societ3" is managed exclus- EDUCATION IN FOREIGN COUNTRIES. 489 ivcly by Englislnnen. It ondeayors to encourage education by sending young natives to travel and study in different European states. Stipends have been founded for twelve young men, who are thus to receive a European education. As])ecial desire for lugher education is manifested by the .50,000 Parsees who live in Pombay. Tlie Ger¬ man savant, Martin Hang, (born 1827, in Wiirtemberg,) during his recent travels in India, visited the Elpliinstone College, at Bombay, where several hundred natives are instructed in languages and natural siences according to European methods. lie was ])resent at a session of the debating society, and heard several young Bramins and l^irsees carry oii a learned discussion on one of Shakspeare’s dramas, which showed not only a large fund of information, but also an astonishing practice in logic and rhetoric. He was asked by the Parsees to deliver a lecture on their sacked literature, which for many years had formed his favorite study. More than oOO Paisees were present, and collected on the spot a handsome sum of money for the lecturer, which he gave as a fund to be distributed among the best scholars in the study of the Zend and Pehlewi languages, and literature at the Zertoshti Medresa, the Parsee institution for superior instruction. The position of women was hitherto very low among the Hindoos ; but, recently, endeavors have been made to raise their condition, chiefly by giving instruction to girls, from which they had been almost entirely excluded. A commencement has been made in Bombay, where special schools for girls have been established. According to the latest information, the number of these schools was rax)idly increasing and the attendance was good. 2.— CHINA. GENERAL EDUCATIONAL MOVEMENTS. In the flowery kingdom great educational movements are going on. It was of no avail that the Chinese, after their defeat, bought steamers and guns, they soon saw that reforms must begin on another field, to domesticate among them the wonders of modern mechanics and arts. The French were their first teachers. The first establish¬ ment for the construction of steamers and steam-engines was founded at Tshe-Fu. In 1866 a similar establishment was founded at Shanghai, and officers from Peking were ordered to study there. In 1867 a polytechnic school was established in the province of Fu-tsien, at which school talented young men are instructed in mechanical engin¬ eering by foreign teachers. UNIVERSITY OF PEKING. February 26, 1868, the Emperor sanctioned the plan proposed by Prince Rung for the establishment of a large university at Peking, and granted considerable suras for this purpose. As teachers at this university, a number of Frenchmen and Germans have been called. They had to pledge themselves to learn Chinese in two years, so as to be able to lecture in that language. By that time all the buildings of the university are to be finished, particularly a magnificent observator3^ The official Peking gazette has given the statute of the university in all its details. There are five sections : 1. Before entering the student must have gone through a thorough course of class¬ ical studies. 2. He must live in the university building. 3. There are monthly and half yearly examinations. 4. After three years he can take his final examination. If passed satisfactorily, he receives a degree; if not, he has to continue his studies. 5. Board and lodging are free, and every student receives some pocket-money besides. Each section is further explained. With regard to section 1, it says : “ By classical studies we understand the study of those numerous works, almost considered sacred, which form the subject of examination for all candidates for government offices. He who has thoroughly mastered these works is considered capable and accustomed to exercise his reasoning faculty. From liim we may also expect diligence and persever¬ ance to enter the hidden mysteries of the mathematical and astronomical sciences.” With regard to section 2: ‘‘ In order to accomplish any work a man must live in the workshop; in order to study to some jiRrpose, a student must constantly be near the teacher, in order that he may consult him, whenever he meets with any difficulty.” Besides the “sciences,” the so called “ six fine arts” form subjects of study at the university, viz ; 1. Observations on the lu'inciples of social order: 2. Music; 3. Archery: 4. Driving; 5. Whiting; 6. Ciphering. The expense for the elementary schools ar(} mostly coveriMi by free contril)utions, donations, legacies, &c. Childrcji of well-to-do parents pay 3 Spanish dollars for nine mouths’ instructiaid in teachers’ salaries within the first half of the year was $42,790 50. For the second half or summer term the amount exxiended for same object w'as $45,600, making a total for the whole year of |88,390 50.” EDUCATION IN FOREIGN COUNTRIES. 493 LOCAL EXPEXDITUIIES. The amount derived from local sources, that is, from subscriptions, tuition fees, assessments, lands, or donations, and paid for salaries in the winter term, was $56,356 26. In the summer term the local contributions from the same sources and for like pur¬ poses were $59,222 25. Thus the local coiitribuiious for salaries within the year were $115,578 51.” SUPERIOR SCHOOLS. “ In the winter term there were 31 of these schools in operation, and 35 in summer. In the 31 schools open in winter there were 41 teachers enublio schools of Ontario have at¬ tained a degree of prosperity which makes them not only the friends of Canadians, but the admiration of all promoters of jiopnlar education. We give our abstracts of the acts respecting educated schools and such statistical inform'ation as is contained in the annual reports of the normal, model, grammar, and common schools of the province. HISTORICAL SKETCH. As early as 1796, attention was directed to the establishment of public schools, and a grant of half a million acres made for the establishment of four district grammar schools and a university. The low value of lands rendered this endowment insuffi¬ cient and the scheme was abandoned. The iirst legislative enactment was passed in 1807, but availed little, providing for grammar or high schools but not for common schools. The grants then made are still continued. In 1816, common schools were established. Three trustees were chosen for each district, with xiower to appoint the teachers, select text-books, and make all rules and regulations. The iprovince granted $100 annually to each school, the balance of the salary to be made up by subscrijitiou. In 1822 a board of education was axipointed to superintend the grammar schools and manage the university and school lauds. In 1824 the sum of $600 was annually appropriated for the purchase of books and tracts designed to afli'ord moral and religious instruction, and to be equally divided among all the districts. In 1836 a commission was appointed to inquire into systems of education in other countries, but their labors were xiroductive of no results for want of a vigorous and systematic supervisor. This need was x^rovided in 1844, by the axqiointment of the Rev. Dr. Ryerson, the present honored head of the dexiartment of x)nblic instruction. As a lU’eliminary step, he devoted a year to the examination of systems of education in Europe and America, and embodied the results in a report, which x>i‘oved that the educational interest of Upper Canada had been intrusted to a ‘‘master-builder.” The .system of x>ublic instruction, as xn'ovided by law, does not dilfer in its chief out¬ lines from those in the majority of the States of the United States, but is wisely adapted to meet local wants and harmonize sectarian antagonism. The statutes res])ecting schools have not been materially altered since their adoption, the x>olicy being to en¬ large their scope as the growth of population may require, not to change the essential XU’inciples upon which the statutes were originally founded. 494 REPORT OF THE COMMISSIONER OF EDUCATION. Three classes of iiiihlic edncational institutions were organized, the common school, the grammar school, and the university ; the latter being independent, but receiving aid from the public educational resources. In 1847 a normal and model school were established in Toronto, thus completing the educational facilities of the province. GOVERNMENT. The general control of the school system is in a council of public instruction, of which the chief superintendent is a member. They hold office during pleasure, and, in addition to the oversight of the school, prescribe the text-books, select reading books for the public school libraries, make rules for board of examiners, and, upon sat¬ isfactory evidence, can revoke the certificates of teachers. The superintendent receives a liberal salary and is allowed a contingent fund ample for the work of his office ; he receives and distributes school money, x^repares all neces¬ sary forms, collects statistics, examines all accounts, makes an annual report to the legislature, and when he deems it necessary visits the school municipalities to obtain information and correct errors. To facilitate the government of the schools the x)rovince is divided into districts, each under the control of live commissioners, elected at a general meeting of land¬ holders and house-holders and to hold office three years. The school commissioners thus elected are a body corj)orate, with all the usual rights and jrowers, and hold all school projjerty, real and x>ersonal. The i)owers of the commissioners are ainjile, and upon their energy and ability the condition of the schools of each district largely de- X)ends. The ap>x)arent teachers regulate the course of study, and fix the school fees, which shall not exceed 40 cents, or be less than 5 cents per month. They are required to make an annual census of children of school age, and when the number of children ^ makes it exx)edient can establish separate schools for girls. DISSENTIENT SCHOOLS. A wise feature of the law reconciles, to a great extent, sectarian antagonisms. When the school regulations are not agreeable to any number whatever of the inhabitants professing a religious faith different from that of the majority, the dissentients may choose trustees, establish schools, and receive their proportion of the school fund. Am¬ ple xirovision is made for carrying out this portion of the law harmoniously and effi¬ ciently., SCHOOL FUNDS. These are derived from legislative grants and local sources. The whole amount pro¬ vided for common-school purposes in 1868 was $1,789,332, of which the legislative ax>- propriation was only $171,387. The legislative fund is distributed to each municipality according to x)ox>ulation, uxion condition that an equal sum is x)rovided by local assess¬ ment, but in many districts a much larger amount is raised by voluntary act, thus ex¬ hibiting the xH’ogress and strength of the feeling of the district in regard to the educa¬ tion of its youth. During the last two years the rate-bills on pupils have decreased, indicating an in¬ crease of free schools, and encouraging the hoxje that ere long all the schools will be made/ree ly law. The schools are further aided by appropriations for the purchase of maps, globes, and various articles of school axix>aratus, the dexiartment giving an amount equal the sums provided from local sources. These articles are nearly all manufactured in Canada, and are said to be better made and furnished at lower xn’ices than those imported from Europe or the United States. FREE PUBLIC LIBRARIES. For the encouragement of education free libraries are established. The books are procured by the education dexiartment at as low x^ rices as possible. A classified cata¬ logue of over 4,000 works is sent to the trustees of each school section, from which volumes are selected, and these are sux^i)lied with an addition of the books equal in value to the amount xirovided by the district. The value of libraries thus furnished to the end of 1868 is $127,474 ; the number of volumes, 227,610. TEACHERS AND SCHOOLS. No teachers are emxdoyedin theeommon and grammar schools unless found qualified by the board of examiners, and provided with a certificate of good moral character EDUCATION IN FOREIGN COUNTRIES. 495 signed by the minister of liis own faitb and three school commissioners of tlie locality in which ho has resided for the last six months. If deemed expedient the board may fiom time to time recpiire a new examination, at which, if the teacher fail, the certifi¬ cate before granted becomes null and void. Teachers are employed by the year, and seldom engage in any other occupation. Tims many young men and women adopt teaching as a profession and prepare them¬ selves carefully, hoping to rise gradually to the higher duties of academy and univer¬ sity. Ilut the salaries are low, the highest in the country being $635 ; in the city, $1,300. The lowest salary paid to a male teacher in a county was $100 ; in a city, $250. Notwith¬ standing the low rates of remuneration, many teachers continue their work until inca¬ pacitated by old age. For these superannuated teachers provision is made, generous in its designs if not liberal in its extent. The educational summary for 1868 shows that schools were open eleven months; there were 4,882 institutions of various grades. The whole number of pupils was 434,933, and the total amount expended for all educational purposes was $2, 239.639. B.— SOUTH AMEEICA. 1.— ARGENTINE REPUBLIC. MESSAGE OF PRESIDENT SARMIENTO. Not having received any other recent documents, that portion of President Sar- miento’s message addressed to Congress, July, 1871, which relates to public instruc¬ tion, is given in a free translation : I can announce, with sincere satisfaction, that education, in all its grades, has made great progress during the last year. The census recently taken in San Juan has shown that this province has succeeded, in diffusing instruction among the major¬ ity of the youth in school age, while the province of La Rioja, which, in the begin¬ ning of the present administration, contained only a single school, shows to-day a number of about 4,000 pupils in its schools. “Other provinces, as Salta, Tucuman, and Catamarca, have in every way encour¬ aged imblic instruction, their governments having, since 1869, doubled, and in some cases tripled, the appropriation for this purpose. “Education is, to-day, the chief care of the republic, which is sufficiently proved by the laws and decrees of the different States and the extensive correspondence on' this subject addressed to the ministry of public instruction. There is every evidence that, shortly, still greater progress is to be made. “All the laws that have been passed regarding education have been carried out immediately. A new college has been established in La Rioja, and the normal school of Parana, whose foundation had been retarded by the war, has just been fully organized. “The astronomical observatory of Cordoba, which has commenced its functions, does honor to the country and will materially contribute to the advancement of science. “The professors who have come from Germany have been installed at the University of Cordoba, in order to establish there a faculty of the mathematical and physical sciences. Scarcely was their number completed wLen the ministry charged them with the foundation of a scientific association for the study of the natural history of the country. Among the members of this association are Dr. Burmeister, the director of the Museum of Buenos Ayres, the director of the observatory,” &c. 2.— BRAZIL. HE DIFFERENT KINDS OF SCHOOLS. The different kinds of schools are : Primary, primary and secondary, (primary schools with higher classes,) secondary, superior, And special. The public schools are all free, but as there are, specially in some of the larger cities, quite a number of private schools, many parents of the better class prefer to send their children to these. PRIMARY, AND PRIMARY AND SECONDARY SCHOOLS. The number of primary schools, according to the report of the ministry, was 3,378; of these, 2,264 were exclusively for boys, and 1,114 exclusively for girls; the number of pupils in these schools was 106,624 ; the number of iirimary and secondary schools was 409, with about 8,000 pupils. 496 REPORT OF THE COMMISSIONER OF EDUCATION. DISTRIBUTIOX OF PRIMARY, AND PRIMARY" AND SECONDARY SCHOOLS. The empire of Brazil, exclusive of Rio cle Janeiro, has an area of 290,080 Brazilian square miles, (leguas qua clradas,) = 3,100,104 English square miles, and a population of 10,580,000 inhabitants. Thus there is about one child attending school out of every 92 inliabitants. Distributed according to provinces, the following number of schools comes to every thousand Brazilian square miles : 1. Sergipe, 109 schools to every 1,000 square miles ; 2. Rio de Janeiro, 100; 3. Ceara, CO ; 4. xilagoas, 53 ; 5. Espirito Sancto, 52 ; 6. Pernambuco, 40 ; 7. St. Cathariua, 35 ; 8. Parahiba, 36 ; 9. Rio Grande do Norte, 29 ; 10. S. Pedro do Rio Grande do Sul, 26 ; 11. S. Paulo, 24 ; 12. Minas Geraes, 21 ; 13. Bahia, 20 ; 14. Marauhao, 9 ; 15. Parana, 8 ; 16. Pianhy, 5 ; 17. Goyaz, 3 ; 18. Para, 3. The province of Amazonas has only one school to ever}’ 2,000 square miles, and the province of Matto Grosso one to every 4,000. THE SCHOOLS OF RIO DE JANEIRO. The population of Rio de Janeiro, according to last reports, was 235,381. The num¬ ber of public schools was 47, viz, 26 for boys and 21 for girls. These schools were attended by 4,383 scholars ; 2,480 boys and 1,903 girls. By a decree of November 7, 1870, a number of primary schools of a higher grade have been established, viz, 4 for boys and 7 for girls ; thus the total number of imblic schools is 58, (30 for boys and 28 for girls.) The comparative statistics of attendance for the last six years shows that though slow, there has been after all an increase: Attendance in 1865, 3,482 ; in 1866, 3,765 ; in 1867, 4,125 ; in 1868, 4,313 ; in 1869, 4,309 ; in 1870, 4,383. The number of private elementary schools is 109, 54 for boys and 55 for girls; these schools were attended by 5,728 scholars, (3,403 boys and 2,325 girls.) The total number of primary schools is, therefore, 167, with an attendance of 10,111 scholars. In the neighboring village of Copacabana e Cempinho there are two iirivate schools in which gratuitous iustructio'n is given to poor children. SECONDARY SCHOOLS. There are secondary schools at Rio de Janeiro, Pernambuco, and San Paulo; the two last mentioned are preparatory schools (institutions of a secondary grade) attached to the two law schools in those cities. The course of instruction in these institutions embraces the following subjects : Rhetoric and poetry, philosophy, geometry, arith¬ metic, history, geography, English, French, Latin, and Portuguese. The secondary school of Rio de Janeiro is called the Imperial College of Pedro I. The number of students is 224, viz, 77 paying students and 127 free students. The number of private secondary schools is 66, viz, 36 for males and 30 for females, with an attendance of 2,851, (1,975 boys and 876 girls.) SUPERIOR SCHOOLS. There are two law schools, viz, one at Pernambuco and the other at San Paulo, the former with 443 students, the latter with 214. There are two medical schools, viz, one at Rio de Janeiro and one at Bahia. The medical school at Rio de Janeiro has three departments, viz, one of medicine, 435 students ; pharmacy, 108 students ; obstetrics, 2 students ; total number of students, 545. The medical school of Bahia has two departments ; of medicine, 242 students ; and of pharmacy, 100 students ; total number of students, 342. SPECIAL SCHOOLS. The Commercial ListHute, at Rio de Janeiro. This institution, which is intended to give a thorough business education, is maintained by the government. Formerly under the ministry of the interior, it has by a decree of September 27, 1870, been placed under the ministry of public works, agriculture, and commerce. Besides the usual commercial branches the course of instruction embraces linear drawing and political economy, as applied to commerce and industry. During the last year 34 students matriculated. Institution for the hlind. — The number of inmates is 27, viz, 18 males and 9 females. Of these, 7 were natives of Rio de Janeiro, 18 were from the ditferent provinces of the empire, 1 from Uruguay, and 1 from Germany; four paid for their board and instruc¬ tion. Institution for deaf-mutes. — The number of inmates is 13 — all male — soneof whom only is paying. Of the others ten were maintained by the general government and two by the provincial government of Rio Grande do Norte. EDUCATION IN FOREIGN COUNTRIES. 497 Aeadcmy of the fine arts. — This academy has a day and an cveniim conrso : the for¬ mer was attended by 45 stndents, the latter by 215, making the total number of students The course of instrnctjon embraces drawing, painting, scnlntnre, archi¬ tecture, esthetics, archaeology, history of the line arts, anatomy, and mathematics. According to the dilierent subjects, the students of the evening course were distributed Conservatonj of music.— Tho number of students in this institution is 1.55, viz, 66 males and b9 females. According to subjects the students were distributed in the fol¬ lowing manner : I Males : rudiments of music, 28; violin, 9 ; clarionet, 3; flute, 5 ; violoncello,!; double-bass, 4 ; singing, 10; singing and violin, 2; singing and clario¬ net, 1; singing and flute, 1; singing, violoncello, and double-bass, 2 singing, clario¬ net, violoncello, and double-bass, 1. 2. Females : 28 singing, 61 rudiments of music. ^ Li^cnm of Arts.— VndQT the auspices of the Society for the Propagation of the line Alts. This institution, established in 1858, has made great progress, and is now m a flourishing condition. The number of students that have matriculated at this institution diinng the last year is 921. The course of instruction embraces the follow¬ ing subjects : Arithmetic, algebra, geometry, drawing, (figures, ornamentSs flowers, and animals,) machine-drawing, construction of machinery, naval architecture, civil archi- FTeuch\aud E^ statues and ornaments, geography, penmanship, Portuguese, _ Mihtarij Acadewy.— This academy has 44 professors and 353 stiufeiits. The course of embraces, besides the military sciences, geography, history, mathematics, J; lend], jbnglish, and Portuguese. ^ , Aam?^dcade»lied for ; although the establishment of such school necjessitates the withdrawing of aid from the non-vested school. No aid is granted by way of buildings, rexDairs, furniture, or school sites, except to vested schools. RURAL AND HALF-TIME SCHOOLS. Provision is made for the establishment of rural and half-time schools in districts so thinly x)opnlated that the required average of 20 x)ux)ils for a common school cannot be maintained. In those cases the board grants aid toward the salary of a teacher, but nothing toward the x^rovision of buildings, fmniture, books, &c. The attendance of 15 pupils is a condition necessary to the establishment of a rural school. Where this number cannot attend^ half-time schools of ten pupils are allowed, the teacher dividing his time between the two schools in such manner as the board may sanction. The same rate of fees are required of the pupils in rural schools as in the ordinary common schools. Reports of inspectors indicate a difference of opinion respecting the efficiency of these rural schools. Inspector Geary, of the western district, thinks the establishment of these schools of the greatest importance in that section of the country, and even recom¬ mends that all the common schools should be put upon the same footing. Inspector Broadsill, of the eastern district, on the contrary, expresses the opinion that the rural schools should be regarded as merely a temj^orary expedient, and believes that, as a general thing, the condition of the rural schools recalls the frank answer of a home school-mistress to the English educational commissioner, Avho required of her details respecting her school: “ It’s little they pays me, and it’s little I teaches ’em.” 500 EEPORT OP THE COMMISSIONER OP EDUCATION. TECHNOLOGICAL INSTRUCTION. Drawing. — Attention has recently been specially called by tbe board, in a printed cir¬ cular, to the importance of technological instruction as atiectiug the industrial progress of the country, and permitting instruction in mensuration, geometry, and algebra, to be given in the common schools, where it could be given sufdciently and without det¬ riment to the other branches. At present the technological instruction in the common schools is confined to drawing. The number of common schools in which drawing is taught has been slowly, though steadily, increasing for several years. In 1870 it was taught in 60 schools, to an aver¬ age number of 3,371 pupils, at an additional cost to the board of about £626, and to the parents of aliout £620. Music. — During the year 1831 instructors in music were employed in 152 schools, who taught an average number of 10,355 children, at an expense to the board of about £1,613, and to the irareuts of about £1,571. TRAINING TEACHERS. ^ It is stated that in this colony 4 per cent, of the total cost of education is expended in the training of teachers, while in the State of Massachusetts less than 1 per cent, cf the sum therein expended for school purx)oses is devoted to the training of teachers. It is thought that the system of pupil teachers has proved r ery successful in the colony. These 2>opil teachers, commencing at thirteen or fourteen years of age, pass through a course of instruction extending over four years, in which they receive special instruc¬ tion in teaching, and salaries varying from £16 to £50 per annum ; they are exam¬ ined every year, and if thej^ pass are promoted to a higher grade. At the close of their course they are eligible to enter the training schools to comidete their professional training, where their board and lodging costs them but £15 per annum. Teachers of schools w'ho are rceommended for a course of training by their inspectors are allowed to enter at the same rate. Others have to jiay : males, £30 per annum, females, £25. An increase during the past year of 43 pupil teachers is reported. Since the opening of the new training school, in January, 1870, 78 students have been in training, of which 46 were females, and 32 males. Only about one-third of the teachers in the colony are females, i. e., about 400 literary teachers and 414 work mistresses. The board is strongly of the opinion that the employment of female teachers should be extended, and proposes to take steps with this view. COMPARISON WITH THE UNITED STATES. As respects the cost of instruction, a comparison is instituted between the States of New York and Massachusetts, and the (lolony of Victoria, from which it appears that the cost of education per head of population was in the case of Massachusetts more than double, and in that of New Yoi k 50 per cent, greater than that in Victoria ; while it is represented that the school term is much longer in Victoria, and the teachers superior in ])oint of experience and training to those in the United States ; the majority of teachers in the United States being females, who are obtained for very small salaries. In any comparison, therefore, of American and Victorian schools,” it is re¬ marked, “ wo must give due weight to the frequent changes, the lovv^ salaries, the incompetency of the teachers, and the short time during which the schools are open, as well as to the irregular attendance of the scholars and the want of anything like an efficient system of inspection in America.” It is remarked that in San Francisco the cost of instruction, per head, is three times as great as in Melbourne, and in Chicago more than twice as great ; ” while in these cities the school-houses in many cases are showy and expensive buildings, resembling modern club-houses, or extensive town mansions ; accommodation is not provided for more than about one-half of those who require to use them, the poorer classes being almost altogether excluded from any of the benefits of the common school-system.” QUEENSLAND. [From the report of the board of general education for the year 1869-’70.J SUMMARY OF STATISTICS. Population of the colony, (estimated) . 110,000 Total school population . . . . not given. Whole number of children in attendance . 11, 087 Total average attendance . . . 5, 736. 2 Total number of schools . . . . . 89 Total number of teachers : masters, 60 ; mistresses, 28 : assistants, 18 ; pufiil teacliers, 47 . . 143 Estimated value of vested school property . . . £44, 856 EDUCATION IN FOREIGN COUNTRIES. 501 THE SCHOOLS. Tho studies pursued in these schools, which are all denominated primary,” are the usual common English brandies, and, in a very few cases, the higher branches, as mathematics and the languages, are pursued, but always out of tho regular school- hours. Tho results of the year’s instruction indicate that the schools are improving in efficincy, the great evil being irregularity of attendance, an evil which, it is remarked, may find its remedy at last in some system of compulsory attendance. The average daily attendance, though still very lovj', shows an increase over that of the past year of 917, or nearly 20 per cent. The evil of irregular attendance is especially great in < the districts where cotton is raised. During the ripening season, indeed, the schools in these districts are entirely deserted for a period of from two to four mouths. THE ESTABLISHMENT OF SCHOOLS. As a general rule the board do not grant aid toward the establishment of a primary school unless an average attendance of 30 pupils can be guaranteed. The extent of the aid usually afforded is an amount equal to twice the sum raised by local contribu¬ tions. In special cases, however, where there may be an inability to raise a sufficient sum locally, the board may deviate from the general rule and grant a further propor¬ tion of the cost of school-buildings, furniture, and apparatus. In cases where the settlers are too few or too poor to comply with the regulations provided for the establishment of vested schools, the people sometimes erect a rough temporary building, and if they succeed in getting a teacher moderately competent, the board recognize the school provisionally, and grant a small stipend to the teacher. There were live provisional schools in operation during the year. TEACHERS. Teachers are classified, according to their attainments and skill, into three classes, each class having two grades. The highest salary of masters is £200 per annum ; of mistresses, £170; the lowest salary of masters is £100, and of mistresses £80 per annum. The great majority of the teachers have received a iirofessioual education in the colonies, or in some one or other of the training institutions in the old country ; and of the others nearly all have had an extended experience in the management of a school and have otherwise proved their fitness for the duties of their office. The masters of schools, being married men, are allowed house-rent, if not jirovided with a house attached to the school. In small towns and in country schools the salary of the master implies the assistance of his wife for an hour and a half daily, who must be competent to instruct the girls in needle-work. Apprentices, or pupil teachers, as they are called, receive instruction as pupils either before or after the ordinary school-hours. In addition to the common school studies they are taught some of the higher branches and the art of teaching. The salary paid these apprentices ranges from £20 to £65 per annum. FREE INSTRUCTION. Upon the 3d of December, 1869, an order was issued from the colonial government providing that education should thenceforth be free to every child in the colony, in accordance with which order the board of education, a few days thereafter, issued a notice to masters and mistresses of schools directing them to receive no fees from Jan¬ uary 1, 1870. It was further decided by the board of education that books and other school requisites should be provided gratis during the year 1870. A supplement to the report is adied, dated June 30, 1870, containing a report of the effect upon the educational interests, for tho six months previous, of the abolition of the rate-bills. Tho immediate consequence of the freedom of tuition was a very large increase in the number of pupils, particularly of very young children, so that it was found necessary to limit the age of admittance to those over live years, and even with this restriction so great was the increase in attendance that additional teaching-force had to be obtained. The total increase for the half year was 2,325 or about 33 per cent., and which pupils, it is further stated, did not appear to belong to a lower or more needy class than the rest of their school- fellows. 502 REPORT OF THE COMMISSIONER OF EDUCATION. PROGRESS OF EDUCATION IN JAMAICA.^ United States Consulate, Kingston, Jamaica, January 18, 1871. Sir : Having received by this morning’s mail the Jamaica Blue-Book for 1869, I proceed to lay before you such summaries of the various departments as will probably have interest and importance. I begin with the educational statistics. There are five classes of schools under govern¬ ment patronage and inspection ; to these may be added another class, viz, private schools. The former are designated as elementary schools under government inspection ; elementary schools not under government inspection; model schools not endowed, and model schools endowed ; and normal schools to tabulate them. In fourteen parishes there are 270 elemen¬ tary schools under government inspection, being an average of nineteen schools in each parish; in these there are 20,439 scholars enrolled, with an average attendance of 11,660, and having an income of £9,500, or $40,800, of which £7,576, or $36,364 80, are paid by the government. Of elementary schools not under government inspection, in thirteen par¬ ishes there are 127, being an average of ten such schools in each parish, an enrollment of 13,014 scholars, and an average attendance of 4,861, with an income of £2, 137, or $10,057 60. The aggregate of these two classes is, of schools, 397, or an average of twenty-nine schools in each parish; enrollment, 33,453 scholars; average attendance, ]6,.521, or less than one-half the number enrolled; aggregate income, £11,639, or $50,857 60, being an average of $1 50 per annum per each enrolled elementary scholar. Of private schools, not reported in the government tables, there are 170, with an income of £3,000, or $14,400. Of model schools not endowed — i. e., model schools sustained by different churches — there are four, with an enrollment of 325 pupils and an average attendance of 199, and an income of £1,052, or $5,040 96. Of endowed model schools there are 25, an enrollment of 2,374, an average attendance, of 1,464, and an income of £5,249, or $25,195 20. Of normal schools there are five, with an enrollment of 100 and an equal average attendance, the income being £5,477, or $26,297 60. The grand aggregate may be thus summed, viz : 501 schools ; enrolled scholars, 36,252; average attendance, 18,294. The grand aggregate income of these schools is £21,959 19s. or $105,407 82. The average amount per scholar per annum is $2 81. In addition to the schools enumerated in the above summary there are many private schools, scattered all over the islands, especially in the towns, besides the Roman Catholic college and the collegiate school in Kingston, from which no report for publication has been received, which may increase the number of schools to about 600 schools in opera¬ tion, with an enrollment of 42,252, and an average attendance of 21,000. Denominationally the schools may be classed thus : Schools. Church of England . 102 Wesleyan . 49 Moravian . 33 Baptist . 40 Undenominational . 13 Presbyterian . 9 United Methodist Free Church . 11 Schools. American Missionary Society . 6 Hebrew National . 1 London Missionary Society . . I American Christian Church . 1 Roman Catholic . 2 Wesleyan Association . 2 The various endowed schools have funds amounting in all to £91,174, or $437,635 32, from which, and the rent of property not included in the funds, the revenue in 1869 was £9,985, or $47,920 80. As no census of the island has been taken for many years, it is impossible to show what proportion the enrolled scholars bear to the scholastic population. Of the pupils in the model schools the great majority are colored or creole ; of those in the normal schools, in training as teachers, almost all are colored. Of those engaged in teaching I should suppose fully seven-tenths are creoles. I have visited many of the schools, and they compare favorably with those of the frontier and Southern States as to proficiency of pupils and efiiciency of instructors. I have the honor to remain, very respectfully, your most obedient servant, THOMAS H. PEARNE, United States Consul, Hon. J. C. B. Davis, Assistant Secretary of State, No. 153.] United States Consulate, Kingston, Jamaica, October 18, 1871. Sir: I am to give in this dispatch the educational statistics of Jamaica as contained in the Jamaica Blue-Book for 1870, and in the annual report of the inspector of schools for the same year. A much larger number of applications for government aid occurs in this year than in any former one. * Letters fumislied by the eourtesy of the Secretary of State. EDUCATION IN FOREIGN COUNTRIES. 503 Three hundred and twenty-nine schools were inspected in 1870, an increase of G7 over the previous year. The system of giving an opening grant — i. e., a special grant in aid of erecting and fur¬ nishing a school-house — whenever a new school is opened in a destitute district, has been found to work well. It enabled 24 new schools to commence and advance sufficiently in their operations to come under inspection this year. The general results of inspection show an advance in nearly all the departments of the educational system of the island. In 14 parishes there are 329 schools, 186 trained teachers, 150 untrained teachers, 25,961 enrolled pupils ; average attendance, 14,609. Fees collected in these schools, £3,785 7s.; grants, £5,857 6s.; total, £9,642 13s. The grants of 1870 exceed those of 1869 by £1,395 i8s. The grants distributed to the denominational schools are as follows viz : Name. Grants for— Increase in 1870. 1870. 1869. £ s. d. £ s. d. £ s. d. Church of England . 2, 115 17 0 1,709 13 0 406 4 0 Wesleyan . 889 11 0 804 17 0 184 14 0 Moravian . ^ . 703 11 0 618 17 0 84 14 0 Baptist . . . . . . . . - . 892 14 0 540 9 0 302 5 0 Presbyterian . 388 11 0 208 8 0 180 3 0 United Methodist . 148 0 0 127 12 0 20 8 0 American Missionary Society . 68 16 0 89 2 0 *20 6 0 Hebrew . 14 8 0 50 0 0 35 12 0 London Missionary Society . 229 12 0 17 4 0 212 8 0 American Christian Church . . . . . 15 0 0 14 8 0 0 12 0 Homan Catholic . . . 22 0 0 11 6 0 10 14 0 Undenominational school . 269 6 0 219 12 0 49 14 0 * Decrease. Number of denominational schools. Jfame. Church of England . Wesleyan . Moravian . Baptist . Presbyterian . United Methodist . . American Missionary Society. Hebrew . . . Homan Catholic . Undenominational . No. of denomina¬ tional schools in — Increase. Decrease. 1870. 1869. 119 102 17 56 49 •Y 34 33 1 58 40 18 21 9 12 9 11 2 4 6 2 1 1 11 1 10 13 13 Average grant in— i Hame. Increase. Decrease. 1870. 1869. Church of England . Wesleyan . Moravian . Baptist . Presbyterian . United Methodist . American Missionary Society. Hebrew . London Missionary Society . . . American Christian Church. . . Homan Catholic . £ s. d. £ s. d. £ s. d. 17 15 7i 16 15 0 19 4| 17 13 16 8 6 0 14 8i 20 13 10 18 15 0-i 1 18 9.1 15 7 9$ 14 15 0 12 7i 18 10 Oi 23 3 1| 16 18 101- 11 12 0 5 6 lOi 17 4 o“ 14 17 0 o 17 0 14 3 0 14 8 0 20 17 5^ 17 14 0 3 13 5i 15 0 0 14 8 0 1 12 0 22 0 0 11 6 0 10 14 0 ?. d. 13 02- 504 REPORT OF THE COMMISSIONER OF EDUC4TI0N. Schools not binder government inspection in 1870, Name. Schools. 1 Teachers. j Enrolled. Average at¬ tendance. School fees. £ s. d. Church of England . 7 7 257 138 18 0 0 Moravian . 4 4 156 79 3 4 3 Presbyterian . 24 24 1,093 642 110 16 10.1 AVesle'yan . 9 9 382 210 12 12 0 Baptist . 55 55 2, 867 1,477 302 9 5 Eoman Catholic . 9 9 698 581 70 0 0 London Missionary Society . 6 6 492 335 54 9 9 Other. Total. £ s. d. £ s. d. 59 id 0 77 ■ 10 0 56 7 9 60 0 0 267 16 8 378 13 6h 42 0 0 54 12 0 122 11 4 430 1 9 92 0 0 162 0 0 105 16 6 160 6 3 There are 4 g-overnment model schools and 4 teachers, 350 enrolled scholars, 220 average attendance, supported at an expense of £999 15s. W^d. There is a government training college, supported at an expense of £290 4s. b\d. There are 33 endowed schools of various- grades; enrolled attendance, 2, 199 ; average attendance, 1,472; salaries of teachers, £36 78s; expenditure, £5,283 12s. Qd. Four normal schools, 138 pupils enrolled; expense, £3,546 5s. 9rf. To recapitulate and summarise : Name. Schools. Enrolled scholars. Average at¬ tendance. Increase. £ s. d. Under government inspection . 329 25, 961 14, 609 9, 642 13 0 Not under government inspection . 118 7, 167 4, 196 1, 353 13 3X Model .schools . 4 350 220 999 15 in Endowed schools . 29 2, 199 1, 472 5, 824 19 2 Normal schools . . . 5 138 74 4 422 4 11 Total . 485 35, 815 20, 571 Increase of several of the above from religious societies and other sources . . . . 3, 214 0 0 25, 457 11 4 To this a further sum for private schools, say . 4, 000 0 0 29, 457 11 4 I have the honor to be, sir, very respectfully, your obedient servant, THOMAS H. PEARNE, United States Consul. Hon. J. C. B. Davis, Assistant Secretary of State. EDUCATION IN FOREIGN COUNTRIES. 505 EOUCATIOX IIV FOUEIGlf COFlVTIilES AII>EI> BY AMERIFAY Ix\STITET10^S. At the Sandwich Islands, Oahee Collej^e, at Punahoa, near Honolulu, has p^rown out of the missions of the American Board of Commissioners for Foreign Missions. In 1853 it re¬ ceived a charter from the island government, which endowed it with a grint of 300 acres of good lands; and $12,000, resulting from the sale of these lands, are invested for the institu¬ tion, while about $19,000 are invested in the United States, raised by donations here. The college is gov'erned by trustees residing at the islands. Tlie pupils, up to 1806, numbered 290. During the year ending in 1868 there were 72 students. The American board propose two new colleges: one at Batticotta, Jaffna district, Ceylon for which about $22,000 have been subscribed in this country, and $15,000 in Ceylon; and one in Central Turkey, toward which about $9,000 have been pledged by the people there. In the Sandwich Islands the Lahainaluna Seminary, founded by the mission about 1832, and transferred to the government about 1849, has done a great work for the education of the people. In 1870 it was reported that the number of pupils had been 100 for three years. There are some thirteen other boarding-schools at the islands, attended by nearly 200 boys and 250 girls in 1870. There is also a theological school, with 16 students last year, and a medical school, with 10 students. The government schools in 1870 were 224, with an aver¬ age attendance of 5,938 scholars ; and 29 day-schools, in which English was taught, had 1,458 pupils. In Turkey, not including Syria, the missions of the American board have now four theo¬ logical schools, with 78 students; seven boarding-schools for girls, with 151 pupils; and 185 common schools, with 5,679 scholars. In Syria there is also a theological school at Abeih ; and two girls’ boarding-schools at Beirut and Sidon, which had, in 1870, 95 pupils. In Persia, at Ooroomeeyah, there have been for many years two seminaries, one for boys and one for girls, which have educated a large number ot young people. The missions in Syria and Persia are now under the care of the Presbyterian board of missions. In western India the American board has one boarding-school for girls, with 70 pupils. In the Madura district, Southern India, one training and theological school, with 38 stu¬ dents; one boarding-school for girls, with 34 pupils; seven station schools, with 125 male and 45 female pupils; and 105 village day schools, with 2,079 scholars. In Ceylon a training and theological school has 20 pupils ; and two girls’ boarding-schools have 76. In China there is a girls’ boarding-school at Foochow, with 15, and one at Peking, with 27 pupils, besides a few female pupils in other places, and some training classes for young men. Among the Zulus, in South Africa, the training and theological school has 42 pupils, and the girls’ boarding-school 29. In mission schools of the American board are 15,467 pupils, exclusive of the Sandwich Islands, Syria, and Persia. AMERICAN EFFORTS IN AID OF EDUCATION IN OTHER LANDS. THE SYRIAN PROTESTANT COLLEGE. This institution, which owes its existence to American influence and benevolence, is located at Beirut, the chief seaport of Syria, a city of 80,U0U inhabitants, steadily growing in size and importance, and occupying a central position in respect to all the Arabic-speaking races. 3’he college is incorporated in accordance with the laws of the State of New York, and is under the general control of trustees in the United States, where the funds are invested ; but local affairs are administered by a board of managers composed of American and British mis¬ sionaries, and residents in Syria and Egypt. A preparatory department was established in 1865, the regular course was begun in the autumn of 1866, and t e medical department added one year later. The first class graduated in July, 1870, with five members. The college is conducted upon strictly Protestant and Evangelical principles, but is open to students from any of the Oriental sects and nationalities who will conform to its regulations Nearly one hundred young men are enjoying the advantages it offers. The sects represented are the Protestant, Orthodox-Greek, Papal-Greek, Maronite, Druse, Armenian, and Coptic. The language of the college is exclusively Arabic, the common tongue of Syria, and used by more than one hundred millions of people throughout the East. The course of instruction embraces the several branches of Arabic language and literature, mathematics, the natural sciences, modern languages, moral science. Biblical literature, and the various departments of medicine and surgery ; jurisprudence and Turkish law, with other studios, will be added as means allow. The college has an able body of instructors, foreign and native, and pos¬ sesses a fair equipment of apparatus. The literary department embraces the ordinary college course of four years. An eclectic course has been added, permitting students, 506 REPORT OF THE COMMISSIONER OF EDUCATION. in some cases, to select specific branches. The medical department is awakening deep interest throughout the country. Native practitioners hitherto have been grossly ignorant and incompetent. This school furnishes a professional training in accordance with the principles and practice of modern science. It is a feature of the medical college that its course is graded. This system, which some older colleges are striving to adopt, has wrought well here. Thirty students are attending the medical lectures. At the commencement in July six received the diploma of Doctor of Medicine. The literary graduates numbered eight. Five of the orations were in Arabic, one in Turkish, one in French, and one in English. The Syrian Protestant college, through many difficulties, has now gained a recognized position in the land. Is has largely the respect of the people and the confidence of the government. Ecclesiastics and others, dreading its liberalizing tendencies, have en¬ deavored to establish colleges of their own ; but, while a large number have been gathered in, the course of instruction is limited, and the standard of scholarship low. These institu¬ tions, however, are beginning to supply students for the college, and aid in stimulating the general interest in education. The native agent of the college has received the recognition of the authorities, the college property has been freed from taxation, permission has been granted to erect buildings, and further encouragement is promised. The college, under American influence, has every prospect of success. Americans, free from political entangle¬ ments in the East, and having by years of missionary labor secured the confidence of the people, can, as no others could, carry on the work with efficiency, and make this institu¬ tion a center of wide and permanent power. ROBERT COLLEGE, OF CONSTANTINOPLE. This institution is situated in Constantinople, Turkey, and derives its name from the American gentleman through whose munificence it was founded, Mr. C. R. Robert, of New York City. Its site is pleasant, and its surroundings have been immortalized by some of the great scenes and leading events in ancient history. But one-third of a mile distant from the village of Roumili Flissur, it looks down upon the Bosphorus, only a few hundred yards below. Near by is the spot where Darius sat on his throne, centuries before Christ, and wit¬ nessed the crossing of his army to invade Scythia. Here Xenophon passed, one hundred years later, in his gloomy retreat of 10,000 soldiers. Here, too, the crusaders went on their way to Palestine. The building is of imposing design, having a frontage on the Bosphorus of 113 feet, a depth of 103 feet, and being four stories high, including the basement. It has a Mansard roof, which projects at the center of the front and at the four angles in the form of towers. The material is stone and iron. Its entire cost was about $90,000. The college was founded about nine years ago, but the present building was not finished for occupancy until within the past four years. Students board within the building, for which it has a capacity for 250. The college was founded by Mr. Robert, upon the suggestion of the mis¬ sionary Vv^orkers in that country, who had long felt that an educational institution of a high character should be established in Constantinople. Mr. Robert had previously traveled through Turkey on a tour of pleasure, and having then formed an interest in the elevation of education of its people, he received the suggestion with favor, and in due time gave the sum of $100,000 for erecting and furnishing a college. The course of instruction is based on unsectarian Christianity, and embraces all the branches of a liberal education, literature, ancient and modern, philosophy, science, and theology. It is open to aM the youth of Turkey, under certain regulations, the same as pre¬ vail in this country. It was incorporated by a statute of the State of New York under a board of six trustees, who regulate its affairs. It is under the immediate superintendence of Rev. Dr. Hamlin, as principal, with a corps of assistants. The present fall term numbers about one hundred and eighty students, representing some ten or twelve nationalities. Instruction is conducted in eight or ten languages. Since its establishment, the institution has instituted gratuities amounting to $10,127 50 for the benefit of poor students. In its last annual report the gratifying fact is shown that the college has already reached a self-sustaining basis. The institution has been very liberally treated by the Turkish government, a fact which its conductors gratefully acknowledge. Each year shows great and good results flowing from this fountain of intellectual and moral knowledge, and already has it been found necessary to prepare for enlarging its capacity. To this end twelve acres of land have been added to the seven or eight now occupied, at an expense of $12,000 in gold, and an endowment of $300,000 is now being uiged for a president, three professors, the suitable residences for the same, for a library building with necessary books, philosophical apparatus, geological cabinet, &c. A most satisfactory indication of the high appreciation in which this great educational charity is held by the English residents of Turkey, and especially by the government, is exhibited in the fact that the former gave Mr. Robert a grand reception on the occasion of his recent visit to that country, and the Sultan relieved the imported materials for the building of all duty, and commanded the grand vizier to offer the benevolent founder the ‘"decoration of the Osmanli” as a token of His Imperial Majesty’s personal regards. The bestowal of this, the highest official favor of the empire, upon Mr. Robert, was a recognition of the course of education in foreign lands which its supporters and workers everywhere will warmly appreciate. EDUCATIONAL METHODS IN GERMANY. 507 EI>UCATIO]VAIi METITODS IM GERMANY AMERICAN EDUCATION AS RELATED TO EMIGRATION. Gotha, Germany, October, 1871. Sir: The little kingdoins, duchies, and iiriucipalities of Germany, which are fast dis¬ appearing, have not been an uumixed evil. Grant that they have greatly weakened Germany’s international influence, and were the source of petty intrigues and jealous¬ ies, yet they have preserved that sense of individuality and solidarity for which the Germans were noted in the times of Tacitus and Cesar, and which has not been without its advantages to the world. The leading minds of these small states being unable to play a prominent part upon the political stage, have expended their activity in other channels, which are of no less vital importance to the weal of nations. Munich, Dresden, Stuttgart, Mauheim, Weimar, Gotha, and other capitals of the minor states, entered into a keen contest of superiority in the collection of books, paintings, statuary, and other works of art ; in the establishment of universities, gymnasiums, seminaries, and other educational institutions ; in the procurement of prominent and noted teachers and laborers in the fields of science ; in pre-eminence in music, the drama, and architecture. THE PRINCES OF SMALL STATES THE PATRONS OF ART AND SCIENCE. This general competition for talent on the part of the princes of the minor states, secured an independence and social consideration to the learned classes which they did not command either in England or France, where but a single monarch or capital sat in judgment upon their capacities. It is for this reason that so many scientific minds, who consider jpolitical effects of subordinate importance, regard consolidation as a very great evil, detrimental alike to individual independence and progress in absolute science. These considerations, weighty in themselves, are, however, only introduced here to show that Gotha, though a small city, has been the home of many leading- minds, and has exorcised a great influence ux)on educational science. THE TEACHERS’ SEMINARY AT GOTHA. Celebrated throughout Germany, and even in the Austrian Empire, from which many pupils are received, are its Teachers’ Seminary, under the directorship of Dr. Paul Mobins, an authority on educational matters, and the Teachers’ Kindergarten Sem¬ inary, for the education of female teachers, under the direction of Professor August Kohler, author of several books upon the kindergarten system. A description of the educational methods of these institutions is given, not only be¬ cause they have been practically successful, but because they represent the latest and most thorough methods of scientific education. COURSE OF STUDY. The male teachers’ seminary comprises about seventy pupils, divided into three classes, a three years’ course being necessary to graduation. In addition to the usual studies of our best normal schools, two subjects are introduced — a complete history of educational systems, and a theoretical and practical knowledge of music. The history of educational methods comprises some twelve authors, commencing with Pestalozzi, and extending to the present day ; and the education in music is carried so far that setting two bases to choral songs, as well as execution on the violin and organ-playing, are among the graduating tests. But what distinguishes this seminary from most others, and gives it its peculiar value, is that several large common schools, comprising two hundred male scholars, are attached thereto. Th'e graduating class is, therefore, not merely instructed theoretically in the art of teaching, but also practically, being compelled to teach under the supervision of the in-ofessors, and subject to eacli other’s criticism. METHODS OF INSTRUCTION. One of the pupil teachers, of the graduating class, for instance, takes the school in hand for an hour and conducts the recitation. The others of the class, with their pro¬ fessor, look on, note-book in hand, in which all the criticisms and observations are noted — every scholar making a criticism being, by the rules, comiielled to (piote the language or event he criticises. Perhaps four or five pupil-teachers have had charge of the school during the day, when the class adjonrns with the professor to its own room, and the day’s xnoceedings are criticised. 508 REPORT OF THE COMMISSIONER OF EDUCATION. CRITICISING. The criticisms extend to the minutest matter; for instance, “He did not speak in a kindly voice when saying” — (here follows the quotation as proof) — “Never address me so loud again.” Or, “ He did not speak grammatically ;” “ He did not give a certain word the proper accent ;” “ He put too many leading questions ;” “ He did not make his expla¬ nation sufficiently clear,” &c. When the notes are all read, the juipil-teacher obtains the floor to explain, and then the professor sums up the case, taking good care to give credit for eveiythiug well done. Should the criticisms have brought out any general rule of conduct, the professor says : “The pupils will please to make a note, that the first question put to the scholars should never be a leading one, though in default of a correct answer, or in case of a partial answer, other questions suggesting by compari¬ son or analysis the correct answer may be put ;” or any other general rule which may be suggested. CARE TAKEN TO KNOW THE CHARACTER OF EACH PUPIL. For the purpose of instructing the young teacher in the true method of finding his way to the heart of his pupils, further conferences are held, where the character of each pupil is thoroughly criticised. Every pupil-teacher is expected to know the name and appearance of all his pupils, so that he recognizes tliem at once, and addresses them readily by their proper name. When the character of each pupil has been carefully canvassed, his characteristics are noted in a record-book according to the final judgment of the conference. This is done for the jiurpose of determining wherein the pupil ought to be encouraged or restrained, and what are his governing motives, so that he may be controlled without resort to harsh measures. This analysis of character, and the attention devoted to each pupil, enables the seminary school to dispense with whipping or other harsh treatment. It may be presumed that the teacher who conducts the school under the critical eye of perhaps twenty observers is nor only upon his best behavior, but is sharpened up to the utmost limit of his capacity. FEMALE teachers’ SEMINARY. Having described the method of educating teachers in the male seminary, a few words of illustration will be sufficient to explain the method of the female teachers’ seminary, in connection wherewith a large kindergarten school is conducted. The pupil-teachers here also learn to teach not merely theoretically, but practically, being temporary teachers themselves, and criticising their fellow-pupils. how KINDERGARTEN TEACHERS ARE TRAINED. Having personally witnessed the manner in which this seminary is conducted, and made notes thereon, I extract the following account taken from my note-book which will illustrate the method of teaching kindergarten. One of the young ladies in the graduating class, which comprised pupils from Russia, Austria, England, and America, as well as of Germany, having taken charge of the school, introduced a little play in which three fishes are selected. One of the children, on being asked what kind of a fish she Avould be, said, “I want to be a gold-fish.” The next responded to the same query, “ I want to lie a gold-fish, too.” The teacher said, “ O, no ; we do not want so many fish of one kind.” Thereupon the child said, “ I will be a crawfish ; ” to this the teacher responded, “ Crawfishes, remember, always go backwards.” While the play progressed, a little one, who had come too late, made her appearance, of whom the teacher took no notice. AVhen this play was con¬ cluded another pupil- teacher took charge. She said, “ Now he who stands up the nicest I will select as the leader.” Another teacher took charge and selected one of the little girls (all the scholars being between the ages of three and six) to count the boys in the ring, and one of the little boys to count the girls. In the mean time the young ladies were busily engaged taking notes. It Avas a puzzle to me what these laclies could see worthy of notice, as, to my unpracticed eye, ev’^erything seemed to be progressing smoothly. THE CRITICISM. As soon as the exercises were concluded. Professor Kohler and the lady pupils as¬ sembled for mutual criticism. Their little note-books seemed to be inexhaustible, and for two hours the critical discussion continued. As specimens of its character I men¬ tion the following: One lady said she admired the tact with which the teacher met the remark, “ I want to be a gold-fish, too.” The professor asked what did that remark indicate ? A certain laziness of mind and an indisposition to think. This must always be corrected. When EDUCATIONAL METHODS IN GERMANY. 509 the little girl came too late, the teacher should have said, “My dear Lina, how mucli you haA'c missed by coming too late.” Or, “ I was so sorry to have been compelled to lu'giii the exercises without dear little Lina.” “ I am quite sure,” continued the profes¬ sor, “ that words like these would have induced the child to make every etibrt to be in time th(i next day.” In addition to a number of minor topics, the whole question of the plan of appealing^ to the children by means of rewards and prizes came up for discussion, in commenting* upon the reuiark'of the teacher that she would select the child that stood up straight- est for the leader, and was held that, while remarks like the foregoing were not cen¬ surable, and might be employed, yet the whole system of rewards and prizes was pernicious, because it appealed to base and selfish motives, and frequently aroused envy and discontent in the hearts of the scholars. ' EQUANIMITY UNDER CRITICISM. But what appeared to me most charming was the perfect good nature with which this almost inexhaustible criticism was listened to by the pupil-teachers themselves. In my discussions with men, I have seldom found those who could si parate the subject from the iierson, and who could bear adverse criticism, of even a favorite doctrine, with eipianimity. A training which enables a young lady to submit to such minute criticism in regard to defects of voice, grammar, style, appearance, &.c., and which per¬ mits the fair critics to speak out with perfect frankness and good faith, knowing that their own turn will come next, is certainly very superior, and has few equals in the world as a method of teaching self-control. INDIVIDUALITY. There are three vital questions agitating the German educational minds, and the battle is waged on both sides with vigor: First, how far must individuality and self¬ thought be encouraged, and by what methods, and when must it be restrained? It is held "that self-thought and individuality may be encouraged to the point where they become singular, disagreeable, or where they intrench upon the rights of others. Of course these limits are within the judgment of each educator, and in monarchical countries are much more circumscribe^l than iu a republic. But it is generally conceded that lessons and rules committed merely mechanically are worthless, and even injuri¬ ous to mental growth. DISCUSSION BETWEEN THE ADVOCATES OF CLASSICAL AND SCIENTIFIC TRAINING. The next question is one which has already excited discussion in the United States, and upon which the general press and the masses of the people have taken sides. It is, whether the college classical course, which consists iu a thorough drilling, (in Greek, Latin, mathematics, general history, and philosophy,) constitutes the best possible training, or whether these studies shall be subordinated to what are called practical themes, such as book-keeping, natural philosophy, and chemistry, &c. The distinguished chemist Liebig is quoted as having said that, while the purely classical scholars from the gy)nnasium who entered his chemical laboratory Avere far behind those who came from the “ real-schools,” where practical chemistry Avas taught, for the first six months, they always outstripped the latter by the end of the year. It is, therefore, contended that the general strengthening of the mind will enable the youth to learn more thoroughly any particular calling than the endeavor to take up the calling at the expense of a thorough mental discipline. 1 am inclined to think that there is room for both systems, and that it depends both upon the mind of the scholar, upon the time he can afibrd to spend, and upon 'the particular Avalks of life he expects to enter, whether he should take the practical scien¬ tific, or classical scientific, course. But I am equally clear that a mixed course is unsatisfactory, and that the courses should be ke^it entirely separate, and even apper¬ tain to different institutions. TOO MANY STUDIES TAUGHT IN THE COMMON SCHOOLS. Parallel with this is the third question. It is claimed that public sentiment in Ger¬ many demands the OAmreroAvding of the common schools with too great a variety of studies. It is said by educators that, between the ages of six and fifteen, the brain is extending and obtaining its physical groAvth, and that all attempts to over-stimulate it result disastrously. This is an age already of more knowledge than Avisdom, and notwithstanding the greater amount of knowledge, there is evidently great mental laziness, and an absence of originality and individuality. The demands made upon the common schools for more studies has resulted in the purely mechanical memorization of lessons, AAhich is highly injurious to mental development. 510 REPORT OF THE COMMISSIONER OF EDUCATION. INFLUENCE OF GERMAN EDUCATION UPON THE UNITED STATES. The etlucational systems of German^' have a double influence upon the United States. One is their example ; but the one of still greater magnitude lies in the fact that every year, probably for the next thirty years at least, one hundred and fifty thousand Germans will emigrate to our shores, and finally share with us the governing' power. EDUCATION IN ENGLISH FOR IMMIGRANTS. It is safe to estimate that, for the next fifty years, three hundred thousand Europeans will seek our shores each year. This vast injection of foreign thought, with the di¬ verse languages, customs, and habits of the strangers, seems to demand, as a matter of self-preservation, that the Government should establish for these emigrants a system of compulsory education in the English language. At present, those who have either been used to compulsory education, as on the continent, or to no education at all, as Ireland, are apt either to neglect to send their children to school regularly, or to send them to parochial schools, (Lutheran or Catholic,) Avhere the English language is subordinated to other studies. The law ought to provide that all children that do not attend j)ublic schools shall make the annual examination, Avith the scholars of the common schools, in reading, sj)elling, and, subsequently, grammar and composition in the English language, and that if any puxiil or pupils of private or xiarochial schools shall not be able to jiass an equal or satisfactory examination, they shall continue in school until they can. This system will be of incalculable benefit to those German children who are sent to parochial schools where greater attention is paid to the cate¬ chism than to English. There are thousands of German youths to-day comxielled to fill subordinate and menial sMtions because their English education was neglected in these schools. The inability to read English with fluency induces also foreign and hostile habits oi thought, detrimental alike to themselves and to the American rej)ublic. The time has come when this vast immigration movement should no longer be re¬ garded with indifference, but guided by sound statesmanship. Very respectfully, J. FRED. MEYERS. General John Eaton, Jr., Commissioner of Education^ United States of America. SPECIAL ARTICLES. PROGRESS OF EDUCATION FOR WOMEN. 511 PROORSISS OF EDFCATIOIV FOR WOME:^. The present time is characterized by a spontaneous movement of the female mind toward hijjher education. Multiplied facilities are opening on every hand in response to the movement. “The experience of age in things that fall Avithinthe compass of it directeth them, in new things, abuseth them,” says Bacon. In a single lifetime we have passed from the attitude of abuse to that of direction with reference to the higher education of women. The universi¬ ties, the colleges, the technical schools to-day opening to women are not experiments, but the result of experiments already successful. From the general interest of the subject, and for the sake of a few alarmists Avho still predict that such influences will unsex woman, destroy her loveliness, and thwart the divine purpose in her creation, Ave may ask AA'hat is the history of this progress, and Avhat its teaching, Avith reference to the effect of education upon the happiness of women, or her poAver in the family and society ? A glance at the domestic history of nations will disclose that'though the idea of superior education for women is not new, there has never been a popular settled conviction of the necessity of such education, or of definite good to result therefrom, the advantage, when offered, having been the blossoming of a peculiar national condition or prosperity. PRACTICE OP THE ANCIENTS. The ancients had exquisite conceptions of female loveliness, as shoAvn by their poetry, art, and philosophy, but in their brigthest periods the educated woman was, as a rule, of a name¬ less caste, and but an exponent of the refinement of Pagan sensuality. For women as a class, the common women, nothing seems to have been regarded but the physical nature and domestic qualities. The Jews were an exceptional peo*ple, in the words of Dr. Raphael, “ Without education they cease to exist,” and though their daughters were jealously guarded, the influences under which they w^ere nurtured developed moral purity and great dignity of character. In considering Pagan nations we must not forget, “ that they had no school of politics but the forum, of morality and religion, but the theater,” the scope and genius of their nationality was as unlike our own as were their views of life and their hopes in death. Their national integrity depended rather upon military efficiency than individual character, and they Avere entirely destitute of that sense of universal brotherhood, and those vast charities with Avhich Christian nations are animated, and Avhich in their outreach for the universal amelioration of mankind demand every power in the race. Time and sense was the dominant thought in heathen, as soul and eternity must be in Christian systems. In a cursory view of ancient history we come suddenly upon a striking characteristic of the Germans ; while yet barba¬ rians their Avomen possessed elevated characters and defined influence. The historian affirms that the “ Germans treated their Avomen Avith esteem and confidence, and fondly believed that in their breasts resided a sanctity and wisdom more than human.” The fact suggests a dazzling possibility, as it was the mission of the Greeks to realize the ideal of beauty, and of the Romans to perfect jurisprudence, it may have been reserved for the Anglo-Saxon to reach the ideal of social development. WOMAN IN ENGLAND. The general attainment of English women in the sixteenth century is suggested by Scott, who says of Amy Robsart: ‘ Tf she had not loved to collect finery and to wear it, she might have woven tapestry or seAved embroidery till her labors spread in profusion over all the Avails of Lidcote Hall, or she. might have varied Minerva’s labors with the task of preparing a mighty pudding against her father’s return from the greenwood.” That single tragedy, as developed by the novelist, is a powerful representation of the wreck Avhich the life of a woman may become, who knows no duty or laAv but submission to another’s will, and realizes no power but that of hopeless or misplaced love. From nearly contemporary times, there has come to us the beautiful picture of Lady Jane Grey, who united with the graces of young womanhood attainments worthy, according to Fronde, of “ a matured man,” and AA'ho met her early tragic fate with the serenity of a noble mind, and the more brilliant record of Queen Elizabeth, of Avhose administration Bacon affirms that he “could not have chosen a more remarkable instance of the conjunction of learning in the prince, with felicity in the people.” The higher education of women found championship in the trenchant pen of Sidney Smith. His declaration that all the objections against the education of Avomen have at one time been urged against the education of common men, must be at least assuring to timid souls. The aristocracy of intellect has ahvays existed, only once it Avas monopolized by a class, as since by a sex. LESSONS OP HISTORY. History, it must be admitted, affords ample proof of the capacity of women for liberal education, and example of men of masterly thought, Avho have regarded her education as an important problem in social development, as Lycurgus, who Avished the sexes regarded 512 EEPORT OF THE COMMISSIONER OF EDUCATION. alike with respect to education ; Charlemagne, who founded schools for girls in the eighth century; Lutber, who regarded education as the handmaid of religion and was the first to urge the establishment of better schools for girls, and Fenelon, whose book, “ Sur I’education des filles,” exercised great influence on female education in the seventeenth century. RECORD OF PROGRESS. Up to the moment when our own country advocated the cause, little had been done for the education of girls, save in a few noble families by the labor of private tutors. The graces, the charms, the happy influence of these favored girls illuminate the pages of history and biography. Around their memory circles a halo brighter than the beams of beauty. John Bugenhagen, who drew up the famous Brunsicick school law and regulations of 1528 and 1543, may be considered as the founder of the first state elementary schools for girls in Germany that really deserved the name. The Brunswick law served as a model to nearly all the German states. The seventeenth century, with the thirty years’ war, and the general dis¬ order and demoralization consequent thereupon, was unfavorable to education in general ; most of the schools that had been established ceased to exist. About the year J700 the state of female education was as bad as ever. There were quite a number of girls’ schools, but they were mostly kept by ignorant old women. The city of Konigsberg alone had 200 such schools. August Hermann Franke was the first who started a higher girls’ school in connection with his famous establishment at Halle. The number of pupils at this school in 1714 was 700. In 1787 the first higher girls’ school was founded at Berlin, by Professor A. Hartung. A few items will give the educational standard for i^merican girls previous to 1825. In 1762, writes Rev. Wm. Woodbridge, “boys could do something in the simple rules of arithmetic; girls were never taught it.” A merchant residing in Hartford, desiring to give his daughter the best education, sent her for one quarter to Boston to learn needlework and dancing, and to improve her manners in good and genteel company. In 1779, i wo Yale students, during a long vacation, after the British troops invaded New Haven, had each a class of young ladies im arithmetic, geography, and composition, for one term. The Moravians had previously opened a young ladies’ school at Bethlehem. In 1780 Mr. Woodbridge heard, for the first time, in Philadelphia, a class of young ladies parse English. In 1789 a female academy opened in Medford, the first of its class in New England, and in 1820 visitors assembled in Mrs. Willard’s seminary for the amazing novelty of hearing a lady pass an examination in geometry. The only schools in Boston to which girls were admitted in 1784 were called writing- schools, kept by the teachers of the public schools between the forenoon and afternoon ses¬ sions. In 1789 girls were admitted on a footing of equality with boys in three of the reading- schools. The gills attended the reading-school in the morning, and the boys the writing- school, and in the afternoon vice versa. This was known as the “great reform,” but even under this advance girls w^ere only allowed to attend schools six months in the year, from April to October. On September 25, 1825, the city council appropriated $2,000 for a high-school for girls. The school was instituted January 13, 1825, and before the end of the second year had become so popular, the applicants for admission were so numerous, so many parents were disappointed that children were not received, the demand for larger and better accommoda¬ tions involved such additional expenditures, that the school committee, under the lead of the mayor, Josiah Quincy, met the emergency hij abolishing the school and pronouncing it a failure. For a period of twenty-three years no attempt was made to revive the subject in either branch of the city council. These years form a transition period in our history. The time of the planting of our col¬ onies was distinguished by a prodigious activity of the moral forces. The character of the women, no less than of the men, had been matured by the discipline of life and religious faith and consecration. In a small community, welded together by the power of a single purpose and common dangers, there is an equalization of attainments, restoring men and women to that relation so clearly expressed in the words, the woman shall be a helpmeet for the man. Such a period is generally followed by one of mental vigor. Here is a marked difference between our own course and that of other nations, as they have struck out into the mighty stream of intellectual progress ; woman has remained the fossil of a past era ; we have borne her forward on the current, but as it would seem in the involuntary fulfillment of destiny rather than of conscious purpose. SPECIAL MOVEMENTS. The first public movement in the East toward the systematic training of women for a definite purpcfse was the normal school opened in Lexington, Massachusetts, July 3, 1839. The absolute superiority of woman in the work of primary instruction, and her peculiar adaptation to the entire profession, is now so fully established that a school system which PROGRESS OF EDUCATION FOR WOMEN. 513 ignores her services seems inconceivable, yet the employment of female teachers was scouted by the legislature of New York, in 1820, and in Scotland has been, until very recently, resisted as opposed to national custom. Such a blind mole is prejudice! These normal schools resulted from the kmmddiate efforts of such earnest men as J. G. Carter, Rev. T. II. Galiaudet, Horace Mann, Dr. C banning, and their associates, but Mrs. Emma Willard and Mary Lyon had previously imparted an impulse toward scholarly cul¬ ture for their sex. With deep conviction of the importance of female education and entire self-consecration, they mingled the enthusiasm which fires apathetic souls. Their schools were already established, and their scholars already abroad imparting to society the savor of elevated thought and pure sentiment. These two women, alike broad and comprehensive in their views, had each her ruling thought, which has left its impress upon her own insti¬ tution. With Mrs. Willard, it was the msthetics ; with Miss Lyon, the discipline of study. Thus, in 1839, the subject of the higher education of women was practically before the people in two classes of institutions, the one aiming at the development of character and superior fitness for any relation in life as the result of mental training ; the other offering special preparation for a definite purpose. In the fifty years which have elapsed, schools of the latter class have multipHed much more than the former — a natural result, since tangible necessities are stronger incentives than aspirations. EUROPEAN EXAMPLES. It was exactly here, in the application of technical and professional training to the capaci¬ ties of wmmen, that we should have looked to Europe for direction. Prussia, France, Austria and Belgium had long recognized the necessity of such training for men, and already pos¬ sessed effective systems, but on the adaptation of any of these facilities to women, their school histories were nearly blank. It was not easy to understand how, in countries where the whole curriculum of arts and sciences was open to the son of the meanest subject, women were yoked like beasts to the plough. The fact was a plain denial of the assertion that there is in man an instinctive recognition of the claims of woman upon his care and tenderness — a plain proof that when beside man’s highest intellectual elevation, woman is left stultified and ignorant, she becomes the slave of the pleasures, the passions, or the necessities of her natural protector. SUCCESS OF NORMAL SCHOOLS. Without precedent in foreign countries, or immediate encouragement at home, normal schools were multiplied and improved. Their success stimulated the British provinces, and finally continental nations to similar efforts. Their growth in our country may be estimated by a single example. The Boston City Normal School to-day has a building worth $250,000, and seems prepared by its complete facilities to bear the palm even from college competitors in the field of scientific investigation, in which Dr. Raymond declares “ women have a specific, suitable, and important part to perform” — a declaration confirmed by the success of Caroline Herschel, Maria Mitchell, and Mary Somerville. INFLUENCE OF NORMAL SCHOOLS. The power of these normal schools was not limited to supplying teachers to public schools ; they sent an influence upward to the higher social strata, and downward to the lowest. Their graduates imparted an exhilaration to the society with which they mingled, which excited the attention of the weMthy, who began to covet, also, for their daughters the best gifts, while, on the other hand, the good done to the young women trained in these schools, and their beneficial reaction upon the community, gave a new suggestion to philanthropy. Far below the circle of the public-school influence were the children of the aimless and desperate poor — the fungi of a social mildew; for them came industrial schools, inferior to the normal in scope, but possessing the same vitalizing power of training for a specific pur¬ pose, with the inseparable results of principle, direction, and aspiration. OBERLIN COLLEGE. In 1833, the second great step in the education of women was taken in the opening of Oberlin College, for the co-education of the sexes. Here three much-vexed questions were brought to immediate issue : 1. The capacity of women for collegiate training. 2. The desire of women for such training. 3. The advantage of the co-education of the sexes. The address of Rev. James H. Fairchild, before a meeting of college presidents, at Spring- field, Illinois, July 10, 18G7, presents concisely the conclusions reached by this experiment. A letter dated October 31, 1871, reiterates these conclusions as the summary of their experi¬ ence to the present time. The majority of ladies, observes Mr. Fairchild, do not desire the ^ 33 0 E 514 REPORT OF THE COMMISSIONER OF EDUCATION. full collegiate course — not from conscious incapacity, but from a recognition of the relations between school training and the probable duties of life. Hence there has resulted an adap¬ tation of the college course to ladies’ classes. A small proportion of ladies always take the full course, and reflect credit upon their classes. The association of both sexes, so far from being prejudicial, has undeniable advantages, of which the most important are, an economy of means and forces, wholesome and natural incentives to effort, and harmonious relations with the community incident to the presence of ladies. With Oberliu in the van, many other schools, as the Northwestern University, Illinois, the Indiana University, and Cornell College, Iowa, admitted women. The light of culture and refinement, spreading so rapidly over the tide of westward emi¬ gration, seems a natural emanation from those seminaries which the West established so early and opened so freely to both sexes. ART SCHOOLS. Among the specific institutions established for women, one of the most interesting, both as regards its history and results, was the Women’s Art School of New York, opened as an independent association in 1852, and merged into Cooper Institute in 1859. Plere art was pursued, not only in its ideal relation, but in its mechanical application: the departments of designing and wood-engraving being especially interesting. 'I’he students in these w’ere not only trained in the art study, but in canvassing for orders ; and thus, under the encour¬ agement of the professors, acquired a difiScuit but essential duty of the profession. Many of the graduates of the institution are now established in business as teachers of art, designers, engravers, and professional artists. The students, as compared with young men, w^ere characterized by eagerness for results, and impatience in the tedium of practice. Many influences other than sex account for the difference. The young man serves apprenticeship with certain reference to future necessity ; { all the traditions and experiences of the past are spurs to his untiring effort. Let the varied influences of parents, teachers, and society, combine to assure a young woman that wiiatever be her subsequent relations, a trade or profession is invaluable, and the sexes stand on an ! equality with reference to external forces. ' The National Academy of Design at New York is opened to both sexes, and in the expe¬ rience of this institution mutual advantages have resulted from the association. Women are more literal in art, as shown by their exact copies; men are more original. ^ The w’omen excel in delicate effects ; the men in bold combinations. The one tends to soften, I the other to elevate art. It is worthy of note that the two highest prizes offered last year for I copies v/ere taken by lady students. t In 1867 the New York Ladies’ Art Society was founded by Mrs. Pope and Mrs. Henry i Peters Gray for the purpose of promoting the interests of women artists. The advising com- j niittee of four gentlemen have extended cordial aid to the association, and peculiar social ! recognition was given in the winter of 1870, by a reception tendered by William T. Blod- j gett. A prize of $i00 offered during the past year for a particular design was won by a i member of the association, and another member received the order for designs for the j upholstery of the Pacific Railroad line. In addition to other facilities, a life class is sustained by the association, securing to young w'omen the advantage of studying from the living model at a very slight charge. I The art association is a gratifying evidence that women are not lacking in the sense of i mutual dependence and the power of combination. I MEDICAL SCHOOLS. I Of the learned professions, medicine has proved most attractive to women, which seems I natural when we consider her powers as a nurse, her quick perceptions, and her skill in minute analysis. ’ ; The practice of the ancients and the present custom of eastern nations confirm the pro- ' priety of the relation, yet no step in the advancement of women has excited wilder indigna- j tion. The earliest medical college for women was the New England Female Medical Col- ' lege, incorporated in 1850, but really founded in 1848, when a class of twelve ladies com menced receiving a course of lectures. , The history of its planting is the drama of social prejudice, even in an intelligent Boston ■ community. City doctors would not lecture before the students for fear of professional : ostracism ; but in spite of opposition, and sustained by the energy and undaunted faith of ! its originator and present secretary. Dr. Gregory, the idea has developed, till, to quote his ' own expressive language, “the little ripple of a movement in the intellectual realm two and | twenty j^ears ago has extended over the enlightened world, dispensing and to dispense untold j| benefits upon mankind.” There are at present in this country in the regular system three medical colleges exclu¬ sively for women, and three open to both sexes; in the botanic system, one for women only ; \ and in the homeopathic system, one exclusively for women, and two open to both sexes. [ PROGRESS OF EDUCATION FOR WOMEN. 515 While to our own country belongs the honor of having taken the initiative in this move¬ ment, its progress in Europe has been still more remarkable. The first instance of the obtaining of a medical degree by a lady in England occurred in 1865. Since that time like honors have been conferred upon women in Zurich, St. Petersburg, Paris, and Berlin, while in Vienna, Edinburgh, and Stockholm the same distinction awaits women now pursuing their medical education in those cities. The lady graduate alluded to in England has been admitted as a member of the medical staff of the East London Hospital for Children ; a pro¬ fessional recognition of the idea of women physicians. The hospital facilities of foreign cities have long been celebrated, but it w^as the opinion of Mrs. Dr. Clemens Lozier, w'ho had full opportunities for observation and comparison, that no European city surpasses New York in this particular, The clinic advantages of this city are now freely extended to women. PRACTICAL ADVANTAGES OF THE EXPERIMENT. The imperative necessity for female physicians was proved by the immediate demand for graduates of the new colleges. From every missionary field came a cry for these trained women who often have the only “open sesame” to Pagan households. A graduate of the New England Female Medical College established in Chicago a hos¬ pital for women and children; another, a hospital for women in Detroit. In 1870 a lady physician w’as appointed assistant in the State Lunatic Asylum at Worcester, and a little later a similar assistant was appointed in the State Alms-House at Tewksbury. The blessed day approaches when every reformatory and remedial institution in the land shall secure to the depraved or unfortunate women in its wards the tender ministrations of their own sex. Graduates of the New England college fill the responsible positions of- professors of anat¬ omy, physiology, and hygiene in Mount Holyoke Seminary and Vassar College, while numbers rank with the most successful practitioners of Boston. Even in surgery wmman has distinguished herself. We read that Madame Regina Dal Cin, a famous Austrian surgeon, performed 150 successful operations in the city hos¬ pital at Trieste, and was rewarded by the municipal authorities with a letter of thanks and a purse of gold. The dreaded competition between the sexes is going on ; but society survives, and home is still the shrine of our civilization. There seems a poetic justice in this rapid success of woman in medicine. For in the middle ages, while the men “who professed the healing art were generally astrologers and alchymists, dealing in charms and nativities, dreaming of elixir vitae and the philosopher’s stone,” the simple Sisters of Charity were accumulating “a vast fund of practical knowledge in the treatment of disease,” which w'as turned to good account when, in the sixteenth cen¬ tury, surgery and medicine rose to the rank of an exact science. AGRICULTURAL SCHOOLS. An interesting event in the practical education of women was the opening of the Massa¬ chusetts Horticultural School, at NewTon Center. A thousand fruitful fields testify to the skill of women, and, though American sentiment revolts against her employment as a com¬ mon farm laborer, the ligliter work of gardening, with ornamental horticulture, seems per¬ fectly adapted to her. F or women of leisure the studies connected with the course — drawing, botany, chemistry, and entomology — are interesting, the exercise healthful, and the acquire¬ ment a beautiful decorative art; while it is hoped the training may prepare poor women for employment amid the pure influence of country life. As far as the East is concerned, the movement is at present mere experiment ; but in the West, this is recognized as a legitimate direction for women’s thought and labor. Already the Illinois and Michigan industrial universities are -welcoming w'omen. It is worthy of note that the best farm in England, which took the first prize recently offered by the Royal Agricultural Society, is managed by a woman. It is a farm of 400 acres ; the soil was originally poor, but much improved by skillful treatment, and in 72 acres the examiner saw no weeds. Nor does farm life for wmmen lack its romantic phase. The New York Evangelist prints a letter from a woman in New Pmigland, who lives among the mountains in a little cottage — a lady of education, enamored of rustic life and labor, tilling her acre of ground and rejoic¬ ing in her harvests like the Ceres of a new Tempe. GENERAL INDUSTRIES. Many other important movements in the education of Avomen have resulted from the necessities of the poor, as telegraphing, printing, stenography, and commercial business, till in almost every art and handicraft known to man, woman is quietly rising to his level. Women ensphered and enthroned in the security of home, and men who dream only of such women, may view' the fact with disgust ; but for the thousands of workingwomen, a single new occupation, or increased facility, is of more value than all the incense ever offered to the sex. 516 EEPORT OF THE COMMISSIONER OF EDUCATION. HIGHER EDUCATION. In tracing the practical education of women, we^cannot but ask, is this a surface agita¬ tion from a deep current setting toward liberal education for the entire sex, or only one of the influences helping to that result ? However this may be, such education is the desire of the day. Our own country is filled with it. England is pushing the discussion where Profes¬ sors Huxley, Foster, Morley, Masson, and others are now lecturing to large classes of women, forming the true nuclei of universities, and rvhere a movement is absolutely in progress, to effect a national union for the education of girls. The purpose of the union is to give a center to all the different efforts now being made throughout the country to promote the same object. The idea originated with Mrs. William Grey, and is supported by some of the ablest men in the realm. A breath of the agitation has even reached Italy, where several ladies have devoted their time to lecture on the improvement of female education. SOCIAL EFFECTS. The isms of the day have helped to these results by hastening the conviction that the purity of society, the sanctity of home, the perpetuity of those relations which insure the protection of woman, and the refinement of man, demand that woman shall have an intelli¬ gent comprehension of herself, and that she shall no longer, from ignorance or the cravings of an undisciplined mind, be at the mercy of noisy declaimers. The day has dawned when women of well-stored minds, and disciplined powers, will be regarded as a preservative element in society, and when it will be recognized that the educa¬ tion which strengthens the intellect, also steadies the wdll, quickens the sympathies, and makes the affections purer, because sounder and more constant. VASSAR COLLEGE. Six years ago the thought found its first exponent in Vassar College. The endowments, the facilities, the gifted faculty, the liberal views with which she -entered the lists for wmman, gave her an immediate prestige, and vitalized in the minds of the people at large the idea of full collegiate advantages for women as for men. Beautiful for situation, affording enchanting views of river and mountain, inclosing ample space for walking, riding, boating, and skating, and displaying in the adornment of the grounds that taste which is in itself a fine aesthetic influence, possessing cabinets in natural history, a general library, an art library, and an observatory, which often make the possessor sigh as he contrasts these with the meager apparatus of his beloved university — such is the alma mata for women. Yet Vassar was only the signal-light ; as beacon after beacon flashes above the horizon, so one after the other, Colby, Burlington, and Michigan flashed back response to Vassar, and a glimmering is even being perceived from the classic haunts of Harvard and Yale. INFLUENCE UPON LITERATURE. This movement for women has given a great impulse to the literature of education. It has revived old subjects, of discussion, and introduced new ones, of which the most interest¬ ing, in its social bearings, is that of the co-education of the sexes. CO-EDUCATION. Popular sentiment holds still to separate education, but educators are much divided. On the same side with the Oberlin faculty are A. L. Wayland, D. D., president of Franklin College, Indiana, Dr. Gregory, of the Illinois Industrial University, and W. T. Harris, superintendent of public schools, St. Louis. The strongest argument for co-education is founded upon the naturalness of the associ¬ ation, and the greatest benefit which is expected to result, namely, the softening of the rough¬ ness of boys, and the moderation of the over-susceptibility of girls to the influence of the opposite sex. On the other side stands President Raymond, who, without arguing the question in his beautiful and forcible representation of the promise of higher education for women, uncon¬ sciously sways the mind toward separate education. “ I premise,” says President Raymond, “ that a liberal education for woman is not in all its details precisely the same thing with a liberal education for man. There are ineradicable differences between the sexes, which must be taken into account in determining the conditions of a proper culture for each.” And again : The world has yet to see the glory of a perfect womanhood, fed on a generous diet of thoroughly- digested knowledge, developed by a various, wise, and symmetrical regi¬ men, uniting womanly strength with beauty, and womanly beauty with strength, and applying its enlarged and disciplined powers with that conscientious earnestness and devo¬ tion so characteristic of woman’s nature, to just those sweet and sacred, those dignified and beneficent offices, which God has assigned her in the great economy of life,” PROGRESS OF EDUCATION FOR WOMEN. 517 ATTITUDE OF VASSAR. While the co-education of the sexes, discussed through the press and on the platform, is pushing to solution in many schools, all eyes are turned upon Vassar, as the exponent of a different method. At the first glance we are disheartened by the preparatory department, which has already excited against the college a whisper of unworthy aims, and inferior standards. Let us not misconstrue iacts. That preparatory department is an exposure of the fatal mistakes committed throughout our land in the name of education. The question is much agitated, whether it is wise in the college to admit these elementary scholars, lest by her own act she sink to the level of a high-school. The matter of rank is for the insti¬ tution, but the fact that so many applicants are in the A B C of culture, is a lesson for parents and educators. To introduce an ignorant girl to college facilities, is like putting the classics into the hands of a boor, and calling upon him to revel in the treasures of literature. '‘Sir,” he replies, “ I do not know the alphabet.” The foundation for collegiate education is elemen¬ tary and secondary instruction; here the teacher is the architect, planning for strength and symmetry. Let Vassar be true to her collegiate rank, and she will send an influence throughout the laud to strengthen the hands of faithful teachers, who seek to impart aim and method to local schools, and to bind them together by a sympathetic impulse toward her standard. They will be the nurseries of her matured life, and in their determined purpose as preparatory to her work, they will impart more solid and scholarly culture to that large number of pupils for whom they will still be finishing schools. Though co-education may become the general method, Vassar and the colleges yet to spring from the bequests of Sophia Smith and the munificent Simmond’s fund, will always find a mission. There is an argument in nature for separate education ; it is on the side of the ideals of life. DOMESTIC EDUCATION. With the opening of colleges to girls, there should also be conceded to them the right of choice. Ignorant people ofttimes conceive education to be power, wealth, happiness, suc¬ cess; they mistake means for an end. Forced culture crushes the mind and unfits the victim for any part in life. As far as individual training is essential to the common good, it may be compulsory; beyond that, it should harmonize with desire and ability. Care also must be taken that, in the ardor for scholastic training, domestic education does not decline; domestic virtues may be inherited, but domestic economy, we fondly believe, is best learned under maternal influences and the unconscious tuition of well-ordered households. OBJECTIONS CONSIDERED. The technical and professional education of women, with its practical results, has at times aroused the cruelest social persecution, but their higher education has apparently nothing worse to encounter than wordy caviling. Some do not believe in the educatKon of women at all; their “Golden Age” was a thousand years ago. Others cannot see in what woman sliould be educated; classics and mathematics and ethics, they opine, are for men, and “what can women do with them?” In the same soil you plant different seeds; each chooses and adapts its peculiar nutriment. Is the soul alone destitute of this power of selec¬ tion and adaptation? Others cannot move in the education of woman till her sphere is defined ; develop the mind of woman, clear it from the rust of idleness and the poison of dis¬ sipation and the chains of prejudice, and her sphere will define itself. Some tremble lest the education of woman is a blow at religion ; but the church itself rises to espouse the cause. In the Western Baptist Educational Convention, held in Chicago May 24 and 25, 1871, “The Education of Women” was the subject of most earnest and interesting discussion. The report of the committee on the education of women declares that, “ The demand of the age is that woman be no longer neglected and deprived of the force, breadth, and earnestness of Christian character w'hich the most liberal culture can bestow. The great work now before us seems to be to create and foster more just, enlightened, and Christian views in the main question ; in this way we can call out a vast amount of talent and means to elevate the social mass and evangelize the world.” Before the National Baptist Educational Convention, held in Brooklyn, April, 1870, Presi¬ dent Raymond read a most able and interesting paper on the higher education of women. The committee to whom the paper was referred resolved, “That we anticipate the time when the higher education of women will receive the attention of our ablest minds, and will claim lor its realization the moral influence and the material aid of the Baptist denomination,” The resolutions were adopted by the convention. 518 REPORT OF THE COMMISSIONER OF EDUCATION. FUTURE PROMISE. Missionary fields and reformatory institutions have already proven that educated women are an invaluable auxiliary in the work of the church; but it is not in special directions alone that their influence will be felt. This age, so vigorous and prolific in mental action, in investigation and speculation, is marked by a weariness and blind groping of the soul. Man exclaims with the poet — “I’d rather be a Pagan, Suckled in a creed outworn ; So might I, standing on this pleasant lea, Have glimpses that would make me less forlorn; Have sight of Proteus, coming from the sea, Or hear old Triton blow his wreathed horn.” Spiritual insight is the birthright of woman; she has the glimpses that do make us “less forlorn.” Disciplined and matured by education, she will bring to the family and to society the quickening power of faith — faith no longer smiled at as the emanation of ignorance, but recognized as the divine impulse of the soul. “The end of learning,” Milton quaintly says, “is to repair the ruin of our first parents by regaining to know God aright, and out of that knowledge to love Him, to imitate Him, and to be like Him; ” and as in that early Eden they stood male and female in the image of God, so shall it be in the later Paradise, where for woman also the ages shall drop down their vintage of truth and knowledge. ANNIE TOLMAN SMITH. COOPER UNION. 519 COOPER ENIOX. Cooper Union, for the advancement of “science and art,” now one of the prominent edu¬ cational institutions of the city of New York, was founded by the philanthropist whose name it bears, in the year 1856. That is to say, the building- devoted to the object named was erected during that year. The institution was incorporated by an act of the legislature in 1857, amended in 1859. In the year last named, and by virtue of the amended act of incor¬ poration, based on a deed of trust made by Peter Cooper, and Sarah, his wife, the institution and its management passed into the hands of a board of trustees, composed of Peter Cooper, Edward Cooper, Abram S. Hewitt, Daniel F. Tieman, Wilson G. Hunt, and John E. Par¬ sons, all of whom are still living and acting as guardians of the trust. The act provides for successors to these in case of resignation or death, and is so worded as to secure the exist ence of the institution in perpetuity for the purpose specified and for this only. DESIGN OF THE FOUNDER. The motive which inspired the philanthropist to devote a large portion of his wealth to the free education of the children of the people, Avill be best interpreted by quoting his own words. In his address to the pupils of the institute, delivered on the occasion of his eightieth birth-day, in May last, he says: “Shunning intemperance and debt, and practicing industry, rigid economy, and self- denial, it Avas easy to be honest, and to acquire such knoAvledge as the opportunities of this city oftered in the days of my youth. But these opportunities were so limited — there being no free schools by day nor any night schools Avhatever — that I found it far more difficult to learn Avhat I wanted to knoAv than to be industrious, temperate, and prudent. Hence I decided, if I should prosper in the acquisition of Avorldly means, to found an institution to Avhich all young people of the Avorking classes, Avho desired to be good citizens and to rise in life, could resort, Avithout money and Avithout price, in order to acquire that knowledge of their business and science, which, in these da3ns, is absolutely indispensable to a successful career. ProAodence, in accordance Avith the declaration that ‘ to faith all things are possible,’ did bless my efforts, and this institution, and these encouraging evidences of its A'alue and its fruits, are the results of this resolution, never lost sight of during a business career of nearly sixty years, in which I was cheered, comforted, sustained, and encouraged by the greatest of human blessings, a diligent, Avise, industrious, faithful, and affectionate Avitc, and, in the Avork of founding this institution, aided b^' the earnest sympathy and active co¬ operation of my children, Avho justly regarded as the richest portion of their inheritance that part of my Avealth Avhich I desired to consecrate to the public Avelfare.” The gift set forth in the trust-deed referred to, comprises the block of ground bounded by Astor Place, Seventh street, and Third and Fourth avenues, Avith the buildiug thereupon, erected by the founder for the object specified, at an outlay of $oJ0,UU0. THE BUILDING. The structure is prominently located, occupying the angle Avhere tAvo of the leading avenues of the city merge into its oldest one — the BoAvery. On this account it is all the more to be regretted, that as an architectural object it is by no means a pleasing one. It is a gloomy pile of brownstone, more suggestive of a hospital than of a home of art and sci¬ ence. Nor is the internal arrangement of it more satisfactory. The irregular form of the plot presented difficulties to the architect Avhich he had not the genius to surmount, and tlie result is failure in a great measure to secure the two great essentials, light and A^eutilation. The basement of the structure is the great hall, made historic ground as the gathering place of the people during the late great crisis of our history. The first floor is rented for stores, and a portion of the second for offices; the rents of all going to the sustenance of the institution. The revenue from this source last year Avas 1^45,852 JO. Since the foundation of the institution, says the report of ]870-’7J, §568,016 have been expended for educational purposes, making an outlay of nearly §1,000,000. And further, that Ave may appreciate fully the munificence of the venerable founder, we may here state, that on the occasion before referred to, when he delivered the address from which Ave have quoted, he presented to the institution an additional sum of $150,000. Of this sum, §50,000 are to be devoted to the formation of a reference and lending library ; the remainder to be placed at interest. Of this interest one-half is to be given yearly to sustain this library, the other half to be used for the benefit of the schools, at the discretion of the trustees. This is, in brief, the history of the foundation of the Cooper Union. The story of its Avork during the twelve years of its existence could hardly be justly set forth in tiie sjjace permitted us. From the outset, tlie institution has been highly popular; the demands up1[JCATI©:^ COMMOI^ SCMOOES, Only within a few years has the importance and desirableness of making music a regular part of popular education come to be generally recognized and admitted; a great improve¬ ment in this respect has taken place within the past three years. The report of the board of public education of the city of Philadelphia for the year ld7U says: “While recognizing the fact that we, and our predecessors in office, were most unaccount¬ ably slow to perceive the benefits which are to be derived from tbe addition of vocal music to the list of studies, and that until within the last two years we had not taken even the first step in that direction, wherein not only many of the most enlightened and progressive nations of Europe, but also a very large number of our sister cities, have for a long time been making rapid strides, we can congratulate ourselves that the formidable opposition which we were constantly compelled to encounter from those who regarded the introduction of vocal music as an unwarrantable innovation, involving a wasteful expenditure of the public moneys for instruction in a mere accomplishment, has been at length almost entirely overcome. Music is now regularly incorporated in the course; and it should be the earnest desire of every faithful and progressive teacher, and tbe direct effort of all that have the best interests of popular education at heart, to engraft it upon the system of education so thoroughly that it may form an inseparable part of it, on account of its direct appeal to the heart, and its direct tendency to elevate and refine.” The report of the school committee of Boston, of the same date, after explaining the sys¬ tem of instruction, and noticing some of the happy effects of musical exercises in the public schools, remarks: “The primary school is, of all others, the place where instruction in music, if vre would ever expect it to attain to anything like a satisfactory result as a part of our common-school instruction, ought to begin. The child of live or six years can easily be taught the first rudiments of music, and a few plain principles in the management of the voice, if early adopted and carried up through the lower and intermediate classes ; especially, if to this were added some instruction in the art of correct vocalization, and the proper management of the registers, greater strength, a nrore resonant tone, purer intonation, exacter enuncia¬ tion, precision, ease, fluency of delivery — everything that is improving to the voice— would finally result.” In an address delivered before the national teachers’ association, at Cleveland, Ohio, an eminent teacher and authority says: “Music should enter into common-school education, because — “1st. It is an aid to other studies. ‘‘2d. It assists the teacher in maintaining the discipline of the school. “3d. It cultivates the aesthetic nature of the child. “4th. It is valuable as a means of mental discipline. “bth. It lays a favorable foundation for the more advanced culture of later life. “6th. It is a positive economy. “7th. It is of the highest value as a sanitary measure. “8th. It prepares for participation in the church service.” And again : '‘'■Throzigh the medium of the music lesson the moral nature of the child may be poicerfully cultivated. “Of all the mairifold advantages which musical instruction in school possesses, this is’ among the most prominent; it is also the most apparent. Tbe child is a creature of impulse; reason, conscience, have not yet asserted their sway. He is therefore to be addressed through his emotional nature. Music meets the demands of that nature; it infuses itself into his life; it entwines itself about his heart, and becomes a law of his being. Hence, his songs may more directly and powerfully than any other agency give tone and direction to his moral character; they may be made the means of cultivating his nationality and patriot¬ ism; they may promote a love of order, virtue, truth, temperance, and a hatred of their , opposites ; they may subserve his religious advancement, implanting lessons at once salutary and eternal.” Regular musical instruction is now incorporated with the school studies of nearly every city and large town in New England and the Northern and Western States, not only with the liappiest musical rcsults,^ but with marked good influence upon the health, general intelligence, capacity for receiving general instruction, and orderly habits of the youth so taught. The musical knowledge acquired in the primary and grammar schools is increased and supplemented in the high and normal schools, every graduate of which is expected to be able to teach music to elementary classes as successfully as arithmetic or any other topic. For those who wish to become skillful musicians, are established (by private enterprise) conservatories, or musical colleges, where the most complete and finished musical education may be obtained. MUSICAL EDUCATION. 537 Of these last there are, iu different cities, about twenty, large and small, varying from a thousand pupils down to twenty-five or thirty. Without the means of compiling an accurate statistical table, it is probably quite a mod¬ erate estimate to say that, in the States of Maine, New Hampshire, Vermont, Massachusetts, Ilhode Island, Connecticut, New York, New Jersey, Pennsylvania, Maryland, Ohio, Indi¬ ana, Michigan, Illinois, Missouri, and California, there are at present, nearly, if not quite, 500,000 school children receiving regular elementary music lessons ; in high and normal schools, about 10,000 having lessons of a higher grade, and in the conservatories, probably (3,000. In conclusion, we would heartily indorse the action of the Philadelphia school board of 1870. as follows : “It is recommended, under the limitation which shall be fixed by the superintendent of music, that the rudiments of the theory of music be taught in the primary department from charts or black-boards, by the regular teachers therein, an acquisition as easy to the child as learning the alphabet ; also, that a few of the simplest songs be designated by the superin¬ tendent for the opening and closing exercises of the school. “It is also recommended that the theory of music be taught (under the direction and su¬ pervision of the superintendent) in the remaining departments by the regular teachers of the same, from a suitable manual, and that a review of the study of the same be made by the respective music-teachers, and also that all the practical music in these departments be taught by the music-teachers. “ If any of the regular teachers feel that they are not qualified to comply with this direc¬ tion, they will be taught, free of charge, by the superintendent of music.” With regard to the latter section of the above, in an address before the American Social Science Association, the speaker, a gentleman well known for his practical familiarity with the subject, remarks : “I take it for granted that all the regular teachers could do their part in such instruction if they would. It requires, in the system we have been considering, no special musical ability or previous training. An aptness to teach only is necessary, and any person who, if fitted in other respects to hold the responsible position as a teacher in a public school, has the ability, I contend, to learn in a very short time, under the direction of a competent pro¬ fessional head such as we have named, how to teach the elements of music as well as the other studies required in our common schools. Nor is it necessary that the teachers should be able to sing in order to be successful in this branch of study, though, of course, it is an aid. EBEN F. TOURJEE. 538 EEPOKT OF THE COMMISSIONER OF EDUCATION, R^:iiATIOX OF EOFCATIO]^^ TO IXSANITY-. By education is here intended any training of the mind by which its facilities are drawn out, its powers disciplined, and knowledge is acquired. This includes the study of honks, of the thoughts, principles, and facts that have been prepared, digested, and printed hy others. Usually this is done in the schools, from the infant school to the university, or it is done in private life, with or without teachers. Besides these means there is the education of the outer world in social intercourse, in business, in the mau- agement of ali'airs, imblic and private, i^olitical, of State or town, in commerce, man¬ ufactures, agriculture, &c. THE BRAIN AND MENTAL ACTION. Whatever stimulates the mind to observe, to study, or reflect, whether it be things present to the eye, or abstract ideas in books; whatever demands thought, compari¬ son, or deduction, whether it be arithmetic, grammar, geography, or the profoundest problems in science and xihilosophjq whether it be the relations of values in business, the combination of materials and succession of xirocesses to obtain definite ends in me¬ chanics, or the observation and pursuit of the laws of nature to obtain crops of grain, and other products in agriculture, they all demand mental action ; they develoji and train the mind ; they disciiiline the iierceptive and the reasoning faculties, and all lay burdens of various weight upon the brain. There is no work of the mind without cerebral action. These burdens are extremely light ux^on the savage, who only thinks enough to find a cavern to shelter himself from the storm, or to search for wild fruits, or to catch a fish or au animal for food. They are heavier on the farmer who develops the riches of the soil, and raises grains, fruits, and vegetables for his nutriment, or on the mechanic who xfians and builds a comfortable dwelling, adaxited to the wants and health of a family, and still heavier ux)ou the manager of a manufacturing establishment, or the conductor of a commercial euterx)rise, or the alfairs of state ; and in the technical edu¬ cation of the schools, the burden increases from the lightest upon the child who en¬ deavors to grasx) the relations of sounds to the form of letters, to the x)hilosopher who solves the most abstruse ]iroblem of mathematics ; whatever this burden may be, its first demand is for action of the brain. Now the question arises, whether this action of the brain has any disturbing influ¬ ence uxion its health; and if so, in what manner and to what extent is insanity or mental unsoundness increased by education, and, if so, how much ? And, lastly, is this a necessary condition of educating the x^eoxile, of raising them from a savage and rude state to the civilized and the cultivated ? LITTLE OR NO INSANITY AIMONG SAVAGES. Without means of demonstration, there is an almost universal oxiinion that there is little or no insanity in savage nations, or even among barbarians. This is the opinion of almost all travelers of every kind — the curiosity hunters, the commercial, the x^hi- losoxiher — all concur in reporting that they found no lunatics, and heard of none among the rudest people. This is admitted by writers on insanity — Esquirol, Halliday, Prichard, Bucknil, Tuke, and others — men of the greatest research, and of the most cautious habits of deduction, the x^rofoundest thinkers, the most reliable xihilosoxihers. Insanity is manifest in all countries above the state of barbarism, from half-civil¬ ized Egypt and Turkey to the most cultivated and refined. It exists in various pro- Xiortions to the x>oxmlation, but there are no means of determining these ratios. Although from all these countries there are reports of insanity, from most they are vague and ill-founded. Some include only those who are in hosxiitals for lunatics, as Egypt; others report such as are in x^ublic institutions, as hospit.als, alms-houses, and x)risons. England reports those who are in these establishments, and also those who are under guardiaushix). Some governments, at their periodical censuses, inquire as to the insane in the fam¬ ilies, and pnblish their numbers, with some statements of their condition. EVERY CENSUS OF THE INSANE IMPERFECT. It is not an easy matter to obtain the number of the insane in any community. In early times they were suxiposed to be possessed by the evil spirit ; and later, even now, they are considered by some peoxile more than a misfortune, even a disgrace to their families, and many were, and some are now, concealed, known only to their rela¬ tives and a few friends. Many still are unwilling to speak of the insane of their RELATION OF EDUCATION TO INSANITY. 539 honsebolds as they do of others whose sickness is of the body, fever, consumption, pneumonia, &c.; still more do they shrink from speaking of this domestic caliunity to strangers. Governments find this difficulty in this inquiry, and fail, in great degree, to overcome it. When their agents ask at the houses whether any of the family is a lunatic, the question is often evaded, or met by a direct denial. This is a source of mortification that the sensitive, the agonized or proud parent, child, or brother is not willing to expose to a public officer who asks that he may i)ublish it ; and therefore the informa¬ tion is withheld. Hence even these official enumerations fall short of the probable fact. TRUE PERCENTAGE OF THE INSANE POPULATION. The report of the insane of Massachusetts in 1854 makes the nearest approximation to completeness. The commissioners appointed to make that survey requested every physician to give the name of every lunatic within his knowledge, with a description as to thirteen specified points. The name enabled the commission to avoid duplication, and exclude all repetition of the same persons. Every xihysician except four reported. As in any established community, like Massachusetts, tliere are few or no families whose domestic condition is not known to some physician, it was presumed that few or none could fail to be reported. The result was that one person in every four hundred and twenty-one of the living was found to be insane. The average of the reports of two State censuses, 1855 and 1865, and of three na¬ tional censuses, 1850,' 1860, and 1870, in Massachusetts, was one lunatic in five hundred and seventy-one of the living. The commissioners’ report was 2,375 in 1,000,000, and the censuses reported 1,750 in the same number of people. The commissioners found 28.14 per cent, more than the families revealed to the enumerating officials of State and nation. In the absence of other standards of comparison, this may be assumed as a correct one, and that the State or national reports of results of inquiries made in the ordinary way fall short of the truth in a similar degree, and the 28.14 jier cent, should be added for the incomT)leteness of the returns. It is safe, at least, then, to add this proportion to the number of the insane reported by the census of any civilized country. The enumeration of the people by actual family and x^ersonal inquiry and counting is a modern iiux^rovement. Few of them go back even into the last century. Most statements of poimlation a hundred and more years ago are based uxion indirect in¬ quiry — ux)ou calculations, inference, estimates, which at least are but ax)proximations to the facts. The inquiries into the number of the insane are still more recent, mostly within less than half a century, or even a quarter of a century. The first of the United States was in 1840, and again in 1850, 1860, and 1870. Those for 1850 and 1860, as already shown, were manifestly incomplete as to Massachusetts, and probably for other States. APPARENT INCREASE OF THE INSANE. In whatever way the number of the insane have been ascertained, calculated, or estimated, there has been a constant increase rejiorted— more and more have been revealed and known with the progress of years. The successive reports, upou whatever source or means of information xuncured, all tend to show an increasing number of the insane. In the United States, Great Britain, Ireland, and other civilized nations, so far as known, there has been a great increase of xwovisiou for the insane within forty years, and a very raxiid increase within twenty years. Hospitals have been built, seemingly sufficient to acco)umodate all the lunatics within their resxiective States, counties, or districts. These have been soon filled, and then crowded and xR'essed to admit still more. They have been successively enlarged, and then other institutions created, and filled and crowded as the earlier houses were. This increase of lunatics x^resented to the hosx)itals has been and is much greater than the increase of population, and seemed to indicate an increase of insanity in x)ro- X^ortion to the numbers of the people. CAUSES OF APPARENT INCREASE. At first sight this seems to be evidence of so much actual increase of lunacy in the world. But further examination shows that it is not so much the development of new cases of insanity as the develoximent of the x^ersons insane — not so much a manifestation of increased lunacy as an increase of the world’s knowledge of its x^res- ence among them. In former times lunatics were objects of terror and disgust. They were considered as unxdeasant blots on families, sources of shame and mortification. Hence they were concealed and their existence known to as few as i)0ssil)le. Tlieir disease being thought remediless, they were allowed a bare existence, but not to be numbered as among men. 540 EEPORT OF THE COMMISSIONER OF EDUCATION. INSANITY A CUEABLE DISEASE. But in later times a better knowledge of pathology shows that insanity is primarily a disease of the physical organs, and is generally remediable. The means of restoration are now provided in hospitals fitted for them. Patients, such as in another age would have been given up as forever lost to their friends and the state, are now sent to these institutions and again brought back in their sound mind, and again assume the burdens and bear the responsibilities of healthy life at home. Society now seldom attaches dishonor to this disease. They respect it and regard it as tenderly as the disorder of any other organs, the lungs, the stomach, &c. ; conse¬ quently the insane are more and more brought out. The more the means of healing are provided and made known to the rieople and brought within the reach of families, the more are they moved to take advantage of them and intrust their mentally-disor¬ dered friends to their care. This is remarkably illustrated by the growth and increase of hospitals in most of the States of the Union and in the nations of Europe. In a State rvhere perhaps a hundred patients are known, the Government builds a hospital for them ; but, looking providently to the fature, x^I^bs it large enough to accommodate one hundred and fifty. Soon after its doors are ojiened the hundred appear, and in a short time the other fifty, and still more, apply for admission. The State builds wings for another hundred with the same far-seeing xsrudence ; but in a short time the new rooms are filled ; again there is a crov?d and a new demand for ex¬ pansion. THE EXPERIENCE OF MASSACHUSETTS. The history of Massachusetts is a type of the experience of other States in this re¬ spect. In 1832 the State built the lunatic hospital at Worcester for one hundred and twenty patients, which was as many as the legislature thong«ht would be offered for several years. In their first re^jort, at the end of the first year, the trustees said ; ‘Wrhe hosx)ital is now in a very crowded condition,^^ and jiroposed that additional a commodations should be provided. In the next year, 1834, the superintendent. Dr. Woodward, reported that the hospital was crowded, and that he had been obliged to reject half the axDplications for want of room. In 1837 tvvo wings were added, for one hundred and sixteen xiatients. One hundred and seventy-seven x)atients were admitted in 1838, and one hundred and seventy-nine in 1839. There were two hundred and thirty jiresent at the end of 1842, and two hundred and fifty-five at the end of 1843. In 1844 two more wings were added, for one hundred and twenty-five XJatients. In 1843 two hundred and ninety-three were admitted. In 1853 the average number was five hundred aud twenty, through the year ; and at one time there were five hundred and sixty-seven in the house. In 1854 the State opened the new hospital at Taunton, for two hundred and fifty patients. At the end of September, 1857, there were three huudred and twenty-seven patients in this institution, and three hundred and eighty-seven in that at Worcester. In 1858 the State opened the third hospital, at Northampton, for two hundred aud fifty patients. In 1862 it contained three hundred and thirty-two lunatics, while there were four hundred aud one at Worcester, and four hundred and twenty-one at Taunton. Within two years the State has built an establishment for lunatics at Tewksbury. In 1870 there were two hundred and sixty-seven inmates in this house ; and at the same time eleven hundred and ninety-three in the three State hospitals, two hundred and thirty-three in the Boston city hospital, and one hundred and seventy-eight in the ISIcLean asylum ; in all the x>Bblic institutions of Massachusetts, eighteen hundred and seventy-one insane i)atients. It cannot be supposed that so many xiersous were suddenly attacked with insanity when these successive establishments were opened or enlarged for their healing — that an epidemic mania fell upon the j)eox)le so contemx)oraneously with the new oiD^Dortuni- ties of relief. But rather there was an increase of intelligence of the nature of the malady and of its curability, and of confidence in the management of these hospitals, and in their power to restore the mentally disordered to health. From this cause, so many more of the insane were brought out from their homes and revealed to the authorities and to the world. The more these means of healing were prepared, the wider the knowledge of their worth spread among the people, and the more the number of the insane seemed to in¬ crease. Yet, however we may qualify this apparent increase of lunatics by this explanation of increased interest in them, and of the means of cure, within the last fifty years, there has unquestionably been a very great real increase of the malady in the x)rogress of the world from the savage to the civilized state. Without asserting that these two great facts, the develoximent of mental disorder and the growth of hu¬ man culture, stand as cause aud effect, still all the known evidence goes to show that these have marched side by side, and disease of the brain has grown u^) in connection with the increased mental activity and culture, if not out of them. We may then rea¬ sonably ask, whether this connection is more than accidental, and, if so, to wliat extent ? RELATION OF EDUCATION TO INSANITY. 541 CONNECTION OF INSANITY WITH CIVILIZATION. The savage is apathetic, and his mind is torpid. He has hnt little more than the animal instincts, cnnning and ai)petite. He neither learns nor thinks, nor loves nor hates as cultivated people do ; so his brain bears little or no burden. The ))arbarian has somewhat more mental action. He is somewhat more emotional, and his brain has more to do, but far less than the civilized races. As man emerges from this low estate, his brain begins its destined work ; new wants present themselves, and compel thought to satisfy them ; new gratifications tempt him to devise means of obtaining them. He seeks variety ; he co-operates with his fellows in business; mechanic arts exercise his mental faculties; public atfairs require his attention; education in schools, with books, quicken the cerebral energies; and thus burdens are laid upon the brain, and its labors increase as civilization j)asses from the lower to the higher, admitting more and more culture. The brain is the seat or organ of thought and emotions. By this, or with this, cer¬ tainly in connection with this, we conduct all the mental operations ; we study, learn, think, plan. By it, or v/ith it, we love or hate; we feel joy or sorrow, exhilaration or depression. All that constitutes life and its movements is connected with the brain and its actions. It is natural to suppose that any machine or structure is in more danger of getting out of order when it is put in motion and used than when it is entirely dormant. The active brain is in more danger of disturbance than one that is ever at rest. CAUSES OF MENTAL DISORDER. Wlien patients are admitted into insane hospitals the officers obtain the best infor¬ mation they can from friends and previous medical attendants, in respect to their history, habits, exposures, and conditions, and the events, circumstances, and influences that might be supposed to be causes of the disorder. All this is put on record, and if afterward any new facts are discovered that should modify the opinions first formed the record is altered correspondingly. These causes are digested into systems, arranged in tables, and published in the periodical reports of the hospitals. By means of these the psychological student is enabled to trace insanity back to its probable or assumed causes, in most civilized nations, through periods varying with the experience of the hospitals. In a part of the cases the causes are self-evident and manifest equally to the common and scientific observer, to the friends, the physician, and the specialist, wffio is familiar with the diseases of the brain. Of these there is no doubt. But, in regard to many others, it is difficult to determine the origin. There may be several causes combined. Some which seem to be causes may have been merely co-existing conditions or events. Sometimes habits or conditions which are apparently causes are really a part of the disorder or its early symptoms. A man, ordinarily very cautions, may go out of his usual track of business and enter into hazardous speculations and grow more and more venturesome, and at last he becomes excited, absorbed, loses his wonted balance and at length becomes manifestly insane. His speculations are, by most persons, supposed to be the cause of his mental disease ; but, in reality, the disease had its origin before the speculation, and first prompted him to go out of his habitual course of life into this uncertain and dangerous business. This was the first open stage of his malady. Beside the classes of cases whose origin is certain and those which are doubtful, there is a large class of which nothing can be learned, and some whose history, although fully known and faithfully reported, reveals nothing as to the source of the mental di.sturbance. This class of the unknown figures largely in the tables of most, if not all, hospitals. CLASSIFICATION OF CAUSES. The causes of insanity which are certain and accepted are usually divided into two classes : 1. Physical, those which afiect the body and brain primarily ; as apoplexy, palsy, ey)ile])sy, fever, blows on the head, and many other diseases or injuries. 2. Moral, those which first affect the mind and the emotions; as excess of study, all sorts of overaction of the brain in business, excitements, mental disturbances, disappoint¬ ments, griefs. In some of the hospital reports there are ninety-three of the physical and eighty of the moral causes given. In all the reports the number of imputed or stated causes is much greater. They include most of the diseases, disturbances, exposures, mistakes, misappropriation of mental power or emotion that happen among men. Among these are comparatively few that are directly chargeable to education, yet it is equally clear that comparatively few of these causes exist in the savage state, nor are common in an ignorant age. They have mostly grown up with civilization and are Its contemporaries, if not its results, immediately or remotely. 542 REPORT OF THE COMMISSIONER OF EDUCATION. INFLUENCE OF EDUCATION. Education causes directly bnt little insanity. In a table of seventeen hundred and forty-one cases, veliose causes are given, from sixteen hospitals, only two hundred and five are from excess of study, two hnudred and six from mental struggles and anxiety, and sixty-one from excitements. Eleven hundred and thirtj'-four were from business trials and disai)pointments. But education lays the foundation of a large portion of the causes of mental disorder. It unlooses the brain from its bondage of torpor, and encourages mental activity in the numberless paths of life. It opens the fields of enterprise; it adds intelligence and -reason to the power of the muscles, and makes them more available for every purpose. It stimulates energy and bold adventure. It offers temptations for the assumptions ot mental burdens in business. It holds out rewards to ambition, for the strife for knowl¬ edge, wealth, honor, political success. These and other motives act in various degrees on civilized communities, and few people cou)pletely escape their influence ; and among nearly all there is more mental activity, more cerebral labor, in thought, anxiety, more exhilaration from hope and success, and more depression from anxiety and disaxipointment, than is found among x^eoxile that are untaught. All these have their dangers, and among those thus engaged some lose their mental balance, and some become insane. There are other causes that only appear in a cultivated age, yet they may affect mostly uncultivated x^eople. Education and civilization x^toduce machines and other means of labor. In the hands of uneducated men these cause accidents to their ignor¬ ant operators, who are thereby made insane. In the hosxiital reports the largest class of causes is included in the comxirehensive term ^‘ill health.” This was the presumed origin of 21 x^er cent, of the cases. Under this head are the manifold dexiressious of life, or disturbances of the x>hysical x)owers. Dyspepsia is the most x^romiueut. With the general failure of health the brain and nervous system suffer and falter in their functions. INTEMPEEANCE A CAUSE. Intemxierance is another cause of much insanity. About 10 per cent, of all stated are said to arise from this vice. This happens more among the xjoor and the ignorant in a civilized society. Savages are x^rotected from this cause of insanity simxdy by their want of oxiportunity ; but in cultivated communities the means of intoxication are more accessible and obtainable; few are so poor as to be unable to obtain them, and it is noticeable that the poor are the most addicted to this indulgence, and furnish thereby a very great portion of the victims of lunacy. It is a melancholy yet unavoidable conclusion that some or many of these causes of insanity are x^eculiarly abundant in this country and in this age, and some of them are increasing in frerxuency and disturbing force. Almost the whole class of accidents, injuries, and exx)osures has increased. With the new improvements in the mechanic arts, the multiplication of machinery, the new and sometimes uncontrolled, if not uncontrolable, motive x^owers, and with the new inodes of travel, more accidents haxi- pen, more injuries are inflicted, and in their way they multixily the causes and the cases of insanity. In course of the same progress of improvement, there are more chemical agents dis¬ covered, and numberless new applications of this science, and its discoveries to practi¬ cal use, in the common arts and business of life. Men are, therefore, more exxiosed to minerals, acids, gases, xiaiuts, dye-stutfs, and combustibles, and exxdosivo elements and mixtures, which are sometimes more or less injurious to health, or cause accidents dan¬ gerous to those who arc connected with them, and consequently multiply the causes and the cases of lunacy. COMPLEX NATUEE OF MODEEN CIVILIZATION A CAUSE. The causes connected with mental labor in its manifold apxilications have increased and arc increasing continually. In the pi’ogress of the age, education has made raxiid advance l)oth in reaching a wider circle of xiersous, and in multiplying the subjects of study. The iinxirovements in the education of children and youth have increased their mental labors, and imposed more burdens ux)ou their brains in the x>i’esent than in the x^receding ages. The x^roportiou of children who are taught in schools increases every year in the United States, and in most civilized nations. There are more and more of those whose knowledge, whose sense of duty, whose desire of gratifying friends, and whose ambition, imx)el them to make their utmost exertion to become good schol¬ ars. Thus they task their minds unduly, and sometimes exhaust their cerebral ener¬ gies, and leave their braius a x>i’ey to other causes which may derange them afterwards. The new sciences which have been lately discovered, or the old sciences that were formerly confined to the learned, but are now simxdified and x^oxndarized, and offered to the young as a x)art of their education, multixily th6 subjects -of study, and increase the mental labor of almost all schools. KELATION OF EDUCATION TO INSANITY. 543 Men, and classes of men, snch as in tlie last centniy wonld have tlionglit of nothing bnt how they should obtain their bread, are now induced to study subjects, aud pursue sciences, and burden their brains witli great, and sometimes with excessive, labor. New fields of investigation have been laid open within the last hundred, aud especially within the last fifty, years. New inducements are olfered, so that a greater variety of tastes is invited to their x)eculiar feasts of knowledge. Many more now study mctai'>hysics, mathematics, physiology, chemistry, biology, &c., and thus they compel their brains to labor with more energy and exhausting :',eal than those of any former generation. In this multiplicatiou of students there are some who attempt to grapy)lo with subjects that they cannot master, and sink under the burden of perplexities which they cannot unravel. In this general increase of mental activity some men become interested and give their minds intensely to the study of public topics, politics, state or national affairs, aud the subjects of legislation, the banking system, tariff, anti-rent, anti-masonry, the license question, &c., or to public moral questions, anti-slavery, temperance, aud gen¬ eral or special reforms, any or all of which impose upon them great anxiety aud men¬ tal labor. In this country, where no son is necessarily confined to the work or employment of his father, but all the fields of labor, of profit, aud of honor are open to whomsoever will put on the harness and enter therein, aud all are invited to join the strife for that which may be gained in each, many are in a transition state from the lower and less desirable to the higher and more desirable conditions. They are struggling for that which costs them mental labor, aud anxiety, aud pain. The mistake, or the ambition of some, leads them to aim at that which they cannot reach, to strive for more than they can grasp, and their mental powers are strained to their utmost tension ; they labor in agitation, and they end in frequent disappointment. Their minds stagger under the disproportionate burden ; they are perplexed with the variety of insur¬ mountable obstacles, aud they are exhausted with the ineffectual labor. EXCESSIVE IMENT^VE APPLICATIOX A CAUSE. But in an uneducated community, or where the people are overborne by despotic government or inflexible customs, where men are born in castes and die without step¬ ping beyond their native condition ; where the child is content with the pursuit and the fortune of his father, and has no hope or expectations of any other, these undue mental excitements and struggles do not happen, aud men’s brains are not confused with new jilaus nor exhausted with the struggle for a higher life, nor overthrown with the disappointment in failure. Of course, in such a state of society these causes of in¬ sanity cannot operate. But, in proportion as education prevails aud emancipates the new generations from the trammels and the condition of the old, and the manifold ways of life are opened to all, the danger of misapplication of the cerebral forces aud the mental power increases, and men may think and act indiscreetly and become insane. The same is distinctly manifested in the i)ursuits of business. There are many new trades and new enqfloyments ; there are new schemes of increasing wealth, new articles of merchandise, and speculations in mauy thiugs of new and multiplying kinds. All these increase the activity of the commercial world. The energy of men of newenter- j)rises gives a hope of actual value and a momentary market value of some new kinds of property. The consequent inflation or expansion of prices to a greater or less de¬ gree, makes many kinds of business more uncertain aud mauy men’s fortunes more pre¬ carious. This increases the doubts and perplexities of business, the necessity of more labor and watchfulness ; it compels greater fear aud anxiety, and the end is more frequently in loss, and failure of plans, and mental disturbance. Connected with these uncertainties which may happen to any, there are more that enter the free and open avenues to occupations which hold out high and flattering promises for which they are unprepared, in which they must struggle with greater labor aud anxiety than others, and in which they must be more frequently disappointed. FAST LIVING A CAUSE. Besides these causes of mental disturbance in the new and untried fields of study and business and commerce, there are other causes in the social position, which is sub¬ ject to like change. Many are passing, or have passed, from a comparatively retired, simple, and unpretending, to the showy, the fashionable, or the cultivated style of life. Jn this transition state there must be more mental labor for those who are passing frwm one condition to the other ; there must be much thought and toil, much hope and fear'',^aud much anxiety and vexation to effect the passage and to sustain one’s self in the nlew position. Wim the increase of wealth aud fashion there come also more artificial life, more neglecu of the rational laws of self-government, more unsoasonnblo hours for food and for Vleep, more dissijiatiou of the o])en, allowable, and genteel kind, and also more of the b\ser, disreimtable, aud concealed sorts. 544 REPORT OF THE COMMISSIONER OF EDUCATION. Consequent upon the new labor and new position and new style of life, there low health, from exhausting and perplexing cares and toils of business, of social^®", and fashion, and from frequent irregular habits of diet and regimen. The secoucig^J consequences of impaired health, of diminished vital force, dyspepsia, debility, c^*^^ sumption, gout, or other diseases, are at length manifested in the brain, and then n-®® vousness frequently, and insanity sometimes, follows. PROPER EDUCATION NOT RESPONSIBLE FOR INSANITY. ^ This multiplication of cases of insanity must not be charged to education as a neces¬ sary condition or consequence. It is rather due to the incompleteness and the perversion of education. Some is caused by the early stimulation of precocious children, some to the pressure upon the brain in childhood and youth, but most from misapplication of education, of mental power, and the cerebral forces in the maturer periods of life. LAW OF LIFE NOT TAUGHT. Among the abundant, various, and profitable teachings of the schools and the world, of books and of society, the inseparable connection of mind and body, of thought, mental action, study and reasoning, with the brain, holds an insufficient j)rominence. Ordinarily this has no place in the plans of education. Among the countless improve¬ ments that have been made, there yet remains the frequent error, both of faith and of practice, that the human mind has no limit to its expansibility, none to its capacity of labor, that the infinite spirit is not bound by any finite organ, that the work of the brain may begin with the earliest dawn of sense, and be increased as fast as the will of the child, the ambition of friends and teachers may desire, and that in all the fields of study, observation, and thought, whether with books in early and mature life, or in the world’s affairs, business, politics, there is no danger of overtasking the cerebral powers, or of exhausting their energies, or of disturbing the mental balance. PROPER METHOD OP DEVELOPING THE BRAIN. Every organ of the body has its appropriate duty and sufficient strength to per¬ form it. Each one is intended for action and effectiveness. The hand and the foot were made for labor, the stomach for digestion, and all gain strength thereby. Yet the hand may be lamed, the foot may be sprained, and the stomach disordered by ex¬ cess of exercise or by bearing unfitting burdens. The brain was not designed to lie dormant. It was intended for action and grows strong with proper use. But, like the hand and the foot, it has its conditions of action and of growth. It may, and its best health demands that it should, be developed and strengthened, but this is by a slow and gradual process. The child’s brain, like its muscles, cannot bear the burden of a more advanced age. If either be overtasked it falters and its growth is retarded. Yet the training of both in early life and their exercise through maturity and age are favorable to and needful for their best condition. If, in what is technically called the educational period, in the beginning, and through all mature life, even to the end, progress is made step by step, each one growing out of the strength of the preceding, the brain’s utmost capacity may be reached, and the mind sustained in unvarying- soundness. Any change may be made in mental progress, and any degree of growth attained, without injury to the cerebral health, if done under these conditions, and no attempt made to leap over the intervening grades of advancement. The laborer may become a philosopher, and gras]} the hardest problems, if he go through the same course of training and deveioximent that the scholar has passed. The philosopher or scholar may become a laborer and do the heaviest work with his hands, if he begin with the lightest tasks and add the heavier only as his strength increases. The blacksmith, whose strength is in his arms, and the rope-dancer, whose strength is in his legs and feet, may exchange their occupations, and each become proficient in his new art, provided that, in his new field, he go through the same slow process of development and training as the original jjrofessor or workman had in his earlier life. But neither of these can suddenly exchange his habit and occupation with the other and assume the new tasks, without suffering in the organs that are made to bear burdens for which they are not suitably prepared. By training and use the brain becomes not only strong, but flexible and versatile ; it . is m'ore easily brought into action, more readily turned to new purposes ; its powers are more under the command of the will. It becomes more refined, and its functions. . both intellectual and emotional, more delicate and intense in their operations. U-cs sensibility is exalted ; it is more susceptible of impressions and influence for good for evil. ^ ) HIGHER FUNCTIONAL ACTIVITY DEMANDS GREATER CARE. f In an educated community there is generally, almost universally, a larger ar^f^ more active mental power. The mind grasps more and reasons more. There are de' EELATION OF EDUCATION TO INSANITY. 545 injnger emotions and passions. There is a higher joy and deeper suffering. There is ed'mer love, and hate more bitter. Life is there larger, broader, more earnest, and effective. tWith this increase of power derived from education there is also more delicacy in lianization and more danger of functional disturbance. With these larger endow- qmts of capacity and knowledge there comes a greater responsibility for self-manage¬ ment, more danger of mistakes and of consequent disease. These dangers are strewn all along the path of life. Education and civilization have /Created or increased them, and should bo held responsible for them, to prevent their efficiency and save the world from the mental injury which they threaten. FAILURE OF EDUCATORS TO MEET THIS RESPONSIBILITY. Education thus far has wrought an incomplete work. What it has done is well done ; but there is yet more for it to do. It has yet to show man and woman how they may use the great trust committed to them, the care of themselves. Great powers of body and mind are put into their hands, by which they can accomiilish an almost infinite variety of purposes, do great good to the world, and gain unmeasured happiness for themselves. They are taught and encouraged to work with their bodilj’’ organs and mental faculties, their muscles, brain, and mind ; but they are not shown the condi¬ tions of these endowments, their capacities and liabilities, their limits and dangers. When the seaman undertakes to manage a ship, it is not enough that he understands navigation and geography, the course and way to the destined ]Dorts, to raise and pre¬ sent the sails to the wind, but he learns all the conditions of the path, the shoals, the rocks that lie in his way, and the dangers of the ocean. He learns the capacity of the vessel, its liability to leak, the burden that it will carry safely, the strength of the sails, ropes, and masts. Then, in accordance with these conditions, he manages the shill. When an engineer assumes the direction of a steam-engine, he is not content with the assurance that with it he can run mills, looms, spinning-jennies, lathes, &c., but he studies the whole structure and strength of his machine, and of all its parts ; the rate it can move ; the force that can be applied without injury ; the quantity of water and fuel that a.re needed ; the pressure of steam that can be borne. Ha ving thus prepared themselves for their responsibilities, the seaman sails his ship and the engi¬ neer runs his engine safely, and both accomplish the purposes for which they rvere de¬ signed without injury or loss, without needless or unnatural wear and tear. But the schools, when they send their pupils forth to the world intrusted with their own vital machines to do the work of life, neglect to teach the law which must govern them, and thus these educated childicn are exposed to error and danger in after-life. CARE OF SELF A DUTY. However well one may be prepared for the recognized responsibilities of life ; how¬ ever learned in geography, mathematics, science, philosophy ; however well he may be fitted to manage business, farms, factories, ships, there is yet this first responsibility that comes upon all men — the care of themselves. Before he can apply liis other knowledge to any of its destined purposes, he must eat, and nourish himself ; he must decarbonize his blood with air ; he must use his muscles and his brain, and recruit their expended forces with rest or sleep. He may do these well, and make himself strong, . healthy, clear-headed, mentally sound ; or he may do them indiscreetly, and make himself sick, weak, stupid, insane. These evil consequences of error in self-manage¬ ment are everywhere seen. They are as frequent as the shipwrecks and the steam- explosions that are due to the ignorance of seamen and engineers. INSANITY AMONG PROFESSIONAL MEN AND SCHOLARS. Even those whoso education is of the highest character, professional men whose whole labor is mental, are not free from the dangers that hang over the brain. They are exposed to the same causes of insanity that the non-professional people are; and in addition to these, they are subject to such as arise from excessive culture, and over¬ burden the mental powers. Some approximation may bo made to the comparative liability of men of high edu¬ cation and others, in Massachusetts, from the record of admissions to the State hospi¬ tals, since that at Worce.ster was opened, in 1833. Neither the McLean asylum nor tiie city lunatic hospital, of Boston, give the occupation of the patients in their reiiorts. Most of their inmates are sent to them from Suffolk County. The insane of the other counties are mostly sent to the three State hospitals, which publish the occupations. From 1833 to 1870, inclusive, these hospitals had admitted from the learned professions— Clergymen . 61 Physicians . 54 Lawyers . 34 Teachers . 56 Authors . 5 Students . 124 35 c E Editors . *. . 6 Civil engineers . fi Total . 346 546 ■ EEPORT OF THE COMMISSIONER OF EDUCATION. None of the censuses, State or national, give the professions in connection Tcith jge, sex, and county lirevions to that of ISiio. The number of males over fifteen engaged in these learned professions, and of those in all other occupations in the State, on of Suffolk, between 1833 and 1865, cannot be ascertained. The number of these in lifs is therefore the only obtainable basis of comparison. Without assuming that tlitge numbers in the i)eriod 1833 to 1865 were the same as those in 1865, it may be supposid that their proportions were alike. Coupiaring, then, this number of the professional insane admitted to the hospitals witr the number of men engaged in all the learned professions, including also professors, librarians, and chemists, living in the State in 1865, and all other males admitted, with the non-professional males over fifteen years old in the State at that date, it is shown that the professional patient^ admitted in thirty-seven years were 3.75 per cent, of the whole number, and the non-professional patients were 2.16 per cent, of their whole number over fifteen in 1865. So far as the experience of Massachusetts from 1833 to 1870 goes, this seems to be the approximate relative proportions of insane sent to the hospitals from all the counties except Suffolk. Three and seventy-seven hundredths of the professional, and 2.16 of the non-professional males, or, as often as one hundred of the latter class were sent, one hundred and seventy- four of the first class, were sent to the State hospitals for the insane, out of the same numbers living in each class. CONCLUSION. From all this survey, we are irresistibly drawn to the conclusion that insanity is a part of tlie price that we are paying for the imperfection of our civilization and the incomj)leteness of our education. This is not merely a present fact. It has been so in ages xiast. It will be so in the future. Our children will be required to x^ay the same x^rice, until all men, women, and youths shall be educated to know the law of their being, and to feel and sustain their resxoonsibility for the faithful management of the brain and mind, and the other organs and functions intrusted to their care. EDWARD JARVIS, M. D., Dorchester, Massachusetts. The following extracts from the works of Dr. Henry Maudsley, a distinguished English authority on insanity, are apx>eiided as confirming substantially certain inter¬ esting views of Dr. Jarvis in the X)r6cediug article. APPARENT INCREASE OF INSANITY. “ Another fact which deserves serious consideration is, that there has undoubtedly been a very large increase of late years in the number of the insane who have come under care and consideration. The rexiorts of the lunacj^ commissioners show that, on the 1st of .January, 1849, there were 14,560 patients in the hospitals, asylums, and licensed houses of England and Wales ; that sixyears afterward, on the 1st of January, 1855, there were 20,493 insane ; that ten years afterward, on the Ist of January, 1865, there were 29,425 insane under certificates, and that on the 1st of January, 1866, the number had risen to 30,869. Now it is certain that this large increase is not to be at¬ tributed to an increase of insanity in the iioxmlation ; it is undoubtedly mainly owing, first, to the large number of cases, formerly unrexiorted, V'hich more stringent legisla’ tion has brought under observation ; second, to the larger number of insane, esxiecially of x^anpers, who are now sent to asylums ; and, third, to the x>rolougation of life in those who have been brought under x^i’oxier care. In fact, it might be said roughly, that the greater part of this largo increase in the insane population of England and Wales is due to the facts that now-a-days more xieoxile are thought and declared mad than would Ibrmerly have been thought so ; that more x^ersous are admitted into asylums, where they live longer, and that fewer persons are discharged, either by death or by being thought to have recovered, than formerly. But, when all due allowance has been made for these causes, it must be admitted that a steady increase of about 1,000 a year in the insane x)ox)ulation of England and Wales, for the last seventeen years, does seem to point to an actual increase in the production of insanity, and even to an increase more than xirox)ortionate to an increasing sane x>ox)ulatiou.'^ — Physiology and Pathology of the Mind, (Part II, Chapter L) IMPROPER EDUCATION A CAUSE OF INSANITY. “ Next to the inherited nature which every one has, the acquired nature w'hich ho owes to the circumstances of his education and training is most important in determin- RELATION OF EDUCATION TO INSANITY. 547 ino; tlic cliaractor. I mean not tlic education wliicli is called learning alone, but that education of the nature of the individual ; that development of the character which the circumstances of his life have determined. There are in every nature its particu¬ lar tendencies or impulses of development which may be fostered or chocked by the conditions of life, and wliich, therefore, according to their good or evil nature, and the external influences which they meet with, may minister to the future weal or woo of the individual — may lead to a stability of character which prevents the mental equi¬ librium over being seriously disturbed, or to such an instabilityof character that the smallest adversity may destroy it forever. How often is one condemned to see, with pain and sorrow, an injudicious education sorely aggravate an inherent mischief. The parent not only transmits a taint or vice of nature to the child, but fosters its evil growth by the influence of a bad example, and by a foolish training at the time when the young mind is very suscex)tible, and when the direction given to its development is sometimes decisive for life. Where there is no innate taint, evil may still be wrought by enforcing an unnatural precocity, wherein is often planted the germ of future dis¬ ease. Parental harshness and neglect-repressing the child’s feelings, stifling its need of love, and driving it to a morbid self-brooding, or to take refuge iu a world of vague fancies — is not less pernicious than a foolish indulgence, through which it never learns the necessary lessons of renunciation and self-control. The aim of a good education should be to develoj) the power and habit of what the events of life will not fail to rudely enforce — renunciation and self-control, and to lead to the continued transference of thoughts and feelings into external actions of a beneficial kind. By the habitual encouragement of seif-feeling, and by an egotistic development in all the relations of life, a cliaracter may, by imperceptible degrees, be so framed that insanity is the nat¬ ural and consummate evolution of it, while every stej) taken in such deterioration will so far predispose to insanity under adverse circumstances of life.” — Physiology and Pathology of the Mind, {Part II, Chapter I.) THE BODY AND THE MIND. “As physicians, we cannot afford to lose sight of the physical aspects of mental states if we would truly comprehend the nature of mental disease and learn to treat it with success. The metaiihysician may, for the purposes of sjieculation, separate mind from body, and evoke laws of its operation out of the depths of self-consciousness ; but the physician, who has to deal x>ractically Avith the thoughts, feelings, and conduct of men ; who has to do Avith mind, not as an abstract entity concerning which he may be content to speculate, but as a force in nature, the operations of Avhich he must pa¬ tiently obserAm and' anxiously labor to influence, must recognize how entirely the integrity of the mental functions depends on the integrity of the bodily organization — must acknowledge the essential unity of body and mind. To set forth this unity has been the chief end in these lectures, because I entertain a most sincere conviction that a just conception of it must lie at the foundation of a real advance in our knoAvledge, both of the physiology and pathology of mind. I have no wish whateAmr to exalt un¬ duly the body ; I have, if possible, still less desire to degrade the mind ; but I do xu’o- test, Avith all the energy I dare use, against the unjust and most unscientific iiractice of declaring the body Aule and despicable, of looking down upon the highest and most Avonderful contriA^ance of creatWe skill, as something of which man dare venture to feel ashamed.” — {Gulsfonian Lectures for 1870.) 548 EEPORT OF THE COMMISSIONER OF EDUCATION. TME KEE4TIOXS OF E1>FCAT50X TO CHIME TME FACILITIES FOH EHFCA- TIOX EX HER FEXAL IXSTITFTiOXS. Criminal statistics, eyeii in our oldest States, are yet in a very unsatisfactory condi¬ tion. The facts of main importance to any valuable study of the conditions of crime arc often entirely neglected. There is no tabulation for the municipal ]prisons and jmlice stations in the State reports. As between different States, no uniformity exists as to methods or objects of tabulation. An inquirer, seeking to learn the extraction of criminals, whether native or foreign, will find the facts in the tables of one State, or one prison, while in those of another he will find merely the places of nativity. In seeking to learn the average grade of their intellectual development he will find some¬ times the number of those who cannot read ; sometimes of those who can neither read nor write, and often nothing at all on the subject; and never anything like a careful statement of amount of education received. If he seeks to know the number of the j)rison poj)ulation who had learned a trade, or mastered some skilled labor, he finds nowhere any exhibit of the facts. Much more value is to be attached to the estimates of experienced and thoughtful men than to any figures which can be collated at pres¬ ent on either of these points, or on many others that might be named. Special and valuable studies in the conditions and sources of crime wait for their material in a uniform and thorough system of statistical presentation of facts in the case. Massa¬ chusetts, through her State board of charities, has begun an excellent work in this direction. Even here is the very great defect, among others — that they i)resent no report of the police work in the State, nor of the municipal places of confinement. The figures of the board cover only State and county institutions, which is more than can be said of the reports of any other New England State. Every student of the conditions of crime is immediately and always in the presence of five commanding facts. Concerning their exact i^roportions there may be slight variations of opinion. ' MAJORITY OF CRIMINALS ILLITERATE. 1. The first of these facts is, that at least 80 per cent, of the crime of New England is committed by those who have no education, or none sufficient to serve them a valu¬ able purpose in life. All tables are fallacious here, in two respects. Firstly, every man, not expecting to be put to the test, will overstate his educational advancement. Secoudly, the mere ability to read and write with difficulty gives a man no considerable advantage, either as to character, powers, or chance in life. To be advantaged by the power to read, he must read with iileasure ; must be interested in, and have the habit of, gaining knowl¬ edge by reading. Much of culture must be added to the mere x^ower to read before that becomes of any practical advantage. The Massachusetts figures for her State and county x')enal institutions are as follows: Of all those incarcerated the past year — a total of 14,315 — 31 per cent, could not read and write, and 8 xier cent, more are registered as only able to read and write ; making a total of 39 xier cent, uneducated beyond this xioint. Twenty-three persons only are reported as having had any higher education than that of the common schools ; the remainder, about 60 per cent., as having a common-school education. Of this 60 per cent., doubtless but a few came from the more advanced studies. Fully two-thirds of our common-school x>upils who have learned to read are not yet advanced so far as to have mastered the rudiments of written arithmetic. The Massachusetts tables, then, axipear to substantiate the fact as announced. Careful and extensive inquiry of wardens, jailers, superintendents of houses of indus¬ try, of correction, and of reformation, and of teachers and other officers of the same, have fully convinced the writer that 80 x>er cent, of the criminal x>opui‘Ttion of New England have never mastered the fundamental rules of written arithmetic, nor entered on the study of geograxffiy or grammar. The great majority of our juvenile delin¬ quents begin in reform schools, lower than this, and the same is true of the x>Rl>ils in the evening schools of our adult x^risons. Having reached such conclusions concerning New England, it is found that 28 x^er cent, of all the State xwisouers of the country in 1868 were unable to read or write; that 32 x^er cent, of the adult xnisoners of New York State were equally untaught ; that 27 per cent, of those in her reformatories could not read, and that of 2,120 x)i’isoners in Ohio 14 per cent, did not know their let¬ ters, and 67 per cent, more could not read and write — a total of 81 x)er cent. x)ractically altogether without education. If, now, the fact that the utterly-unlettered 6 xier cent, of the population of Massa¬ chusetts commits 31 x^er cent, of all her crime be set over against the fact that of all her 14,315 criminals but 23 had enjoyed educational opportunities beyond the com- RELATIONS OF EDUCATION TO CRIME. 549 nion school, have we not a striking illustration of the fact that ignorance is the mother of crime, and that thorough education is a very perfect safeguard against it? And this fact for Massachusetts is only a specimen of what is true of every New England State. From o to 7 per cent, of our population, the wholly uneducated, in New Eng¬ land and the United States, commit at least HO per cent, of all our crime, and less than onc-tifth of one per cent, is committed by those who are educated beyond the common school. The entirely uneducated man is nine times as likely to be a criminal a.s the average of the men who have been taught, and more than one hundred times as likely to become a criminal as he who has been thoroughly educated. MAJOKITY OF CRirillXALS AllE IGXOUAXT OF TUADES. 2. The second grand fact is, that, as through all the country so through New Eng¬ land, from 80 to 90 per cent, of criminals have never learned any trade, or mastered any skilled labor. Here again the “statistics” are almost entirely deficient. But the deliberate answers of every one of a large number of prison officers, in four of our six States, accord with the statement here made. The New England prisons and jails arc filled with mere day-laborers, artisans, mechanics ; skilled laborers are there only in very small percentage.- Educaiion in labor hears the same ratio of freedom from crime as edueation in schools. Ignorance of the methods of skilled labor is just such a danger as ignorance of leisters , CRIMIXALS OF FOREIGN BIRTH. 3. The third grand fact is, that not far from 7.5 per cent, of New England crime is committed by persons of foreign extraction — that is, by persons v/ho were born abroad, or one or both of whose parents were. Here, still, the statistics are at fault, giving, in very many instances, only the iilace of nativity, and not the extraction of the crimi¬ nals. In this iiarticnlar, as in others, the Massachusetts reports give our most reliable data. Of the 14,315 inmates of her State and county institutions, 11,382, or a fraction less than 80 x>er cent., are of foreign extraction. Of the juvenile delinquents at the Boston Reformatory, on Deer Island, numbering 280, only 35 were foreign born ; and yet 90 per cent, were estimated by the superintendent to be of foreign extraction. At Westborough, but seven out of ninety-seven received the past year were of foreign birth ; while 85 per cent, were of foreign extraction. In the Connecticut State Prison are 165 American born, to 46 born abroad — extraction not given. Of the inmates of the Connecticut Reform School, for its wdiole nineteen years, 63 per cent, have been of foreign parentage. Considering the very great relative increase of our foreign popula¬ tion in the last decade, there is no reason to doubt that these figures indicate a figure for the last year at least as high as seventy-five in the hundred. Rhode Islandh State institutions (and county so far as known) record 55 per cent, of foreign born, which fully justifies our estimate of 75 per cent, foreign extraction. In New Hampshire, though the tables are only of nativity, the estimates of officers in charge place the percentage as high as 70. The Maine and Vermont institutions, with their comparatively small numbers of inmates, show a slightly lower per cent. ; but these figures of the State, and, so faras they can be found, of the county prisons, com¬ pletely justify the estimate of 75 per cent, as the proportion of criminals of foreign extraction. But it is to be considered that the far more numerous inmates of our municipal prisons and police stations came from city and manufacturing populations, where the percentage of foreign population is greatly in excess of that of the State at large. Did the facts of the.se institutions appear in the tables, the writer has no doubt the percentage would be swelled to a much higher figure than 75. Say, therefore, that 20 per cent, of our population furnish 75 per cent, of our criminals. IXTE.^IPERAXCE MAKES CRI?iIIXALS. . 4. The fourth fact is, that from 80 to 90 per cent, of our criminals connect their courses of crime with inteinperance. Of the 14,315 inmates of the Massachusetts prisons, 12,396 are reported to have been intemperate, or 84 per cent. At the Deer Island House of Industry, (Boston,) not included in the abovm State figures, of 3,514 commit¬ tals, 3,097, or 88 per cent., were for drunkenness ; fifty-four more as idle and disorderly, which commonly means under the influence of drink; seventy-seven for assault and battery, which means the same thing; and forty-eight as common night-walkers, every o ie of whom is also a common drinker. We have, therefore, of this prison a full 93 per cent, whose confinement is connected with the use of drink, and this may be taken as a not exaggerated sample of many municipal prisons. In the New Hampshire State prison sixty-five out of ninety-one admit themselves to have been intemperate. Reports were asked from every State, county, and municipal ])rison of Connecticut in the spring of 1871, in reference to the statistics of drinking habits among the inmates, and it vras found that more than 90 per cent, had been in habits of drink, by their own admission. 550 REPORT OF THE COMMISSIONER OF EDl.TATIOX. The •'.varden of the Rhode Island State Prison and county jailer estimates 90 per cent, of the residents of his cells as drinkers. From Ycrinont and Maine no reports on this point have been secured; hut they could not, if their prisoners were all temperate, bring the, estimate below 80 x>er cent. It will still be remembered that those figures do not cover the mere temx)orary arrests for drunken disorder, nor the facts of the muuicix)al places of detention, where the x)ercentage of diamken committals will be the most striking. IGNORANCE BREEDS CRIME. 5. The fifth fact is, that, according to the nnaninious judgment of all officers of juvenile reformatories, 95 X)er cent, of these offenders came from idle, ignorant, vicious, and drunken homes. Ofteuest the answer comes, quick and clear, from these officers, when asked, ^Hiow many of youpboys or girls come from, in anywise, decent houses f “Not one in a hundred!” The answer will then be modified a little, and settle close to the figure named above. Almost all children are truant from school at the time of their committal ; almost all of them have been habitually idle upon the streets; far the greater xiart of them have been long in petty vices and crimes, and almost the entire number are children of ignorant and besotted xiarents. In the face of these facts, what can be said but this: “Ignorance breeds crime; edu¬ cation is the remedy for the crimes that imjieril us Grouxhug them together, this is their one im^iression; the two first link together the two xierils of ignorance of letters and ignorance of skilled labor. The one, as the other, gives employment, occuxiies time, x^’events idleness; the one, as the other, develoxis the intellect, masses knowledge and puts it to use; the one, as the other, elevates the taste, and advantages character itself; the one, as the other, advances its xiossessor to a new grade in society, makes him self-resxiecting, and wins for him the respect of his fellows ; the one, as the other, oxieus to him new avenues for steady and compensated emxiloyment; holds out to him the certainty of an ultimate rise in life; x^uts in him new hope and imxmlse and insxiiration ; lifts him above temxitation. Nay, these two classes are, in fact, the same class. No decently -taught xierson xiroposes to himself the mere unskilled day’s working life; he uniformly, and he alone, as the general law, seeks to master some skilled labor, learn some trade or mechanic art, and so, by spe¬ cial skill and value, means to come to something better. Close to these two facts, and of the same force x^i'ecisely, follows the third. The man of foreign-extraction birth is of no xioorer fiber, no meaner material, that he figures so terribly in the tables of crime. The immigrant, coming hither with education, either in schools or skilled industry, does not betake himself to crime. The foreigner, untaught, by no fault of his, in books or in any trade, is thrown in almost comxilete destitution on strange shores, in great cities, where the worst classes congregate and receive him. He brings to the labor market no sxiecial skill, brings just vffiat everybody else has, simxde muscle — awkward and unavailable. He has come, too, to a land of “liberty,” where he dreamed he should find ease and xileRty, and necessity to do only what he liked. He finds Ids kind of work x^oorly x^aid and in x^oor demand. He, of all men, is weakest; suffers soonest in anyx^inch; goes to the wall first, and is able to recover last; anybody can fill his x)lace and do his work. He, therefore, is most of all exposed to vice and crime, and he least of all is defended by cnlture,^or character, or circumstances against evil ways. It is inevitable that he should figure very largely in our lesser crimes and disorders, and in our more brutal breaches of the xmblic xieace. But the reason is, solely, that he is educated neither in the schools nor by the analogous training to skilled labor. The fourth fact follows close in the same line. The man v/ho is untrained in brain and in hands v.nll have a mate like himself; will have a comfortless, unclean, and naked home ; will have few enjoyments, and they will be sensual. No xileasure ho can buy will seem so cheaxi, so convenient to xR’ocure, or so agreeable, as the iileasures of drink. So he can forget his cares, his weariness, his poverty, the wants of hinisclf and family, and be, for the time, rich and full and happy. The classes most widely de¬ bauched by drink are the classes least taught in letters and. least skilled in labor ; and now, by their habits of drink, reduced to deexrer wretchedness of xroverty, want, degra¬ dation, and helxrlessncss, shall they not betake themselves to lives of vice and lives of crime ? Will they not become, as the figures x>rov6 them, the disturbers of the xmblic order, the vast xieril of the xtublic weal? And when all this is true, what must be true of their children ? Must they not be the 95 xrer cent, of our juvenile offenders? Must they not grow up to fill our jails and xwisous to glut the sword of public justice ? ; The crime of New England is the direct and the inevitable outgrowth of the ignorance that still degrades so great a multitude among us. WHERE IS THE REMEDY? •Nothing can abate it but thorough and universal education under the hand of the State. That will do it. There is but a single class of crimes in which intelligence fig- RELATIONS OF EDUCATION TO CRIME. 551 tires to any j^rcat extent : the netting of money under false pretenses, by forgeries, swindles, and the like — crimes that require a certain culture. It is not true, indeed, that education will change a bad heart; but education means intelligence which will keep clear of the clutches of the law ; means a certain prudence and self-control which Avill keep a man from the things society punishes ; that is, from “ crimes and, more than that, education, either in schools or trades, imams a wide opening of all ways to respect', honor, affluence ; means removal from the sharpest temiitations to crime, and from all plea of necessity to sin 5 means ten thousand com¬ forts, tastes — possessions which give man a stake in the iniblic order and welfare, and make him a bulwark of society instead of a freebooter upon it ; means the possession of capital, which is more sensitive than life itself to violations of law and order ; means a dignity and worth in character which is the hope and glory of the race. WHAT ^-THE state’’ SEEMS TO CEIMIN.VES. The facts which constitute the basis of this paper prove that the criminal classes are those who have never had any fair chance to be anything else 'but criminal. They have never received anything, so far as they can see, from society, or the State. They can¬ not see that they owe anything ro the State. Law seems little to them but the rule of the strongest, and they are the natural, inevitable enemies of any body or thing which represents the restraining power of society. They have had no chance to reach an intelligence which could see more truly ; no chance to attain a morality which should be for them a nobler latv. These criminal classes, reared in ignorance and vice, and trained from infancy, as multitudes of them are, to crime — taught or led to it — are fore¬ doomed from their birth to police courts, and prisons, and the gallows. We have thou¬ sands in our penal establishments whose criminal careers tvere made as certain, by tJieir surroundings, as darkness is certain to follow the withdrawal of the light. And New England is yet bringing up, in this dread certainty, a great throng of future crimi¬ nals, simply because she does not take them out of these conditions by universal and thorough education. THE EMPEEATIVE DUTY OP THE STATE. It is needless to say that this can only be done by compulsory laws. The schools are open, and free, and ample. But the parents will not of themselves, or cannot, send their children to them. The prime duty of the State to herself, to these iiarents, to these children, is to ordain it that, every one growdng up within her borders shall be educated to such a degree as to provide him amply for a worthy, reputable, and com¬ fortable life, and to guard him against the temptations which so ensnare the untaught into crime. In regard to the opportunities for education in our jicnal institutions, there is not very much to be said. In the State iDilsons there are, commonly, evening schools, sometimes taught by the chaplains, sometimes by other officers of the x>risons, and sometimes by volunteer teachers. Up to the x'>i'esent year no State has made any appropriation for secular instruction. Massachusetts has now made a beginning. These schools are ordinarily eagerly attended, and the x>rogress made in them is good. In the New Hampshire prison the only secular instruction allowed is that of the chaplain at the cell-door of the prisoner. There is a fair library connected with each of the i^risons. "Why exclude all newspapers from prisons? Newspapers are everywhere interdicted. On what ground a xiaper which is fit to enter our virtuous and Christian families should be excluded from our prisons, it is exceedingly difficult to see. It would seem to be the veiy, most powerful imaginable reformatory force. Let the prisoner share all the great human interests, so far as with safety to society he can. Let him catch the inspirations of progress. Let hiin'entcr into the great tides of human feeling and sympathy. How shall it hui’t him, or us? Can it fail to do him good? Each prison has its chaplain, its Sabbath religious service, its Sabbath-school, and most of them an evening prayer- meeting ; and moral and religious influences are not used in vain. The great and salutary education of regular productive industry is in constant progress. JUVENILE REFOllM SCHOOLS. Ill the juvenile reformatories the schools are admiralfle and successful. All the inmates, with the excexition of a few who arc emxfloyed in outside labor, are in school from three to five hours in a day, and iiursue all the branches ordinarily pursued in our common schools. The children are bright and active, and their alternate hours of labor and of study invigorate and refresh, rather than exhaust. In all the reform ¬ atories, without a single excex»tion, the schools are cared for with, pride and enthusiasm, and are relied on in connection with regular labor as a main reformatory x)Ower. A gre;it number of children are here getting what they could never else have secured, a good and thorough common-school education. It is, in the main, the result of this fact, 552 EEPOET OF THE COMSIISSIONEE OF EDUCATION. that 75 per cent, of the boys of our reform schools go out of those institutions to lives of integrity and usefulness. Conjoined with this system of intellectual culture in all these institutions is a careful, faithful, but undenominational system of religious and moral care. The Sabbath is held in strict observance, and occupied in the ordinary religious services. Sabbath-schools uovdiere receive greater attention, while the train¬ ing ill truth and honor aud purity and manliness and courtesy is nowhere in the world more careful and constant. TRADES SHOULD BE TAUGHT. It seems greatly to be regretted that the labor of these reformatories should not be directed to the acquirement of trades, by which an honest livelihood might be assured to every well-disposed boy on his discharge. To turn him out ui^on the world with nothing but common day-labor to depend on, is to subject him, as we have seen, to the strain of very sharp temptation. Could the writer have his vray about it, the terms of sentence should be longer than they are, and aU children ns old as thirteen should perform their tasks in the acquisition of the practical knovdedge of some skilled labor or handicraft. The system of indenture meets, to a certain extent, this requirement, outside the reformatory; but inside of it, as at iiresent conducted, the industry is in caning chairs, or some such work, which is of money value to the State, of value to the child as a training to industry, but has no relation whatever to any means of pro¬ curing an honest and comfortable living after he leaves the establishment. This seems a pecuniary economy, secured at cost of a great peril — a saving of money, rather than of the boys. This subject, however, can only be alluded to, not discussed, here. Of these institutions of juvenile reform we cannot speak with too much enthusiasm, whether we think of them as the best advance yet in the line of penal discipline and reform ; as institutions for prevention more than cure ; as educational establishments, or as homes better than their inmates ever knew before ; whether we think of the noble views of their founders, the nevy' civilization they indicate, or the new promise they give for the future ; whether we think of their xierfect interior arrangements, or the'kindness, fidelity, and Christian zeal of the officers who conduct thenn A. THE PRESS AS AN EDUCATOR. 553 TIf]E PRESS AS AIM E©U€ATOR. The press is a great and constant educator of the people, and, in the material develop¬ ment of education, has performed and will continue to perform an all-important part. Dependent for its influence and success upon the iutellig* nee of the masses, its -watch¬ word has been “progress!” As institutions, education and the press march hand-in- hand, encouraging each other, born of like necessities, and are twin branches of that great parent-stock — the welfare of society. The immense increase of newspapers and news¬ paper circulation attests the inexorable laws of demand and suj)ply. Without general diflusion of education newspapers could not exist, and without newspapers the pro¬ gress of education would be difficult, if not impracticable. The demand and necessity for education include within their import the supply of iiutelligence through thu medium of the press. As one flourishes the other progresses, and each institutioi;, pari passu, fulfills its grand x>urpose and accomplishes its great results. The x>ower of the press, like the imwer of education, exists everywhere in American civilization ; it reaches the million, in every city, town, village, and hamlet in the laud; its freedom is guaranteed by the Constitution, and thus, being without let or hinderance, and unembarrassed by the caprice of rulers, becomes an inestimable bless¬ ing. Were the x>ress shackled and restrained, ignorance and tyranny would predom¬ inate, and hence education would be limited and. checked. Deprive the people of the press, and at once darkness would x>all the laud, and the necessity to desire, as well as the opportunity to acquire education, would inevitably ^tass away. Through the medium of the press we are made acquainted with our liberties ami our x)rivileges, and hence we understand vffiat is required of us in all the requisites (d’ happy andx)rosT)erous government. By its assistance beneficial results are accomxflished; almost instantaneously, which otherwise would utterly fail, or take years to culmi¬ nate. It creates public oi)inion in its healthiest action, x)uts us in communication wflth other nations, xiromotes commerce, stimulates enteip-uise, aud adds to the iutellectur. 1 development of the wffiole people. Indeed, the ablest rvriters all agree in the asser¬ tion that the x>i'ess is the “ most remarkable xffienomena of modern times, vitally afiecting society in all its relations, and forming one of the political elements cn’ modern free nations which the ancients had not even in embryo.” Newspax)ers have undoubtedly changed all the relations of government by the' r enterprise and activity, and this has been accomplished by reason of their wide cir¬ culation, the raj)id communication of intelligence ou subjects of immediate interest, and the means afforded of acting on the public mind in its state of highest excitemeifl . As political engines they are all-powerful, and hence in countries where the liberi y of the press has been abridged, or qualified, are callable of creating great mi schit f, as well as of performing great good. Recognizing the availability and advantages of the press, special interests have demanded the ]mblication of news]ia]iors devoted to those interests alone. In addition to iiapers devoted to the dissemination of new^s — newspapers strictly, and to those especially devoted to education, organs of jirofession;:! educators — there are now printed class-journals, dedicated to every conceivable interes; ; journals of religion, science, mechanics, agriculture, commerce, medicine, insurance', law, music, temperance, Free-Masonry, Odd-Fellowshiii, sporting, and juvenile readin..-, besides the organs of the different trades and industries. But these, numerous as they are, are only addenda to the national jiress, aud will never supersede its para¬ mount importance, even in these specialties. They are simply adjuncts and no more. HISTORY OF THE PRESS. In order that the power of the press as an educator may be better appreciated, it becomes necessary to make a condensed resimS of its history, following its rise and Xirogress through the different i)criods of its existence and gestation in different coim- tries, ux) to the x^i'esent advanced era of railroads, telegraxihs, and steam-navigation — the anuihilators of time and space, wdiose mouth-xffece and “Herald-Mercury” is the newspaper. This history is necessarily collated &’om the various sources of informa¬ tion which have been aceexffed as correct, aud reveals many remarkable incidents, viewed from the stand-point of present exxieriences and ideas, the most important of which is that the American press has set the example of progress to the older world, and that in this, as in all other essentials of wide-spread liberty and beneficent insti¬ tutions, our country has been foremost in good examxile. THE FIRST NEWSPAPER. According to aceex^ted statistics, newsxiaxiers, like many other institutions important to modern civilization, originated in Italy. The war vvhich the rcx^ublic of Venice 554 REPORT OF THE COMMISSIONER OF EDUCATION. waged against Solyinan II in Dalmatia, in tlie year 1563, gave rise to the practice of communicating military and commercial information hy written sheets. These were read to such people as desired to listen, who paid for the privilege enjoyed in a coin, ]'iOw obsolete, called gazctta, which some claim was the origin of the word gazette.’" Etymologists have urged that the name- “ gazetta” was derived from gazzcra, a maer,) and the German axiom, er Ulgt wic gedrucld, (“he lies like x>rint,”) is lArobably traceable to the accex)ted idea of early uewsx)ax)er mendacity. There can hardly be a doubt that the original idea of issuing neAvsx^axAers, other than official bulletins, Avas conceived more in the si^irit of wrong-doing and mischief, than for any x^ractical use of good to the x^eoxAle, or of fostering the arts, sciences, and education. It is therefore creditable to the x)ress that it has, in the march of x^i’ogress, achieved higher and nobler x3urx)oses. THE PRESS OF GREAT BRITAIN. In England, the rise and x^rogress of newsxAapers are remarkable. The first x^nhlica- tion Avas the Avritten news-letter, furnished, only to the Avealthy aristocracy. As the axAiAetite for information increased, the ucays Avas sung or recited in the shax)e of ballads. Then folloAved the neAVS-XAanqAhlet, the xieriodical, and lastly the genuine newspax>er. It has been claimed that the English Mercurie, of 1588, was the first x^rinted English newsx)aper, but this has been definitely x^i'onounced as fraudulent, and it is noAV accepted that the “ Weekly Ncavs from Italy, Germauie, &c.,” published in 1622, Avas the first regularly x^rinted series of neAvsxmxAers in England. This English Mercurie Avas alleged to haAm been i)rinted under Elizabeth, in the exioch of the Spanish Armada, and se\mral cox^ies, said to haAm been xminted Avhen the Sx>anish fleet was in the Eng¬ lish Channel, Avere carefully x^roseiumd in the British Museum. But the forgery was exposed in 1839, and again in 1850, by Mr. Thomas Watts, one of the librarians of the British Museum. During the cIauI war, numbers of newspapers were xniblished, mostly called “Mercu¬ ries,” but home x)olitics were not discussed in them until after the abolition of the Star Chamber in 1641. These x>dx^crs Avere bitter, eccentric, and frequently coarse, and hence Avere made the olijects of ceusorshix) after the Restoration. The license laws, however, were not abolished until after the accession of William and Mary. The first commercial paper Avas the City Mercury, x^ublished in 1675 ; the first literary xAaxjer, the Mercurius Librarius, in 1680: the first sxAorting paper, the Jockey’s Intelligencer, in 1683; and the first medical x^M^er, in 1686. From that time to 1692, twenty-six neAV journals came into existence, some of whicli were exclusWely literary. Tlie first daily morning new'sx>ax)er Avas the Daily Courant, x^^^hlished in 1702, and contained but one x^^^ge? of two columns. The AAmekly journals Avere better suxqdied, and contained but little home new‘S, maintaining correspondents in foreign countries, Avhich Avas the staxile then demanded in the ay ay of newsx)aiAer information. The ag¬ gregate number of copies of ncAYspapers sold in England during the year 1757 Avas about 7,000,000, and in 1767 upward of 10,000,000. The famous letters of “Junius” began to aiAxmar in 1767, in the Public Advertiser, and accomxdished no little toward the imx)ortance and jioAYcr of the daily x^i’ess of that era. The circulation of the London Times at the beginning of this century was only 1,000 coxAies a day, Avhile other newspapers reached the number of 4,000. “ The Morning Chronicle” and “Morning Post” at that time enjoyed high literary rexAutations, Cole¬ ridge, Southey, Lainl), WordsAvorth, and Mackintosh contributing to the latter, AAffiile Fox and Sheridan aided in the brilliant career of the former. The Times, hoAvever, after a severe struggle, obtained precedence, and in 1814, on the morning of NoAmmlAer 29, after successfully axAxfiying steam-XAOAver to its printing- press, claimed to have presented to the public “the practical result of the greatest improAmment connected Avitli xArinting since the discovery of the art itself.” The editors had but little coneexAtion of what the future had in store. In 1815 there were THE PRESS AS AX EDUCA.TOR. 254 newspapers publislied in the United Kin/rdoin, of Avliicli 55 were in London, (15 dailies,) 124 in other parts of Engiand and AVales, 26 in Scotland, and 49 in Ireland. In 1829 this nninber had increased to 325, and as the goYcrnment inaiiitaiued the stamp duties npon newspapers and advertisements, a revonne was derived for that year of £438,667 10s. Sd. from English newspapers alone, and £136,052 13s. lOd. from'adver- tisements; from Scotch newspapers, £42,301 6s.; on advertisements, £17,592 5s. 7d. ; from Irish newspapers, £28,576 10s. 7d.; on advertisements, £14,985 6s.; being a total of £678,178 3s. 8d. revenno obtained for the year 1829 from taxes on newspapers and newspaper sources. These imposts were burdensome, and had the effect, very neces¬ sarily, of repressing education bj^ keeping the newspapers beyond the reach of the poorer classes, who conld not afford the liixnry of their pnrehase. The subscription to the morning papers was then £2 6s. per quarter, or about $45 per annum in gold, which, it will be observed, operated absolutely as a xmohibition to the masses. Indeed, it might be xnoper to urge that, were such subscription prices demanded to-day, it would prove almost the death-blow to popular intelligence and education. In 1836 the stamp duty Avas reduced from Ad. to a penny, and such was the power of the press, that in 1855 the stamp tax Avas totally abolished, Avhich necessarily caused a reduction in the price of all the neAvspapers. From this era dates the true success of the British press, but the stamp duty would never have been removed but for the example of the Ameri¬ can press and its cheap publication. In 1833 the number of journals x)ublished in Great Britain Avas about 400, circulating annually through the post-office nearly 42,000,000 coijies. After the reduction of the stamp duty to one penny the number increased to 458 within one year, 14 being estab¬ lished in London alone. Among the distinguished lUeraii enqffoyed on these papers were Leigh Hunt, Charles Dickens, Douglas Jerrold, Laman Blanchard, and Thackeraju Robert Owen published a socialist journal called the Xew Moral World, and Feargus O’Connor the famous chartist organ, the Xortheru Star. The Illustrated London Xhws was founded in 1842 by Mr. Herbert Ingram, who, it Avill be remembered, per¬ ished in a steamboat accident on Lake Michigan, in 1860, while traveling in the United States on a tour of observation and pleasure. The raihvay mania in England, in 1845, caused the publication of about 30 railway journals, but these paiiers expired mainly with the explosion of the railway bubbles. There are printed in Loudon over 140 Aveekly papers, including Punch, the Athenceum, Saturday RevioAV, Spectator, and Press, besides many journals devoted to special branches of science, art, and religion. Their joint circulation is estimated at OAmr 500,000 weekly. In 1860 the total number of newspapers, daily and weeldy, puiblished in the United Kingdom was 800, of Avhich, in round numbers, 600 were issued in England, 100 in . Ireland, and 100 in Scotland. In 1782 there was iiublished one new^spaper to 110,000 of the population; in 1821, one to every 90,000; and in 1832j one to every 55,000. In 1868, the latest information now attainable, there Avere j)ublished in the United Kingdom 1,297 journals and periodicals, which, in round numbers, makes about one to ermry 26,000 of the x>opulation. In animadverting upon the reporters and employes of the London uewsx)apers. Dr. Lieber in his Encyclopedia Americana, published in 1835, thus naively alludes to the ‘‘penny-a-liners,” and their use of that which is now commonly knoAvn as the “ manifold Avriter “The ‘penny-a-line’ men are to the press what the Cossacks are to a regular army. The peculiar mode in which these persons, who are about tAveuty in number, obtain the means of subsistence is worthy of notice. When the facts npon Avhich an article is to bo manufactured have been collected, the rei)orter, by means of a paper, something betAAmeu silver and bank paper, called flimsy, and prepared sheets of silk, coAmred OAmr Avith a thick coating of printers’ ink, and dried, make seven or eight copies for the several morning or evening papers. This is attended Avith very little trouble. The black and white sheets are placed alternately, the reporter Avrites on the upper paper with a piece of steel or glass, not too finely pointed, so that the paper may not be cut, and with a moderate degree of pressure the ink is transferred from the black to the Avhite sheets, and he obtains seven or eight perfect copies.” THE PRESS OF AMERICA. The first newspaper issued in the United States was at Boston, on September 25, 1690. Its publication Avas declared contrary to laAv by the colonial legislature, auAl it was charged Avith containing “reflections of a very high nature.” A second number neAmr was printed, and it is supposed its further issue Avas sup- X)ressed by the authorities. One co^Ay only of this paper is presciwed, and is on file in the state-paper office in London. It is a small sheet of four quarto pages, one of them blank, and contains the record of passing occurrences, domestic and foreign. In the same year. Governor Fletcher, of Noav York, caused a copy of the London Gazette, containing intelligence of an engagement Avith the French, to bo reprinted. John Campbell, postmaster of Boston, by birth a Scotchman, and a bookseller by occupa¬ tion, commenced the publication of the Boston XcAA'S-Letter on Axnil ‘24, 1704. It Avas 556 REPORT OF THE COMMISSIONER OF EDUCATION. a lialf sheet, 12 inches hy 8, vrith two columns on each page, and continued to he issued weekly until 177G. On Uecemher 21, 1719, the Boston Gazette made its appearance, and on the 22d of Decemher, 1719, the American Weekly Mercuric was issued from the printing office of William Bradford, of Philadel]>hia. On the 18th of August, 1721, James Franklin, the elder brother of Benjamin Franklin, issued, at Boston, the New England Couraut, which, becoming involved in controversies v-dtli the Rev. Increase Mather and other ministers, upon the subject of inoculation, and indulging in free criticisms of magistrates and rulers in reference to public affairs, the legislature decreed that James Franklin bo forbidden to print or publish the New England Couraut, or any other pamphlet or paper of the like nature, unless it should be first supervised by the secretary of the province. As a consequence, James Franklin’s name was stricken from the paper and his brother Benjamin’s name substituted, who, at that time, was an apprentice in the x^rinting office, and aged but sixteen years. Here he began his liter¬ ary career, and was a frequent, forcible, and iirecocious writer. The first x>aper issued in New York City was the New York Gazette, xmblished Octo¬ ber 16, 1725, by William Bradford, the founder of the Philadelphia Mercurie. In 1754 there were four newsxiapers iiublished in Boston, two in New York, two in Philadel- X)hia, and one in Virginia, (the Gazette, of William sburgh,) which w'as first issued in 1736. In 1776 the total number of nev/sx>apers published in the United States was 37, of which there were 7 in JMassachusetts, 1 in New Hanqishire, 2 in Rhode Island, 4 in Connecticut, 4 in New Tork, 9 in Pennsylvania, 2 in Maryland, 2 in YTrgiuia, 2 in North Carolina, 3 in South Carolina, and 1 in Georgia ; all weeklies but one, which was a semi- weekly. The New^iort Mercury was first issued at Newport, Rhode Island, June 12, 1758, and on June 16, 1866, published the following interesting article, celebrating its one hun¬ dred and eighth anniversary : “Our AninIVERSAry. — One hundred and eight years ago last Tuesday, (June 12, 1758,) the first number of the Newport Mercury was offered to the x)ublic as a weekly messenger and chronicler of the times. Other xiaxiers had been printed in Newport previous to that time, but were discontinued for the want of support. “'James Franklin was a practical x)rinter, and to that business he confined himself, and when his xirevious efforts to conduct the Rhode Island Gazetto were not sux)ported by the public, he devoted himself to job printing. In 1758 he was induced to start another -paper, and he gave it the name of Newport Mercury. It was about the size of a letter-sheet, containing eight columns, three and a half inches wide^ and twelve inches in length. For a frontispiece it showed a shi^) leaving the harbor, a fortifica¬ tion in the rear with the British flag flying, and a figure of Mercury xiassing through the air, holding in his hand a package, signifying a news-carrier. Six columns were devoted to news, and Charles Handy, Joseph Gardner, Sarah Osborne, George Hazard, Job Almy, William Stevens, Benjamin Wilbur, Mary T'ate, Christopher Ellery, Gideon and John Vfanton occiqned the other columns with advertisements ; James Franklin reserving two-thirds of a column to x)roclaim the contents of ^ Poor Richard’s Alma¬ nac for 1759.’ “ Mr. Franklin lived but a few years after his new adventure, when the j)aperT)assed to the charge of Ann Franklin, (the mother of James and Benjamin,) then to Samuel Hall, and subsequently to Solomon Southwick, who jmblished it at the time the British took possession of the town. Mr. Southwick buried the i)ress and materials in the yard of the Kilburn house in Broad street, but the British soon ascertained where they were hid, and continued the xmblication of the x)ax)er. “ When the British evacuated the tovfu Mr. Southwick returned, and, with Henry Barber, resumed its publication. Tn 1780 it was conducted solely by Mr. Barber, and when he died Ann Barber, his wife, x^ublished it. Soon after, her son William, and son-in-law Henry Rosmanier, took it, and, subsequently, William and John H. Barber were publishers; next John H. and William L. Barber, and finally William L. Barber continued its imblication until his death in 1850. It was then xJurchased by George C. Mason and Frederick A. Pratt, who continued its publication four years, when IMr. Mason Sold his interest to David M. Coggeshall, and the firm of Coggeshall & Pratt was continued five years, when Mr. Coggeshall sold to William Messer, and by Pratt & Messer it was continued until December, 1862, when the x>resent x)ro];)rietor became solely in charge of the valuable old journal. Thus, in one hundred and eight years fourteen i)ersous have conducted it, and, by the generous suxjjDort of the ])ublic, it has continued to the lu'esent day.” In the year 1800 the number of journals had increased to 200, of which several were dailies. The first daily was the Pennsylvania Packet, or the General Advertiser, sub¬ sequently called the Daily Advertiser, of Philadelx)hia, which was issued regularly from 1784 to 1837. During the revolutionary war, the principal and main organ of the patriots was the Boston Gazette. This journal was X)ublished by Edes & Gill, and its office became the resort and rendezvous of such distinguished x>olitical writers as John Hancock, James Otis, Josiah Quincy, jr., John Adams, Samuel Adams, Thomas THE PRESS AS AN EDUCATOR. 557 Cushing, and Joseph Warren. It ^Yas in the columns of the Gazette that John Adams published his famous series of papers in defense of the colonial cause, under the novi dephune of “ Novanglns/^ and -which Ayere continued until the battles of Lexington and Concord l)rought matters to the crisis of war. Such yms the education taught by the Gazette and its array of patriot contributors ! The Massachusetts Spy, founded by Isaiah Thomas, March 7, 1771, contributed largely to the success of the revolutionary cause, and was removed to Worcester, Massachusetts, in 1775, where it is still pub¬ lished. Rivingtou’s Royal Gazette, a supporter of the royalist cause, was established in New York in 1773, but although it had obtained a large circulation, it necessarily suspended after the declaration of j)eace in 1783. The Commercial Advertiser, still published in New York, was established in 1797, and the Evening Post was founded in 1801 by William Coleman, a lawyer of eminence, from Massachusetts. William Leggett was one of its early editors, and was succeeded by William Cullen Bryant, in 1826, who, notwithstanding his ripe age, still retains his connection with the ];>aper. The National Intelligencer was founded at Washington City by Samuel Harrison Smith, and Mr. Joseph Gales became connected with it in 1807, and Mr. William W. Seaton in 1812. In January, 1813, it commenced its first issue as a daily, and continued until 1869, when its publication was susirended. By the census of 1810 it apirears that there were 358 newspapers published in the United States, of Avhich 27 were dailies, and the annual issue 22,321,000 copies. In 1824 there were 11 dailies in Philadelphia, and 12 in New York, circulating from 1,000 to 4,000 copies. In 1828 the yearly issue had increased to 68,117,796 copies. The fol¬ lowing table, published in the American Almanac of 1830, shows the increase of news¬ papers, by States, from 1775 to 1810 and 1828 : States. Newspapers. 1775. 1810. 1828. Maine _ _ _ _ _ _ - _ _ _ _ _ - _ _ _ _ 29 Massachusetts _ ...... _ _ _ _ _ _ _ _ _ _ _ _ _ 7 32 78 New Hampshire _ _ _ _ _ _ _ _ _ _ _ _ 1 12 17 Vermont . . . . . . 14 21 Rhode Island . . . . . - . . . . 2 7 14 Connecticut . . . . . - . 4 11 33 Now Yorl^ _ _ _ _ 4 66 161 Ne-v' Jersey . . . . . . . . . 8 22 PennsyWania . . . . . . . . 9 71 185 Delaware . . . . . . . . . . 2 4 ^Maryland . . . . . . . . 2 21 37 District of Columbia . 6 9 Virginia . . . . . . . . 2 23 34 North Carolina . 2 10 20 South Carolina . . . . . . 3 10 16 Georgia . . . . . . . . . . . . 1 13 18 Florida . 1 2 Alabama . . . . . . . 10 Mississippi . 4 6 Louisiana . 10 9 Tennessee . . 6 8 Kentucky . 17 23 14 66 Indiana . . . . . . 17 Michigan . . . . . . . . . . . . . 2 Illinois . . . . . . - _ 4 Missouri . . . . 5 Arkansas . 1 Cherokee Nation . . 1 In 1835 there were over 1,000 newspapers published in the United States, of which the State of New York, containing 1,913,000 inhabitants, had 193, exclusive of religious journals. According to the statistics of that date, it appears that there were oAmr fifty dailies published in the United States, most of which were well supported. In 1720, the North American colonies had only seven newspapers ; in 1810 the United States had 359 ; in 1826 they had 640 ; in 1830 they had 1,000, with a population of 13,000,000, 558 REPORT OF THE COMMISSIONER OF EDUCATION. which Dr. Licher boldly asserts was more than those furnished the whole 190,000,000 population of Europe. In commenting upon the newspapers of England, France, and the United States, viewed from the situation in 1835, a stand-point of only thirty-six years ago. Dr. Lieber quaintly, and perhaps somewhat truthfully, remarks : We find those of the United States most numerous, while some of the French papers have the largest subscription, audthe whole establishment of a first-rate London pa^rer is the most complete. Its activity is immense. When Canning sent British troops to Portugal in 1826, we know that some, papers sent reporters leiili the army. The zeal of the New York papers also deserves to be mentioned, which send out tlieir uews-boate even fifty miles to sea, t,o board apiiroachiug vessels and obtain the news they bring. * if # From the immense number of different ]iapers in the United States, it re¬ sults that the number of subscribers is limited, 2,000 being considered a respectable list. One paper, therefore, is not able to unite the talent of many able men, as is the case with France. * In the United States, few papers have more than one editor, who generally writes upon almost all subjects himself. This circumstance ne¬ cessarily makes the X)apers less spirited and able than some of the foreign journals, but is attended with this advantage, that no x^articular set of men is enabled to exercise a predominant influence by means of these periodicals. Their abundance neutralizes their effects. Declamation and sophistry are made comparatively harmless by running into a thousand conflicting currents. How different would be the case if there existed in the United States but a few paxoers, icithfrom 25 to 30,000 snliscribers and jive times as many readers. * * ^ respects proxiriety of tone, generally speaking, the English, and esiiecially the French x>aiiers, excel the American ; and perhaps future ages may. look upon the violence of political controversy which disfigures the journals of our country in the present day with somewhat the same feeling as that with which we regard the intemxrerance of religious controversy at the period of the Reformation. The leading spirits of that time used language wdiich, at the x)resent day, is mostly banished to Billingsgate.’^ The census of 1840 returned 1,631 newspapers, with a yearly issue of 195,838,673 copies ; and in 1850 the number reached 2,800, with an annual circulation of 426,409,978 copies, an average of 21.81 copies to each person in the XDopulation, and of 12.9 jour¬ nals to every 100,000 inhabitants. The number of dailies in 1850 was 254, with an average circulation of 3,200 copies each. The census of 1860 returned 3,725 daily, tri-weekly, semi-weekly, weekly, bi-weekly, and semi-monthly periodicals, and 326 monthly, bi-monthly, quarterly, semi-annual, and annual x>eriodicals ; making a gross total of 4,051, of all kinds of journals then Xmblished in the United States, with annual circulation estimated at 927,951,548 copies. The total number of x)eriodicals now xjublished in the United States and Territories is 6,056, which, at the returned census population of 1870 of 38,307,399, is one journal to 6,325 inhabitants. The following table shows the number and character of period¬ icals x)ublished in the ten joriucixial cities, the total being 1,007 journals. Number of newspapers and periodicals 'published in the ten principal cities of the United States, furnished by courtesy of the superintendent of the census. 'Nevr York City Pliiladelpliia. . . , CincinDati . St. Louis . Chicago . . Ealtimoro . Brooklyn . . Boston . . San Francisco . . Kevr Orleans . . . Cities. 5 a O s s 1 1 a fe ^ ublicatious, 894, of w'hich 371 are printed in New York City, and Nevada has the smallest number issued in any State — only 15. Nevada has more daily than weekly papers, and is unique in this respect, every other State having from three to twelve times as many weeklies as dailies. Tri-weekly papers are more common in the South than semi-wmeklies, while in the Northern States the facts are reversed. The largest number of daily papers imblished in any State is 89, in New' York. Pennsylvania is second, w'ith 61. Next comes Illinois, with 38, and California has 34^ being the fourth on the list. Delaware and Florida have each one daily paper. Kan¬ sas has as many as Vermont, West Virginia, Mississippi, and Arkansas combined. Ne¬ braska and Nevada have each more dailies than either Oregon, Rhode Island, South Carolina, Vermont, West Virginia, Arkansas, Delaware, Florida, Maine, or Mississippi. “ Of the 73 publications issued regularly in the Territories, 13 are daily and 50 weekly, 3 tri-weekly, 4 semi-weekly, 1 appears monthly, 1 semi-monthly, and 1 bi- weeklj''. “The papers of New York State have the largest circulation, averaging 7,411 each issue. Massachusetts is second, with 5,709 average ; then comes the District of Columbia with 4,323. Nevada has the smallest average circulation, only 516, w'hile Florida aver¬ ages 616, Arkansas 650, Texas 701, and Iklississippi 753. The average circulation of all daily iiapers published is 2,717, of the weeklies 1,598, and of the monthlies 4,081. The average edition of all the papers printed is 1,842, wffiich, multiplied by 6,438, the entire number of publications, gives 11,858,796 as the number of copies in which an adver¬ tisement would appear if inserted once in all. The same advertisement, if continued one year, would be printed the enormous number of 1,499,922,219 times. The total number of publications printed in an entire year in North Carolina w'ill supply only four copies to each inhabitant, equivalent to one paper to every soul once in three months. Mississippi, Florida, and Arkansas do but little better, furnishing 5 copies per year. Alabama, Minnesota, South Carolina, Texas, and West Virginia all print less than enough to give each inhabitant a paper once in hve w'eeks, while California gives 82 copies per year, exceeding every other State except New" York, which xnints 113 coxnes x>er year for every soul w"ithin its borders. As New" York x)apers circulate every¬ where, while those of California do not go very much out of the State, it is evident that the x)apers issued there have a better local support than in any other State of the American Union. “ In the District of Columbia we find that one new'sx)aper is published for every three square miles of territory. Massachusetts has one to 30 square miles, and Rhode Island one to 50; then comes New York wdth one to 57 ; Connecticut has one to 60, New Jersey one to 63, Texas one to 2,345, Florida one to 2,693 ; w"hile in the Territories one new'spaper spreads its circulation over no less than 14,465 square miles. “ There are 548 xiapers in the United States which x)rint more than 5,000 cox)ies each issue, and 11 which print more than 100,000. The New York Weekly has the largest circu¬ lation given ; among the x)olitical mediums the New" York Weekly Tribune takes the lead, and among the agricultural weeklies IMoore’s Rural Nevr-Yorker stands first. Tlio New York Indexiendent is the largest x>ax)er and has the largest circulation of any religious paper. Nearly 1,000 ])apers are x)rinted on the auxiliary xdan — that is, on sheets x)urchased from New" York, Chicago, and other centers, w"ith one side already printed. This number has more than doubled within one year. More than 1,000 new" newspapers have been established since the 1st of March, 1870, and the number of new ones announced since January 1, 1871, has averaged nearly four xier day. The number of susxoensions is about one-fourth as large as that of the new issues announced. The number of new'spapers issued has fully doubled within six years. “In looking over the publications devoted to specialties (or class publications) w'O hud the religious largely predominate over any other class, which show's the interest the public press takes in the moral and religious w'elfiire of the country. There are in the United States 283 publications advocatiiig evangelical or sectarian ideas, with 22 in the Dominion of Canada, w'ith none either in the Territories or colonies. Of this num¬ ber New- York City has 44, Philadelidiia 23, Boston 21, while Florida, Kansas, Nevada, and New Jersey are entirely unrepresented. 560 REPORT OF THE COMMISSIONER OF EDUCATION. “ The farmers, horticulturists aud stock-raisers have their interests represented hy an agricultural x)ress numbering no less than 105 x>ublications, many of which are got¬ ten up at great expense, and are very extensively circulated. “ The medical profession enlightens its members through the columns of 72 publica¬ tions, of which 5 are weeklies, 50 monthlies, 3 semi-monthlies, 3 bi-monthlies, and 11 quarterlies. “ Nearly, if not all, the schools of medicine have their representative organ, which circulates among its admirers and is criticised severely by its contemporaries whose views differ from it about the ‘ healing of the nations,’ while there are a number th.at furnish intelligence of interest to all medical men, as well as the general reader, with¬ out taking sides for or against any particular school of medicine. Most of the colleges and jnany of the State boards of education have their repre¬ sentative organ, besides several publications that treat educational matters in a gen¬ eral way. Of this class we have 84 in the United States, and 6 in the Dominion of Canada. They are mostly monthlies, with an occasional weekly, bi-weekly, and quar¬ terly. “ The large cities have their commercial papers, which are nearly all issued vmekly. Insurance is discussed through the medium of 19 special publications, 12 of v/hich are issued monthly, and a number of them being noted for their superior typographical ax)pearance. Free Masonry, temperance, Odd-Fellowship, music, mechanics, law, sporting, real estate, and woman’s suffrage, have each their representative organs, many of which are edited with ability and'have extensive circulations, and net large incomes to their enterprising publishers. The list of class publications is increasing rapidly of late, its ratio of increase being greater than that of the entire press of the country taken together, owing probably to the fact that the increase of wealth and population of the country make it possible and profitable to publish class X3ai3ers where, but a very few years back, they could not have been made self-sujjporting. The number of papers iiublished in other than the English language is growing rapidly, owing to the immense immigration from foreign countries, especially Germany, France, Scandinavia, and Italy. “The publications printed in the German language in the United States number 341, and the Dominion of Canada 5, and are over three times as many as the sum of all the other i)ublicatious in foreign languages combined. “ The publications in the French language are confined principally to Louisiana and the Province of Quebec, where the language is in common use. “ The Scandinavian publications number 18, aud are confined entirely to the West and Northwest, (with a single exception, that of a daily, semi-vreekly, and weekly in New* York City,) the immigrants from Denmark, Norway, and Sweden having principally settled there. Many of the thriving wmsteru towns have been almost entirely built up by these industrious and frugal people, who use their native tongue universally, and frequently never learn the English language. “In the Spanish language there are but 7, Dutch 6, Italian 4, Welsh 3, Bohemian 2, Portuguese 1, Cherokee 1 — none of which have a very wide circulation or influence, owing to the reason that the j)opulation speaking these languages is comparatively limited and widely scattered.” THE 'PRESS AS AN EDUCATOR. 501 A table shoiving the number of newspapers and periodicals puhlished in the United States, Ter- ritories, Dominion of Canada, and British Frovinces of North America. rb <» s a 3 p o a cS P O* 3 o H Alabama . . . Arkansas . California . Connecticut . Delaware . District of Columbia . Florida . Georgia . Illinois . Indiana . Iowa . Kansas . Kentucky . . . Louisiana . Maine . Maryland . Massachusetts . Michigan . Minnesota . Mississippi . Missouri . Xebraska . Xevada . Xew Hampshire . Xew Jersey . Xew York . Xorth Carolina . Ohio . - . Oregon . Pennsylvania . Khode Island . South Carolina . Tennessee . Texas . Vermont . Virginia . "West Virginia . Wisconsin . Total States . Territories . Xew Brunswick, D. C . Xova Scotia, D. C . Ontario, D. C . Quebec, D. C . Total Dominion of Canada British colonies . Grand total . 581 13 40 "”3" 637 102 12 118 13 108 129 66 41 129 51 13 12 21 86 371 209 231 85 76 71 48 77 165 107 85 75 227 31 6 39 98 568 43 306 25 410 18 42 79 95 39 71 49 165 4, 330 50 18 166 43 16 21 17 98 100 16 167 5 53 1 82 1 4 9 2 2 11 3 676 715 13 20 59 62 78 51 187 87 18 25 25 123 499 264 280 112 105 90 139 104 15 56 138 894 65 411 32 584 26 59 104 123 44 116 58 201 5, 983 73 26 32 213 353 36 C E 562 REPORT OF THE COJIMISSIOHER OP EDUCATION. Table showing the average circulation of the newspapers and periodicals printed in the United States and Dominion of Canada. Bi-weekly. Semi-monthly. Monthly. Bi-monthly. Quarterly. 1, 500 6C0 3, 519 10, 425 2, 000 2, 500 1,500 410 2, COO 1, 500 700 500 438 7, 756 587 ■ 3, 273 6, 069 4, 102 1, 862 10, 665 2, 880 2, 833 2, 763 2, 075 8, 852 3, 318 2, 056 1, 179 3,111 1,021 4, 000 5, 500 1, 504 3, 000 750 5, 000 500 5, 000 1,168 480 720 1,500 6,174 960 1, 267 800 1, 670 4,000 1, 968 7. 900 1,000 1, 050 1,500 ( 400 500 5, 332 2, 500 2, 748 6, 880 2, 646 10, 899 650 4, 140 5,000 10, 175 900 5, 338 1,305 980 25, 600 1, 389 1, 550 2, 009 960 700 2, 283 3, 267 1,492 1,000 200 900 300 2,000 38, 700 3, 162 1,400 500 500 3, 400 2, 671 2, 717 475 950 600 1,383 1,000 5, 000 2, 000 400 1,500 3, 000 900 14, 500 700 1, 096 2, 741 4, 081 7, 421 1 1, 951 Alabama . Arkansas . California . Connecticut . Delaware . District of Columbia. Dlorida . Georgia . Illinois . Indiana . Iowa . Kansas . Kentucky . Louisiana . Maine . Maryland . Massachusetts . Michigan . Minnesota . Mississippi . Missouri . Nebraska . Nevada . New Hampshire . New Jersey . New York . North Carolina . Ohio . Oregon . Pennsylvania . Ehode Island . South Carolina . Tennessee . Texas . Vermont-. . . Virginia . West Virginia . Wisconsin . Territories . New Brunswick, D. C Nova Scotia, D. C - Ontario, D. C . tjuebec, D. C . . . British Colonies . Total average. . 1, 960 788 3, 387 2, 160 1, 488 7, 275 450 2, 095 4, 333 2, 490 1, 102 1,539 3, 348 3, 903 1, 496 4, 920 10, 436 2, 354 1, 126 881 4, 511 910 660 961 2,164 10, 714 694 6, 148 1,264 7, 789 4,410 1, 686 2, 483 628 963 1, 651 1, 267 2, 044 733 2,367 1, 367 3, 046 3,154 367 2, 717 838 250 ,500 876 3, 294 450 480 309 500 400 348 600 1, 301 480 480 2, 997 1, 007 233 663 5, 000 906 1, 150 704 772 350 1, COO 222 400 1, 610 1, 100 1, 647 350 1, 057 1, 077 1, 080 783 400 587 464 628 734 1, 080 1, 000 1, 983 225 4, 000 575 300 4, 950 1,181 1, 720 5, 000 1, 000 490 1, 700 443 9S6 216 2,050 645 700 1, 596 556 1,272 944 652 1, 308 1,632 1, 278 4, 260 635 1, 050 2, 249 1, 129 983 1, 024 1, 768 846 2, 377 1, 831 4, 541 1, 429 1, 124 719 1, 633 885 493 1,760 1, 146 6, 300 835 2,888 1,257 2, 938 2, 066 1, 054 1, 383 721 1, 465 1, 001 801 1,200 933 1,600 1,165 1, 594 2,687 758 1, 598 1, 070 650 1,846 3, 000 1,247 4, 323 616 1, 270 2, 907 1, 490 1, 013 1, 828 1,968 1, 220 2, 257 2, 077 5, 709 1,'654 1, 121 753 2, 104 913 516 2, 194 1, 475 7,411 814 3,154 1, 352 3, 704 2, 489 1. 354 1, 747 701 2, 528 1, 107 642 1, 317 858 1, 750 1, 334 1, 897 1, 409 640 1, 842 THE PRESS AS AX EDUCATOR. 563 A iahlc showing the area, jwpiilation, annual circulation of all newspapers and jyeriodicals printed in the United States and Dominion of Canada, and the number of copies printed per year for each inhabitant. Area in square miles. Population. * Total annual circulation. Average number of copies printed yearly for each inhabitant. Average area for each publication, square miles. Alabama . 50, 722 1, 002, 240 8, 891, 432 9 676 Arkansas. . 52, 198 474, 818 2, 438, 716 5 1, 065 California . 118, 891 559, 742 45, 869, 408 82 1, 032 Connecticut . 4, 750 : 537, 418 15, 697, 32*) 29 60 Delaware . 2, 120 « 125, 015 1, 596, 460 13 118 District of Columbia . 60 131,706 11, 637, 400 89 3 Florida . 59, 248 176, 741 841, 880 5 2, 693 Georgia . 58, 000 1,188, 857 14, 447, 388 12 489 Il.inois . 55, 410 2. 538, 337 102, 686, 204 41 116 Indiana . . 33, 809 1, 642, 451 28, 515, 862 17 130 Iowa . 55, 045 1, 193, 083 19, 344, 636 16 204 Kansas . 81,318 361, 961 12, 465, 768 35 726 Kentucky . 37, 680 1, 309, 128 17, 392, 044 13 369 Louisiana . 41,346 717, 026 14, 628, 023 20 954 Maine . 35, 000 630, 719 9, 082, 596 14 538 Maryland . 11, 124 779, 750 19, 461, 660 25 122 Massachusetts . 7, 800 1, 457, 351 107, 691, 952 74 30 Michigan . 56, 461 1, 184, 266 17, 513, 120 15 425 Minnesota . 83, 531 432, 387 2, 811, 120 7 811 Mississippi . 47, 156 859, 006 4, 403, 460 5 518 Missouri . 65, 350 1, 722, 102 37, 737, 564 22 233 Nebraska . 75, 995 116, 888 3, 147, 120 27 1,302 Nevada. . 81, 539 42, 667 1,714,960 40 5,436 A cw Hampshire . 9, 280 317, 603 5, 711, 720 18 179 New Jersey . 8, 320 902, 980 19, 766, 104 22 63 New York'. . 47, 000 4, 370, 846 492, 770, 868 113 57 North Carolina . 50, 704 1, 074, 235 4, 220, 676 4 805 Ohio . 39 934 2, 662, 681 93, 592, 448 35 101 Oregon . 95, 274 90, 922 3, 658, 304 40 2, 977 Pennsylvania . 46, 000 3, 511, 543 233, 380, 532 67 83 Ilhode Island . 1,306 217, 393 10, 048, 048 46 50 South Carolina . 34, 000 735, 000 5, 804, 136 8 586 Tennessee . . 45, eoo 1, 237, 412 15, 712, 236 13 456 Texas . 274, 356 885, 000 5, 813, 432 7 2, 345 Yermont . 10, 212 330, 235 4, 486, 944 14 232 Virginia . 38, 350 1, 195, 278 13, 790, 788 12 342 West Virginia . 23, 000 442, 000 3, 372, 668 8 396 Wisconsin . 53, 924 1, 052, 878 20, 577, 396 20 277 Territories . 1, 041, 366 297, 934 3, 829, 121 13 14, 465 New Brunswick, D. C . 27, 105 319, 091 3, 961, 808 12 1, 043 Anva Scotia, D. C . 18, 660 391,073 3, 838, 784 10 583 Ontario, D. C . 121, 260 2, 000, 000 33, 757, 528 17 580 Quebec, D. C . ' . 210, 020 1, 400, 000 21, 812, 560 16 2,561 Total . 3, 380, 254 42. 617, 960 1, 499, 922, 219 35 550 * Population estimated prior to receipt of census returns. ]!sroTE. — Deducting the area in square miles, x»opulation, and total annual circulation of the four prov¬ inces of the Dominion of Canada, the following is the result for the United States and Territories : area in square miles, 3,003,269; population, 38,507,796; total annual circulation, 1,436,551,539. THE PRESS OF GERMAXY. In Germany newspapers oriapers, 7 of which were printed in ■ German, 2 in French, and 2 in Italian. In 1835 this number had increased to 24, and ! in 1849 there were 77 newspapers published in German alone. Since that time journal¬ ism has materially advanced in the mountain republic, and, like Belguim, the people 'have cultivated the French taste for newspaper literature, the result of which is that 375 journals are now published, quite respectably patronized, and with an increasing demand. Switzerland presents the best average, next to the United States, in the num¬ ber of journals to the number of inhabitants, being one for every 6,695 of the population. THE PRESS AS AN EDUCATOR. 567 THE PRESS OF INDIA, CHINA, AND AUSTRALIA. In India the first paper, called Hichinefs Gazette, was estahlished at Calcutta in 1781, and in 1795 the Bengal Hnrknru made its appearance, and still continnes, the oldest of the East Indian newspapers, having been published as a daily since 1819. Until 1835 the press was nnder censorship or restraint of the East India Company; but a law drafted by Macaulay, and enacted by Governor General Sir Charles ISIetcalfe, subsequently removed all arbitrary restrictions upon the press. On the outbreak of the Se])oy mutiny in 1857, a newspaper license from the government was necessary ; but this law was, by its terms, limited to the duration of one year. Newspapers are published in Calcutta, Serampore, Madras, Bangalore, Bombay, Delhi, Poouah, Lahore, and other cities, but they are of comparatively limited circulation. Several papers are xniblished in the native language, and there are eight of them x>riuted at Calcutta, all inlluential and popular. In China a species of native newspaper has existed for centuries, called by foreigners the Pekin Gazette. It is a court journal, containing such publications as are deemed proper by the Emperor for the annals and history of the government and are plac¬ arded upon bulletin-boards in a court of the i^alace. Couriers are dispatched to all l)arts of China to convey copies to high provincial officers, and anybody may print or sell them to the people. This gazette is generally read with attention by the better classes of the natives in the large cities. In 1827, an English weekly x)aper, called the Register, was established at Canton, and the Canton Press followed in 1836. The North China Mail, at Shanghai, and the China Mail, at Hong-Kong, were leading and influential journals, and there are others imblished at Singapore, but with necessarily small circulation. The first paper, the Sidney Gazette and New South Wales Advertiser, was estab¬ lished in Australia iu 1803. Other newspapers followed as the country became popu¬ lated and developed, and a great number are now published in the various colonies, some of which circulate largely and are creditable specimens of the English provincial press, being ably edited and conducted. In New Zealand, in 1858, there were fourteen English papers, and one printed iu the native or Maori language. There are also several newspapers published in Van Dieman’s Land, and also iu the colony of the Cape of Good Hope. The first paper published in the latter colony was the South, African Advertiser, established in 1824. THE PRESS OF SOUTH AMERICA AND MEXICO. In 1835 the republic of Columbia had sixteen political papers, but the first paper was founded in Chili in 1810. In 1855 the total number of periodicals published in Mexico, Central and South America, was estimated at 192, circulating among a popu¬ lation of about 30,000,000, and distributed as follows : Mexico, 20 ; Central America, 3; Havana, 7 ; Porto Rico, 3; St. Domingo, 4; New Granada, 48; Venezuela, 3; Ecua¬ dor, 3 ; Peru, 27 ; Bolivia, 2 ; Chili, 14 ; Buenos Ayres, 6 ; La Plata, 4 ; Paraguay, 2 ; Montevideo, 4 ; Brazil, 32. Four of these were published iu English, 5 iu French, 1 in German, 29 in Portuguese, and the rest in Spanish. The Brazilian and Chilian press are ably conducted, and exert large influence in public affairs. The press of New Granada is the most active, free, and numerous of any of the South American coun¬ tries, comprising x>olitics, religion, and literature. SincQ the last compilation of news- I)aper statistics of South and Central America the press has undergone vicissitudes incident to wars and revolutions, and although comparatively of small circulation, still maintains character, caste, and increasing numbers and influence. THE PRESS OF THE BRITISH AMERICAN COLONIES. The first newspaper in these colonies was founded in the island of Barbados, in 1731. In 1762 the Barbados Mercury was established, which continued until 1845. Other newspapers were founded at Granada in 1742 ; Antigua, in 1748 ; St. Kitts, iu 1748 ; Dominica, in 1765 ; St. Vincent, in 1784 ; and Bermuda, in 1784. In Canada the Quebec Gazette appeared in 1765, and the Montreal Gazette in 1775. In Nova Scotia, the Halifax Gazette appeared in 1751 ; and in New Brunswick two or three papers were published at St. John iu 1782. The progress of journalism in the territory comprising the Dominion of Canada has been very creditable ; but this is, no doubt, mainly owing to the example of enterprise afforded by the American press. The contiguity of terri¬ tory and the relations of commerce have combined to cause the people of the Domin¬ ion to emulate the progress of the United States iu this regard. In New Brunswick, 26 periodicals are published ; in Nova Scotia, 32 ; in Ontario, 213 ; in Quebec, 82 ; aud in the British Colonies, 29. Of these, 43 are dailies, 13 tri-weekly, 17 semi-Aveekly, 262 weekly, 4 bi-weekly, 2 semi-monthly, 37 monthly, 1 bi-monthly, and three quarterly ; being a total of 382 periodicals now published in the Dominion of Canada aud the British Colonies. The following interesting tables show the development of journalism in Europe and iu the United States, carefuRy arranged from the latest sources of authentic informa¬ tion; Development of Journalism in Europe. 568 EEPOET OF THE COMMISSIONEE OF EDUCATION. •ei^nu^Tq'Bn -miCauraAioq o^^’lBOjnoC 9U0 N 5 ® ^ ^ ® g « ^ Spia i opO ®r< o r ^ " .2 o pii s 2 o ^ q3 fe ® C5 c ^ 5 a !h j3 or< S .2 rt ® a -^3 a !z;oo a ^ -g il, g rt ,.2 rt ® o 'S 0,? C ^ C3 liiil I u^MCiso m C te; a ® .2 a a 03 o a ®'a a^'i? s ^ C c^3 O a a a (>o<^ o o < o o < O O c I o o o t rH O CO 00 Cl I I rt O ■ w ■ ■ § § W r=^ rQ S 'Ciocicicc'»^*»ociciOfooci^icao lCOC^t^ClC5COC5ClQO( I oc 2i p- c?i ■ Ol (M •898X.+0 pn9'|U paqstiqnd eiu •oipouigcl pne sXBoinoCjo -oj^ -^iqNqaijo -o^ ( t- O OJ Cl 1 Cl eo d rH CO lO uo o o o o M o [ I O O -H rH 'O' -J - . 'M : >5P C3 >;^ • Q M . § ®'a S|.3 =3 ^ ® - fa's ® j2 ® S S o o a g U <5 ?q ft S O O C5 H H Ph Ph M M M H 2 ■afl a g o 540 S $ 2 ®®_f-®ijtiS=“O®0 a S S ^ •exn'B!fTquq -m^^aunikoq o^’xBujcnoC 900 •U8T nt pgqsqqnd • sxBujnof JO "o^j; •SJUB -Ijtquqarjo ‘0^ tri.itedStatesandTerritorie3...§ 38,307,390 6,056 6,305 150,000 3«».0«» { S l^w York:!:: E““rX^Tin Gazette. THE PRESS AS AN EDUCATOR. 5G9 ARGUMENT. In view of the immense and almost incredible circulation of the newspaper press, which daily reaches people of all conditions of life, from the highest to the lowest, patrician and plebeian, alike the ruler and the subject, it must be evident that news¬ papers are the great educators. It is clear that the press, by imparting that essential education which accompanies and follows the tuition of youth, becomes its guide and mentor in the after relations of life. It brings to notice every event of importance occurring in the known regions of the earth, and lienee shapes, in a great measure, the enterprise and destiny of the world. Nothing escapes the notice of tshe press. Keenly alive to every occurrence Avorthy of note, and calculated to bo useful to society, it is its especial piWince to make the record and to present it to public view. In the exercise of this prerogative it is without restraint; the right so to do is tacitly yielded, and all alike respect it. Through the medium of our schools and colleges, wo give to our children the ele¬ ments of education, as far as they can be there attained. This, hoAvover, is but the preparation for the duties appertaining to after life, for experience alone can teach us those essentials. The education of manhood is peculiarly important, not only to our¬ selves, but to our country and to posterity. Therefore the province and duty of impart¬ ing education are committed to the care of those who are deemed titted for the respon¬ sibility, and the capacity to perform this devoir is acquired only by the experiences of life. The newspaper press is the main agent whereby these experiences are obtained, and therefore it at once becomes the educator of educators. This is more especially the case iu the United States, over and aboA^e all other coun¬ tries ; for here the press is the most far-reaching and influential of all institutions. Here the wants of the people demand the universal circulation of newspapers, and forthwith the supply is yielded. If a remedy be suggested or required for general or local abuses, the press is at once constituted the umpire. No measure calculated to benefit the masses, or to ameliorate their condition, fails to attract the active support of our newspapers ; and in this regard the free-school sys¬ tem (which is, as it should be, the pride of the people) has alAvays received tlie friend- shixA and assistance of the editorial fraternity. Our people look to our press to give direction to their opinions, and in the main, this duty is justly and honorably per¬ formed. The ueAVspaper communes and converses with the masses; it is an essential element in the social circle, which, after all, is the great lever which moA^es the world ouAvard. Reach the fireside and home circle and you attain the innermost heart of the people. It is the “wheel within the wheel,” the mainspring which gives all things life and impetus. THE PRESS OF THE PAST AND THE PRESENT. The press of the present is far different in its character from the press of the past. In days gone by, it required time to receive and disseminate news, and pending the interim the editors of the past were naturally compelled to iudulge iu essays. Hence it has been claimed, and with some show of reason, that in the olden time our American newspapers Avere better edited and wielded a more poAverful influence over the people — that they dictated public opinion, and avoided catering to the capricious tastes and ideas of their readers. It has also been urged that the early American editors — such as Messrs. Gales, Seaton, Ritchie, Sfcone, Webb, Noah, Prentice, and their contempora¬ ries — were superior in intellect and influence to those who now wield the newspaper pen. The comparison, however, is difficult to draw. In the days when these gentlemen wrote for the xn'ess its circulation was limited, its price expensive, and hence did not reach the masses. The lightning printing-x)ress, the telegraph, the railroad, and steam¬ ship were in embryo. Therefore their duties and their relations to the x)ublic were far different from those appertaining to the editors and paragraphists of the present day; and the historiograx^her can only justly record their eminent abilities and x^ossible virtues, Avithout venturing upon comparisons or parallels. Peoxfle do not look for ethics, essays, and miscellany in the press of to-day. Our local interests are so diversified and outspread, our habits so regulated and governed by im¬ mediate sectional, national, and business interests, that the people can only regard the press as an immediate want, the chronicler of news, the recorder of events which appear and pass aAvay as the lightning, and as their constant educator or didactic, in the things that are and the things that should be, all over the Avorld. The weekly, monthly, quar¬ terly, and other x>eriodicals which have recently obtained large circulations in the United States ably represent the by-gone newspaper press. These periodicals are now necessarily the essayists and the reciters of agreeable and xmpnlar tales. The newspa¬ pers are the results of progress, and, as such, are compelled to keep pace with the swift¬ ness of its demands. They have space only for that which is daily required by the public, and hence the editor of to-day is compelled to bo versatile and brief, pointed and iiithy, free from prosing and sermonizing. 570 REPORT OF THE COMMISSIONER OF EDUCATION. There are hut few of the ancien regime of editors now left to the profession, and tliey doubtless mourn tlie halcyon days of the past. But they must be sensible of the lact that the present imposes other and more varied duties upon the corps-editorial — duties which require increased activity and energy. The “ elder Mr. Weller,” as chronicled in the “ Pickwick Papers,” could not be re¬ conciled to the decadence of stage-coaches and the innovation of steam-engines, and in the same kindly but unreasonable view, the claim of precedence is urged for that which was known in days past as the “ six-penny press.” The stage-coach isthe j)ress of the past; the locomotive is the press of the present. The first fulfilled its purpose honorably and commensurately, and the last is now keeping pace with the rapid march of civilization, and the popular demand for wide-spread, universal education. In Great Britain the press in importance and power has increased materially within the last ten years, and, through the press contributions and other writings of such educationalists and philanthropists as John Stuart Mill, John Bright, Mundella, and Foster, the cause of education has been largely advanced. The masses in England, by the force of American example, are now demanding and receiving the benefit of educational progress heretofore denied them, and to this happy consummation the general British press largely contributes. As education progresses in Great Britain, so the demand for a liberal press increases in the same ratio, and this must inevitably be the case in all countries where a free and uutrammeled press is j)ermitted. In addition to the general and educational press in England, as in America, the -religious or secular journals now devote attention and space to the ad¬ vancement of education, and in tliis essential are invaluable adjuncts. But the xniut- iug-press and the school-house are the special exhibits of Aujerican culture and enter¬ prise, exercising paramount iufiuence in our communities, and, by example, in all the other abodes of civilization. It is fair, also, to claim that the press does not materially abuse its power, privilege, and freedom. Considering its unrestricted license and the opportunity to use it to the injury of individuals, there are but few prosecutions for libel in our courts. Whenever, maliciously and llagrautly, injury is worked to individuals or corporations through the medium of the press, the law should be swift to punish for the benefit of the example ; but the necessity for tliis is happily of rare occurrence. A licentious, sensational, and prurient lu'ess is always to be dej)recated, and although such papers do sometimes tiourish, and obtain large circulations, they are without iufiuence, and are comparatively powerless to injure the fair name and fame of any good citizen. THE EXPENSE INCIDENT TO AMERICAN JOURNALS. Writers upon press statistics have enlarged upon the expense incident to editing and publishing the leading London journals, from which it might be inferred that influ¬ ential American journals are inunted and maintained at less cost. Such an impression is erroneous. Although it has been found imxiracticable to give the detailed expenses incident to the leading American newspapers published in our metropolii, the cost of editing and publishing them is far greater than those of the transatlantic cities. The average salaries now paid to journalists, embracing editors, reporters, correspondents, and experts in the various branches of newspaper essentials, are greater than those disbursed anywhere in Europe. The price of type-composition, press-work, and jiaper is also in excess, and so with almost every other incident of newspaper expense. Nearly all the influential journals of the United States, from the Atlantic to the Pacific, maintain special correspondents at the city of Washington, the national capital, and this employment must necessarily be given to gentlemen of education, culture, and enterprise, well posted in the inner 'workings of our system of government, as well as in the machinery of national politics. The expense thus incurred is very great, and is exclusively a feature of American newspaper enterprise. During the session of Congress the detailed transactions of all branches of the Gov¬ ernment are sent throughout the country by telegraph, at rates of private cost far in excess of wire communication in Europe. Examples of American enterprise, regard¬ less ol‘ expense, were commonly furnished in the publication of ocean cable dispatches narrating at great length tlie particulars of the recent Franco-Prussian war. In closing this “ paper,” the contributor feels justified in asserting that the press is the great educator of the world, and that the main credit of this consummation is due to the example of energy, influence, and progress of American journalism, affecting the modern journalism of all other countries. J. J. NOAH. STATISTICAL TABLES RELATING TO EDUCATION IN THE UNITED STATES. TAliLR T.— STATISTICS (FT.OAI THE NIHTH CEHSHS) SHO'^IHG THE AHEA I'M SQUAHE MILES, THE RACE, NATIVITY, PARENTAGE, AND N OF THE POPULATION, AND THE ASSESSED VALUxV'ITON OF PROPERTY IN EACH OF THE STATES OF THE UNION. STATISTICAL TABLES. 571 Valuation of taxable prop¬ erty. ^SiS:5^^^^g^^sS^Si^i^^SiSiSssgise^igg? ,-r rn' 1 1 3 ^3 s' < z S 5 Oj ? c |s«iiiiiisiili§iiisiiSii=3iSiiSISsi5P S>-‘g|S'-'S|||Sg2W|'f|3 25S5?|f|-''S3|S3WS^^ of § i Ci 3 3 p. o c ^ iiiisiSsSiig:3S|ii§s|iipssS§SgSS|S|s;g T*■* 5 3 8 3 2" S 2 1 3 3 3 3 1 i -r States. Alabama . Arkansas . California . Connecticut . D(‘la\varo . Florida . Georgia . Illinois . Indiana . Iowa . Kansas . Kentucky . Louisiana . Maine . Maryland . Massachusetts . Michijian . Alinuesota . Mississippi . ;M issouii . Nebraska . Nevada . New Hampsbiro . New Jersey . New York . North Carolina . Ohio . Oregon . I’ennsvlvania . Ithode' Island . South Carolina . Tennessee . Texas . Vermont . Virginia . West Virginia . Wisconsin . 1 c H Includiug 55 Js 572 REPORT OF THE COMMISSIONER OF EDUCATION. “IS > >>£ d ^ ■"'o 05 2 •eiTJK •It;?ox ■ojKuiax •91BK i ^g?§2 ;s^§§s -TTfTcf r-rnToDM :§ is IsSis rH'ocfcC^'' iiillil n r-T i> cxf iisig T— i f— 1 1-^ ci* issg « 00 M « ssss g-iiS tsT 2'^2 cr^i> i-T S 55 S iii M (M'cr sii o' iii r-r^'cf •e^ooqoe ;£ j ^’ q. n 9 ni -9p 9;BAiad nisqdnd -ojq •8i!Bp put? sq;aoni nt |Ooqos JO UOtJB.I -np 9Swj;9AY ‘Sil§ O;--'Qd'0f iilli Cl '-O o ^ o ii Ci !>. ® 5 ^ ” S-i’J-'S'll S >n Cl OJ ^ iiiiiii C5 GO *0 O lO if CM ooo: ii||j CO 00 C5 00 ll o2 •s:fOT.ij ■syp yooqos jo syooqos jo ‘oj^ IS -Tcf Ssi-iiSiiSiiii r-T jh" o' t’’' ci" o' co' r-T o o' Cl n i-iil - "'-'a siisi a " •90II9gqB yBJOJ 9SBI9AY cfd'd' •p^n^'Hia osoqy jooonge -qn o3bj9ay 26,017 12, 993 1 s I ii i a :S i 1 il S il i i -■o' : j ii i i i :S : : : •pojajsySoa: J9A9U oSb yooqos JO ii9jp -pqo JO -ox i 11, 887 iiiii ;i¥P I s iiiii r'i-l 850 3, 988 62,718 231,869 316, 784 13, 055 10, 424 130, 081 ii i ii i^i i:f 1 : : ) •goncpuoj -JB o3ba9ay S s 26,773 339, 540 287, 767 211, 568 39, 401 120, 806 70, 000 94, 548 60, 151 201, 750 245, 000 45, 351 1,804 48, 1.50 86, 812 487, 773 31,093 413, 893 21,000 .567, 188 22, 444 44, 559 76, COO '55, 083 •syooxyos 0 T y q n d u x poyyojxio nojp -yiqo JO •o_n; I s 110, 640 39, 766 652, 715 461, 906 341, 938 63, 218 91, 500 119, 480 101, 367 273, 661 278, 686 109, 590 98, COO 21, 178 2, 883 91, 959 169, 430 1,031,318 iisSi : S Cl g 'ci £ 1 64, 149 130, 000 87, 330 267, 891 SCHOOL POPULATION. Sex. pR CD O 88 : ¥ii : iiP 121, 144 1'69 ‘6t, il -s 511,171 . 16, 530 • • : : : if : 199, 931 73, 589 201, 481 i s 321, 614 236, 940 52, 254 § S' i i ii ^ i is is '•s 530, 509 17, 525 i ig i i ;S : 211, 173 81,007 211, 000 •Ox^mox 387, 057 182, 474 125, 409 iigii Siiii 246, 290 225, 508 276, 120 278, 249 384, .554 163, 399 304, 762 41,063 3, 952 71,957 265, 958 1, 480, 761 346, 507 1, 041, 680 34, 055 iiS i isg ! 78, 843 411, 104 154, 596 412, 481 1 —JO soSb oiyj ngoAijgg; 5-21 5-21 5-15 4- 16 5- 21 4- 21 5- 21 6- 21 6-21 5-21 5- 21 6- 20 6-21 4- 21 5- 20 .5-15 5-20 5-21 .5-21 5-21 5- 21 6- 18 4-21 cl— lO 5- 21 6- 21 5- 21 4- 20 6- 21 5- 15 6- 16 6-20 6-18 4- 18 5- 21 6- 21 4-20 • JlodOJ JO 9JBCI 1871 1871 1871 1871 1870 1870 1871 1870 1871 1871 1870 1870 1870 1871 . 1871 1871 1871 1870 1871 1871 1870 1871 1870 1871 1870 1870 tNo correct report. Table TTI.— SCnOOL STATISTICS OF THE UNITED STATES, Ae.— Continuod— SCUOOL FINANCES. STATISTICAL TABLES. 573 •pnn.; |ooqo9 ;aoui3iu -avid j;o ^uuoiuy gSSSS : iiisS : pi5i ; o ou ea :gS§32i * cn cn 1- •r : G^^cfnfnf ?? of S : I®; ; cn ; 229,300 00 2,290,627 51 EXPENDITURE. •oau:>ip -uodxo iBiox I i? P'i SI rH ir S'" r : :i rPA i ii -iP. I ii o r: cn 1 • 5§2?:g;~s T-^ o' cf & 1 1 3 sg 'll gggg : 1132 i |2|3 •; s 1 1 38 ii fi o g 88 ■ o ‘iill iiir ’'iSi is' : :« J : g if^i ■ '^.-T I ^ 2 1 2 -r o CM i'- il c; CO £ cc a: S ^ J §• o o o o o -T oo'' :S li § ; : 2 : : cn • . c5 I 1 ; : ;g : 1 i ii i: i i ig i 3 S§ 3£is s'i .i£ : §s 15 i-Tt-T •Cr— . ^ CO Ilfs i o CO : i ii is :_r S : :i ini Ci j ; SSSSi? SSisir 'S'fs'lS'' V.- SSSli ISIS 5*381 S838 : Kiss i 3 1 g 33 §s 15 i a S X a ? o H cn CO o :SSS3 :g ilisi ii jiiss ii g^gsgi ilsii: 8 1 1 133,274 79; 51,779 13, C) 1,739,241 38 7,748,100 21 42,862 40 5,170,988 54 33 : 23 i : o 3 • .a" . 2 g i. S3 si ii 6 % i -I o ji ;2?? :i i^i ii : : : its i i i '1^ : : : 3 §3 iri2 -^33 :3 3 i2r2 :|'^g :!If !Ir 2 I 3 > . ss o'^ a ^ cn s Sg is :3S3S :i iSiSi ii iiill ;i sSS ;sg5 ill iiii Pi iiii 2 2 S32§ Irisil ^•'ta V- §8 1 1 8 1 s ss ii i| g- o o "o H ii P O 1- SS9SS :J isis§ ii T? i-' o to (M ^ o 00 oj 5 ; c oo' i-T n ; V § giS g 3 = Piissi ripiSi ^''o'm' SSIBSgPSSgSg rpsiiiilii PfiSiPiSS '■'S »-■ s i 1 22 p Si of •saoanos a0q;o rao.i^ o • o « QO ! I'* . • CO • ^ ; :2 :2 S’l ii i” ip ii 5 ;5SSgJg 3 ilisii i '0ri gggsgs 233311 18 ii p 5 c 33 iS •pnT3]^,;osoiBS JO spaoooaj Ii 1 il is : ;i : :2 . . o , - ; 1 . \ M i I ii ’ : : : : : :3 ill ; : :§r2 : •spunj joq^o iuoaj3na0A9ji 00 pi In -o <^co § 1 . :g :i i ii il I 1 I ^ 8§ :2 : : ii i i 52 : : : § i i^l i ;puuj jnonurajvid uo jsoaojui 00 S CO o :o t-H ni o in ccT ss Ii g-g : ! cico o ! :SS3S : ilii- ; 15,440 00 63,064 02 190,000 00 186,485 24 173,335 55 50,000 00 S 88 St-Ji s'-g-l :88 : iP i iP ; 88 P •UOTJ -Bxtjj tiioa^ o i-- o o O 1-t in o ii |S gSSSS :S iiPS ii Sills' i£ o — « 38S§; : iliii i If its i -ric- ; S 1 I 59,260 24 306,826 59 2,227,347 18 9,011,745 65 114,624 75 6,342,325 97 113,699 00 7,194,356 65 90,000 00 240,000 00 £ 3 1 3S SS Si -f States. ii: it f t « 1; iiii nil. AjOUlSl^Ba . Maine . Maryland . Massachusetts . Michigan . Minnesota . g 1 S'g ^l2i M lull ill iioc ii HEr c H ■'f 1 From Auditor’s report of 1870. * No reports. tNoue rejjorted. jNoue. § About S400 000 574 REPORT OF THE COMMISSIONER OF EDUCATION. Table IV.— SCHOOL STATISTICS OF CITIES COH Class A — Part I. — l^ames of superintendents, the population, enrollment, State. Hatne of city. Name of superintendent. Population. Legal school age. Number of children of school age. Number of children enrolled in school. S'© 5 S 5 ^ .5 tX.'©! > <1 5 6 7 8 9 32, 034 10, 5S8 12, 360 5-21 5-21 24, 870 6,000 4, 686 5-21 3, 100 1,580 1, 183 10, 500 5-15 1, 792 1,415 1, 309 16, 283 5-15 3, 158 2, 356 1, 781 149, 473 5-15 27, 897 19, 713 18, 069 10, 066 18, 969 37, 180 5-15 4-16 2, 168 2, 405 4-16 8. 258 5,669 50, 840 4-16 lO; 477 7,209 6, 060 16, 653 10, 826 30, 841 4-16 4-16 4, 373 3,859 3, 574 5-21 4. 171 3, 627 11,384 2,036 605 447 109, 199 21, 789 6-17 6-21 17, 403 8, 290 6, 529 15’, 389 10, 810 6-21 6-21 5, 439 3, 500 2, 632 28, 235 6-21 3, 200 2, 458 1,769 11,162 6-21 3, 828 2, 487 1, 954 14, 590 6-21 4, 173 3, 091 2, 432 298, 977 6-21 80, 280 40, 832 28, 174 10, 158 6-21 3, 228 2, 105 1, 440 22, 849 6-21 6, 931 2, 935 /2, 038 24, 052 6-21 10, 692 3, 171 1,930 11, 049 6-21 3, 889 i 2, 672 i 2, 100 17. 364 6-21 2, 637 1,750 21, 830 6-21 10, 287 3, 562 3, 453 17,718 6-21 8, 239 • 2,641 1, 798 48, 244 6-21 14, 735 6, 560 4, 468 13, 506 10, 709 6-21 6-21 5, 330 2, 532 2. 100 2, 358 15, 396 6-21 7, 031 2. 898 2, 662 16, 103 6-21 5, 889 3, 410 2, 048 14, 930 10, 020 20, 038 5-21 5-21 4,418 1, 583 1, 451 5-21 7, 120 3, 097 2, 429 12, 035 5-21 2, 4j0 1,400 1, 255 18, 434 5-21 6, 929 2, 721 2 292 12, 766 5-21 4,816 2, 109 l! 650 17, 873 5-21 4, 744 7, 700 3, 275 1, 784 24, 505 14, 801 100, 753 6-20 6-20 3, 246 2, 054 6-20 39, 168 14, 574 10, 174 15, 087 6-20 5, 871 2, 004 1, 424 191, 418 6-21 99, 893 20, 00§ 11, 616 18, 289 4-21 5, 314 3, 424 1, 495 2, 717 10, 282 4-21 3, 500 1, 100 13, 600 4-21 4, 326 2, 575 1, 717 31, 413 4-21 xlO, 520 4, 972 3, 718 267, 534 5-20 m75, 000 34, 769 19, 279 250, 526 5-15 45, 970 36, 174 33, 464 Ala . . . Ala... Ark. .. Cal.... Cal.... Cal.... Cal.... Conn. . Conn. . Conn.. Conn. . Conn . . Del ... D. C .. D. C .. Ga . . . . Ga . . . . Ga . . . . Ga . . . . Ill .... Ill ... . Ill .... Ill .... Ill .... Ill ... . Ill .... Ill ... . Ind . . . Ind ... Ind . . . Ind ... Ind . . . Ind . . . Ind . . . Iowa . Iowa . . Iowa . . Iowa . . Iowa . . Iowa . . Kans . . Ky.... Hy.... Ky.... Ky..., La ... , Me... Me... Me.... Me... Md... Mobile . Montgomery .... Little Kock . Oakland . Sacramento . San Francisco. .. Stockton . Bridgeport . Hartford . Kew Haven . Horwicb . Waterbary . Wilmington . Georgetown (b) . . Washington (b).. Atlanta . Augusta . Macon . Savannah . Aurora ...' . Bloomington _ Chicago . Galesburgh . Peoria . Quincy . Rockford . Springfield . Evansville . Fort Wayne . Indianapolis .... Lafayette . Madison . Hew Albany . . . . Terre Haute .... Biu’lington . Council Bluff . . . Davenport . Des Moines (o) . . Dubuque . Keokuk . Leavenworth. . . . Covington . Lexington . Louisville (r) . . . . Newport . New Orleans . . . . Bangor . Biddeford . Lewiston . Portland . Baltimore . Boston . E. K. Dickson. N. P. Gates . F. M. Campbell . Wm. H. Hill . J. H. Widber . George S. Ladd . Kevi Sylvester Clark (w) C. E. Fisher . Ariel Parish . N. H. Whittemore . M. S. Crosby . David W. Harlan . J. O. Wilson (c) . J. O. Wilson (c) . B. Neely W. H. Baker . W. B. Powell . S. M. Etter . J. L. Pickard . J. B. Roberts . J. E. Dow . Thomas W. Macfall (g) James H. Blodgett (ft) . James C. Bennett (1) .. Alex. M. Gow . James H. Smart . A. C. Shortridge . J. T. Merrill . C. E. Emmerick . George Lyman (p) .... William H. AViley . AVilliam M. Brjnnt - W. E. Crosby . W. H. Sears (o) - Thomas Hardy (p) AV. A7. J amison . . . P. J. Williams. ... Dr. J. W. Hall . George H. Tingley, jr (r) W. H. Jones . J. B. Carter . C. P. Roberts . Edwin Stone, {v) . Thomas Tash . A. L. Dresser, {w) . William R. Creery . John D. Philbrick . a These are district schools, and the acting visitor has not separated the primary from the grammar departments. & Not including the colored schools. c Superintendent of white schools only. d Grammar departments connected with primary departments. e Includes high and normal pupils. / Average number belonging. Attendance not given. g The late superintendent, J. W. Brown, furnished this report of the schools of Quincy, ft Principal of West High School. i Unreliable. j Whole number of school-rooms. k Approximately. I From printed report of Samuel Willard, superintendent, for year ending July 11, 1870. m Estimated. STATISTICAL TABLES. 575 TAINIXG 10,000 IXHABITAXTS OR MORE. and attendance, and the statistics of primary and grammar schools. Primary schools. Grammar schools. Humber. o o Teachers. Pupils. 0 0 Teachers. Pupils. c3 a S’ '3 li rS "s 0 'cS 'o H 0 g JD 0 H .2 3 6 a 3 0 15 H io 11 12 13 14 15 16 17 IS 19 30 21 22 33 1 45 16 59 75 1,395 1, 605 3, 000 9 6 22 28 736 804 1, 540 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 35 36 34 37 38 39 40 41 42 43 44 45 46 47 48 49 50 iil 5 9 3-2 15 2 1 11 21 18 259 14 13 21 18 264 15 899 965 1,290 12, 749 861 5 1 13 9 6 2 2 24 10 2 8 9 84 3 8 10 11 108 13 159 389 417 4, 342 488 493 472 170 219 410 451 225 263 a 10 14 44 106 81 47 2 79 47 1, 201 1, 221 1, 131 927 2, 332 2, 148 6 14 6 2 75 15 81 17 1, 852 464 1,697 374 3, 549 848 12 4 98 62 6 98 ! 62 6 98 2, 823 407 4, 820 2 4 32 1 1 6 15 3 26 16 4 32 203 79 826 371 119 883 574 198 1, 709 2, 448 2, 372 17 O 7 9 643 595 _ 1,238 7 6 1 7 396 381 777 18 14 23 15 8 2 1 1 16 13 33 123 20 18 14 33 123 21 32 36 34 40 54 34 60 25 21 42 30 31 457 421 851 3, 359 616 540 439 795 3, 234 550 997 860 1,646 6, 593 1, 166 /I, 565 2, 850 1, 626 1, 616 2, 855 1, 349 3, 094 1, 215 1, 636 1,406 1,464 1,314 10 20 7 cZ23 4 4 6 20 11 405 3 10 20 11 428 4 17 3 9 242 459 315 11, 043 95 250 475 341 10, 538 100 492 934 656 e21, 581 195 /556 204 300 23 1 10 jl5 m 5 4'J 27 60 25 6 42 11 7 1 2 2 ’4' 3 8 36 34 36 52 32 60 23 21 33 27 23 1, 500 1816 1, 350 810 1 8 (m) 31 8 3 8 103 tl32 101 168 1 1,487 670 1, 507 604 809 1,368 679 1, 587 611 827 2 1 2 9 14 29. 8 11 15 31 8 281 158 603 196 285 219 644 203 566 377 1,247 399 3 10 3 5 3 12 80 250 90 249 1.50 499 809 633 655 681 7 13 1 2 (5) 49 i 11 ; 50 13 1,030 400 969 355 2, 009 755 5 7 (9) 5 8 12 9 6 7 15 7 111 160 119 195 230 375 23 24 31 2 22 31 24 31 1,253 1,248 2, 501 8 9 8 12 366 358 724 3 19 24 «25 31 31 25 10 75 327 .s3l 1 t230 33 261 24 9, 809 1,335 2 38 9 2 1 5 37 37 2 2 80 603 160 282 921 5 7 1 36 21 26 62 320 327 36 26 26 62 327 328 1,749 1, 155 1,040 2,452 10, 904 13, 807 2 2 1 3 25 70 13 2 9 27 168 407 15 4 10 30 193 477 552 603 64 96 5,186 7, 561 5,718 6, 246 3, 269 9, 678 3, 506 8, 634 6,775 51 18, 312 1 52 n Primary and grammar are nnited. o Report by W. H. Sears, president of board of education for the west side of Des Moines River, con¬ taining but two-thirds of the i)opulatiou of the city of Des Moines. p Secretary of board of education. g Mr. Hardin says : “Our schools are mostly in large buildings, containing primary, secondary, and CTammar grades, and cannot be classified as you have them,” r P.Michels, assistant superintendent Gorman department, s Including 10 German and 3 music. t Including 14 German. u Includes intermediate. V Chairman of S. S. Committee. w President of the board of education. X This is for tho mouths of September and October only. 576 EEPORT OF THE COMMISSIONER OF EDUCATION. Table IV.— SCHOOL STATISTICS OF CITIES COHTAIETN’G Class A — Part I. — Statistics of primary 1 53 54 55 5G 57 58 59 63 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 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 State. Hame of city. Name of superintendent. 3 4 Mass . . Mass.. Mass. . Mass. . Mass . . Mass.. Mass.. Mass.. Mass . . Mass. . jMass.. Mass . . Mass. . Mass. . Micli. . Mich.. Mich.. Mich.. Minn . Minn . Miss . . Mo ... Mo ... Mo.... Mo.... Hehr. . H . . H. H.. H. H.. H. J. . . N. J... K-f... H. J... N.J... N. J... K J... N. J... H. Y.. N. Y.. H. Y.. H. Y.. N. Y.. H. Y.. N. Y.. H. Y.. N. Y.. N. Y.. H. Y.. N. Y.. H. Y.. N. Y.. N. Y.. N. Y.. N. Y.. H. Y.. Y.. Cambridge . Charlcslowu _ Chelsea . Fall Eiver . Haverhill . Lawrence . Lowell . ; . . Lynn . Hew Bedford. . . . Hewburyport . . . Salem . . Springfield . Taunton . AVorcester (i).... Detroit . East Saginaw . . . Grand Rapids . . . Jackson . Minneapolis, . St. Paul . Vicksburgh . Hannibal . Kansas City _ St. Joseph . St. Louis . Omaha . Concord (m) . Manchester . Hashua . Camden . Elizabeth . Hoboken . Jersey City . Newark . New Brunswick. Paterson . Trenton . Albany (p) . A tibufn . Binghamton . Brooklyn (p) ... Buffalo' . Cohoes (m) . Elmira . Lockport . Newburgh . New York . Ogdensburgh (m) Oswego . Poughkeepsie . . . Rochester . Rome (r) . Schenectady .... Syracuse . Troy (m) . Utica . E. B. Hale . Benj. F. Tweed . . . Tracy P. Cheevers (6) _ M. W. Tewksbury . B. A. Sawyer.. . Gilbert E. Hood . Charles Morrill . Bowman W. Breed (/) ... Henry F. Harrington . . F. D. Burnham (p) . . Jona KimbaU . . E. A. Hubbard . . AY AV. AYaterman . Albert P. Marble . . Duane Doty . . H. S. Tarbell . . A. J. Daniels . . . John E. Mitchell (j) . . Name not given . . John Mattocks . M. S. Hasie . C. C. Hutchinson . . John R. Phillips . Edward B. Neely . AViUiam T. Harris . . Joseph G. Edgerly E. H. Davis . I. AVilliam P. Smith. . L. M. Drew . AYilliam L. Dickenson George B. Sears . H. B. Pierce . . S. C. Hosford . . Cornelius Sherherd. . . J. O. Colo . B. B. Snow . George L. Farnham... I. AY. Buckley . T. Lothrop . M. Hubbard . H. H. Rockwell (r).... James Ferguson . H. A. Jone.s . Henry Kiddle . . B. B. Lowry . . . Y. C. Douglass . Richard Brittain (u) . . S. A. Ellis . O. C. Harrington . S. B. Howe . Edward Smith . AYilliam Kempt . Andrew McMillan . . . . Population. Legal school ago. Number of children of school age. Number of children enrolled in school. Average number at¬ tending school. 5 6 7 9 . 39, 634 5-15 8, 086 a7, 029 5, 772 28, 323 5-15 6, 557 5, 056 4, 635 18, 547 5-15 3, 145 3, 121 2, 800 , 26, 766 5-15 5, 867 5, 637 3, 637 13, 092 5-15 2, 166 2, 319 2,111 , 28, 921 5-15 4, 856 3, 625 c3, 372 , 40, 928 5-15 d6, 437 7, 469 4, 593 28, 233 5-15 5, 904 4, 812 3, 626 21, 320 5-15 3, 850 3, 550 2, 895 12, 595 5-15 2,452 2, 536 1,987 24, 117 5-15 5, 340 4, 178 3, 022 26, 703 5-15 4,167 4, 095 3,815 18, 629 5-15 .3, 290 3, 794 2, 655 41, 105 5-15 7, 519 6, 885 6, 563 79, 577 5-20 28, 779 11, 582 7, 744 11, 350 5-20 3, 085 1,901 1, 575 16, 507 5-20 3, 361 2, 030 li; 447 5-20 3, 045 2, 472 13, 066 5-21 4, 448 1, 832 1,600 20, 030 12, 443 10, 125 5-21 5-21 8, 250 2, 400 2, 200 5-21 2, 814 1, 800 1,600 32, 260 5-21 4, 046 3, 938 2, 083 19, 565 5-21 5, 800 2, 405 1, 656 310, 864 16, 083 12, 241 5-21 5-21 96, 312 48, 886 32, 591 4-21 2, 344 ■ 1,767 23, 536 4-21 n4, 500 2, 300 2, 100 10, 543 4-21 2, 500 1, 975 1, 405 20, 045 20, 832 20, 297 5-18 5-18 6, 880 4, 841 2, 696 5-18 6, 037 3, 534 1, 870 28, 546 5-18 24, 635 16,308 7, 609 105, 059 5-18 27, 868 15, 142 10, 551 15, 058 5-18 4, 443 2, 201 1,306 33, 579 5-18 10, 029 5, 639 3, 359 22, 874 5-18 6, 099 1, 860 1,750 69, 422 5-21 28, 898 10, 939 6, 179 17, 225 5-21 4, 392 2, 763 1, 730 12, 692 5-21 4, 670 2,412 1, 268 396, 099 5-21 135, 869 76, 175 36, .590 117, 714 .5-21 31, 500 21, 808 11, 445 15, 357 5-21 7, 679 3, 405 7il, 873 15, 863 5-21 5, 104 2, 828 2, 295 12, 426 5-21 3, 836 3, 080 1, 546 17, 014 5-21 5, 497 3, 345 1,623 942, 292 5-21 131, 467 106, 170 10, 076 5-21 3, 709 2, 134 1,173 20, 910 5-21 8, 711 5, 350 n3, 397 20, 080 5-21 6, 240 2, 903 1,303 62, 386 11, 000 11, 026 5-21 5-21 10, 128 6, 088 5-21 4,152 1, 966 1,328 43, 051 5-21 15, 808 8, 043 5,365 46, 465 5-21 16, 867 10, 802 n4, 941 28, 804 5-21 9, 626 1 4, 252 2,645 a From State superintendent’s report for 1870. b No superintendent. Tracy P. Cheevers, chairman of High School Committee. c This number includes 425 attending evening schools. d Statistics of 1870. Imperfect. e Including teachers of penmanshin and music. / Chairman of school committ(;e. g Secretary of school committee, h Includes junior grade of pupils, i The statistics of AYorcester are for the year 1870. j Director. k Grammar and intermediate combined. I This includes primary and grammar schools. wFrom the last report of the Stats superintendeni STATISTICAL TABLES, 577 10,000 INHABITA^fTS OR MORE— Continued. and grammar schools, cj-c. — Continued. Primary schools. Grammar schools. Number of. Teachers. Pupils. Number of. Teachers. Pupils. 1 !Z( Male. 6 a 0 Total. Male. Female. Total. Male. Female. Total. Male. Female. Total. 10 11 13 13 14 15 16 17 18 19 20 21 22 23 1 20 65 7 7 GO 67 53 41 43 43 2, 034 5 10 52 62 2, 654 54 12 22 22 559 586 i, 145 3 2 32 34 710 767 1,477 55 36 36 2, 945 13 3 10 13 918 56 21 21 21 421 396 '817 25 2 24 26 578 602 1, 180 57 33 42 42 1, 000 950 1, 950 4 3 21 24 475 525 1,000 58 52 52 52 1, 243 1, 075 2, 318 8 clO 45 55 1,089 919 2, 008 59 43 44 44 1,831 7 4 40 44 1, 649 60 10 35 35 575 625 i;2oo 3 3 27 30 503 665 1, 168 61 16 24 24 504 493 997 9 3 16 19 333 364 702 62 10 37 37 1, 657 919 2, 57() 5 4 28 32 612 559 1,171 63 15 47 47 /i874 855 1, 729 6 6 45 51 943 9.53 1,896 64 43 49 49 1,219 1,116 2, 335 13 4 11 15 257 324 581 65 65 i 64 65 1, 772 1, 677 3, 449 60 6 56 62 1, 336 1,371 2, 707 66 2, 633 2, 640 5,273 6 58 64 1, 436 1,592 3, 028 67 20 21 21 1, 039 7 3 6 9 407 68 11 42 42 1, 778 2 2 4 6 177 69 20 25 25 968 1,116 2, 084 5 2 7 9 130 150 280 70 35 8 8 290 280 570 125 3 28 31 480 490 970 71 23 23 23 1,025 866 1, 891 8 4 8 12 260 249 509 72 73 6 17 17 2 4 4 74 10 10 30 40 1, 029 1,015 2, 044 75 22 22 22 580 686 1,266 8 1 7 8 150 160 310 76 57 5 324 329 7, 673 7, 587 15, 260 20 31 99 130 1, 347 1, 621 2, 968 77 78 79 o30 30 30 546 521 1,067 6 6 11 17 322 345 667 80 17 22 22 809 7 1 13 14 625 81 51 3 48 51 1,225 1,275 2, 500 16 5 11 16 2:25 275 500 82 83 3 20 20 511 611 1, 122 3 4 21 25 294 334 628 '84 14 100 100 3, 000 2, 706 5, 706 11 12 64 76 950 953 1,903 85 21 ’3' 98 101 3, 209 3,110 6. 319 11 15 60 75 1, 620 1,380 3, 000 86 18 18 460 410 870 9 9 165 208 373 87 10 2 47 49 2, 174 6 4 15 19 570 88 27 27 27 640 710 1, 350 8 6 2 8 175 205 380 89 90 2 3 3 qlO 058 128 5 1 31 32 700 1 574 1, 274 91 8 24 24 398 481 879 6 3 8 11 143 1 165 308 92 52 481 481 14, 591 13, 614 28, 205 38 34 325 395 6, 052 1 6, 722 12, 774 93 2 22 22 500 650 1,150 36 38 284 322 12, 622 94 95 26 43 43 s2, 188 4 4 4 8 ■ 96 9 24 24 518 598 1, 116 1 5 5 119 j 150 269 97 42 8 35 43 t\, 623 98 100 1,310 1,310 27, 124 46, 627 53, 751 94 179 877 1,056 16, 574 14,122 30, 696 99 ! ' lOOi 10 32 32 si, 615 6 1 37 38 1, 692 loi 15 30 30 1,011 3 9 9 . 1 232 102. 6 26 26 589 523 1, 112 12 10 97 107 2, 382 2, 441 4, 823 103. 104 4 17 17 485 503 938 3 5 5 12) 125 245 105 33 "2 138 140 2, 231 2, 332 4, 563 6 5 18 23 306 333 639 106. ' 107 32 |.... 30 30 1,077 1,214 2, 291 ^vl2 20 1 20 605 i 624 1 1,229 108 n Estimated. 0 This includes ton “middle schools,” a grade between primary and grammar, and having ten female teacher.s. p From the last State and last city report. q Estimated. Ih imary departments are connected with grammar schools, r Secretary of the board of education. s Grammar and primary reported all together, being in same building, and graded, with one principal. t Average number for whole year, for primary, grammar, and high school. u Mr. Erittain is clerk of the board of education. V Rome, New York, Dr. R. E. Fulton, clerk board of education. w Intermediate instead of , 862 28 58 1, 066 1, 135 2, 201 121 39 ”9' 30 39 859 763 1,622 6 3 3 6 73 80 153 122 19 2 23 25 5S0 635 1,215 4 4 4 85 74 159 123 18 5 35 40 820 774 1, 594 3 6 6 114 86 200 124 50 15 40 55 1, 201 1, 302 2, 503 11 3 11 14 220 255 475 125 15 1 3 j 37 40 SCO 855 1,655 4 2 10 12 248 261 509 126 182 1 705 705 jl96 62 744 806 127 149 ; 149 149 3, 600 3, 699 7, 299 69 26 43 69 770 782 1, 552 128 68 :::: 90 90 1, 724 1,825 3, 549 12 6 6 12 193 212 405 129 130 18 2 1 16 18 1, 073 24 7 17 24 1, 126 131 18 ! 1 17 18 554 660 1, 214 2 1 1 2 57 58 115 132 20 1 20 20 451 4.52 903 8 2 6 8 145 165 310 133 53 ! 60 60 2, 777 3, 318 6, 035 8 7 48 55 1, 137 1,387 2, 524 134 3 31 31 603 792 1,395 5 3 31 34 580 580 1, 160 135 43 j '4’ 39 43 980 1,075 2, 055 10 6 4 10 303 157 460 136 18 34 34 654 700 1, 354 12 3 20 23 489 329 818 137 138 139 140 15 15 15 731 3 3 3 107 141 mG 3 13 16 375 277 652 142 o4 1 4 12 16 315 241 556 143 9 0 26 28 624 606 1, 230 144 10 1 1 1 9 10 191 168 359 3 3 3 86 35 121 145 63 1 3 60 63 974 1, 463 2, 437 10 1 9 10 126 189 315 146 9 1 p2 \ <742 44 968 876 1,844 6 6 8 14 119 129 248 147 35 1 1 1 38 39 1, 444 1,581 3, 025 2 4 4 143 149 292 148 . j 1 149 12 ! 1 ....j 19 19 410 450 860 11 2 24 26 520 770 1, 290 150 j This includes 55 “ grammar,” 34 “consolidated,” and 107 “secondary.” k Nearly 3,000 children in the city of Providence attend Catholic and other private schools. I The public tree-school system of Texas went into operation for the trrst time in Septcmhei 1871. m Graded schools, uniting both primary and grammar departments. n The number of children attending colored schools were not reported and are not included 0 The iniblic white schools of Norfolk combine the elements of both primary and grammar. p Five special teachers of German are not included. q Two special teachers of German arc not included, r County superintendent in charge of city schools. s Including 20 intermediate schools, with 26 teachers, 607 male, 626 female. 580 REPORT OF THE COMMISSIONER OF EDUCATION. Table IV.— SCHOOL STATISTICS OF CITIES COHTAI®' S 2 !2i 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 Class A — Part II. — evening, corporate, State. Name of city. Hi gh schools. Evening schools. Number of. Teachers. Pupils. Number of. Teachers. Pupils. a « a Total. Male. Female. Total. Male. aj Is a ® Total. Male. .2 g Total. 2 3 24 25 26 27 28 29 30 31 32 33 34 35 36 37 Ala .. 2 2 7 105 241 346 Ala . . . 2 2 1 3 125 1 1 1 50 Cal 1 2 2 IS 43 61 Cal . . . 1 2 1 3 60 Cal 2 5 12 329 7 20 1 21 690 Cal . . . 1 2 18 19 37 1 H 4 12 325 1 3 2 240 97 337 Conn.. New Haven . 1 2 5 7 72 107 179 1 6 6 160 180 Conn.. Norwich . 4 4 3 7 172 131 303 1 1 "i 2 21 15 36 Del . . . 3 10 13 190 D. C .. D. C .. Ga Atlanta . Ga Augusta . Ga . . . . Macon . Ga Savannah . 9 6 5 11 HO 170 280 Ill ... . Aurora . 2 2 2 4 41 93 134 HI .. Bloomington >. . . 1 2 4 6 72 108 180 Ill . . . Chicago . 1 10 13 23 fl587 6 12 36 48 1232 Ill .... Galesburgh . 1 2 2 26 53 79 (h) Ill ... . Peoria . 3 j66 Ill .... Quincy . 1 3 2 5 52 63 115 Ill . . . Rockford . 2 2 4 6 kl4 100 174 Ill ... . Springfield . 1 1 3 4 134 Ind . Evansville . 3 2 5 52 89 141 Ind . Fort Wavne . 1 3 3 6 27 45 72 Ind ... Indianapolis . 2 5 7 52 75 127 5 3 2 5 109 40 149 Ind . . . La Fayette . 1 4 1 5 48 55 103 4 3 1 4 175 30 215 Ind . . . Madison . 1 1 2 3 30 50 80 2 1 1 2 12 20 32 Ind . . . New Albany . 2 o 3 5 52 97 149 Ind . . . Terre Haute . 1 2 2 4 40 45 85 Iowa. . Burlington . 1 3 3 6 58 79 137 Iowa . . Council Bluffs . Iowa. . Davenport . 1 2 2 4 31 59 90 1 4 4 93 14 107 Iowa. . Des Moines . 1 1 3 4 60 65 125 Iowa . . Dubuque . . 1 1 3 4 84 Iowa. . Keokuk . 1 Kans. . Leavenworth . 1 1 2 3 20 30 50 Ky. . . . (Mvington . 1 1 3 4 50 61 111 Ky.... Lexington . Ky. . . . Louisville . 2 11 4 15 148 217 365 Ky. . . . Newport . 2 1 1 2 27 La . New Orleans . 4 Me.... Bangor . 1 1 4 5 128 Me... . Biddeford . 1 1 2 3 32 48 80 Me.... Lewiston . 1 1 3 4 120 Me ... . Poi'tland . 1 3 9 12 ioo 188 348 Md . . . Baltimore . 3 13 23 36 287 735 1022 6 6 9 15 578 578 Mass. . Boston . . . 5 40 30 70 798 632 1430 11 20 79 99 1037 Mass. . Cambridge . 1 4 4 8 6 6 4 10 150 Mass. . Charlestown . 1 3 4 7 74 123 197 r6 4 6 10 208 Afass. . Chelsea . _. . . 1 2 4 6 68 110 178 Mass. . Fall River . '. . . 1 2 2 4 150 3 3 7 10 226 83 309 a Total nnmber, including 4 intermediate. & Including 8 in intermediate school, c Including 481 in intermediate school. d Including 9 teachers of music, drawing, French, and German. e Mr. Parish could not obtain statistics of coT'poration schools. / Norwich Free Academy takes the place of high school. <7 luciuding normal puTtils. h Two colleges, Knox College and Lombard TTniversity, i Not including colleges. j Average number belonging; attendance not given. k Approximately. I Female seminary instead of corporate. * The 69 colored schools of Georgetown and AVashington, with 71 female teachers and an average STATISTICAL TABLES, 581 IXG 10,000 INHABITANTS OB MOKE— Continued. and normal schools, and grand total of schools. Coi-porate schools. City normal schools. Grand total. Teachers. Pupils. o 3 d C3 Female. "o H -2 Female. Total. a r2 Female. Total. •2 73 Female. Total. 38 39 40 41 42 43 44 45 46 47 48 49 50 51 1 1 1 15 15 (e) n 3 2 5 63 61 124 1 2 2 40 40 1 2 5 7 200 100 300 1 1 1 16 14 30 1 1 1 2 1 25 26 1 1 4 5 89 89 14 6 20 221 21G 437 n 1 12 13 191 191 (n) 13 p5 G 8 1 1 .... o2 1 2 1 9 11 9 11 19 6 4 14 26 8 8 14 45 14 12 28 975 300 250 403 1012 300 360 454 1987 600 610 857 1 2 2 .... 5 5 1 2 3 5 6 59 65 (3) («) sl7 178 1 179 32 1128 1 4 4 Teachers. Pupils. 11 Teachers. Pupils. CO d d 6 £ d a 'i a O 1^7 o o H S Ph o H 52 53 54 55 59 57 58 1 61 24 86 110 2236 2650 4886 1 2 29 11 14 25 334 3 8 4 29 33 606 735 1341 4 al7 5 637 42 1219 1137 C2356 5 55 56 350 d415 18125 6 25 13 17 30 653 713 1366 7 8 17 118 6331 9 21 13 144 157 3125 2935 6060 10 63 9 70 109 1920 1503 3423 11 12 *18 6 87 93 *3627 13 *8 1 9 10 *605 14 123 9 122 131 3274 3255 6529 15 16 26 11 13 24 1255 1090 2345 17 18 37 11 27 38 809 960 1769 19 37 4 36 40 922 1032 1954 20 36 2 48 50 1238 1244 2482 21 59 53 539 572 14402 13772 28174 22 il3 2 25 27 737 703 1440 23 8 5 48 53 24 12 3 41 44 1656 1515 3171 25 m25 4 57 61 1048 1052 2100 26 6 5 39 44 1750 27 48 7 63 70 1820 1742 3562 28 36 6 51 57 855 943 1798 29 111 26 122 148 3246 3258 6504 30 43 15 41 56 1323 1199 2532 31 15 6 32 38 1101 1257 2358! 32 55 23 55 78 2562 33 38 10 36 46 1099 949 2048 34 8 11 26 37 691 760 1451 35 36 54 16 59 75 1266 1162 2428 37 21 3 21 24 640 615 1225 38 9 ' 6 58 64 2292 39 29 9 29 38 2169 40 34 5 35 40 1640 1700 3340 41 44 4 43 47 42 43 21 42 223 265 10174 44 28 3 27 30 1442 45 67 25 350 375 8373 8769 11616 46 r53 3 65 r68 2717 47 34 8 30 38 648 747 1495 48 t41 2 52 <54 1717 49 16 6 98 104 3721 50 121 51 520 571 10320 9959 19279 51 380 140 850 990 34501 52 it35 17 137 154 , .53 47 18 105 123 5478 54 12 4 58 62 1337 1463 ■ 2800 55 w23 8 55 63 4322 56 m Three private schools not included. n Private and parochial. o Principal. p Catholic schools. q Unknown. r Includes 12 suburban schools, havinj: 12 female teachers and 237 pupils. s Not included in grand total nor connected with city schools, but under control of Baptist denomi¬ nation. t Does not include corporate school. u There are also 18 private schools, with G30 pupils. V Including 2 mechanical drawing schools, Avith 2 male teachers and average attendance of 9G pupils, to A factory school for children, in session 52 weeks, enrolling 1,190 pupils, is not included, attendance of 2,970 are not included. 582 ki:port of the commissioner of education. Table IY— SCHOOL STATISTICS OF CITIES COHTAIH Class A — Part II. — High, evening, corporate, and normal 5 St.ate. Hame of city. High schools. Evening schools. o s Teachers. Pupils. Humber of. Teachers. Pupils. Male. rS £ Ph Total. Male. Female. Total. 6 Female. Total. Male. Female. "3 "o 1 2 3 24 ^ 1 1 36 27 38 29 30 31 32 33 34 35 36 37 57 Mass. . 1 2 3 5 39 75 114 ! i 58 1 1 4 5 50 75 125 2 ‘ 17 17 200 225 425 59 1 3 8 107 160 267 c2 1 32 33 334 60 1 2 3 5 147 4 8 27 35 420 61 Mass.. Hew Bedford . 1 2 9 72 200 272 2 1 ' 9 10 111 42 153 62 2 3 3 6 110 118 228 1 i. . . . 63 Mass.. Salem . . 1 2 4 6 74 58 132 2 1 5 6 100 60 160 64 Mass.. Springfield . 1 3 5 8 85 105 190 £'2 3 6 9 70 100 170 65 Mass.. Taunton . 1 2 1 3 28 60 88 3 7 : 7 14 250 27 277 66 Mass. . Worcester . 1 3 5 8 92 127 219 3 7 7 75 113 188 67 o 4 6 103 100 203 68 1 1 2 3 20 46 66 69 Mich 1 2 2 4 75 70 2 3 3 6 64 44 108 71 Minn . Minneapolis . 2 2 2 34 26 60 72 Minn . St. Paul . 1 2 2 4 56 48 104 73 Miss . . Y ickshurgh . 74 Mo.... TTnurtibnl 1 1 3 4 il 1 .... 1 75 Mo.... Kansas City . 1 1 1 2 22 17 39 76 Mo.... St. Joseph .' . 1 2 1 3 45 35 80 77 Mo.... St. Louis . 2 8; 9 17 171 203 374 15 21 .... 43 63 1939 470 2409 78 Hehr. . Omaha . 79 H. H.. Concord (j) . 1 1 3 4 150 80 H. H.. Manchester . 1 1 3 4 58 78 136 2 o 2 4 100 81 H. H Hashua . 1 1 2 3 81 2 3 3 150 82 H. J... Camden . 83 H. J... Elizabeth . 84 N. J... Hoboken . 1 2 4 g 80 40 120 85 H. J... Jersey City . 8 13 31 44' 450 150 600 86 H.J... Hewark . . 1 5 6 11 151 200 351 5 13 6 19 484 294 778 87 N. J . . . Hew Brunswick. . . . 1 2 3 23 40 63 88 H. J... Paterson . 1 1 4 5 150 5 4 .... 13 17i 415 89 H. J... Trenton . 2 2 2 80 80 90 H. Y .. Albany {n} . ol 9 5 14 283 91 H.Y.. Auburn . 1 2 4 43 55 98 2 2 ! 9 11 80 60 140 92 H. Y Binoflinmton 1 1 3 4 36 45 81 93 H. Y .. Brooklyn (n) . 9 21 78 99 2071 94 H. Y .. Buffalo . 1 6 8 14 158 277 435 13 15 53 68 1956 95 H. Y .. Cohoes (n) . 96 H. Y Elmira 1 2 3 5 107 97 N. Y T.oolcport 1 4 4 8 70 91 161 1 98 N. Y .. Hewhurgh . 1 2 1 3 183 99 H. Y .. Hew York . 1 31 31 909 909 34 165 193 358 8119 3664 11783 100 N. Y . Oo'denshiiro'h (tj.) 101 H. Y Oswea’o ... 1 2 3 - 90 1 1 1 2' 117 102 H. Y .. Pon crliLofipsio 1 1 2 3 60 1 103 tsT. Y .. Roch estor 1 3 4 7 57 95 152 104 H. Y .. Rome 105 H. Y . . Schenectady 1 3 5 8 45 50 95 106 H. Y . . Syracuse 1 4 6 10 • 79 84 163 107 H. Y .. Troy (n) . 108 N. Y .. Utica . 1 1 9 10 233 198 431 1 1 2 3; 114 142 156 109 H. C .. Wilmino'ton 110 Ohio . . A kron . . . . 111 Ohio . . Cincinnati . 2 5 5 10 94| 130 224 1 1 1 2, 55 55 a Teachers traininc: for .sole charge of schools. 6 Also in city 2 Catholic Church schools, containing about 600 hoys and 800 girls and 20 female teachers. * c Evening schools are an irregular institution; sometimes kept, sometimes not. d Hot including evening schools. e Private schools. / Corporate school, private institution, not included in grand totals nor the sum $7,000 in income. g These are not included in grand total. h Reports of Grand Rapids schools do not show the sex of children attending. i Commercial College. j From the last State report. k Humber of different teachers employed. STATISTICAL TABLES, 583 ING 10,000 INHABITANTS OE MOEE— Continued. schools, and grand total of schools — Continued. Corporate schools. City normal schools. Gr.and total. 'c s Teachers. Pupils. Teachers. Pupils. ® . §9 cj 'T' A c Teachers. Pupils. 1 0 ■ a r2 *2 0 H 6 a a 0 "o H a d "3 s 0 “o H P. a 0 *3 "o H d 3 rt g « pH 0 rS d s "o H 3S 39 40 41 43 43 44 45 47 48 49 50 51 53 53 54 55 56 57 58 47 d61 63 23 28 18 21 60 129 4 4 13 16 9 6 7 9 20 10 8 4 4 5 3 6 48 69 102 123 89 45 67 97 60 132 164 29 48 35 38 33 52 73 115 139 98 51 74 100 80 142 172 33 52 40 41 39 1038 1725 2439 1073 1775 2154 2111 3500 4593 4429 3114 1987 3022 3815 3281 0563 8504 1575 A2030 2472 1596 2514 (a) 2 2 8 8 e3 /I 1 2 0 1 9 0 2 11 4 3 382 66 60 28 30 38 30 1 5 5 13 13 1374 982 1805 1902 1754 3275 4172 1740 1005 1217 1913 1527 3288 4332 1 1 2 3 28 14 27 62 37 1162 800 1341 1310 796 1173 1 1 2 3 9 10 31 159 1 11 3 144 24 31 30 574 25 42 33 718 1600 2083 1656 32591 1051 775 16386 1032 881 16205 64 79 92 171 5256 6221 11477 1 7 7 103 103 49 39 25 Z67 1 9 2 8 62 50 39 59 7c75 65 41 07 1767 2100 1405 3000 1056 1044 1450 1550 7 34 39 m4 23 37 22 n 15 105 52 5 31 11 4 33 41 1 14 8 26 5 4 34 59 3 6 4 47 195 171 29 79 29 117 46 35 789 367 22 50 33 51 228 212 30 93 37 143 51 39 823 426 25 50 37 43 1745 30 81 43 1 149 885 4400 5467 648 985 3984 .5084 658 1870 8384 10551 1306 3359 1810 6179 1720 1268 41799 16163 1873 2295 1.546 tl623 106170 1173 3397 1303 6629 1 1 8 4 "1 8 5 ‘'‘3 175 100 175 103 1 0 1 3 30 895 915 pi 1 1 50 30 80 943 577 21037 777 691 20762 54 4 10 14 368 417 785 rl 7 4 11 70 6 si 26 708 828 4e ! 37 '1 125 1 . 162 ! 2419 14202 1 7620 2 : 6 i 22 1 28 ! . . - . 1410 1410 1 279 9 r;20 19 19 ' 418 1 9 1 6 1 2 1 13 1327 27 ; 75 1 41 ; 130 1 50145 ' 50025 ■uS ! 2 i ' 1 4 521 1 3277 ' ”3352 1 s i.... 1 S 1 249 1 294 1 545 t .... 8 4C , 14 . 31 ! 3 1 11 f 19 8 ! 21 162 1 119 ? 64 ' 30 ! 17.': » 138 i 72 1 650 1 2010 i 1 • 678 I 2749 1328 5365 4941 4258 1 L ( 5 2 1 f 1 .... J 2212 ! 2040 . 2( 1 38 ) .... f 12: 2f i 411 i 2( L 53( ) 650 ) 11918 1 672 f 10211 1322 22134 ] i .... 1 ^ f .... . 34 f 34 I Twelve school-buildings, with 67 classes, m Eoni’ buildings, containing 30 classes. n From the last city and State report. 0 Albany Free Academy. Also 70 private schools, with about 6,000 pupils. p Asylum for destitute children ; not a corporate school in charge of the board. q Asylum and charity schools, that receive a share of the public school money, r State Normal School. s Normal class at academy. t Includes 12 private schools, with 20 teachers and 976 pupils. u Unclassified and arithmetic. V Unclassified, arithmetic, and evening excepted. 3 .o a 1 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 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 lOO ! 110 I 111 « a 1 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 REPORT OF THE COMMISSIONER OF EDUCATION. Table IV.— SCHOOL STATISTICS OF CITIES COIsTAIH Class A — Part II. — High evening^ corporate, and normal Name of city. High schools. Evening school. o 20c ) .... State. Ohio . Ohio . Ohio . Ohio . Ohio . Ohio . Ohio . Ohio . Ohio - Pa ... Pit. Pa Pa Pa, Pa Pa .. Pa . Pa . RI.. R.I.. Tenn. Utah Va... Va. Wis a German and Irish. Catholic, having 1,000 pupils. b Board of education defrays all expenses except teaching, ■which is voluntary, c All Catholic church schools. d Five private schools and 1 Catholic convent not included. STATISTICAL TABLES. 585 IXG 10,000 INHABITANTS OK MORE— Continued. ; schools, and grand total of schools — Continued. Corporate schools. City normal schools. Grand total. o <0 g 3 Teachers. Pupils. o !-( O a s Teachers. Pupils. o: . 11 it . o C«M Teachers. Pupils. d d o Ph "o H d ci i '3 o H s iS r2 X s o H d 73 ' d 1 Iz O H ■ ^ 73 d 73 a c:> Ph 73 d 73 a o p^ "3 c H 38 39 40 41 43 43 44 45 46 47 48 49 50 51 53 53 54 55 56 57 58 17 9 15 21 4 4 7 45 5 178 87 67 20 27 27 3j0 157 48 187 102 88 27 31 31 37 202 53 4133 1965 4042 2038 8175 4003 88 26 29 a22 35 80 41 628 709 7C0 828 2872 851 576 697 749 863 2861 818 1204 1406 1449 1091 5733 1669 c4 4 11 15 360 510 870 47 24 25 65 23 380 231 82 15 7 10 55 80 34 4 34 23 44 21 49 1459 197 107 49 30 54 76 56 1539 231 111 951 609 1101 1562 1169 874 800 945 1721 1247 1825 1400 2046 3283 2416 71556 9167 4228 1 1 O 3 20 45 65 1 2 10 12 515 515 4571 1997 4596 2231 1 2 2 72 72 43 21 30 71 8 55 31 10 4 3 30 4 12 4 34 19 30 148 64 44 46 44 23 33 178 68 56 60 2245 1409 1301 9707 2620 2599 2227 638 633 4425 1215 1320 1162 771 668 5282 1405 1279 1065 1 1 2 3 6 100 106 20 6 /4 9 13 73 15 (739 3 3 4 2 4 4 8 2 19 13 12 26 9 69 50 47 22 16 16 28 13 73 65 49 1500 652 556 1230 480 2752 2092 3582 375 315 624 277 1100 1087 1696 277 241 606 203 1652 1005 1886 1 .... 2 2 65 65 2 2 4 6 75 130 205 26 7 49 56 1090 1465 2555 1 1 o 3 1 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 1 127 128 ; 129 130 I 131 ' 132 133 134 I 135 ' 136 137 138 139 140 I 141 ; 142 ; 143 I 144 I 145 ! 146 1 147 ; 148 149 ' 150 e Statistics of white schools only given. / Graded schools, including grammar. g Including 7 grammar. Tablk IV.— school statistics OF CITIES CONTAINING POPULATION OP 10,009 OE MO] Class A — Part III. — School finances. 586 REPORT OF THE COMMISSIONER OF EDUCATION. I STATISTICAL TABLES. 587 a This does not include money borrowed to sustain tbe schools of Mobile. e "West side of Des Moines River, containing two-thirds of the population. b Not including the colored schools, which were not reported to this Bureau. / This includes $400 for tuition, c Includes rents and interest, $1,914 08; tuition, $433 20; heating apparatus sold. g Income not given. $1,920 78; and city building bonds sold, $9,391 10. h This includes $41,125 from sale of bonds. cl Included under “ Received from count}’ fund.” Table IV— Class A— Part III.— School /??a»ccs— Continued. 588 REPORT OF THE COMMISSIONER OF EDUCATION. Total. SsIssgiiiSsgiiggi isisg igiigg :g iiiijgiiipB |SfetS-SSS|§SKSg|iSg :E-||g ifi'llSS i s a's S 5S sfs s rH fff : ^ ^ Ij li S : : :gig : : :|S : :' :§g i i^sss =11 i isisi ■fil iiS J : cfof :§ : :§ :t:812§ : :g :S i igi i i ii i| iiseg : i§ : : ; ; ■ I- j • s > " s SSSSgiSSSSggSSSSg iSiSS isss i i is ■ i ISSSSSSSS iiiPiisgiiiiiiSii igiii iisi i i is i i isiiisii |5‘g!SgaagWS@|'ia‘SSS' i»SPg‘ :s|S i ; igf i : ;gSSSE88f r-r : : : : : ; ; : INCOME. I.' p i ; ; is ; i : i i ; ii i i i i M K i M ::$§:S::::S:::::::: i ill ii i i i i i i i i i i i : : ” : : : : ::::::•: l| .It i i : i : i i i i i i i§ IniilF i i i i i i i i i i ii i i i ii i i i i i i i i i ; : i : i i igf : i i i i ; i ; ji s igg^S :S :SS : :2 :§ :2?;S?§§ ISiiiSiiiSgiSSiii -iisii is iSS ^ il ii ii .^iiiii 1533 00 178 00 740 00 8, 700 00 i is ; i l§ i 300 00 CIO 00 125 00 200 00 2, 993 75 70 00 144 00 4, 070 94 880 00 §8 is li li i8 888 i8 isS iS r-r : 3, 952 74 2, 230 02 150 00 Fuel and light, © SSgg :| psi ii ^ rH t-h 00 • C ^ :s : > li 1 r jrH- : 7, 898 60 712 75 1, 255 48 1, 550 50 40, 122 41 1, 086 68 2, 033 38 18, 518 82 6, 921 58 4, 316 43 2, 769 38 3, 567 96 98, 305 03 : i !>" . 11, 004 39 2, 089 87 4, 472 40 8 i iSS8 : ilSi 1 g|in-cr j sis siiissiiisiissiigiiiiiiiii SSSSSSSfSS iililiili ^ cf cT t-T r-T n i-T §g§§ ii§i sss ill Ttr2o8 1, 772 5-20 677 491 412 4, 935 5-20 IT, 597 1,057 L0i4 3, 147 5-20 872 839 4:15 4, 867 5-20 1, 219 1,043 667 1,790 5-20 916 588 290 2, 731 5-20 1,084 612 582 3, 482 5-21 1, 435 717 540 2, 070 5-21 724 866 500 4, 260 5-21 1, 419 1,038 602 3, 953 5-21 1,015 ^16 3, 978 5-21 1,324 740 581 3, 148 5-21 1, 108 800 5o7 4, 420 5-21 1,300 900 600 3, 639 5-21 1,429 719 ^91 1,095 5-21 432 290 2oi 1,324 6-18 125 3" •J46 1, 043 5-18 507 423 4, 555 5-18 1,224 500 ^00 4, 725 5-21 1, 400 1, 130 ?00 ks 4, 876 5-21 1, 545 840 4, 276 5-21 1, 020 3, 457 5-21 1,352 861 4, 190 6-18 755 •^82- 1,239 4-10 335 285 240 1, 346 4-16 454 50 4, 046 5-21 1, 179 281 1, ^-24 4, 396 4-20 1, 526 1,291 4, 666 4-20 1,419 014 200 3, 945 4-20 1,564 1, 069 538 710 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 53 59 60 61 62 Ala . . . Ill . Ill ... . HI . HI.... Ill . Ill .... Ill . Ill ... . Ill .. Ind. Ind . Ind . . . Ind ... Ind .. Ind . . . Iowa . . Iowa . . Iowa . . Iowa . . Iowa . . Iowa . . Iowa . . Kans . Hans . Kans . Kans . Kans - Ky ... Ky ... Ky ... Mich Micb Micb . Micb . Mich Mich . Mich Mich Minn Minn Minn . Minn . Mo. .. Mo. .. Mo . .. Mo . .. Mo . .. Nev .. N. J.. N. J .. Ohio . . Ohio . . Ohio . . Ohio . . Texas. Utah . Utah . Va.... Wis .. Wis .. IVis .. Tuscaloosa(«) . . . Danville . Dichson . El Paso . Litchfield .... Macomb . Mendota . Monmouth . Peru . IVatsuka . Columbus . Goshen . Green Castle - Lawrenceburg'h . Logansport . Seymour . Cedar Falls . Independence. .. Lyons . 1. Marshalltown. .. McGregor . Waverly . TVinterset . Baxter Springs . . Emporia . Fort Scott . Ottawa . Wyandotte . Marysville . Owe’nsborough . . Paris . Big Eapids . Coldwater . Lapeer City . Marshall . Grand Haven . . . Pontiac . St. Clair . Wyandotte . Mankato . Owatonna . Bed Wing . Rochester . Chillicothe . Independence. .. Jefiersoii City .. Louisiana . Westport . Austin . Atlantic City . . . Salem . Lancaster . . . Mount Y ernon . . Urbana . Warren . Jefferson . Manti . ,. Mount Pleasant Fred’ksburgh (o) Beloit . Green Bay.. Portage . E. S. Cox . J. G. Shedd . E.C. Smith . D. C. Smith . B. F. Hedges . M. Andrews . W. F. Bromfield . . . J. H. Wilson (h) - G. B. Stockdale . L. T. Hewins (c) _ A. H. Graham . D. D. Luke . E. P. Cole . E. H. Butler . Sheridan Cox . J. C. Housekeeper.. J. K. Sweeney . Wilson Palmer . C. C. Snyder . Charles Robinson . . . O. E. Haven . C. S. Harwood (j7) .. . J os. W. Bartlett (&) . D. W. King . P. S. Carmichael . . . T. W. McKinney. . . Philitus Fales. .' - O. C. Palmer . G. W. Martin (%) _ J. W. Gray . W. E. Clarke . Chas. W. Borst . David Bemiss . O. D. Thompson - Henrj’- N. French. . . J. A, Corbin . J. T. Anils . J. H. Bishop . J. H. Hartman (1) . W. L. Butts . O. Whitman . C. H. Roberts (n) . W. O. Fletcher . . A. Carroll . . A. F. Hamilton . Geo. L. Osborne . Wyatt Webb(0 . M.’D. L. Buell . Edward S. Reed ...... Theophilus Patterson . Geo. AF. AVelsh . . R. B. Marsh . . A. C. Deuel . J. C. Barney . W. C. Towers . Wm. T. Reid . . John Howison. . T. L. Wright..., A. H. Ensnorth a Includes Northport and Taylorsville. & Clerk of the school board, c County superintendent. Wm. J. Jones, clerk of the school board. d A district graded school. e Enrollment. / One graded school, having eight departments. ,7 County superintendent. h One graded school, having nine rooms. i President of the board of education. STATISTICAL TABLES. 601 CONTALNING LESS THAN 5,000 INHABITANTS. ment, and attendance, and statistics of inimary and grammar schools. Primary schools. Grammar schools. Number of. Teachers. Pupils. o o r2 3 Teachers. Pupils. 1 Numher. Male. Female. Total. Male. a3 g S Total. Male. 1 Female. Total. Male. Female. Total. 10 11 13 13 14 15 16 17 18 1 19 20 21 23 23 2 1 4 5 35 29 64 1 17 17 17 286 336 622 2 2 2 37 61 98 2 9 9 9 226 263 489 4 4 4 60 89 169 3 4 4 4 121 110 231 4 1 3 4 98 99 197 4 9 9 9 245 250 495 2 2 2 30 50^ 80 5 7 4 o 1 1 2 95 6 8 8 8 205 277 482 6 6 6 169 175 544 4 16 16 300 397 697 5 1 4 5 147 150 297 8 5 6 6 200 220 420 8 7 7 162 188 350 9 dl o 2 72 79 151 1 1 2 3 64 77 141 10 5 i 7 8 202 227 429 11 12 1 11 12 309 331 640 2 2 2 30 40 70 12 6 6 6 234 207 441 2 2 2 57 68 125 13 4 4 4 143 164 307 6 6 6 144 146 290 14 20 3 17 20 c633 c613 818 2 2 2 e63 e56 81 15 1 1 4 5 153 130 283 1 1 2 3 51 64 115 16 /I 5 5 187 157 344 1 2 2 44 51 95 17 4 4 4 el23 el25 189 '4 4 4 el09 ell4 187 18 7 8 8 270 285 555 2 1 2 3 67 85 152 19 11 9 9 150 174 324 1 . 1 2 2 23 34 57 20 5 5 5 100 82 182 4 1 4 5 51 66 117 21 4 4 4 270 22 ^1 1 8 9 170 132 302 23 4 1 3 4 68 62 130 2 1 3 29 34 63 24 3 4 4 141 147 288 3 1 3 4 33 47 80 25 12 "i" 11 12 277 296 573 2 2 2 37 43 80 26 3 2 3 5 354 354 1 1 1 2 35 37 72 27 2 2 2 70 80 150 1 1 2 3 50 54 104 28 3 3 6 9 316 1 2 2 54 29 2 2 2 100 100 .200 5 2 3 5 150 150 300 30 2 2 2 40 40 80 1 1 1 15 25 40 31 3 3 3 140 j'S 3 3 120 32 15 2 13 15 917 2 1 1 2 111 33 5 5 5 112 130 242 o 2 2 40 43 83 34 12 14 14 325 380 705 2 2 2 20 40 60 35 4 6 6 645 2 1 3 4 194 36 9 11 11 892 195 187 1 2 2 51 47 98 37 3 3 3 67 68 135 1 1 1 16 23 39 38 4 6 165 279 464 1 1 1 31 38 39 39 3 6 6 120 160 280 2 4 4 110 145 255 40 3 3 3 139 148 287 m6 1 4 6 100 117 217 41 11 11 11 256 242 498 2 2 2 36 42 78 42 8 8 8 215 252 440 5 5 5 115 125 240 43 10 :"2 8 . 10 200 264 464 1 1 1 31 25 56 44 6 6 6 396 404 800 3 3 3 140 126 266 45 C i 7 8 225 215 440 2 1 4 5 83 77 160 46 8 1 4 5 181 212 393 2 2 2 25 43 68 47 4 4 4 83 60 143 48 2 2 2 44 40 84 1 1 17 15 32 49 2 2 2 84 73 157 2 2 2 84 88 162 50 2 2 2 64 60 124 2 2 20 100 190 51 11 11 n 340 450 790 4 2 2 4 80 110 190 52 13 13 13 243 321 564 2 1 1 2 47 73 120 53 10 11 11 237 239 476 3 2 1 3 71 61 132 54 9 10 10 215 191 406 1 3 3 70 47 117 55 7 6 1 7 150 205 355 56 2 2 2 60 70 130 2 2 2 65 55 120 57 4 2 2 4 239 215 454 58 10 2 8 10 127 97 224 59 8 9 9 200 210 410 4 8 8 130 160 290 60 7 7 383 2 2 83 61 9 9 9 250 260 510 1 2 2 43 54 102 62 j Includes intermediate department. k Approximately, and including the enrollment of sectarian school children. I Clerk of hoard of education. m Including three intermediate schools, having 302 pupils. n Secretary of hoard of education. 0 Puhlic schools have had no existence in Freder- ickshurgh until the present year. a a s 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 a u h 2 c ] d ( REPORT OF THE COMMISSIONER OF EDUCATION^ Table IV.— SCHOOL STATISTICS OF CITIES CON Class C — Part II. — Righ, evening, corporate, Name of city. High schools. Teachers. Pupils. Evening schools. o u 7 ^ o; 0 . c ^ 0 Male. ,2 a "rt 0 H Male. Female. 1 : _ 0 H 0 a 52 53 54 55 56 57 58 1 3 2 4 6 50 39 89 1 20 22 22 341 439 780 2 15 '”2 14 16 342 397 739 3 8 1 7 8 219 209 428 4 13 2 12 14 288 321 009 5 10 2 6 11 655 6 16 2 14 16 417 526 943 7 11 19 21 40 950 8 al4 1 15 16 390 440 830 9 1 1 4 5 136 1.56 292 10 6 2 7 9 223 251 474 11 15 2 14 16 370 411 781 12 9 1 9 10 315 401 716 13 12 2 12 14 335 328 042 14 23 3 22 25 748 723 945 15 3 4 7 11 c344 e335 e679 16 dl 1 10 11 263 250 513 17 10 2 12 14 302 323 625 18 10 1 11 12 347 386 733 19 13 12 12 186 236 410 20 10 ’’2 10 12 158 170 328 21 5 1 5 6 345 22 e 1 1 8 9 170 132 302 23 5 2 3 5 97 96 193 24 6 1 7 8 174 194 368 25 15 2 13 15 332 351 683 26 6 3 4 7 426 426 27 /B 3 5 8 225 234 459 28 4 5 6 11 370 29 8 3 5 8 265 260 525 30 4 1 3 4 83 77 160 31 6 1 7 8 300 32 18 3 17 20 1128 33 8 1 8 9 192 220 412 34 19 2 22 24 448 566 gl014 35 6 1 9 10 839 36 11 2 14 16 383 284 667 37 ft3 2 8 10 121 169 290 38 is 1 8 9 235 347 582 39 7 1 12 13 310 407 717 40 10 2 8 10 449 417 860 41 14 1 14 15 305 297 002 42 14 1 14 15 350 366 716 43 12 3 9 12 247 334 581 44 17 5 12 17 396 404 800 45 8 2 11 13 308 292 600 46 9 4 13 17 250 308 558 47 5 2 4 6 103 98 201 48 3 2 1 3 62 55 117 49 5 1 4 5 175 171 340 50 7 3 11 14 243 213 456 51 17 4 17 21 480 640 1120 52 16 2 17 19 324 400 784 53 14 3 13 16 I 324 335 659 54 11 16 16 i 4.39 422 861 5.5 14 ”16 5 15 . 300 i 383 083 56 4 2 2 4 125 i 125 250 57 58 ilO 2 : 8 10 1 127 97 224 59 13 1 19 ^ 20 1 370 1 450 1 820 60 1 9 10 1 . . . . 430 61 11 1 10 1 11 343 1 367 710 62 ft St. Clair TJnion School; also two sectarian schools, having 2 teachers and 90 pupils. Also one German private school, having 2 teach¬ ers and about 150 pupils. j Bapti.st college. k Colored corporate institution. I Public schools have had no existence until the present year in Frederickshurgh. s s 1 1 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 REPORT OF THE COMMISSIONER OF EDUCATION.. Table IY.— SCHOOL STATISTICS OF CITIES COH Class C— Part III.— lACOJIE. 1 City. 3 Tuscaloosa. . . . Danville _ _ Dickson . El Paso . Litchfield . Macomb _ _ _ Mindota . Monmonth .... Peru . "Watseeka . Columbus . Goshen . Green Castle . Lawrenceb’gh. Logansport . . . Seymour . Cedar Falls . . . Independence. Lyons . Marshalltown. McGregor .... Waverly . Winter set .... Baxter Springs Emporia . Fort Scott .... Ottawa . Wyandotte ... Maysville . Owensborough Paris . Big Rapids. . . . Coldwater .... Lapeer City... Marshall . Grand Haven . Pontiac . Saint Clair _ Wyandotte ... Mankato . Owatonna .... Red Wing.... Rochester .... Chillicothe . . . Independence . Jefferson City. Louisiana . Westport . Austin . Atlantic City. Salem . Lancaster . Mount Vernon Urbana . Warren . Jefferson . Manti . Mt. Pleasant.. Fred’ricksb’f/) Beloit . Green Bay. . . . Portage . 59 60 61 $3, 080 43 483 24 2, 033 80 $6, 969 65 1, 994 08 1, 598 81 600 00 $2, 314 75 "’"is’oo" 736 03 1, 392 14 2, 000 00 1, 207 90 333 93 165 27 3, 104 21 5, 000 00 4 22 945 63 6, 977 59 5, 348 47 7, 642 33 1,367 84 5, 477 34 6,981 57 2, 531 20 2, 025 76 2, 931 41 2, 927 14 2, 544 37 2, 955 38 4, 000 00 7, 391 89 2, 614 78 790 25 1, 275 94 2, 475 28 1, 053 24 935 67 2, 140 39 2, 027 83 5, 937 13 1, 899 75 2, 390 00 533 24 2 06 293 41 2, 392 18 3, 821 40 684 00 1, 064 00 2, 850 00 1, 598 25 1, 502 60 2, 720 94 1, 920 00 480 00 194 42 2, 356 47 308 46 820 26 600 00 1, 195 25 548 96 1,633 14 5, 183 66 438 88 98 04 433 65 886 09 1, 126 39 415 23 1, 950 40 894 21 3, 216 31 1, 860 60 95 07 403 50 2, 400 83 500 00 859 50 699 70 2,945 14 1, 500 00 1, 042 77 515 10 11 00 1, 730 03 4, 601 11 965 32 616 41 4, 313 16 243 95 455 00 473 86 2, 206 50 2, 611 00 2, 869 60 1,061 00 632 62 717 00 593 19 813 00 3, 195 45 285 46 190 04 1, 222 63 632 80 601 60 o c5 63 63 §374 54 230 00 §12,193 37 18,480 10 0,270 16 82 08 7,716 02 11,037 59 13,000 00 10;547 48 6,654 28 2, 706 84 2,884 32 5,163 94 3,600 00 6,952 46 9,24§ 00 14,503 51 4,156 11 13,336 50 8,888 54 3,682 91 15, 949 00 1,718 95 74 00 4,191 75 11,884 56 2,541 31 5,000 00 2,950 00 4,213 39 13,561 60 3,096 16 15,937 89 12,564 65 18,675 00 2,800 00 7,995 00 18, 781 35 114 87 ”76’26 3,635 79 13,299 54 2,151 76 5,000 00 9,429 12 8,300 00 4,879 97 4,190 90 8,000 00 4,896 00 11,479 92 23, 207 81 15,234 86 ’ ' * 575 ob' 16,166 05 12,000 00 5,500 00 c o • <— « M O O 64 §418 98 1, 104 70 156 00 150 00 8, 466 09 2, 792 07 609 20 i6,'o6b’bb' 37, 825 00 730 40 476 75 383 80 107 56 49, 132 06 56 82 16, 883 50 141 00 717 00 7, 178 05 223 53 655 00 1, 400 00 200 00 449 00 5, 015 00 155 00 "o H 65 §6, 969 65 19, 957 09 21, 981 13 9, 148 96 9, 722 02 15, 583 94 20, 000 00 11, 915 60 8, 166 52 15, 443 68 18, 416 47 15, 706 65 7, 600 00 17, 387 63 10, 252 75 10, 130 65 23, 375 22 9, 142 59 26, 415 50 9, 824 21 6, 610 05 684 00 4, 682 70 59, 014 00 6, 923 24 13, 387 16 5, 992 65 6, 920 00 3, 430 00 5, 592 37 16, 813 23 6, 624 36 22, 596 49 13, 105 76 75, 115 41 4,591 16 8,013 73 31, 332 77 4, 530 00 16, 656 85 24, 595 25 7, 000 00 11, 446 26 8, 999 70 5, 692 97 5, 025 95 11, 650 45 5, 506 32 22, 785 14 22, 670 50 27, 864 26 1, 975 00 1,261 00 19, 086 71 22, 678 46 6,849 79 a Includes $8, 651 51, unclassified current expenditure. b Unclassified expenditures. c Includes §862 45 interest on bonds. STATISTICAL TABLES. 605 TiUmNG LESS THAN 5,000 INHABITANTS— Continued. School finances. EXPENDITURE. Permanent. Current. Sites and buildings. Libraries and ap¬ paratus. Salary of superin- t’nd’nts, &c. Salary of teachers. Fuel and light. Kent. Eepairs. Station¬ ery. School books. Total. G& 67 6S 69 7Q 71 72 73 74 75 $6, 969 65 ' 41, 762 34 : 17, 834 74 26, 476 95 $31,356 00 7,219 00 20,000 00 $1,200 00 2, 700 00 1, 000 00 $6, 789 09 6, 265 00 2, 920 00 $1,361 25 795 92 250 00 $1,056 00 $295 56 2, 000 00 $549 01 225 00 $10 25 26 25 30 00 $25 70 25 00 1, 500 00 1, 500 00 4, 758 00 6, 400 00 300 00 250 00 5 00 6, 813 00 cl5, 583 94 15, 500 00 10, 800 00 17, 718 00 6, 429 75 13, 068 00 9, 105 05 6, 750 CO 18,031 17 32, 800 00 13, 754 35 16, 733 77 7, 021 97 25, 935 91 6,932 43 751 51 2, 000 00 7, 500 00 3, 000 00 3, 858 75 5, 468 00 3, 717 70 5, 100 00 9, 026 00 2, 950 00 3, 700 00 5, 865 00 4, 350 28 5, 070 50 800 00 418 00 1,371 00 430 00 400 00 100 00 14,300 00 1, 200 00 1, 600 00 1, 200 00 1, 450 00 1, 300 00 1, 400 00 1, 200 00 5,300 00 1,000 00 100 00 120 00 63, 187 35 50 00 66, 601 32 50 00 150 00 . 4 _ 1,103 25 27,000 00 8,000 00 9,484 98 200 00 550 00 524 90 629 54 710 73 1, 946 91 100 00 20 00 425 00 538 40 900 96 381 40 4 45 195 85 60 00 1, 000 00 1, 500 00 11,876 47 40,600 00 400 00 100 00 150 00 4, 350 00 3, 059 99 1, 230 00 1, 485 00 6, 500 00 3, 965 00 3, 450 00 5,000 00 4, 500 00 2, 750 00 1, 920 00 6, 619 00 2, 720 00 6, 878 95 1,320 00 6, 520 00 2, 990 00 2, 700 00 4. 520 00 3; 330 00 6, 348 00 7, 500 00 4, 280 00 7, 855 00 7, 7C0 00 6, 589 50 2, 000 00 3, 885 00 2, 650 00 3, 850 00 8,407 15 5, 500 00 8,331 10 6, 584 77 1, 062 88 404 82 150 00 158 68 300 00 750 00 662 65 150 00 200 00 150 00 1.50 00 644 98 150 00 25 00 46, 437 86 4, 564 81 16, 643 00 c3, 212 47 d56, 624 00 d6, 228 03 8, 612 65 6, 046 79 29, 100 00 2, 950 00 .5, 590 31 dl3, 077 99 7, 016 97 20, 164 25 38, 858 38 64, 130 00 4, 591 16 7, 200 00 15, 967 50 5, 450 00 16, 238 00 20, 136 82 6, 605 00 10, 365 00 56, 863 00 31, 060 50 4, 725 00 12, 750 40 3, 320 00 4, .554 32 18, 616 60 7, 200 00 19, 022 30 20,727 10 1, 000 00 1,500 00 75 00 40 00 596 34 500 00 42 75 3, 000 00 776 79 150 00 50 00 110 00 1, 200 00 37,825 00 127 86 100 00 300 00 241 85 50 00 1, 500 00 120 00 300 00 20,000 00 1, 800 00 100 00 50 00 1,850 31 435 00 2,546 97 4,615 63 25,063 61 53,460 00 25,000 00 1, 200 00 1, 200 00 1, 500 00 1, 500 00 1, 200 00 1, 800 00 170 00 1, 955 99 50 00 e7, 169 07 50 00 10 00 1, 000 00 200 00 600 00 1,264 77 300 00 800 00 305 15 2, 800 00 800 00 700 00 315 00 1, 426 00 50 00 150 00 500 00 200 00 50 00 738 47 1, 100 00 9,961 00 290 00 220 00 1, 000 00 1, 378 75 225 00 500 00 1, 000 00 537 00 145 00 37 50 15 00 1 . 1, 200 00 1, 500 00 1, 500 00 1, 100 00 1,200 00 1, 500 00 1, 800 00 080 00 7,000 00 6,290 80 j 75 00 150 00 500 00 200 00 50 00 800 00 160 00 15,000 00 45,063 00 23,000 00 1,900 00 8,100 00 200 00 100 00 84 00 40 00 75 25 300 00 320 70 20 00 122 40 1, .300 00 1, 700 00 1, 500 00 1, 800 00 150 00 225 00 2,251 78 50 00 150 00 32 00 325 92 6,657 77 2,918 12 9,281 90 132 12 4, 049 58 3,161 43 500 00 75 00 1, 400 00 1,975 00 1, 420 00 7, 432 17 5, 900 00 4, 819 00 50 00 974 23 150 00 1, 620 00 19, 086 71 13, 477 00 6, 243 33 100 00 300 00 200 00 d9,693 34 1, 800 00 262 25 5, 477 00 387 00 500 00 75 00 d Includes unclassified expenditure. e Includes unclassified expenditures of columns 12, 15, 17, IR, and 19. /Public schools in Fredericksburgh have had no existence until the present year. 60i -a g 3 o 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 REPORT OF THE COMMISSIONER OF EDUCATION. Table V.— STATISTICS OF NORMAL Name. Location. Principal. >tate Normal School . Irkaclelphia Normal School . xirls’ Normal School . )tate Normal School . state Normal School . ^formal University . 2ast Florida Seminary . kVest Florida Seminary . formal dep’t Atlanta University. state Normal University . look County Normal School . Slormal class of Westfield College - formal dep’t of Eureka College . . . Addison Teachers’ Seminary . lounty Normal School . southern Illinois Normal University. lounty Normal Schools . . lity Normal School . S^orthwestern German-English Nor¬ mal School. State Normal School . . Dity Training School . 3ity Training School . . . Normal dep’t of Iowa College . leachers’ dep’t of Tabor College. . . . Normal dep’t of Iowa University. . . City Training School . . State Normal School. . Ely Normal School . Normal course of Georgetown Coll . . Normal department Berea College. . . New Orleans Normal School . Normal dep’t Straight University. . . . Eastern State Normal School . Western State Normal School . State Normal School . County Normal School . State Normal School . State Normal School . State Normal School . State Normal School . . . City Normal School . City Normal School . Girls’ High and Normal School . State Normal School . First State Normal School . Second State Normal School . Third State Normal School . State Normal . Normal and Manual Labor School - North Missouri State Normal School Fruitland Normal School. . . . State Normal School . Coll. of Normal Instruct’n,Univ.of Mo. Central Normal School . City Normal School . . State Normal School . State Normal School . Farnum Pre])aratory School . State Normal School . State Normal School . State Normal School . Liberty Normal Institute . State Normal School . State Normal School . State Normal School . State Normal School . State Normal School . State Normal School . Normal College of City of New York. Normal departm’t Ingham University Normal College, University of N. C.. St. Au;justine Normal School . . Central Normal School . . Western Reserve Normal School _ Northwestern Normal School . Talladega, Ala . Arkadelphia, Ark . . San Francisco, Cal . San Jose, Cal . New Britain, Conn . Wilmington, Del . . . Gainsville, Fla . - , Fla . Atlanta, Ga . Normal, Ill . Englewood, Ill . Yv^estfield, Ill . Eureka, Ill . Addison, Ill . Peoria, Ill . Carbondale, Ill . Bureau County, HI. Chicago, Ill . Galena, Ill . Terre Haute, Ind . Fort Wayne, Ind . Indianapolis, Ind . . Grinuell, Iowa . Tabor, Iowa . Iowa City, Iowa . Davenport, Iowa . Emporia, Kans . Louisville, Ky . Georgetown, Ky . . Berea, Ky . New Orleans, La . . New Orleans, La . . Castiue, Me . Farmington, Me . Baltimore, Md . Alleghany County, Md. Westfield, Mass . Framingham, Mass . Salem, Mass . Bridgewater, Mass . Boston, Mass . Worcester, Mass . Boston, Mass . Ypsilanti, Mich . Winona, Minn . Mankato. Minn . St. Cloud, Minn . Holly Springs, Miss . Tugaloo, Miss . Kii'lrsville, Mo . Fruitland, Mo . Warrensburgh, Mo . Columbia, Mo . Sedalia, Mo . St. Louis, Mo . Peru, Nebr . Trenton, N. J . Beverly, N. J . Plymouth, N. H . Albany, N. Y . Oswego, N. Y . . . Liberty, N. Y . Brockport, N. Y . Cortland, N. Y . Fredonia, N. Y . Potsdam, N. Y . Buffalo, N. Y . Geneseo, N. Y . New York, N. Y . Le Roy, N. Y . Chapel Hill, N.C . Raleigh, N.C . Worthington, Ohio . Milan, Ohio . . Ada, Ohio . . 1869 1862 1849 1867 Rev. John Jordan ... Ellis H. Holmes . W.T. Lucky,A.M.,D.D Isaac N. Carletou, A. M John C. Harkness . 1857 E. A. Ware, A. M D. S. Wentworth _ H. W. Everest, A. M. 1868 1869 A. Ethridge j. Wernli .. 1867 1867 1867 1863 1864 1858 1869 1867 1863 1865 1839 1839 1854 1840 1852 1847 1867 1869 1871 1867 1857 1867 1870 1844 1861 isee' 1866 1867 1866 1867 1867 W. A. Jones, A. M. . . Mary H. Swann . Amanda F. Funnell - George F. Magoun, D. D S. N. Fellows . Mrs. M. A. Mcgonegal George W. Hoss, A. M. N. M. Crawford, D. D . . E. H. Fairchild, D. D. . . Mrs. K. Shaw . J. W. Healey . J. T. Fletcher, A.M ... C. C. Rounds, M. S . M. A. NeweU . J. W. Dickinson, A. M. Annie E. Johnson . D. B. Hagar, A. M . A. J. Boyden. A. M - Ephraim Hunt . D. P. Mayhew . Wm. F. Phelps, A. M Geo. M. Gage . Ira Moore . S. W. Garmen . J. Baldwin . J. H. Kerr . Geo. P. Beard, A. M. D. Read, LL.D . 1857 1868 Anna C. Brackett . . H. H. Straight, A.B . Lewis M. Johnson, A.M. Lewis M. Johnson, A.M. Prof. S. H. Pearl, A.M. . J. Alden, D.D.,LL.D... E. A. Sheldon . M. B. Hall . Henry S. Randall . Jno.W. Armstrong, D.D. M.McVicar,Ph.D.,LL.D T. Hunter, A. M . S. D. Burchard, D. D - S. Pool . Rev. J. B. Smith, D. D.. W. Mitchell & J. Ogden. H. S. Lehr. ® a l2i 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 STATISTICAL TABLES. 607 JNITED STATES. 185 250 164 124 86 167 ”83' 321 135 187 140 142 163 135 152 134 630 129 216 154 82 50 321 52 87 30 92 292 125 a — O Cj § M 253 24 10 3 years. - 2 years.. 2 years.. 2 years . . 2 years . . 3 years.. 3 years.. 2 to 4 yrs 3 years. 3 years 2 years.. 2 years 2 years. . 2 to 4 yrs 11 275 432 77 135 804 73 'm' 1,879 314 >> ^ (H ^ a 400 1, 500 3, 000 250 500 3 to 4 yrs 4 years.. 2 years.. 2 years.. 2 years.. 4 years.. 4 years . 6 years. 2 years. 3 years . 4 years. 1, 300 900 8, 000 5, 000 3, 000 3, 000 91 50 3, 000 1,000 1,200 241 ^ ,-H f.. 3 -M CJ 0-2 « C3 Sh -M 5 $8, 000 00 12. 500 00 So® $100 to 200 2, 000 00 4, 400 00 8, 000 00 8, 500 00 8, 500 00 8, 500 00 8, 500 00 10, 000 00 5, 000 00 3, 531 95 10, 000 00 2, 400 00 750 16, 000 00 16, 000 00 12, 000 00 180 00 160 00 163 00 175 00 200 00 160 00 140 to 200 75 14 150 00 150 00 160 00 24 00 180 00 160 00 Time of anniversary. September 25. July. May. Last week in May. Third Thursday in June. First Monday of Sept. Juno 26. Third Saturday in June. Third Thursday in March. Last Thursday in May. Third Thursday in July. Last Tuesday of each term. Last of Jan., &. 1st July. Second week in July. September. Fourth week in June. Last Thursday in July. Third week in June. Last Week in June. Last Thursday Jan. & Juno June and December. July 8 and February 4. July 8. September 27. c rC s o 7G 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 :io9 110 111 112 113 114 REPORT OF THE COMMISSIONER OF EDUCATION Table V.— STATISTICS OT NORMAL Name. Location. Principal. Orwell Normal Institute . National Normal School . McNeoly Normal School . Teachers’ Institute of Obeiiin College. Normal dep’t Wilherforce University. Normal clep’t Mount Union College. . . Normal dep't Willamette University. Normal course Pacific University .... State Normal School . State Normal School . State Normal School . State Normal School . State Normal School . Girls’ Normal School . Normal departm’t Lincoln University. Normal course Palatinate College .... State Normal School . Normal class Avery Institute . Normal class Fisk University . Normal dep’t Central Tenn. College.. Normal Department . Normal dep’t East Tenn.WesleyanUn. State Normal School . State Normal School . State Normal School . Hampton Normal Institute . Richmond Normal School . State Normal School . Normal department Storer College . . . Normal dep’t West Virginia College . State Normal School . State Normal School . state Normal School . Normal department Ripon College . . . State Normal School . State Normal School . State Normal School . Normal dep’t Howard University - Normal dep’t University of Deseret. . Orwell, Ohio . Lebanon, Ohio . Hopedale, Ohio . Oberlin, Ohio . Near Xenia, Ohio . Mount Union, Ohio. . . . Salem, Oreg . Forest Grove, Oreg. . . . Millersville, Pa . Edinhorough, Pa . Bloom sburgh. Pa . Mansfield, Pa . Xutztown, Pa . Philadelphia, Pa . Oxford, Pa . Myerstown, Pa . Providence, R. I . Charleston, S. C . Nashville, Tenn . 1865 1852 1859 1861 1869 1862 1866 1848 1854 1854 Nashville, Tenn . Lookout Mountain, Tenn. . Athens, Tenn . Johnson, Yt . Randolph, Vt . Castleton, Vt . | Hampton, Va . Richmond, Va . West Liberty, W. Va . Harper’s Ferry, W. Va _ Flemington, W. Va . Marshall Coll. P. 0., W. Va. Fairmont, W. Va . Whitewater, Wis . Ripon, Wis . Platteville, Wis . Madison, Wis . . . Oshkosh, Wis . Washington, D. C . Salt Lake City, Utah . 1666 1866 1867 1867 1868 1868 1867 1870 1868 1869 1866 1866 1862 1867 H. U. Johnson . A. Holbrook . W. Brinkerhoof . Jas. H. Fairchild, D. D . D. A. Payne, D.D . O. N. Hartshorne, LL.D. L. J. Powell, A. M . S. H.M=arsh,D.D . E. Brooks, A.M . J. A. Cooper . . H. Carver, A.M . C. H. Verrill, A. M ..... . J. S. Ermeutraut . G. W. Fetter . LN.Eeudall, D.D....... H. R. Nicks, A.M . Prof. Spence . J. Braden, A.M . C. F. P. Bancroft, A. M. . N. E. Cobleigh, D. D _ S.H. Pearl . E. Conant . II. G. Williams . S. C. Armstrong . Andrew Washburn . F. H. Crago . N. C. Brackett, A.M _ Rev.A.D. Williams, A.M S. R. Thompson . J. Blair . Oliver Arey, A. M . W. E. Merfiman, A. M. . E. A. Charleton . Gen.O.O.Howard, LL.D. John R. Park, M. D . STATISTICAL TABLES, 609 SCHOOLS THE EXITED STATES— Continued. u o 'A a S 2C A NUIIBEU OF DENTS STU- Whole number of graduates. Cour.so of study. Xumber of vol¬ umes in libra¬ ry- Annual appro- ])riatioii from State or city. Annual expense to each stu¬ dent. Male. a Total. l->0 94fl 8 §150 CO as4 78 6 no 165 175 43 150 00 1C 15 31 949 31 31 • IRO 267 747 3, 900 $5, O'JO 00 •200 00 R 17.T no 285 1, 662 5, COO 00 170 00 10 91 n 1.51 361 630 5, 000 00 184 00 87 S8 11 112 no 222 2,000 5, 000 00 178 00 89 11 1, 019 500 11, 925 24 2 75 90 91 2 9 9 92 90 94 2 32 20 52 i/O 1 21 12 33 yu 97 2 years 98 98 99 4 346 500 150 00 inn 3 16 19 500 160 00 X\jKj ini 5 54 32 86 3 yCtirs iUi 1 no Q 40 40 3 years 400 AUD¬ IOS 1 f\i 0 . Q 46 36 82 2 to 4 yrs 0 7 90 77 167 lU-i 1 n=^ t 1 30 9 39 1 106 ± 9 2 to 4 yrs. 107 1 0ft 0 20 80 20 2 to 4 yrs A 9 110 190 lUo 109 110 111 3 years.. COO 8, 000-10, 000 50 00 112 113 114 2 2 1 13 14 2 years 1 . Time of anniversary. June 22. June 23. Third Thursday in July. Third Thursday in June. February and July. Third Wednesday in Feb. October 1. Last week in June. 39 c E M g 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 IG 17 18 19 20 21 22 23 24 25 26 27 28 2;) 30 31 32 33 34 35 3G 37 38 39 40 41 42 43 44 45 4G 47 48 49 REPORT OF THE COMMISSIONER OF EDUCATION. Table VI.— COMMEECIAI Xame. Commercial school of East Alabama College. Comraerc'l course of Spring Hill College. Heald's Business College . . Commercial class of St. Ig¬ natius College. Moore’s Southern Business University. Business course of Bowdon College. The Bryant & Stratton Chi¬ cago Business College. Commercial College . Business College . Business College . Commercial course of St. Ignatius College. Business department of Eureha College. Commercial schl of North¬ western University, Commercial school of Mc- Kendree College. Business College . Commercial department of Fort Wayne College. Commercial course of the Univer’y of Notre Dame. Business College of North¬ western Christian Uuiv’y. Burlington Business Coll . . Business College . Commercial departm’t Up¬ per Iowa University. Commercial course Iowa AFesleyan University. Bryant & Stratton Bus.' Coll. Commercial College of Ken¬ tucky University. De[)t. of commerce of Ken¬ tucky Military Institute. Commercial course of Be¬ rea College. Commercial department of Cecilian College. Soule’s Commercial College. Business College . . . Bryant, Stratton & Sadler’s Business College. Bryant & Stratton Busi¬ ness College. Bryant -li School Hinsdale, ATaa.s. . . . Miss. P. A. Holden . . . Doner 177 The Misses Clarks’ School .... Ann Arbor, Mich . 1839 Mary H. Clark . ’.. .... 173 Detroit Public High School. .. Detroit, Mich . 1858 a y 0 d Scholastic year begins—^ 1 1 0 39 48 87 4 E. C. M 818 00 8108 00 200 00 $3 50 84 50 85 00 24 00 3d'Wedn3’y Sept. October 1. 1st Monday Sept. 1 3 25 25 E. M 50 00 400 0 0 ~29 29 4-C E.C. M.. a250 00 1 3 4 33 33 35 40 65 170 38 G7 56 E. C. M . 225 00 16 00 16 00 400 October 1. 3 3 35 40 C5 E. C. M a350 00 3, 000 September 15. September 1. 1st Monday Sept. 1st Monday Sept. 1st Monday Apr. September. September 1. 1st Monday Sept. September 1. O 0 6 E. C. M 175 00 ( 20 00 J 40 00 20 00 4 4 3-7 E. C. M.. 150 00 ) 60 00 28 00 *5 00 760 3 00 25 1 170 15 8 E. M... a210 00 1, 200 1 '23 26 .31 1 1 2 1 3 0 41 25 4, E.C.M.. 20 00 G 00 20 00 20 00 200 1 1 1 1 1 2 2 ] 15 20 10 20 4G '220 36 540 84 40 60 15 15 20 32 30 40 42 3^ 3 E.C.M.. E.C.M.. E. C. M. 200 00 24 00 Free .. 28 00 Free .. Free 100 100 150 1 1 2 24 44 104 50 220 84 540 116 60 94 35 4 E. C. M 1 2 9 2 18 3 1 4 7 9 3 58 50 “48 5 4-6 3-4 3 E.C.M.. E.C.M.. E.C.M.. E. C. M '“36 '60 200 00 200 00 140 00 Free .. 34 00 45 00 Free . . 6 00 45 00 Free 25 00 50 00 500 1,200 1, 800 148 Middle of Aug. Last Wed’y Aug. September 30. 1st Monday Sept. 2d Monday Sept. 2d Wed’y Sept. September 12. September 1. December 1 18 13 6 5 2 3 E. M _ 8 .3 3 ] 5 3 2 1 32 20 34 £0 4-18 4 4 4 E.C.M.. E. C.M.. E.C.M.. E. C. M.. . 340 00 200 00 160 00 f 60 00 1 100 00 30 00 20 00 1 100 00 36 00 24 00 30 00 15 00 6 00 1, 000 500 2, 500 ,1 2 3 27 18 45 70 54 79 4 E.C.M.. 275 00 10 00 10 00 10 00 1st "Wed’y Sept. 1 1 70 1 3 4 “^5 38 29 E. C. M.. 13 00 13 00 13 00 1st Monday Sept. 1st Monday Sept. 1 1 2 41 E . 8 00 1 1 1 2 20 30 50 5 E.C.M.. 200 00 16 00 24 00 24 00 300 August 25. 8 j 4 12 377 217 594 228 152 4 E. C M a200 00 5, 000 4th Wed’y Aug. Aug. 23. 1 228 91; 491 42I 3 E. C 9 00 45 00 45 00 2 4 3 1; 5 5 “ci 28 3 4 E.C.M.. E.C.M.. “ioo'oo 'ioo'oo 24 00 36 00 27 00 40 00 27 00 1, 800 700 Last Wed’y Aug. 2d Monday Sept. August 28. 1 2 3 40 82 44 5 E. C.M.. 1 1' 2 44' 3 a200 00 3d Tuesday Aug. August 22. 1st Monday Sept. 1st Monday Sept. 1st Monday Sept. 1st Monday Sept. 1st Thurs’y Sept. 1st Monday Sept. 1st Monday Sept. September 11. Last Mon’y Aug. 3d Wed y isept. Last part of Aug. i AiiLmst 20. 2 3 5 3 Di 41 5 8 9 110 180 47 174 1.53 124 284 333 4 4 4-5 E.C.M.. E.C.M.. E. C. M.. 12 00 164 27 00 Free . . 42 00 Fr«e . . 42 00 Free 2,500 300 i 4 27i 29 56 35 E. C. M.. T 3 15! 2(i 4 E.C. M.. 150 00 6 00 6 00 6 00 (i 12I IG’ 18 IG ...1 132 500 134 500 4 8 E.C.M.. E. M . . . . 210 00 22 00 23 00 15 00 2, 000 300 i 3 4 4G 12 58 E. C. M.. 12 00 160 00 36-48 00 3 10 210! 1.3 223 7 E.C. M.. 150 00 50 00 *28 00 Fi-ee 500 1 2 3 59 101 3-4 E.C. M.. Free .. Free .. 2 1 3 27' 4 aioo’co 500 ] 1 2 20| 25 45i 3-4 E. C. M.. 6 00 200 1 ] 1 2 20 18 38j 3 1 E.C.M.. 2 1 .3 1 fji ..*1 25 25 75! 40 4 E.C.M.. 1 E.C . isooo 24 00 Free .. 32 00 Free .. 32 00 300 September. . April. 3 3 20 20' 1 - . . . E . 'a246'66 2, 309i 1st Monday Sept. 9m l.st Monday Sent. ”2 .5 , 60 140 206 “3 ; E. C.M.. 1 2 3 i 95 111 206 9 1 E.C.M.. C 10 00 1 16 00 1 8 00 100 August 23. 1 75 75 E. C . 3 , iio ; 130 240 1 10 G IG ' E. C . 8 44 1 I'l 118 1 E. M . . . . 1 4 5 1 . . . . 375 E.C.M.. 18 00 24 00 24 00 September 18. September 14. 6 6 ”93 93 E. C.M.. 'a306'66 500 4 57 56 113 4 40 33 73 ' E. C . . G 233 .... 815 1048 ' E. M . . . . C5 65 ; E. c . . . . Each. 620 REPORT OF THE COMMISSIONER OF EDUCATION. Table TIL— STATISTICS OF IXSTITUTIOXS FOU SECONDAET FTame. Post-office address. Name of principal. 190| Mrs. Brown’s School. Parish School . Fair Lawn Institute. Macon Male School. . 191 192 193 194 195 196 197 198 199 200| 201 202i 2031 204 1 2051 206; 2071 2081 209 210 211 212! 213 214 215 216 217 218 219 220 222 223 224 225 226 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 24' 249! Pontotoc Male Academy . Cassville Institute . Liberty High School . Clinton County Male and Fe male Institute. Stewartsviile Seminary . Male and Female Seminary . . . Saint Joseph’s Academy .. James’s Institute . High School . High School . Tan Eensselaer . Sacred Heart Convent . Male and Female Academy. .. Shelby_ High School . Sumrnit Institute . Female Seminary . Institute of Holy Innocents .. Lincoln Institute . O’Fallon Polytechnic Institute Contoocoolv Academy . Bath Academy . McCollom Institute . Farmington High School . Peterborough High School. . . Raymond High School . Dublin High School . . Lancaster Academy . Wolfeborough Christian In¬ stitute. Kimball Union Academy .... Pinkerton Academy . Blanchard Acadeniy . Pittsfield Academy . Saint Paul, Minn . Red Wing, Minn . Jackson, Minn . . . Macon, Minn _ Pontotoc, Miss . . . Cassville, Mo . Liberty, Mo . Plattsburgh, Mo. . P.E. P.E. 18711867 1871 Francestown Academy . Hew Hampton Literary and Biblical institution. Hew Ipswich Appleton Acad’y St. Paul’s School . Kew Hampshire Conference Seminary and Female Col¬ lege. Kew London Institution . Gilmanton Academy . Atkinson Academy '. . Manchester High 'School . Penacook Academy . Stevens High School . Concord High School . Littleton Graded School . Kew Jersey Classical and Scientific institute. Trenton Academy . St. Mary’s Hall . Classical and Commercial High School. South J ersey Institute . Pennington 'Seminary and Fe¬ male Collegiate Institute. Westfield Academy and Union School. Tates Polytechnic Institute . . Falley Seminary . Watkins Academic and Union School. Fairfield Academy . Stewartsviile, Mo . Palmyra, Mo . Hannibal, Mo . Saint James, Mo . Bolivar, Mo . Pleasant Hope, Mo . . . . Hydeburgh, Mo . Saint Louis, Mo . New London, Mo . Shelby viUe, Mo . Marshfield, Mo . Jefferson City, Mo . Jefferson City, Mo . Jefferson City, Mo . Saint Louis, 'Mo . ContoocookviUe, N. H . Bath, N. H . Mount Tern on, N. H . . Farmington, N. H . Peterborough, N. H . . . Raymond, N. H . Dublin, N. H . Lancaster, N. H . Wolfeborough, N. H. . . Meriden, N. H . Derry, N. H . . Pembroke, N. H . Pittsfield, N. H . Francestown, N. H _ 1870 1868 1870 1863 1853 1864 1868 1869 Miss. M. A. Moseley. E. C. Simonds . Rev. J. D. West A. S. White _ G. Hughes . . E. C. Thomas. . . Rev. W. O. H. Perry Rev. M. Mcllhany ! . Father O’Neil . . J. S. Clark . . J. A. Race . 1846 1827 1860 1870 New Hampton, N. H . . New Ispwich, N. H _ St. Paul’s, N. H . Tilton, N.H.... New London, N. H - Gilmanton, N. H . Atkinson, N. H . Manchester. N. H . Fisherville, N. H . Claremont. N. H . Concord, N. H . Littleton, N. H . Hightstown, N. J . Trenton, N. J . Burlington, N. J . Lawrence ville, N. J . . . Bridgeton, N. J. . . Pennington, N, H Westfield, N. T . . 1856 1850 1828 1862 1866 1866 1867 1857 1848 1849 1869 1871 1829 1866,1866 18131815 1814 1815 1818 1819 1800 1853 1789 1800 1853 1787 1855 1856 1791 1865 1785 1846 Chittenango, N. T . Fulton, N. Y . Watkins, N. Y . Fairfield, N. Y 1866 1839 1836 1857 1863 1853 1794 17 1866 1867 1855 1867 1864 1781 1837 1810 1870 1839 1836 1863 1803 1803 Rev. J. Greer . Madame E. Tucker. . . J. H. Laughlin . Rev. J. W. Adkisson . , Hattie L. Noble . . Rev. O. Bulkley . . Sister Clara . . R. B. Foster . Regis Chaurenet . Thom. B. Richardson., S. F. Lon^ee . D. A. Anderson . Prof. C. E. Harrington R.C . N. J. . Cong. C. M. Emery. J. Smith . J. W. Simonds Chr J. E. Goodrich . Rev. E. G. Parsons. W. M. Larvin . T. Lang . Cong . Cong. G. W. Flint, A. B . Cong . A. B. Meservey . F. B E. W. Westgate . Cong Rev. H. A. Coit, D. D . Rev. L.D. Barrows, D.D H. M. Willard, A. M . R. E. Avery, A. M. . . W. E. Bunten . W. W. Colburn . A. J. Servain, A. M J. D. Bartlev, A. M . J. J.Ladd, A.M.... H. A. Pratt . G. S. Grosvenor . Rev. E. K. Smith . H. Hamilly, D. D . H. J. Trask . Thomas Hanlon . John S. Fosdick. J. W. Hall, A. B . Rev. J. Gilmour, A. M . J. L. Mark . G. S. Griffin, A. M P.E. Bapt . . . . P.E. Pres Bapt M.E Pres STATISTICAL TABLES. 621 IXSTETJCTIOX IX THE EXITED STATES— Continued. Xo. of in¬ structors. Xo of stu¬ dents. o § d 2-2 Character of course — E, English branches; C, classical studies; M, mod’ll languages. Average expenses per annum. Xo. of volumes in library. Scholastic year begins — 'c5 Female. | o H Female. Total. 1 Xo. of years ii 1 of instruci Lodging. Board. English branches. Classical studies. Modern lan¬ guages. 6 27 20 47 E.‘ C . . . . ... 17 18 35 E. M . . . . O 3 5 25 70 95 7 E. C.M.. $200 00, $50 00 $20 00 $10 00 4th Monday Sept. 1 50 50'^ E. C . . . . September or Oct. 4 4 55 .... 55 3-6 E. C .... 150 00 5 2 50 ^5 00 } . 2d Monday Sept 1 1 2 23 1 1 2 TA 3-4 7 2 4 110 4 1 1 o 60 5 ■y no 2 3 5 120 o 1 3 75 3-4 1 2 3 161 1 1 35 30 3-4 4S 48 135 135 7 E. C.M.. 200 00 40 00 1, 500 1st Tuesday Sept. 2 2 4 120 3-4 1 1 48 4-6 1 1 2 50 3-4 2 3 84 3 3 163 1 1 34 4 1.30 130 2-3 E Free. Free. Free. 24, 000 2cl. Oct. 1 2 3 70 60 130 3d w^cdn^y A 2 1 3 15 29 44 1 2 3 32 22 54 3-4 E. C.M.. 150 00 15 00 21 00 21 00 600 Ist "Wedn’y Sept. 1 1 2 64 o 2 4 64 1 1 21 18 39 E. C . 4 25 5 00 1 3 4 68 60 128 3 E. C.M.. 125 00 16 50 24 00 24 00 Last Tues. Aug. 5 4 9 173 76 249 3 E.C.M.. $18 00 108 00 30 00 30 00 39 00 2, 600 August 23. 1 2 3 93 62 155 3 E. C.M.. 42 00 126 00 20 00 20 00 20 00 259 August 23. 1 1 2 14 •18 32 E.C.M.. 1.50 00 15 00 18 00 18 00 350 1 1 2 25 25 50 3 E. C . "isooo 160 00 17 00 18 00 September 1. 1 1 2 20 . IT 37 3 E. C.M.. 25 00 160 00 f 20 00 1 22 00 1 24 00 24 00 400 Middle of Aug. 3 8 78 54 132 2-4 E. C.M.. 10 00 116 00 22 00 26 00 26 00 3, 000 Aug-ust 21. 1 2 4 6 45 55 100 3-4 E. C.M.. 15 00 140 00 24 00 30 00 30 00 500 Last Wedn’y but one in Aug. 10 10 153 153 *7 E. C.M.. a500 6, 000 1st Thurs. Sept 5 4 120 06 4 5 9 261 a300 3d "Wedn’y Aug. 1 3 4 38 140 00 12 00 15 60 15 00 «200 1 3 4 2 2 4 20 00 24 00 4th "Wedn’y Aug. 2 2 4 85 21 00 30 00 1 3 4 150 6 8 Last “Wed. Aug. 4 4 8 115 37 152 4 E. C.M.. a250 4th'Wedn’yAug. 2 1 3 100 100 E. C.M.. 32 00 48 00 20 00 1st Monday Sept. 8 20 28 209 209 ’"5 E.M.... also 2, 400 1st Tuesday Oct. 8 8 97 97 4 E. C.M.. a375 4, 000 September 12. 4 4 8 30 20 50 3 E. C.M.. 160 00 40 00 50 00 15 CO 200 1st ‘Wedn’y Sept. 7 4 11 125 50 175 3 E.C.M.. a273 1, 000 September 13. 5 .0 15 337 227 564 3-5 E. C.M.. 13 50 21 00 9 00 173 July 23. 4 ' 4 8 49 60 109 2-6 E.C.M.. 20 00 120 00 30 00 38 00 40 00 726 1st ilonday Sept. 1 1 2 35 37 72 3 E. C . 12 00 94 on _ 546 August 28. 5 1 5 . 10 141 1 18 219 3-5 1 E. C.M.. 160 00 27 00 6 00 ^ 6 00 5, 000 3d week August. 622 REPORT OF THE COMMISSIONER OF EDUCATION. Table VII.— STATISTICS OF IXSTITCTIOXS FOR SECONDARY Name. Post-ofl&ce address. Name of principal. 276 277 278 279 280 281 282 283 284 285 286 28' 288 289 290 291 292 293 294 295 296 297 298 299 300 .301 302 303 304 305 306 307 Batavia Union ScFool and Academy. Ten Broeck Free Academy . . . Middlebury Academy . . . Naples Academy . Amenia Seminary . Warren sburgh Academy . Lawrenceville Academy . Union Academy of Belleville . St. Philomena’s School . Nnnda Academy . Kingston Academy . Newton Collegiate Institute . . Little Falls Academy . Rogersville Union Seminary . . Augusta Academy . Owego Free Academy and Union School. Cayuga Lake Academy . Oneida Seminary . St. J ohn’s School . St. Joseph’s Provincial Semi¬ nary. Troy High School . Utica Academy . , . Covington Academy . St. Stephen’s Latin School _ Walton Academy and Union School. St. Catherine’s School of our Lady of Mercy. Huntington Union School . Groton Academy . Union School and Academy. . . Warwick Institute . AVilson Union School . Palmyra Classical Union School. Cary Collegiate Seminary . Institute of Mercy . ' . Rochester Free Academy . Lockport Union School . New Berlin Academy . Gilbertsville Academy . Keeseville Union Free School. Delaware Literary Institute.. Fort Edward Collegiate Insti¬ tute. Saint Mary’s School for Girls. Black River Conference Semi¬ nary. Cambridge Washington Semi¬ nary. Mechanicsville Academy . Mount Morris • Union ' Free School. Lyons Union School and Acad¬ emy. North Granville Ladies’ Semi¬ nary. Argyie Academy . Troy Female Seminary . Griffith Institute . ’ . Hartford Academy . Free School of Sacred Heart.. Academic Department Ches¬ ter Union Free School. Academy of the Sacred Heart. Baldwiusville Free Academy. Saint Michael’s School . . Canton Academy and Graded School. Batavia, N. Y 1860 1860 G. Fuller, A. M. Franklinville, N. Y - Wyoming, N. Y . Naples, N. T . Amenia, N. Y . Warrensburgh, N. Y . . La’wrenceville, N. Y. . . Belleville, N. Y . Brooklyn, N. Y . Nnnda, N. Y . Kingston, N. Y . Newton, N. Y . Little Falls, N. Y . 1867 1820 1860 1862 1818 1860 1834 1860 1860 1860 i860 1826il826 ....;i869 18681865 1851 1852 1844,1844 South Dan.sville, N. Y . 1851 Augusta, N. Y . 1834 Owego, N. Y . 1828 Aurora, N. Y . Oneida, N. Y . Sing Sing, N. Y - Troy, N. Y . 1801 1857 Troy, N. Y . Utica, N. Y . Covington, N. Y . New York City, N. Y Walton, N. Y . New York City, N. Y Huntington, N. Y _ Groton, N. Y . Newark, N. Y . Warwick, N. Y . Wilson, N. Y . Palmyra, N. Y . Oakfield, N. Y . . . Greenbush, N. Y Rochester, N. Y . Lockport, N. Y . New Berlin, N. Y . Butternuts, N. Y . Keeseville, N. Y . . Franklin, N. Y . Fort Edward, N. Y. . . Albany, N. Y. . . Antwerp, N. Y. Cambridge, N. Y . Mechanicsville. N. Y. . Mount Morris, N. Y. . . Lyons^N. Y . . North Granville, N. Y. Argyie, N. Y . Troy, N. Y . Springville, N. Y . South Hartford, N. Y. . Manhattanville, N. Y. . Chester, N. Y . Manhattanville, N. Y. Baldwin sville, N. Y... New York, N. Y . Canton, N. Y . W. M. Benson . . F. W. Forbes . . A. J. Osborn . . S. F. Frost . H. R. Robinson, A. B . . C. Cunningham . W. W. Grant, A. B _ Brother Angelus . W. H. Truesdale, A. M C. Curtis, A. M . C. L.Teel . Rev. W. F. Bridge _ W. A. Dausom . . Bapt M.E R.C. Ref' 1834 1826 1799 1858 1869 1864 T. L. Griswold. 1853 18141.818 . . . . 1866 18541854 1858!l850 1856|l858 1837,1837 1863!.... 185411853 1845 1846 C. Kelsey, A. Ml J. D. Houghton . Rev. J. B. Gibson, D. D . Rev. H. Gabriels . D. Beattie, A. M G. C. Sawyer . W. H. Winchester Rev. E.McGlynn, D. D T. D. Barclay Pres P.E. R.C. 1871 1861 1850 1843 Mother M. Augustine C. G. Holyoke M. M. Baldwin O. B. C. Grave . C. Van Buren . F. A. Greene . . C. M. Hutchins 1863 1857 1850 1843 1839 1840 1870 1832 1854 1836 1854 1871 1856 1815 1860 1866 1856 1841 1837 1830 1866 1851 1841 1851 1864 1841 1850 1800 1861 1866 1856 1854 1841 1816 1830 i848 1840 1841 1864 1867 1842 Rev. J. R. Coe . Sister M. V. Sweetman Rev. AV. W. Benedict, D.D. A. B. Evans, A. M J. M. Sprague Rev. A. Wood, A. M E. F. Bullard G. W. Briggs Rev. J. E. King, D.D.. Sister Mary Creuin. . . . S. M.Coon . Miss Amelia Merriam . Rev. B. D. Ames, A. M I. O. Best . E. A. Kingsley . W. W. Dowd, A. M. .. H. W. Hunt, A. B . J. H. Willard . A. R. W ightman, A. M . E. R. Safford . M.C. White . William Simpson . M. A. Hardey . A. E. Lasher . F. Heidenas . W.W. Thompson, A. B. Pres ... M.E... R.C... R.C.... R.C. STATISTICAL TABLES. 623 INSTRUCTION IN THE UNITED STxiTES-Contiiiued. No. of in¬ structors. No. of stu¬ dents. 0 0 . S § i ® S ^ ^ ^ E Average expenses per annum. a 03 g -2 6 'rt s "a H r2 "rt 6 S 0 H P 2 0 b<) g 0 1-1 P 0 J . P c3 •FH 0 "1 0 cl 0 ^ I 1 2 :2 0 d Scholastic year begins — 1 7 8 190 210 400 E. C.M.. $200 00 $25 00 $30 00 $36 00 2, 000 Ist Monday Sept. 3 2 1 4 2 4 7 4 145 50 47 180 53 56 325 103 103 3 4 3 E. C.M.. E. C.M.. E. C,M.. ’ *$42 '66 125 00 147 00 140 00 21 00 21 00 18 00 25 50 24 00 27 00 25 50 24 00 25 50 385 845 350 1,800 175 212 790 5, 000 450 750 100 400 231 221 2, 000 August 23. September 5. September 6. September 25. Sejitember 4. August 22. August 30. 5 5 10 119 72 191 3 E. C.M.. a300 00 1 1 2 3 3 4 28 29 40 35 ■ 68 64 ”3 E. C.M.. E. C.M.. 123 00 22 00 21 00 18 00 30 00 24 00 9 00 15 00 24 00 9 00 4 6 3 4 7 10 46 300 55 300 101 COO 3 E. C.M.. E . 15 00 120 00 1 1 3 4 2 1 5 3 4 60 44 30 75 21 25 135 65 55 3 3 3 E. C. M. . E. C.M.. E. C.M.. ’a256'66 8 00 25 00 10 00 25 00 10 00 25 00 XSL iiiUllllciy kaUpii* September 5. 1st Monday Sept. 1 of" W pfl ^ V 3 1 1 2 3 5 1 3 6 6 2 5 70 87 20 105 30 93 15 120 100 180 35 225 "3 "’c E. C.M.. E. C.M.. E. C.M.. E. C.M.. 10 00 25 00 25-46*66 160 00 175 00 *175*66 24 00 21 00 18 00 24 00 30 00 27 00 21 00 30 00 20 00 20 00 21 00 30 00 September 6. August 28. September 1. October 1. 1 3 4 21 22 43 5 E. C.M.. 300 00 24 00 32 00 20 00 2d Tuesday Sept. 1st Monday Sept. 3 8 4 7 8 CO 55 62 122 55 4 6 E. C.M.. E. C.M.. 0666 66 180 00 18-30 00 30 00 30 00 312 400 5, 000 7 7 125 125 4 a225 00 2d Thursday Sept. 3 C 3 2 6 8 30 46 70 72 100 118 4 " 4 E. C.M.. E.C.M.. Eree . . 8 00 Free .. 10 00 Free. 10 00 500 Last Mon dy Aug. 1st Monday Sept. September 18. 1 1 4 1 140 15 160 300 15 3 E. C.M.. E.C . 15 00 18 00 21 00 400 1 8 155 166 321 "3 E. C.M.. 24 00 30 00 30 00 580 Od^JLC/UJ X* 3d Wedny Aug. 8 8 E. M . . . . 28 00 20 00 1st Monday Sept. 1 1 2 24 40 64 4 E. C.M.. 160 00 670 676 600 400 583 1st Monday Sept. August 21. September 1. October 1. October 1. 2 1 1 4 2 1 6 3 2 40 75 4 52 80 21 92 155 25 2- 3 3- 4 4 E. C.M.. E. C.M.. E.C . 20-40 00 160 00 160 00 18 00 21 00 26 00 27 00 21 00 26 00 27 00 21 00 24 00 1 7 8 220 218 438 E.C.M.. 15 00 140 00 24 00 1 11 12 400 300 700 ”4 E.C.M.. 175 00 20 00 800 September 4. 2 3 5 107 90 197 4 E. C.M.. a300 00 780 September 1. 1st Monday Sept. 1st Monday Sept. 10 10 260 280 8 E. M . . . . 140 00 20-30 00 10 00 ”4 4 8 "58 113 171 4 E.C.M.. Free .. Free . . Free. 4 1 1 3 11 4 2 6 15 5 3 309 72 20 200 373 58 30 250 682 130 50 450 3-4 4 3 4 E. C.M.. E. C.M.. E. C.M.. E.C . ’**i*46 156 00 24 00 17 00 21-24 00 18 00 31 80 24 00 27 00 24 00 40 50 33 00 21 00 27 00 3, 700 343 500 1, 200 2, 860 Last M’day Aug. Sept. 1. Aug. 1. 1st Monday Sept. Sept. 5. Sept. 1. 3 4 7 149 90 239 4 E. C.M.. 150 00 31 50 12 4 16 350 150 500 2-3 E. C.M.. 160 00 24 00 40 00 36 00 1, 100 8 8 250 2£0 10 E. M.... 20- 50 00 21- 27 00 20 00 12 00 300 500 1st Monday Sept. Aug. 21. 3 3 6 "71 61 132 3 E. C.M.. 18 00 117 00 12 00 1 4 5 31 62 93 4 E.C.M.. 18-27 00 27 00 4 00 4 00 12 00 4 00 1,260 252 375 Sept. 1. •Aug. 7, 1st Tuesday Sept. 2 1 5 2 7 3 42 50 64 50 106 100 3 E. C.M.. E.C.M.. . 180 00 12 00 4 00 2 11 13 223 301 524 5 200 00 Free .. Free .. T A Iree. oUU IjtlSt iil Clciy 3 ■7 10 63 63 4 a2 50 1 5 2 1 16 5 2 21 7 20 "eo 36 295 85 56 295 165 3 3-5 3 E. C.M.. E. C.M.. E. C.M.. 160 00 300 00 140 00 58 00 28 00 8 00 7 00 58 00 28 00 10 00 9 00 58 00 62 00 1 n nn 935 1, 506 250 Aug. 1. 3d VFodn’y Sept. Aug. 23. Aug. — . 1 r * ■ 1 11 13 24 E. C.M.. lu uu 9 00 ... 12 12 45 4.55 500 1st Monday Sept. 1 ... 1 7 15 22 4 E. C.M.. Free .. Fi-ee .. Free. 1,000 1st Monday Oct. 8' 1 45 53 300 300 7 a4C0 00 1, 000 400 1st W’d ’day Sept. 1 4 "76 152 222 2-5 E.C.M.. 01 nri 01 nn 24 00 5 ! 5 i “ 10 8 400 218 226 400 438 "5 E. C.M.". E. C.M.. . '180*66 /iL uu *”18*66 uu "*24*66 ’36*66 *6,* 862 1st Monday Sept. 1st Monday after 3d Tu’sday Aug. €24 EEPORT OF THE COMMISSIONER OF EDUCATION. Table VII.— STATISTICS OF IVSTITUTIOHS FOF SECONDARY Xame. Post-office address. Name of principal. a o g . rs a ‘M2 313 314 31.5 31G 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 3351 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 .5*7 358 359 360 361 362 363 364 365 366 Peeksville Academy . . . . . "White-stown Seminary . Sisters of Saint Mary’s Select Scliool._ Central IS ew York Conference Seminary. Sherburne’lTniou High School . Starkey Seminary . Union School Academic De¬ partment. High School . Elmira Free Academy . Gerrard Institute . Enral High School . Hew Paltz Academy . Glen’s Falls Academy . Geneva Classical and Union School. Jamestown Union School and Collegiate Institute. Mexico Academy . Pome Academy . W ehster Academy . . . St. Joseph’s Literary Institute Port Jervis Union School and Academy. Oxford Academy and Collegi¬ ate Institute. Classical Department Sche¬ nectady Union School. Auburn Academic High School Albany Academy . Pulaski Academy . Port Byron Free School and Academy. Plattsburgh Academy . Albion Academy . Franklin Academy . Buftalo Central School . Elizabethtown Union Free School. Hartwick Theological and Classical Seminary, Christian Brothers’ Academy. St. Joseph’s School . Perry Academy . Amsterdam Academy . Hassau Academy . Bural Seminary . Addison Academy . Albany Female Academy . Academic Department, Alfred University. Ames Academy . Andes Collegiate Institute. . . . Angelica Academy . Arcade Academy . Attica Academy . Aurora Academy . Binghamton Academy . Brooklield Academy . Buffalo Female Academy . Canajoharie Academy . Canandaigua Academy . Catskill Free Academy . Chamberlain Institute . Champlain Academy . Chester Academy . Chili Seminary . Christian Brothers’ Academy . Cincinnatus Academy . Peeksville, H. Y _ ■Whitestown, H. Y. . Elmira, H. Y . Cazenovia, H. Y. 1845 1825 A 1 a 18451 J.'S. Gardner." ! 1864! Mother Mary Claver. . . ISie! Eev.IV. S. Smyth, M. A F.B. B.C. M.E Sherburne, H. Y . . Eddytown, H. Y . . Saratoga Springs, H. Y Seneca, H. Y . Elmira, H. Y... . Florida, H. Y . Clinton, H.Y . Hew Paltz, H. Y . Glen’s Falls, H. Y . Geneva, H. Y . 1868|1868 L. Dembinski, A. M. 1842 1842* O. F. Ingalsbe . 18671867 L.S. Packard . 1867 1860 1847 i 1815 1833 Chr F. D. Hodgson . 1860 J. D. Steele, Ph. D... _ T. G. Schriver, A. M. . , 18141 A. P. Kelsey . . 1833! H. M. Bauscher, M. D Pres 1842! 1841' C. AY. Hall . 1839 1838 AV. H. Vrooman. Eef Jamestown, H. Y. Mexico, H. Y . Pome, H. Y . AFebster, H. Y _ Jackson, H. Y _ Port Jervis, H. Y. Oxford, H. Y . Schenectady, H. Y. Auburn, H. Y _ Albany, H. Y . Pulaski, H. Y . Port Byron, H. Y . Plattsburgh, H. Y - Albion, H. Y . Pratt sburgh, H. Y - Buffalo, H! Y . Elizabethtown, H. Y. . Otsego County, H. Y. . 1866 1852 1834 1856 1867 1867 1793 1854 1866 1812 1813 1852 1834 1862 1867 18.55 1853 1859 1828 1838 1824 1854 1816 Troy, H. Y . Albany, H. Y . Perry, H. Y . Amsterdam, H. Y _ _ _ Hassau, H. Y . . . East Pembroke, H. Y. . Addison, H. Y . Albany, H. Y . Alfred, H. Y . 1853 1841 1868 1856 Ames, H. Y . Andes, H. Y . Angelica, H. Y . Arcade, H. Y . Attica, H. Y . East Aurora, H. Y . Binghamton, H. Y . Brookfield, H. Y . Buffalo, H. Y . Canajoharie, H. Y _ Canandaigua, H. Y _ Catskill, H. Y . Pandolph, H. Y. . . Champlain, H. Y . Chester, H. Y . Chili, H. Y . Albany, H. Y . Cincinnatus, H. Y . 1853 1859 1829 1838 1824 1854 1866 1815 1850 1865 1853 1839 S. G. Love. AV. H. Peese _ G. H. Barton _ Pev. E. F. Maine Mary S. McGarr A. B. AVdbui- _ M.E ... P.C.... H. J. Cook . S. B. Howe, A. M . J. E. Myer, A. M. M. E. Gates . P.E.... S. Duffy . Pev. D. D. Van Allen, A. M. A. Atwood . O. Morehouse, A. M . . E. Cummings . P. T. Spencer . J. AV. Chandler . . Pres Pev. T. T. Titus, A. M . Brother J osiah . Luth . P.C. Sister Lucretia . Pev. E. AVildman, A.M, C. C. AVetsell . A. B. AViggin . J. D. Fisher . T. F. AVelch . Miss L. 0.strom . J. Allen, A. M . P.C^.. M. ifh. A. B. Miller . Mrs. J. M. Smeallie - J. E. Bennett . D. A. Burke . T. B. Lovell . C. AV.MeiTltt,A.M ... G. Jackson, A. M . Mrs. J. Babcock . Pev. A.T. Chester, D.D J. B. Choate, A. M . H. T. Clarke, Ph. D . . . . AV. P. McLaury . Pev. J. T. Edw-ards - E. P. Collins . A. H. Hart . G. AV. A nderson . Brother Hugh . G. A. Haven . STATISTICAL TABLES. 625 INSTRUCTION IN THE UNITED STATES-Continned. No. of in- No. of stu- i S 2 S fl strnctors. dents. f-t ors ci Average expenses per annum. c a s 0 0 rt-M bJD CO a? P . 0 rt c^»— 1 a 9 ■ '0 s Scholastic year 1 Male. 0 a 0 c3 0 H r2 a 75 a 0 rt 0 H 'c^ 0 0 bi .9 ‘So 0 t-1 '6 ti 0 ^ V « CO 0 il P- 1 CO 0 rSg 0 tc 0^ 6 begins-^ £ "’i fl 5 11 9 5C 33' IOC 16C 315 5C 502 415 . . . . 3-4 E. C.M.. E. C. M. . E. M.... ”$i8'6c $240 OC 156 OC 1 $50 OC 1 24 OC i $60 00 t 30 00 i$30 00 ' 36 00 1 74C 2, OOC 1 2d Tuesday Sept. 1 Aug. 23. lui f iot ALonuuy jj 6U. 12 4 16 329 226 555 3-4 E. C.M.. . 182 00 1 27 OC • 33 00 33 00 2, 50C 1 Last Thursday 1 3 4 99 101 200 3 E. C.M.. but one in Aug. 1 ^ fl T* /I 0 TT t \ 4" 2 4 G 72 25 68 140 1-4 E.C.M.. 42 00 126 00 1 27 00 1 5 00 5 00 OOC 1,463 1 Oil jiioiiiiciy oupti. ! Aug. 28. 3 30 55 4 E. C. M.. . 21 00 1 24 00 24 00 1,000 1 1st Monday Sept. 2 2 4 CO 90 150 6 Eree .. 30 00 Free .. 1 2 3 5 60 80 140 4 E. C. M.. 5 00 -CTC6. 800 1, 000 1 Aug. 28. Sept. 4. 3 4 7 35 45 80 a300 00 3 1 4 52 52 3 E.C . 350 00 45 00 780 600 260 1,700 2d Tuesday Sept. Sept. 19. 2 2 4 35 37 72 E. C.M.. a350 00 3 4 5 7 8 11 150 300 100 2.J0 250 500 4 3-4 E. C.M.. E.C.M.. 200 00 20 00 20 00 20 00 25 00 20 00 25 00 1st week Sept. 1st Monday Sei^t. 3 6 9 154 111 265 3-5 E. C. M- . 180 00 21 00 24 00 OA nn 4th Tuesday Aug. uu 2 1 1 3 3 3 5 4 4 73 45 38 53 60 30 126 105 68 3 4 4 E. C.M.. E.C.M.. E. C.M.. . 'ise'oo 275 00 6 00 24 00 18 00 29 00 8 00 10 00 30 00 25 50 30 00 8 00 10 00 27 00 1,126 1, 000 Aug. 22. Sept. 6. August 5. September 1. 1st Monday Sept. "i 12 12 1 371 4 320 12 691 16 5 4 E. C.M.. E.C.M.. 28 50 15 00 Q f\C\ 113 371 0 UU 220 2 5 7 60 65 125 E. C.M.. 24 00 36 00 36 00 1, 000 August 14. o 3 5 60 50 110 3 E.C . 30 00 3, 000 August 23. 1st Monday Sept. 1st Monday Sept. 2 3 5 73 87 160 3-4 E. C.M.. 25 00 60 00 ( 18 00 1 30 00 18 00 28 00 80 00 6 3 9 190 190 9 E. C.M.. 10 uu ouu 800 3 3 6 50 55 105 3-5 E. C.M.. 5 00 140 00 J 30 00 30 00 n nn August 21. 1 5 6 32 44 76 4 E. C.M.. 6 00 1, 000 August 28. 0 uu 1 2 1 5 1 1 2 7 8 3 2 4 8 13 4 25 125 165 118 60 30 40 150 205 65 55 165 315 323 125 3 3 3 3 E. C. M. . E. C.M.. E. C. M. . E. C.M.. ’"’g'oo 140 00 126 66 '166*60 18 00 21 75 21 00 Free. 18 00 20 00 27 75 24 00 Free. 0-1 nn 20 00 27 75 24 00 Free. 24 00 500 900 1,000 650 Last Wed’y Aug. 1st Monday Sept. 2d Monday Aug. 1st Monday Sept. J UI3' 16. i4i‘± Ul/ 174 3 1 4 20 10 30 5 E. C.M.. 45 00 120 00 C 24 00 i 30 00 30 00 36 00 1,800 1st "Wed’y Sept. 12 12 325 325 E. C.M.. 5 20 00 1 50 00 [ . 900 1st AYed’y Sept. 400 ”2 3 1 7 7 400 4 4 0 6 7 3 ”80 70 28 70 75 18 150 145 46 3 E.C.M.. E. C.M.. E.C.M.. 20 00 ’a246’66 140 00 250 00 6 50 120 00 9 50 30 00 4 00 30 00 500 4.50 100 J-St ixLODCl&'y o6pt« September 20. September 2. 1 Gsi" VVA Afl ^TT 1 2 3 34 48 82 2-3 E. C.M.. 19 50 30 00 fin lot vv uu y oupt. oU UU OuU August 15. J uly 26. ’7 5 313 June 2. 1 1 18 Juno isu. Tnl-rr 1 K 3 ”4 7 0 uiy JID. 1 1 2 August 1. TiiItt 1 2 0 4 0 uly 1. 2 5 7 129 0 uiy oK 1 1 2 212 ouiy 10. 2 1 2 3 0 5 3 9 ICO J uno 30. July 31. 7 00 202 July 25. 1 1 0 Scptcinl)Gr 1. 7 1 8 221 August 31. 1 1 2 July 5. Tiii’tr 00 3 5 8 fjujy ^4, 1 1 2 88 June 30. 1 3 4 38 fiuly 7, 56 . 1 . September 30. 0 C 247 87 Sej)tember 4. July 15. July 1. 46 D 4 40 C E 62 , N. Y . . Skaneateles, N. Y Sodus, N. Y . Spencertown, N. Y Florida, N. Y - Syracuse, N. Y. . . Troy, N. Y . Trumansburgh, N Unadilla, N. Y ... Greenwich, N. Y . Utica, N. Y . Vernon, N. Y - Middletown, N. Y Walworth, N. Y . Warsaw, N. Y .. . Salem, N. Y . Waterloo, N. Y. . . Watertown, N. Y Waverly, N. Y... Westfield, N. Y . . West Hebrew, N. Y. . , Westport, N. Y . . AYest Winfield, N. Y . , Whitney’s Point, N. Y Windsor, N. Y . AVoodhull, N. Y Zates, N. Y . Jamaica, N. Y . Yadkinville, N. C . Belvidere, N. C . Cary, N. C . Kernersville, N. C . Mount Airy, N. C . New Garden P.O.,N.C. Hayesville, N. C . East Bend, N. C . Wentworth, N. C . Mebanesville, N. C _ Cincinnati, Ohio . Gallipolis, Ohio . Cincinnati, Ohio . E. J. Hamilton, Ph. D. P. J. Loveland . Cora C. Clark . J. A. Page . S. D. Barr . H. C. Kirk . 1792 1792 1865 1835 1860 1854 1865 1811 Bloomingburgh, Ohio. Morning Sun, Ohio. . . South Salem, Ohio. . . . Dayton, Ohio . Seven Mile, Ohio . Mount Pleasant, Ohio Cincinnati, Ohio . Austinburgh, Ohio . . . Lee, Ohio . AVest Farmington, Ohio Springfield, Ohio . . . Sandusky, Ohio ... Cincinnati, Ohio. . . . 1860 1855 1807 185’ 1867 isoi 1851 1811 1856 Mrs. C. P. Achilles _ W. W. Bean, A. M . L. S. Pomeroy, A. AI . . . Rev. D. G. AVri.ght, A. M. R. Hunt . Mrs. S. J. Nichols . L. P. Bissell . O. C. Sykes . AY. C. Bowen, A. M _ E. Curtiss, A. B . C. L. Howes . T. G. Schriver, A. M.. C. O. Roundy, A. M... T. N. AYilson, A. M... O. Horton . J. Kelly . W. H. Sybrandt . Miss J. E. Kelly . M. A. Sullivan . G. H. Decker, A. M... L. W. Church . S. E. Peck . J. A. McFarland, A. M J. S. Boughton . H. Smith, A. M . P. Houlet . J. S. Fosdick . A. J. Ina . L. B. Newell . A. K. Goodier . . . T. H. Roberts . J. H. Vosburg . D. H. Cobb . F. A. Greene . J. Hasbrouck, A. M. .. J. D. Johnson . C. Birdsall . A. H, Merritt, A. M. . . Prof. J. S. Rav . J. S.Nill ....“. . G. N. Hartley . J. O. Hicks . Rev. M. Baldwin, A. B J. AY. Reid, A. B . Col. W. Y. Bingham . . . J. L. Thornton . E. A . Cooley . U. T. Curran . Fr. M.E.S Fr .... Pres . . . 1864 1864 1856 1852 1843 1850 1861 183’ 1855 1846 1855 1843 Maumee City, Ohio. . . . 1861 1864 1854 1848 1849 1840 1861 A. F. Cate _ John Marshall Rev. H. Gill-... Bro. M. Zehler . . B. Starr. AV. Hall . J. B. Chickering J. Tuckerman. J. M. Wood . . . G. AV. Beatty. S. W. Strowger . M. H. Lewis Sister Louise. R.C. C. L. Clippinger . M. E . STATISTICAL TABLES. 629 INSTRIICTION IN THE UNITED STATES— Continued. No. of in¬ structors. No of stu¬ dents. No. of years in course of instruction. Character of course — E, English branches; C, classical studies; M, mod’n languages. Average expenses per annum. No. of ^ volumes in library. Scholastic year begins — Male. 1 Female. Total. 1 Male. Female. Total. Lodging. Board. . ® s 0 fcr.a c 2 S'" Classical studies. Modern lan¬ guages. 2 1 3 170 July 1. 48 July 13. 1 3 4 37 September 14. 1 3 4 September 9. 3 3 6 3.52 June 24. 1 7 8 271 July 15. 1 8 9 118 August 2. 2 1 3 119 June 30. 2 o 4 83 July 31. June 29. 1 5 6 132 June 20. 1 5 6 87 July 15. 1 4 5 September 1. 3 3 6 84 August 20. 146 July 31. 1 3 4 186 July 20. 1 1 July 28. 2 6 8 82 Juue 25. 1 3 4 276 July 8. 3 1 4 132 September 1. 1 3 4 110 July 1. 1 2 3 July 4. 1 2 3 September 2. July 4. 1 1 2 September 5. 2 2 430 July 1. 1 3 4 68 July 15. 1 1 2 151 July 5. 1 2 3 175 August 20. 2 8 10 146 July 1. 1 3 4 145 July 1. 3 3 6 207 July 6. 1 4 5 195 July 1. 55 September 1. 182 September 30. 2 2 4 190 August 31. 1 2 3 112 Juue 24. 2 2 4 .... 120 July 30. 2 2 4 239 Juue 20. 1 1 2 106 July 1. 1 2 3 40 40 9 E. C. M &|300 00 $50-$60 $32 00 1st Wed. in Sept. 2 2 30 "20 50 E. C . 10 00 $80 00 20 00 $30 00 1st Mon. in Jan. 1 "i 2 26 24 50 E. C.M.. 120 00 20 00 30 00 30 00 October 9. 1 2 3 21 22 43 E.C.M.. 120 00 35 00 50 00 50 00 LastW e d. in July . 1 2 3 31 29 60 ■■■4 E. C.M.. 80 00 20 00 30 00 30 00 1st Wed. in Jan. 2 2 4 40 38 78 3 E. C.M.. 120 60 15 00 18 00 15 00 60 Japuary 16. 2 1 3 27 21 48 4 E. C.M.. 120 00 30 00 40 00 40 00 800 Last ot July. 1 1 2 89 76 165 E . io 60 100 00 16-20 00 January 1. 1 1 2 40 10 50 E.C.M.. 100 00 6-12 50 15-20 00 10 00 4th Mo'u. in July. 1 1 30 30 E. C.M.. 125 00 30 00 10 00 10 00 1st week in Jan. 4 4 8.7 85 5 E. C.M.. 165 00 41 00 42 00 42 00 6 13 173 238 411 4 E. C.M.. 50 00 2, 000 1st Mon. in Sept. 2 3 5 55 45 100 2-4 E. C.M.. 20 00 30 00 12 00 350 September 4. 4 1 5 40 40 4 E. C.M.. 65 00 65 00 20 00 3d Mon. in Sept. 2 2 4 32 42 74 E. C.M.. 160 00 24 00 30 00 16 00 200 1st Mon. in Sept. 1 1 2 12 8 20 ”‘3 E. C.M.. '"25 00 125 00 30 00 36 00 GOO 1st Tues. in SepL 1 1 2 30 31 61 4 E.C . 15 00 160 00 20-25 00 30 00 COO 1st Lion, in Sept. 12 12 200 200 5 E. M . . . . 150 00 300 1st Mon. in Sept. 1 1 15 "5 20 a 280 00 1st Mon. in Sept. 2 "2 4 53 64 117 a 110 00 300 11 3 14 220 220 5 E.C.M.. GO 00 60 00 550 September 18. 2 0 4 143 164 307 3 E.C.M.. 18-24 00 24 00 6 00 850 August 15. 1 2 3 24 23 47 2' 1 E. C ... ”26 06 120 "06 18 00 21 00 August 22. 4 2 C 57 50 107 3-4 ! E. C.M.. 24 00 30 00 30 00 500 June. 1 1 2 12 12 E. C.M.. a 300 00 225! September 1. 1 0 3 GO '75 135 4 E.C . 1 1st Mon. in Sept. 14 14 2j0 200 5-9 1st Mon. in Sept. 2 3 5 4 E. C.M.. 21 00 24 00 1st Tues. in Sept. 630 REPORT OF THE COMMISSIONER OF EDUCATION. T.VBLE vn.— STATISTICS OF IlfSTITUTIONS FOE SECONDARY Name. Post-office address. Name of principal. 501 502 503 504 505 506 507 508 509 510 511 512 513 514 515 516 51T 518 519 520 521 522 523 524 525 526 527 528 529 530 .531 532 533 534 535 536 537 538 539 540 54] 542 .543 544 545 546 .547 546 ^49 550 Sav.annah Academy . Pierpont Academy . . Kingsville Academy . "Western Female Seminary . . . New Hagerstown Academy. . Springfield Female Seminary Goshen Seminary . . Cleveland Academy . Fairfield Academy . . Cheshire Academy . Ewington Academy . Highland Institute . . Steubenville Female Semi¬ nary. Third Street Seminary . . Martinshurgh Seminary . Madison Seminary . L.ake Erie Seminary . Plains Seminary . . Decamp Institute . Putnam Seminary . Mansfield Female Seminary . . Mt. Pleasant Academy . Portsmouth Young Ladies’ Seminary. Hudson Ladies’ Seminary ... Tallmadge Academical Insti¬ tute. Twinshurgh Institute . . New Plymouth Academy ... Smithville High School . Williams Centro Academy. . . Central College Academy _ Umpqua Academy . York County Academy . AYest Branch High School. . . . YYcllshorough Graded School. McKeesport Academy and I'emale Seminary. Milnwood Academy . Smithport Graded School . Nazareth Hall . AVashiugton Institute . St. eloseph’s Academy . Germantown Public School . . . AYyoming Iiustitute . York High School . Fremont Semin.ary . Bellelbnte Academy . . Unionville Institute . St. Joseph’s Academy . Boalsburgh Academy . AYilliamsport Dicldnson Semi¬ nary. Mount Pleasant Seminary . . . . Susquehanna Collegiate Insti¬ tute. LoUer Academy . Lapham Institute . Friends’ School . Savannah, Ohio . Pierpont, Ohio . . Kingsville, Ohio. Oxford, Ohio . . . . New Hagerstoum, Ohio Springfield, Ohio . . . Goshen, Ohio . Cleveland, Ohio _ Pleasantville, Ohio . Cheshire, Ohio . Ewington, Ohio . . . . Hillsborough, Ohio Steubenville, Ohio.. Steubenville, Ohio. . . . Martinshurgh, Ohio . . , Madison, Ohio . Painesmlle, Ohio . . Tapper’s Plains, Ohio Downington, Ohio^ . . . Putnam, Ohio . Mansfield, Ohio . . Kingston, Oliio . Portsmouth, Ohio _ Hudson, Ohio Tallmadge, Ohio Twinshurgh, Ohio _ New Plymouth, Ohio. . Smithville, Ohio . AYilliams Centre, Ohio. Central College, Ohio . Wilbur, Oreg . York, Pa . Jersey Shore, Pa . AYellshorough, Pa . McKeesport, Pa . ,.. Shade Gap, Pa . Smithport, Pa . Nazareth, Pa . Philadelphia, Pa . . . Philadelphia, Pa . . . Germantown, Pa... AVyoming, Pa . York, Pa . Norristown, Pa .... Bollefonte, Pa . Unionville, Pa . Pottsville, Pa . Boalsburgh, Pa. ... Williamsport, Pa . . Boyerstown, Pa . . . . To'wanda, Pa . 1858 1868 1836 18.53 1837 1844 1860 1861 1857 1857 1827 1865 1847 1857 1796 1852 1860 1833 1867 1844 1820 1805 S. T. Boyd . J. P. Eliinwood J. T uckerman . . Helen Peabody. J, T. Daniel - G. H. Hill . . Miss L. T. Guilford G. Cherington. E. G. Girard . . A. M. Reid .... Eliza McCracken W. V. Wright . . Mary A. Evans. L. C. Crippen... S. L. Chapman. B. L. Lanj Emily E. Metcalf. S. A. Sessions _ J. B. Eberly 1840 A. AY. Williamson , 1854 1 J. G. Herron . 1792 1852 Hatborough, Pa . . North Scituate, R. I . , Providence, R. I . 1825 1819 xV. K. Smiley 1825 1825 180 1803 1784 1848 1825 1856 1853 1812 1839 1849 1871 1785 1807 1852 1760 1850 1870 1844 1835 1839 1854 1848 1850 18.54 1812 1863 G. AY. Ruby, A. M. . . Mrs. E. Hail . A. C. Winters, A. M. J. A. Bower . E. S. Kuhn . S. AY. Smith . E. Leibert . Marey E. Clarko . Sister M. Liguori . C. V. Mayo . J. M. Crawford, A. B. . AA^ H. Shelley . J. AY. Loch, A. M . Rev. J. P. Hughes .... J. W. Harvey . Sister M. Monica . G. AY. Leishcr . Rev. AY. L. Spottswood, D. D. L. M. Koon s . . G. W. Ryan and E. E. Quinlan. Rev. M. Heath . . G. H. Ricker, A. M - M.E Pres Pres Pres Mor. r’c! Pres Pres . . Fr . . . . E.C... M.E Ref . . . . Pres . . . F.B _ Fr . STATISTICAL TABLES. 631 INSTKUCTIOlSr IX THE UNITED STATES— Continued. No. of in¬ structors. No. of stu¬ dents. No. 01 years in course of instruction. Character of course — E, English branches ; C, classical studies; M, mod’n languages. Average expenses per annum. No. of volumes in library. Scholastic year begins. a d 'rt 3 ^3 Total. 1 Male. Female. Total. Lodging. Board. English branches. Clas s i cal studies. Modern lan¬ guages. 10 isn * 3R.5 t$130 00 750 Juno 21. *45 55 ailO 00 June 15. 14 160 160 S X 150 00 1 . June 23. . 1 X 260 00 16 0 24 X 125 00 f . 170 J une 30. . i X 200 00 X 170 00 f . 1, 500 Juno 14. i 300 00 1 20 10 30 X 159 00 ( . 4, 000 X 175 00 3 40 80 120 154-90 00 June 24. 0 45 40 85 X 80 00 s . June 2. X 125 00 54 54 1,200 June 15. 19.5 5 82 82 5 a210 00 s.... 4, 000 June 21. . i 220 00 3 20-28 00 24 29 53 S al25 00 J . - September 7. . \ 135 00 3 70 70 al50 00 1,362 2 20 22 42 s a75 CO ^ . . 1 240 00 3 3 100 100 2, 000 June 21. 60 60 s rtSO 00 J . 500 June 27. 0 . 1 300 00 3 4 40 40 s a200 00 3 . 150 June 28. . i 2.50 00 3 4 25 15 40 s al60 00 . 1 175 00 Y 165 96 261 5 (il25 00 f . 300 . 1 150 00 3 2 16 10 26 al25 00 J . 500 Juno 23. 2 3 5 67 47 114 5 E. C.M.\ 250 00 25 00 3 '‘j>150 00 $30 00 $12 04 .$12 00 500 4th Monday Aug. 2 2 125 125 4 E. C.M.. 40 00 10 00 10 00 500 4th Monday Aug. 2 3 5 38 C5 103 3-4 E C. M 200' 00 25 00 45 CO 45 00 1,600 1st Monday Sept. 4 6 10 180 220 400 10 E. C.M.. 18 00 24 00 24 00 1st Monday Sept. 2 2 E. C. M.. 200 06 35 00 72 00 75 00 1st ■week Sept. 3 2 e; 32 29 61 3 E n 120 00 40 00 10 00 200 August 29. 1 1 u 0 38 65 103 E 8 00 1st week Sept. 14 3 1 A 3 115 115 46 E. C. M.. 280 00 20 00 20 00 5, 000 August 22. Q 15 31 j * 3 E f1 M Middle of Sept. 0 e\ 350 350 E M 40 CO 1st Monday Sept. '*5 0 5 ”67 67 ’7 E. C.M.. 60 00 100 00 20 00 1st Monday Sept. 1 "2 3 30 43 73 E. C.M.. 125' 66 25 00 40 00 40 00 50 September 18. 3 1 4 26 59 85 ’"4 E. C.M.. Free .. Free . . Free. 50 1st Wedn’y Sept. 6 ; 1 1 ’ 125 125 E. C.‘M.. '268' 60 16 00 i 20 00 1 700 1st Tuesday Sept. i 2 ' 75 3C 1 105 1 ' ” 6 a300 00 50 l.st Wedn’y Sept. 2 1 2 i 35 25 i 6C 1 4 E.C.M.. ICO 00 48 00 10 00 1 10 00 1 100 October 2. c ; ( 331 1 33" E . 135 00 250 1st Monday Sept. ‘’i L ) . S )””45 ! 21 [ 6-5 1 E. C.M.. 120 00 1 20 00 38 OC 1 24 OC 1 18E 1 Last Mond’y Oct. \ 1( c ) 172 ! 61 ) 241 L 4 [' F. C.M.. 152 OC 1 32 OC 1 40 OC ) 23 OC ) 3,00c ( August 24. c 2 ... 2 4i ) 35 2 r I 1 5 E. C'.M.. 12 OC 1 117 OC » 20 OC ) 4 OC ) 4 OC ) 3 IS > 1st Monday Aug. 1 ^ i i 3 11: } Hi ) 23; 2 : j' E.C.M.. 5160 OC ) . 30 OC ) 45 OC ) 16 OC ) 20c ) August 28. 1 ; 1 ; 3 2! ) 21 5 5; 1 E C 5210 0( ) . . 1st Monday Sept. 3 : 3 6 18( 3 171 0 351 3 2,3, 4 E. C. M ^ 3 50 \ ^ nn V 300 0( ) 24 0( ) 32 0( 3 32 0( 3 50( 3 Last Mond. Aug. 1 5 i 5 1 1 11; 3' 6: 8' I81I i ^ 0 UU j 1 1 1 1st Wed. Sept. o ,2 g 551 552 553 554 555 556 557 558 559 560 561 562 563 564 565 566 567 568 569 570 571 572 573 574 575 576 577 578 579 580 581 582 583 584 585 586 587 588 589 500 591 592 593 594 595 596 597 598 599 GOO €01 602 G03 604 605 GOG 607 608 609 610 611 612 613 614 Report of the commissioner of education, T.VBLE YII.- STATISTICS OF INSTITIJTIOIIS FOK SE Name. Providence Conference Semi¬ nary. St. Josepli’s Academy for Young Ladies. Carolina Female Seminary. . . . Bedford Male and Female Seminary. St. Paul’s Parish School . Austin Young Ladies’ School. . Live Oali Female Seminary. . . Middlebury Graded School. . . . Union High School . Bellows Falls High School. . . . Barton Academy and Graded School. Green Mountain Seminary. . . . Morgan Academy . Rural Home . Bristol Academy . Northfield Graded and High School. West Randolph Academy . Westfield Grammar School . . . Vermont Episcopal Institute . People’s Academy and Morris- ville Graded School. Goddard Seminary . Mclndoe’s Falls Academy .... Lydon Graded School . Barre Academy . Castleton Seminary . . . Rutland Graded High School. . Jonesville Academy . St. Agnes Hall . Derby Academy . Burr and Burton Seminary _ Orange Co. Grammar School. . . New Hampton Institute . Black River Academy . Lamvillo Central Academy . . . . Caledonia Co. Grammar School. Chester Academy . Thetford Academy and Board¬ ing School. Berryville Academy . St. Boniface High School . Montgomery Male Academy.. St. Mary’s Select School . Leeshurgh Academy . St. Patrick’s Female Academy, ilount de Chantal Academy. . . St. Josei^h’s Academy . Morgantown Female' Seminary Linsley Institute . St. Mary’s Academy . . Clarksh'urgh Graded School . . German and English Academy. Milwaukee Academy . Evansville Seminary . Patch Grove Academy . .loiferson Liberal Institute. . . . Academy of Our Lady of Light Rittenhonse Academy . Young Ladies’ Seminary . Select School for Young Ladies St. Cecilia’s Academy . School for Young La'dies . Memorial Hall . Young Ladies’ Select School .. Academy of the Visitation _ English and Classical Academy Post-office address. East Greenwich, R. I. . Sumter, S. C . Lexington Court- House, S. C. Shelby ville, Tenn . Franklin, Tenn . Austin, Tex . Brenham, Tex . Middlebury, Vt . Bradford, Vt . Bellows Falls, Vt . Barton, Vt . Waterhury Centre, Vt. Morgan, Vt . Powual, Vt . Bristol, A"t . Northfield, Vt . West Randolph ,Vt . . . . Westfield, Vt . Burlington, Vt . Morrisville, Vt . , Barre, Vt . Mclndoe’s Falls, Vt . . . St. Johnsburgh, Vt - Barre, Vt . . . Castleton, Vt . Rutland, Vt . Jonesville, Vt . Bellows Falls, Vt . Derby, Vtl . Manchester, Vt . Brownington, Vt . Fairfax, Vt . Ludlow, Vt . Hyde Park, Vt . Peacham, Vt . Chester, Vt . Thetford, Vt . Berryville, Va . Richmond, Va . Christiansburgh, Va .. Norfolk,Va . Leesburgh, Va . Richmond, Va . Wheeling, W. a . . do . . Morgantown, W. Va. . . Wheeling, W. Va . Cbarlcston, W. Va . Clarksburgh, W. Va. . . Milwaukee, Wis . . do . Evansville, Wis . Patch Grove, AYis . Jetterson, AVis . Santa Fe, N. Mex . AVashington, D. C . . do . . do . . do . . do . . do . 1804 1855 1804 1862 1859 1869 Name of principal. Rev. D. H. Ela, A. M . Sister M. J. Kent . Rev. M. Berly . C. W. Jerome, M. A. . . 1870 1870 1853 1869 1866 1854 1870 Rev. E. Beadley . T. C.Bittle, A.' M. . Rev. J. W. Miller, D. D. A. J. Sanborn . AV. T. Daumdes, A. B. . H. L. Cheesman . J. H. Bailey . 1868 1869 1866 1867 .... 1869 1855 .... C. A. Movers . Mary A. Manson . . J. M. Bacheldor _ M. S. Bates, A. B . . 1847 1851 M. R. Peck, A. B 1847 1857 1854 1846 1848 1858 1858 1847 G. Dutton, M. D . G. H. Arnold . Rev. T. A. Hopkins.. F. C. Hathaway, A. M . . 1863 1853 1849 1787 1870 1853 1871 1852 L. L. Burrington, A. M. T. Martin . W. H. Cow . J. S. Spaulding . Rev. R. G. Williams. . . 1839 1829 1820 1867 1868 1868 1839 1833 J. Dana . B. T.PIolcomb, A.B.... Jane Hapgood . W. E. Marshall . Rev. L. J. Austin, A.M. 1825 Rev. L. B. Barker. S. A. Griffin 1795 1857 1797 1814 1819 1819 George F. Marsh C. A. Bunker - J. S. Chapman. . . D. Turner, jr _ 1853 1852 1800 1868 1849 1869 1850 1840 1800 1869 1849 1865 E. J. Smith . Rev. P. L. Mayer,O.S.B. C. Martin, A.M . Sister M. A. Thomas. . . T. Williamson . Sister Rosalie . Sister Baptista Linton Mother D. Chantal _ Mrs. J. R. Moore . C. H. Collier . 1852 1871 1851 1£64 1855 1860 1866 1852 1840 1844 1868 1869 Sister M. V. Smythe. . . William Meigs . P. Engelmann . A. Markham . Rev. G. S. Bradley . Prof. AV B. Clark . Prof. E. Chase, A. M. . . Mother M. M. Hayden. O. C.AVight . :..... Miss Elizabeth Koomes Mrs. G. M. Condron . . . Sister M. Ambrose _ 1869 Miss Annie E. Evans. . 18.50 Sister M. Gsburn . 1870 Charles Roys, STATISTICAL TABLES. 633 r>fSTRUCTION IN THE UNITED STATES— Continued. No. of in¬ structors. No. of stu¬ dents. 3 9 5 130 30 18 21 35 IG^ 244 71 139 95 93 166 30 2 "so 55 73 80 110 81 47 28 44 3' 52 30 50 87 35 50 47 35 223 53 186 40 70 40 495 88 47 147 210 52 16 79 308 32 3-4 3-4 60 51 35 100 131 121 120 235 93 75 40 44 90 111 51 no 181 75 102 90 77 26 25 26 100 28 108 100 100 51 21 60 315 365 139 161 I “ in o ^ S.si S) a s =5 « S « a . rt t-'g y a o o cs 0^ q SW « - gMa-a E. C, M.. M.. M.. M.. M.. M-. M Average expenses per annum. a$180 00 M. E.C.M. .... E.C.M.. E.C.M.. 3 E.C.M.. 3 E.C.M.. 3-4 3-4 E.C.M. E. C.M. E.C.... E.C.M. E. C.M. E. C. M. E. C.M. E. C.M. E.C.M. E. C.M. E. C.M. E. C.M. E. C.M. E. C.M. E.C.M. E. C. M. 40 00 .$180 00 200 00 130 00 160 00 140 00 20 00 cnob’oo 22 50 a410 00 15 00 16 00 a275 00 39 00 51200 00 140 00 5-6 C.M. c,:m. C.M. M... C.M. M... 150 32 19 90 80 15 60 65 22 C.M. C.M. C.M. C... M... E. C.M. 140 00 120 00 fcxg q 2 $30 00 28 00 43 00 20 00 50 00 10 00 21 20 2 50 12 00 12 00 21 00 20 00 100 00 15 00 400 00 'io’bo 120 00 200 00 ibo'bo 260 00 120 00 180 00 117 00 13 50 ffl400 00 al60 00 90 00 E. M . . . E.C.M. E. M . . . E.C.M. E.C.M. E. M . . . E. M . . . E. M . . . E. C.M. E.C .... 200 00 30 00 13 00 6 00 25 00 35 00 'n’ob 40 00 20 00 21 00 21 00 20 00 •—I “ o $36 00 25 00 30 00 J 26 50 10 00 24 00 3 00 25 20 21 00 6 00 23 00 $36 00 30 00 5 00 10 00 10 00 ^,2 1,500 600 24 00 'o'bo 32 00 21 00 6 00 28 00 20 00 12 00 10 00 15 00 27 00 20 00 21 00 7 00 26 00 6 00 22 00 20 00 20 00 20 00 '35*66 180 00 60 00 16-32 00 40 00 16-40 00 30 00 12-40 00 42 00 60 00 12 50 18 00 17-27 00 25 00 24 00 20 00 ' 56*66 10 00 100 00 20 00 2i'66 20 00 7 00 12 00 6 00 25 00 200 Scholastic year begins — 3, 000 500 1, 400 1, 100 3, 000 30 00 12 00 20 00 26*66 20 00 i6*66 26*66 20 00 150 1,000 200 200 300 600 ICO August 21. June 30. 1st Monday Sept. September 13. 1st Monday Sept. 1st Monday Sept. 2d Monday Eeb. April 1. September 4. September 4. Last Wed. Aug. August 29. October 6. August 9. September 5. Last Moud. Aug. Last Mond. Aug September 1. September 1. September 1. September 7. 1st Tuesday Sept. August 20. 1st Tburs. Sept. September 1. 1st Monday Sept. November 15. September 1. August 23. 3d Thursday Aug. 3d Wed. August. September 1. 1st Tuesday Sept. September“7. August 29. September 1. 1st Monday Sept. September 15. September 1. September. 1st Monday Sept. September 1. September 1. 1st Monday Sept. 1st Monday Sept. 1 August 15. 1st Monday Sept. November 1. 1st Monday Sept, 634 EEPORT OF THE COMMISSIONER OF EDUCATION. Table YH.— STATISTICS OF INSTITUTIONS FOK SECONDARY Name. Post-office address. Date of charter. Date of organization. Name of principal. Beligious denomina¬ tion. Washington, D. C . Miss L. Thompson . 1 . do r . 1866 Mrs. A. J. Faust . P. E i 7 Younj^ Ladies’ School . . do . 1841 Madame Burr . 8 Eii2;lish and Classical Institute . do . 1870 Bey. T. L. Wright . 9 Emerson Institute . . do . 1852 C. B. Young . 0 Youn" Ladies' Seminary . . do . 1856 Miss M. J. Harroyer. . . 1 Youn«; Ladies’ Day School. . . . . do . 1869 Mrs. Wotherspoon _ _ 2 Hoslyn Seminary . . do . 1862 Miss Barbara, Boss .... 3 Eclectic Institute . . do . 1870 Bev. Oliver Cox . 4 French and English School . . . . do . M’lle Prud’homme _ _ 5 Institute for Young Ladies. . . . do . 1868 Mrs. Angelo Jackson.. Select School . . do . 1862 Mrs. Janson . 7 West End Academy . . do . 1868 F. A. Springer . 8 Christian Brothei s’ School _ . do . 1868 Brother Tobias . B. C 9 School for Young Ladies . . do . 1867 Miss Jones . 0 School for Young Ladies . . do . 1870 Miss Osborne . 1 Select School for Young Ladies . do . Miss Perley . 2 Georgeto'wn Academy of the Georgetown, D. C . 1799 B. C Visitation. 3 Young Ladies’ Seminary . . do . 1861 Mrs. Wheeler . 4 Young Ladies’ Select School . . . do . . . 1868 Mrs. S. M. McDonald . . 5 West Street Academy . . do . 1866 B. D. Porter . 6 GeorgetoNvn Institute . . do . 1856 Bey. T. H. Sweet . 7 Georgetown Female Seminary . do . 1868 Muss S. A. Lipscomb _ STATISTICAL TABLES. 635 IXSTRUCTION IN THE UNITED STATES-Continued. No. of in¬ structors. 0 No. of StU- ; dents. : j Female. | « '0 H Male. Female. Total. 20 . 30 20 G 6 140 140 25 25 43 43 3 3 31 31 0 45 "4 4 "22 22 1 1 18 18 17 12 12 170 170 2 2 io 19 102 102 7 ISO 180 5 5 1 1 0 15 15 25 3 25 S 1 .... 100 1 100 I s s bC S § 5 § ■-S - rt- ^ PI c ;:2 X 111! M ... C.M. M ... C.M. C.M. M... C.M. C. M. C.M. C.M. C.M. C.M. C.M. C.M. M ... C.M. C.M. C.M. E. C.M. E. M . . . E. C.M. E. C . . . . E.M ... Average expense-s per annum. C2 ^ ce « 03 O Scholastic year begins — 636 REPORT OF THE COMMISSIONER OF EDUCATION. Table Ylir.— SIT:\rMAEY OT EXA:MINATI0NS FOR ADYISSIOX TO THE TJXITED STATES ]\IILITAIIY ACADEMY FOR FIFTSEX YEARS, FROM 185G TO 1870, INCLUSIVE. Rejected. On what account. Literary incompetency. In the year — Deficient in — Appointed from— ci © Alabama . Arkansas . California . Connecticut . Delaware . Florida . Geor^a . Illinois . Indiana . Iowa . Kansas . Kentucky . Louisiana . Maine . Maryland . Massachusetts .... 3-2 10 15 22 11 4 32 55 67 24 C 60 18 26 32 43 20 7 12 14 6 4 23 47 46 19 3 43 14 22 25 42 Michigan . Minnesota . Mississippi . Nevada . N ew Hampshire . . New Jersey . New York . North Carolina . . . Ohio . Oregon . Pennsylvania . Rhode' Island . South Carolina. . . . Tennessee . 29 11 24 48 5 7 14 27 157 32 111 4 127 7 22 48 20 9 16 32 4 1 12 25 128 26 80 3 101 7 17 33 Vermont . Virginia . West Virginia .... Wksconsin . Dist. Columbia . . . Colorado Ter . Now Mexico . Utah Ter . Washington Ter . . Dakota Ter . Arizona Ter . Idaho Ter . Montana . Wyoming Ter .... At large . 13 12 46 34 10 6 27 20 6 5 4 2 5 4 3 3 4 4 3 3 4 ....T. 1 1 1 1 192 170 1, 459 1, 133 Total. Physieal disability 0 00 1857. 1 00 0 00 00 p ‘O 3 00 00 p i 1 0 I'X) »o $ od 0 c- X) During fifteen yea If .5 ^ c >.5 -k 3 cS 0 Arithmetic. 1 Geograpby. 1 i_. !§ |5 A i3 !-2 6 o 0 0 0! 0 0 j d i d 0 d d d 0 ;z; "A A 2; A lAjA 12 1 1 1 1 1 3 1 4 11 5 3 4 7' '7 1 i 7 3 1 •• ll 1 0 1 1 1 1 ! -2 1 3 1 2 i 3 2 3 i 2 3 8 O 0 'l 3 6 2 4 1 ! 2 2 5 1 2 1 1 5 2 2 4 3 < 3 4 • 9 2 1 4 2 9 7 0 7 4 3 5 8 1 1 1 1 3 1 7 5 1 1 2 4 1 21 o 1 2 3 1 1 2 ’3 2 2 1 i 19 17 8 9 3 3 3 5 1 2 1 1 4 4 3 3 3 1 2 3 . 2 1 2 1 1 17 1 1 1 1 2 1 3 2 5 17 8 '5 9 7 1 6 6 4 1 1 1 J 3 2 3 1 i 1 1 4 , 1 2 4 3 2 3 ; 1 2 7 o 1 0 1 1 5 3 2 3 1 ! 1 1 1 1 1 1 1 9 1 1 1 1 1 3 1 8 6 3 3 o 1 1 2 2 1 .: 8 1 1 c 7 4 4 4 6 5 16 1 1 1 3 2 2 2 4 15 12 6 I 1 1 6 3 1 1 1 i 1 1 6 2 1 1 2 6 1 3 1 i ^ 1 2 1 1 1 1 1 1 1 1 1 1 " 1 29 4 0 2 2 1 2 1 2 1 4 1 7 25 15 1 6 'g 10 6 6 1 1 2 1 1 6 2 1 4 1 1 . - 1 31 '4’ 3 2 1 1 2 2 3 1 1 2 2 1 1 '5 27 18 13 9 3 1 ^ 4 1 1 ~1 1 26 6 1 2 2 2 1 2 1 2 1 6 20 13 6 10 4 1 5 1 1 1 1 1 4 2 3 1 2 2 15 3 1 1 1 1 1 1 1 3 1 1 12 10 ’4 3 3 2 2 3 i 0 3 1 2 1 1 1 1 1 1 12 1 3 1 1 1 1 4 11 8 4 6 3 3 2 4 1 1 1 1 1 3 2 1 1 1 1 1 1 1 3 1 3 1 1 1 1 1 2 2 2 1 1 1 1 1 1 1 1 1 4 1 1 1 1 4 2 3 2 3 2 22 3 1 1 1 2 1 2 1 3 7 19 7 7 8 6 9 6 326 41 16 16 14 16 P u 11 8 13 13 15 14j36 "1 j70 285 173 76 |l33 80| 98 81 Grand totals . STATISTICAL TABLES. 637 Table VIII-Continned.-SUMArAET OF EXAMINATION'S FOK ADMISSION TO THE UNITED STATES MILITAIIY AND NAVAL ACADEMIES DUEING THE YEAH 1871. STATES AND TEKEITOKIES. Alabama . Arkansas . . . - California. . . . Connecticut. . Delaware . . . . Florida . U. S. MILITAEY ACADEMY. On what account. For deficiency in— U. S. NAVAL ACADEMY. REJECTED. On what account. For deficiency in — Georgia . Illinois . . .. Indiana . Iowa . Kansas . Kentucky . . . Louisiana . Maine . Maryland . Massachusetts . Michigan . [Minnesota . Mississippi . Missouri . Nebraska . Nevada . New Hampshire . New Jersey . New York . North Carolina . Ohio . Oregon . Pennsylvania . Ehode Island . South Carolina . Tennessee . Texas . Vermont . Virginia . West Virginia . Wisconsin . Arizona Ter . Colorado Ter . Dakota Ter . District of Columbia. Idaho Ter . Montana Ter .... New Mexico Ter Utah Ter . Washington Ter. Wysming Ter . . . Foreign . At Large . Total 10 •2 2 3 10 1 15 14 2 4 22 15 1 1 llllO A Japanese student. 638 REPORT OF THE COMMISSIONER OF EDUCATION. T.vbleIX.— STATISTICS OF COLLEGES AND COLLEGIATE DEPARTMENTS IN THE UNITED CENT INFORMATION IN THE POSSESSION OF Note l.— Institutions not fully reported are to be understood as not bcina; in recent correspondence None 2.— For statistics of the professional schools or departments connected with any of these institu cultural, &c., in this report. Note 3.— In the columns of “ Cost of tuition per term,” and “Board per month,” statistics marked Note 4. — In this table the abbreviations in the column of “ Denominations ” are as follows; R. C., copal; Con", Congregational ; Pres., Presbyterian ; Chr., Christian; U.P., United Presbyterian; C. P., tists; Univ., UnhWsalist; Unit., Unitarian; Mor., Moravian; N. Ch., New Church; G. R., German pal; E. A., Evangelical Associations ; M. P., Methodist Protestant ; C. and P., Congregational and Pres ■ Note 5. — The existence of those colleges marked with an interrogation point (?) is considered doubt Name. Location. President. East Alabama Male College. . . . Florence University . (?) Wesleyan College . (?) Southern University . La Grange College . (?) Howard Clollege . . Spring Hill College . Talladega College . Uuiver.sity of Alabama. . Cane Hill’College . St. -John’s College . (College of St. Augustine. St. Vincent’s College . Marysville College . Odd Fellows’ College . (?) University of California . Petalum a'C ollege . St. Ignatius College . St. Mary’s College . Union College . University College . San Rafael College . Franciscan College . College of our Lady of Guada¬ lupe. Santa Clara College . University of the Pacific . Pacific Methodist College . Sonoma College . Pacific Methodist College . California College . Hesperian College . Colorado College . (?) Trinity College . Wesleyan University . Yale College . Brandywine College. . . Delaware College." . University of Georgia. Atlanta University . . . . Bowdon College . Oglethorpe College . . . Mercer University . . . . Christ’s College . Montpelier College . . . . Emory College . ■(?) Abingdon College . Illinois Wesleyan University. . St. Viatur’a College . ’. . . Blackburn University . Chicago University . St. Ignatius College . St. Aloysius College . Eureka College . Auburn, Ala . Florence, Ala . . . do . Greensborough, Ala . ra Grange, Ala . Marion, Ala . (Spring Hill.) near Mobile, Ala. Talladega, Ala . Tuscaloosa, Ala . . . Cano Hill, Ark . Little Rock, Ark . Benicia, Cal . J. T. Dunklin A. S. Andrews, D. D. 1830 1841 1835 J. F. Murfee . Rev. J. Montillot, S. J Los Angeles, Cal . . . Marysville, Cal . Napa City, Cal . Oakland, Cal . Petaluma, Cal . . — San Francisco, Cal . . . do . . . do . . do . San Rafael, Cal . Santa Barbara, Cal. . do . 1832 1852 185' 1868 186' N. T. Lupton, A. M . . Rev.F. R. Earle, A.M.... Col. O. C. Gray, A. M _ Rev. W. P. Tucker, A. M Rev. J.McGm, C. M . . 1855 1866 1855 1863 H. Durant, A. M Rev. J. Bayma, S. J. Brother Justin . 1859 1869 1868 Rev. Wm. Alexander . Alfred Bates . Rev. J. J. O’Keefe, 0. S. F. Santa Clara, Cal . ......do . Santa Rosa, Cal . Sonoma, Cal . Vacaville, Cal . . do . Woodland, Cal . Golden City, Col. Ter. . Hartford, Conn . Middletown, Conn . 1851 1851 1861 1853 1851 1871 1869 Rev. A. Varsi, S. J . Rev. T. H. Sinex, D. D . A. L. Fitzgerald . Rev. W. N. Cunningham . Rev. J. R. Thomas, D. J)., LL. D. M. Bailey, A. M . J. M. Martin, A. M . New Haven, Conn . Brandywine, Del . . Newark, Del . Athens, Ga . Atlanta, Ga . Bowdon, Ga . Atlanta, Ga . Macon, Ga . Mompelier, Ga . . do . Oxford, Ga . 1823 1831 1701 Rev. Abner Jackson, D. D., LL.D Rev. Joseph Cummings, D. D., LL.D. Rev. Noah Porter, D. D., LL. D. 1869 1801 1867 1856 1835 1838 W.H. Purnell, A. M . A. A. Lipscomb, D. D . . . . E. A. Ware, A. M . Rev. F. H. M. Henderson, A. B. . . Rev. D. Wills, D. 1) . Rev. A. J. B.attle . Abingdon, Ill . Bloomington, HI . Bourbonnais Grove, III. . . . Carlinville, HI . Chicago, Ill . . do . East St. Louis, Ill . Eureka, Ill . 1837 1853 1852 1866 1859 1870 1868 852 Rev. L. M. Smith, D. D J. W. Butler, A. M . Rev. 0. S. Muusell, D. D . Very Rev. P. Beaudoin . Rev. J. W. Bailey, D. D . Rev. J. C. Burroughs, D. D., LL.D Rev. A. Damen . . . Rev. F. H. Zabel, D. D., D. C. L . . H. W. Everest, A. M . STATISTICAL TABLES. 639 STATES AFTnORIZEI) TO COXEER DEGREES IE: ARTS, COMPILED FROM THE MOST RE- THE UNITED STATES BUREAU OF EDUCATION. tlins,^?efeSSco is made to tho appropriate tables, tbeological, legal, medical, normal, commercial, agri- “a” mean the given araormt per annum ; & ’Lsiguiiics board and iuition per annmn. -r,r„-o Roman Catholic; Bapt., Baptist; Mas., Masonic; M. L.. Metho:li.st Lpiscopal; I.L.,rrotcstautEpm- Cumberland Presbyterian ; Liith., Lutheran; Fr., Friends; U. B., United Lrothren ; l^ L., lrec Lap- Relbrined ; Ref., Relbnued, (Dutch;) L. D. S., Latter-Day Saints; A. M. L., Atneau Methodist Lpisco- bvterian ; M. E. S., Methoilist Episcopal, South. fill. _ Students. Cost of- 1 . h J .s s a CO 0 s f-t a 4 g B u a 'o O 5 n 1;^ 0 CO 3 0 F-i a 2 !§ u c 3 ^ a ^ p a p ^ o o s CO o Sophomori J uniors. Seniors. 3 a 3 5 CO 0 n 1 Females. Total. 1 H 0 ft v rt 0 M 1 g s 1 M.E.S. 15 98 . 98 a$70 $18 6 Bapt... R. C . . . h 142 142 50 2, 500 40; 6 C 52 52 532Bj 8, 000 8 3SG 1 ol50 "'3,’ 666 0 10 11 1 64 G4 (150 77 27 104 104 n50 13 Mas ... < 67 67 a50 18 3 . . . 1, 100 12 P. E . . - ' 7 49 io 14 ”8 9 90 90 20-50 25 13 1 A ‘r.c . .. ' i 50 50 0.250 25 1,000 IG 1 *7 State .. li 32 13 2 5 0/? 017 252 Free . . . O200-320 3 1^4 4^ t X 1 18 1 Q R.C . .. 1' f) 559 559 36 ly 20 21 oo 23 24 R.C ... C 30 30 30 0 92 92 al50 2, 000 25 20 R.C . .. 1 M. E .. ‘225 225 5350 12, 000 C SG 2 2 2 3 20 55 GO '115 O36-G0 20-25 2, 000 500 27 OQ M. E . . . C115 1'“ 10 3 2 78 72 ll50 030-70 20 mO 29 M. E... 7 G3 1 23 G 8 C 96 ii9 88:207 030-83 20 30 Bapt . . . Chr.... 4 32 r ^8 2 25 17 ! 42 25-40 20 300 31 7 87 i" 14 "4 “37 82 71 153 15J-34J 22 150 33 P. E . . . i .6 ... 49 42 42 30 1G3 llGO o90 IS 15, 000 34 M. E... 1 .0 ... 1 49 42 42 30 1G3 |1G3 033 18 20, 000 33 1 Cong . . p 15 . . . 1 13C 1134 ; 133 128 527 |527 30 ; 22 : 90, 000 3C 31 '•IC ' State .. ' Ci 4" n A 1 G 44 [■ Oi 7-2 i oGO 1 1C k. ’ 20, 000 L2 ... 7 i \A 1 'oi ) . . . t ’i23 i231 111 231 i;30C 1 «>c ) otato . . J ■ 1 ^ 5C ! 17G ol 4C 1 ) . 5 *51 Li’2: > u I'i ? "t ) . . . . : loi ) . 102 ! o54 1 ol5C 1 . 4] 4i 1 Pres . . . 1 Bapt . . . G li . 7i ) ... )15( , 15C ) 73 i 13-23 ) 5, 000 5 . . . .i i‘ 1! 2^ 1 2- 1 2( . 8i ) . 82 > olOC 1 It * 5, COO j 4*: 4i Ai 5 M. E. S. 7 3 1 2i B 4- 7 4: 1 2: 3 1: 318( . 18( 5 33 ) It 3 7, 000 4’ 4i 7 M. E... 3 R.C.... 0 13: 9 2 1 G ■ 4 1 : 1 5( 3 201 ) .. . 20( 3 o3i 620' 4 615( 3 IJ ) 1, 500 C; ' ^ < 1 18 1 91 4! rii 3 Pres _ 0 Bapt . . . 14 IS 0 ' 61 2 G| : G 1 D G 1 4 5 H 4 4o 0 2' 4 27' .27’ 7 051 3 K 3 4, 000 5 5: 5: 1 R.C.... 2 R.C.... 3 Chr....l C G 4 4 10’ 7 .'lO' 7 aG( 3 o4l 5 . 3 . 4 ! Jj. . 1 . 5* 0 '! . 1 51 3 1< G 300 G .. :i.: .i. . . 10 0 3, 513; Timo of commencement. Last TFednesday in June. Last Thursday in June. 4th Tuesday in August. Last Wednesday in June. Thui'sday after 1st Wednes¬ day of June. August 16. 3d Wednesday in July. June 5. March 2. May 18. 3d Wednesday in May. ‘2d Friday in May. 2d Thnrsda.yin July. Last Thurs. but two in J uly. 1st Vi'ednesday in July. 1st Wednesday in July. 1st Wednesday in July. 2d Wednesday in July. Wednesday after 3d Mon day in J iily. Juno 20. 2d Thursday in June. Last Thursday in June. About the end of June. 1st l^Ionday in September. 1st Wednesday in June. 640 REPORT OF THE COMMISSIONER OF EDUCATION. Table IX.— STATISTICS OF COLLEGES AXD COLLEGIATE Name. Location. President. 54 55 58| 59 60 61 62 63 64 65 66 671 68 69 70 1 71| 72, 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 113 114 115 116 117 118 Nortlnvestern University. . . Lombard University . Knox College . Marshall College . (?) Illinois College . McKendree College . Lincoln University . Mendota College . (?) Monmouth College . Northwestern College . Augustana College . Quincy College . Jubilee College . St. Patrick’s College . (?) Shurtletf College . TTestfield College . Wheaton College . Ulinois Industrial University. . Dunkard College . (?) Indiana University - . Evanston, Ill . . . Galesburgh, Ill. . . . do . Henry, Ill . Jacksonville, Ill Lebanon, Ill .... Lincoln, HI . Mendota, Ill _ Monmouth, Ill . . Naijerville, Ill . . , Paxton, Ill . Quincy, Ill . liobin'^s Nest, Ill . Kuma, Ill . Upper Alton, HI . Westfield, HI - Wheaton, Ill . . Urbana, HI . Bourbon, Ind _ Bloomington, Ind Brookville College . Wabash College . Franklin College . Fort AVayne College . Concordia College . Indiana Asbury University. . . . Hanover College . Hartsville University . Northwestern Christian Uni¬ versity. Union (Christian College . Moore’s Hill College . Salem College . University of Notre Dame _ Earlham College . St. Meinrad’s College . A^alparaiso College . Smithson College . Howard College . Burlington University . Griswold College . Norwegian Luther College _ P.arsoii’s College . (?) Fairfield College . Upper Iowa University . Iowa College . Simpson Cmitenary College. . . . Iowa State University . Iowa AVesleyan University. . . . Cornell College . Central University of Iowa. . . . Whittier College 1 . (?) Humboldt College . Tabor College . St. Benedict’s College . Baker University . Highland University . State University . Ottawa University . Washburn College . Lane University . Berea College . Cecilian College . Centre College . Kentucky Military Institute . . Brookville, Ind _ Crawfordsville, Ind Franklin, Ind . Fort AVayne, Ind . . . . . do . . Greencastlo, Ind . . . . Hanover, Ind . Hartsville, Ind _ Indianapolis, Ind . . , Merom, Ind . Moore’s Hill, Ind Bourbon, Ind _ Notre Dame, Ind Eichmond, Ind... St. Meinrad, Iml . Valparaiso, Ind.. - . Ind . 1855 1852 1841 1855 1830 1835 1865 E. O. Haven, D, D., LL. D . Eev. J. P. Weston, D. D . . Eev. J, P. Gulliver, D. D . . Kokomo, Ind . Burlington, Iowa . Davenport, Iowa . Decorah, Iowa . . Des Moines, Iowa . . Fairfield, Iowa . . Fayette, Iowa . . Grinnell, Iowa . . Indianola, Iowa . Iowa City, Iowa . Mount Pleasant, Iowa . . Mount Vernon, Iowa.... Pella, Iowa . Salem, Iowa . Springvale, Iowa . Tabor, Iowa . Atchison, Kan a . Baldwin City, Kans . Highland, Kans . Lawrence, Kans . Ottawa, Kans . Topeka, Kans . Lecompton, Kans . Berea, Ky . Cecilian Post Office, Ky. Danville, Ky . Near Frankfort, Ky . 1856 1865 1860 1854 1847 1832 1861 1868 1828 1851 1834 1843 1846 1850 1837 1833 1850 1855 1859 1853 1870 184 1860 1860 1854 1859 1861 1858 1867 1860 1851 1857 1854 1867 1859 1858 1859 1864 1865 1865 1858 1860 1823 1846 Eev. J. M. Sturtevant, D. D . . Eev. E. AUyn, D. D . . J. C. Bowdon, D. D . . Eev. J. AV. Corbet, A. M . D. A. AA allace, D. D., LL. D _ Eev. A. A. Smith, A. M . Eev. T. N. Hasselquist . G. AF. Gray, A. M . . Et. Eev. H. J. AVhitehouse, D. D. J. Bulkley, D. D . Eev. S. B. Allen, A. M . . . Eev. J. Blanchard, A. M. J. M. Gregory, LL.D.... Eev. C. Nutt, D. D. Eev. J. P. D. John, A. M . . Eev. J. F. Tuttle, D. D . H. L. Wayland, D. D . Eev, L. Beers, A. B . Eev. W. Sihler, Ph. D . Eev. T. Bowman, D. D . Eev. G. C. Heckman, D. D . J. W. Scribner, A.M . W. F. Black, A. M . Eev. T. Holmes, D. D. . . . Eev. J. H. Martin, A. M . O. W. Miller, A. M . Very Eev. W. Corby - J. Moore, A. M . Eev. J. Hobie, O. S. B... Eev. T. B. Wood . Eev. P. E. Kendall . J. Henderson . Eev. E. Lounsbery, A, M Prof. L. Larsen . . Eev. A. Axline, A. M _ B. W. McLain, A. M . Eev. G. F. Magoun, D. D . Eev. A. Burns, D. D . Eev. G. Thacber, D. D . . . J ohn Wheeler, D. D . Eev. W. F. King, D. D . . . Eev. L. A. Dunn . J. H. Pickering . Eev. S. H. Taft . Eev. AV. M. Brooks, A. M. Very Eev. G. Christoph . . Eev. J. A. Simpson, A. M. Eev. J. A. McAfee . John Fraser, A. M . Eev. P. McVicar, D. D . N; B. Bartlett . Eev. E. H. Fairchild . H. A. Cecil . O. Beatty, LL. D . Col. E. T. P. Allen, A. M., C, E STATISTICAL TABLES. 641 DEPAHTIIENTS I:N' THE EXITED STATES, &c.-Coutinucd. o g Denomination. Number of instructors. Students. Cost of— Number of volumes in library. Time of commencement. Preparatory department. | 2 0 Sophomores. Juniors. Seniors. other schools not pro¬ fessional. Males. Females. Tuition per term. Board per month. 54 M. E... 30 185 40 2'*' 20 15 20 289 18 307 $7 $20 27, 000 4th Tuesday in June. 55 Univ.. . 9 107 18 16 4 11 156 156 33 18 3, 500 3d Wednesday in June. 56 57 Cong.. . 15 127 26 9 13 13 78 1.56 iio 266 a30 18 6, 200 4th Thursday in June. 59 12 324 324 59 M. E... 7 39 14 14 10 6 178 218 43261 8 18 8, 500 3d Thursday in June. 60 C. P ... 6 98 13 8 18 11 58 140 66 206 a26-40 16-18 2d Thursday in June. 61 ... 62 E.P ... 13 147 19 13 27 18 117 218 123i341 a30 17 1, 500 Last Thursday in June. 63 E. A ... 10 21 10 6 8 4 195 164 £0 244 6-8 12-16 600 Last Wednesday in June. 61 3 31 0 58 58 7, 000 M E P. E 67 68 69 JP.B .. 7 3 4 1 1 160 128 41 169 a24 14 2d Wednesday in June. 70 71 72 73 State .. 13 50 46 26 27 23 i36 277 31 308 Free . . . 16 5, 000 Thursday preceding 4th of July. 74 M. E... 6 80 70 150 9 16 2, 000 June 7. 75 Pres . . . 10| 138 33 27 lOj 18 226 226 10 14 12, 000 3d Thursday in J une. 76 T?apt ! 77 Meth .. 0 29 84 4 6 4 34 105 56, lei 4-15 15 June 21. 78 Luth .. 60 41 15 19 13 148 !148 a24 a60 3, 000 September 1. 79 M. E... '9 77 68 39 32 33 "84 298 ■35 333 10 14-20 10, 000 June 21. 80 Pres . . . 71 47 25 9 16 7 53 157 --- 157 Free . . . al44 6, 400 4th Thursday in J uno. 81 U. B . . . 7i 17 2 1 2 201 149 74 223 . 18 a72-117 2d Tuesday in June. 82 Chr ... 22 113 13 5 "3 9 156 219 80 299 14 18 June 24. 83 Chr ... 5 16 2 2 2 129 100 51 151 6-10 16 300 2d Wednesday in June. 84 Metli .. 6 195 115 310 85 Bapt . 9 7-15 14 June 15. 86 E. C 29 421 421 &150 11, 000 Last Wednesday in June. 87 Fr 8 135 7 10 4 1 51 131 ’77 208 &300 3, 300 June 26. 88 89 E.C ... 19 7 8 15 7 56 5G 15 15 4, 000 Last Thursday in June. 90 Eniv 91 92 Bapt 93 P.E ... 7 103 4 3 5 2 117 117 16 14 4, 000 3d Wednesday in June. 94 95 Luth... 6 86 28 12 5 5 136 136 Free . . . 7 1,000 About J une 15. 96 Liith. .. 2 53 65 118 97 M. E. .. 10 141 17 5 86 84 170 9 13 4, 000 4th Tuesday in June. 98 Cong. .. 12 48 13 13 6 9 193 174 108 282 20 8-16 7, OCO 2d Wednesday in July. 99 M. E... 13 122 4 3 2 2 26 86 73 159 9 10-16 200 2d Wednesday in June. 100 State. .. .30; 136 52 42 28 9 78 229 116345 5 12-20 5, 000 Last Wednesday in June. 101 M. E... 16 ,118 15 14 6 11 104 159 109 268 Free . . . 12-16 1, 500 3d Wednesday in June. 102 M. E... 9 102 31 6 6 5 214 253 111 364 7 12-16 4, 000 3d Tuesday in J une. 103 Bapt. . . 7 104 Fr . 105 Unit . - 106 Cong. .. 6 8 9 4 2 176 114 85 199 7 16 2, 500 2d Wednesday in June. 107 E.C .. 8 51 51 6200 1, 200 108 M. E... 109 Pres . . . 6 77 10 6 4 3 55 45 100 7-12 3-4 4, 000 June 20. 110 State . . 9 97 116 213 111 Bapt _ i... 113 Cong. . . 8 25 6 2 35 53 15 68 a30 16-20 2, 000 3d Wednesday in June. 114 U. B . . - 3 1130 ct30 115 12 22 9 259 188 107 295 3 7-10 600 2d Wednesday in July. 116 E.C _ 9 Il62 I102 6200 2d Friday in June. 117 Pres - . . 7 95 17 20 8 7 18 165 165 Cf40 16-20 5, 500 Last Thursday in June. 118 State . . . 7 15 43 34 1 11 9 11121... |ll2 alOO fl250 1st Monday in September. 41 C E 642 REPORT OF THE COMMISSIONER OF EDUCATION. T.U5LE IX.— STATISTICS OF COLLEGES AND COLLEGIATE 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 13 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 1.56 1.57 158 159 160 Name. Georgetown College . Xentucky University . St. Mary’s College . Bethel College . Thompson University . Louisiana State University. . . Baton Kouge College . St. Charles College . . Centenary College . Mount Lehanon University. . . College of the Immaculate Con¬ ception. Behind University . Straight University . Jefferson College . . Bowdoin College . . Bates College . . Colby University . . St. John’s College . Loyola College . "Washington College. .' . . Bock Hill College . . St. Charles College . Mount St. Mary’s College . Mougt St. Clement’s College .. Calvert College . Borromeo College . Frederick College . W estern Maryland College _ Amherst College . . Boston College . . Harvard College . . Tufts College . Williams College . College of the Holy Cross _ Adrian College . . Albion College . . Michigan University . St. Pliilip’s College . . Hillsdale College . . Hope College . Kalamazoo College . . Olivet College . Location. Georgetown, Ky .... Lexington, Ky'. . Marion County, Ky. Ilusseliville, liy .... Baldwin, La . Baton Eouge, La.... . do . Grand Coteau, La... Jackson, La . Mount Lebanon, La. New Orleans, La. . . . . . do . . . do . St. Michael, La... Brunswick, Me . . Lewiston, Me . . . . Waterville, Me .. Annapolis, Md. . . Baltimore, Md . . . Chestertown, Md Ellicott City, Md. . do . Emmittsburgh, Md. . . Ilehester, Md . New Windsor, Md... Pikesville, Md . Frederick City, Md. . Westminster, Md. . . . Amherst, Mass . . Boston, Mass . . Cambridge, Mass . College Hill, Mass . . . Williamstown, Mass . Worcester, Mass - Adrian, Mich . Albion, Mich . Ann Arbor, Mich. . . Detroit, Mich . . Hillsdale, Mich . Holland, Mich . . Kalamazoo, Mich _ Olivet, Mich . 1838 1859 1820 1856 1867 1860 1838 18."-2 1845 1853 1848 1869 1802 1863 1820 1784 1852 1782 1857 1848 1830 1868 1852 1860 1796 1867 1821 1863 1638 1855 1793 1843 1858 1860 1841 1855 1855 President. Basil Manly, jr., D. D . . J. B. Bowman, A. M., regent Pev. L. Elend, C. R., LL. D. N. K. Davis, LL. D . W.S. Wilson . : . D. F. Boyd . Eev. J. Eoduit, S. J . W. H. Watkins, D. D . S. C. McCormickle . Eev. J. Gautrelet . E. E. S. Taylor, D. D. J. L. Chamberlain, LL. D . Eev. 0. B. Cheney, D. D . J. T. Champlin, D. D . J. M. Garnett. M. A . Eev. S. A. Kelly, S. J . E. C. Berkeley, A. M . Brother Bettelin . . Eev. S. Ferte, D. D . Very Eev. J. McCaffrey, D. D. . Eev. F. Van de Braak, C. S., S. E A. H. Baker, A. M . . Eev. E. Q. S. Waldron . J. S. Bonsall, A. M . J. T. Ward, D.D. . W. A. Stearns, D. D., LL. D . . . . Eev. E. Fulton, S. J . . . . . C.AV. Eliot, LL.D . A. A. Miner, D. D . . Eev. M. Hopkins, D. D., LL. D. . Ivev. A. F. Ciampi . A. H. Lowrie, xV. M . . G. B. Jocelyn, D.D...’. . J.B. Angell, LL.D . D. M. Graham, D. D . Philip Phelps, D. D . Eev. K. Brooks, D. D . Eev. N. J. Morrison, D. D. 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 St.John’s College . Carletou College . University of Minnesota. Simple -Broaddus College . Mississippi College . Shaw University . Alcorn University . . Oakland College. . . University ot Mississippi. Pass Christian College . . Madison College _ - Tougaloo University . Jefferson College . . St. Vincent’s College _ University of Missouri . . Central College . . Westminster College _ Lewis College . . Jefferson City College. . . William Jewell College. . Palmyra Co ege . . St. Charles College . Grand Elver College . . Woodland College' . . Lincoln College . Clinton, Minn _ _ _ _ Northfield, Minn _ St. Anthony, Minn . . . Centre Hill, Miss . . . . Clinton, Miss . Holly Springs, Miss. . Jackson. Mis^s . Oakland, Miss _ . . Oxford, Miss . . Pass Christian, Miss. Sharon, Miss . . Near Tongaloo, Miss . Washington, Miss ... Cape Girardeau, Mo. . Columbia, Mo . Fayette, Mo . Fulton, Mo . Glasgow, Mo . Jefferson City, Mo. . . . Liberty, Mo .’ . Palmyra, Mo . St. Charles, Mo . Edinburgh, Mo . Independence, Mo . . . Greenwood, Mo . 1866 1868 1857 1851 1871 1871 1830 1848 1866 1850 1870 1813 1843 1843 1854 1853 1867 1867 1848 1848 1850 Eev. J. W. Stron", D. D . W. W. Folwell, M. A . W. W. Hawkins, A. M . Eev. W. Hillman, A. M . Eev. A. C. McDonald, A. M . Eev. H. E. Eevels . W. L. Breckenridge, D. D . J. N. Waddell, D. D . Brother Isaiah . Eev. J. M. Pugh, A. M. ; . E. Tucker, A.'M . Prof. Hamilton . Eev. J. Alizeri . Daniel Eead, LL. D . Eev. J. C. Wills, A. M . Eev. N. L. Eice, D. D . Eev. T. A. Parkei , A. M., M. D. . . Eev. W. H. D. Hatton . Eev. T. Eambaut, LL. D., S. T. P. Eev. J. A. Wainwright, A. M _ J. J. Potts, A.M...." . 1858 J. E. Vetrees. 1869 W. A. Buckner. 1869 G. S. Bryant . . . STATISTICAL TABLES. 643 DEPARTMENTS IN THE UNITED STATES, &c.— Continued. O g & Denoiniuatiou. 1 Number of instructors. Students. Cost of— Number of volumes in library. Time of commencement. Preparatory department. S g f 1 Sopliomores. Juniors. 1 Seniors. Other schools not pro¬ fessional. Males. 1 Females. Total. Tuition per term. Board per month. 119 Bapt . . . 7 47 43 36 11 8 145 145 a.$45 $18-20 5, 500 2d Thursday in June. 12C 28 216 216 «30 20 10, 000 2d. Tliursdciiy iu Juug. 121 B. C.... 58 &200 1st Thursday in September. 12::. 6C 61 123 M. E 2 30 1, 000 124 State. . . 18 28 10 8 5 5 128 184 184 alOO a200 7, 000 Last Wednesday in June. 125 126 E.C . 11 85 t^200 2d IFednesday in August. 127 Meth . . 128 Bapt . - 129 E.C 130 131 10 1054 132 133 Couo; 26 60 38 37 26 161 161 rt60 10-16 34, 150 2d Wednesday in July. 134 E. B ... 9 24 2^ 27 14 87 1 88 a36 a76-114 7, 100 Last Wednesday in June. 135 Bapt . . - 7 20 13 11 8 51 1 52 10 12 12, 000 Last Thursday in July. 136 State .. 10 76 24 22 1C 6 138 138 &250 3, 000 Last Wednesday in July. 137 |E.C.... 13 138 8 7 2 3 l.)8 158 a75 21, 500 Last Wednesday in June. 138 State .. 2 10 9 5 1 2 ■3c 32 40-60 16 1,000 2d AVednesdayin July. 139 E.C... 22 166 166 &260 Last Thursday in June. 140 E.C _ 12 160 160 &180 4, 000 July. 141 E.C.... 11 92 18 7 7 5 129 129 h310 5, 000 Last Wednesday in June. 142 E.C . 1,200 143 E.C.... 8 59 59 &240 Last Tuesday in June. 144 E.C _ 145 State 3 103 103 ci30 1, 200 146 M. P... 10 74 30 13 6 4 84 '43 127 a20-110 18 2, 000 3d Thursday in June . 147 Cone;... 20 71 76 49 65 261 261 25 14-24 35, 000 2d Thursday in J uly. 148 E. C 10 118 9 2 9 1 - • ' "2 140 140 4th Wednesday in June. 149 76! 189 139 122 '158 35 643 643 also al5'J-304 187, 000 Last Wednesday in Junq. 150 UniT .. 14’ 14 15 17 1 8 20 74 74 1 aOO al36 12, 000 3d Wednesday in July. 151 Cong .. 11: 32 26 40 ! 43 141 141 25 14-24 12, 000 Last Thursday in J rme. 152 E. C ... lOj 9; 96 20 11 11 1 2 140 140 &250 Last Thursday in J une. 153 M. P . . . 86 1 5 ’’go 99 61 160 a20 12 3d Thursday in June. 154 M. E . . . 6 137 11 7 9 13 108 69 177 Free . . . 12 1,000 Last Thursday in June. 155 State ..j 351 160 93 77I 84 69 458 25 483 Free . . . 8-20 25, 000 Last Wednesday in June. 156 . 1 157 F. TV". B 313 19 15 9 9 .... 220 365 220 585 alOO 8-12 3, 000 2d Thursday in June. 158 .1 159 Bapt . . . i 12 175 8 4 4 11 7 138 71 209 6 2, 000 3d Wednesday in June. 160 Cong .. ill 27 14 17 6 3 166 134 99 233 7 14-20 4,000 Last Thui'sday but one in 1 June. 161 -.1 162 Cong. . . 51 52 3 1 41 15 56 8 11 968 Last Wednesday in June. 163 State .. 9 242 93 335 16 3, 558 Last Thursday in Juno. 164 Bapt. . . 1 165 Bapt. . . 7 120 12 11 7 3 153 153 a50 15-17 Last Tuesday iu June. 166 M. E . . . 167 \ 168 Pres . . . 169| State . . 16 11 15 20 13 18 34; 111 111 Free . . . 18 Last Thursd.ay in Juno. 170 E. C . . . 14 I 142 142 &330 3d Friday in J uly. 171 0 40 5 0 1 47 47 a30-50 50-20 540 3d Thursday in July. 172 6 10 June 28. 173 1 174 E.C-... 175 State .. 12 118 48 20 22 9 ! 177 40 217 n40 12-20 5, 000 Last Wednesday in June. 176 :m. E. S. 6 13 91 104 ...1 104 25 16 Opens September 21. 177 Pres . . . 6 90 1 90 oj50 13 3d Thursday in June. 178 M. E... 4 58 34‘ 92 a40 al50 2, 000 4th Thursday iu June. I79I P. E ... 1st AVednesday iu Juno. 180 Bapt . . . 152 152 a60 12-16 4, 000 181 P.E ... 3 60 800 182 M. E. S. 2 183 3l 100 184 6! 93 185 3 40 644 REPORT OF THE COMMISSIONER OF EDUCATION. Table IX.— STATISTICS OF COLLEGES AXD COLLEGIATE Xame. Location. President. 186: 187; 188i 1891 i9o; 191 j 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 203 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 2.!4 235 236 237 238 239 240 211 242 243 244 245 246 247 248 St. Paul’s College . BetLel College . Hannibal College . McGee College "7 . Johnson College . St. Joseph’s College . St. Louis University - . . . Washington University ... - College of the Christ’n Brothers Congregational College . Xebrasha College . Dartmouth College . Burlington College . . Eutgers College . . College of Xew Jersey . . Seton Hall College . Alfred University . Franciscan College . St. Stephen’s College . . Brooklyn Collegiate and Poly¬ technic Institute. St. John Baptist’s College _ C.anisius College . . St. Josei)h’s College . Martin Luther College . St. Lawrence University . Hamilton College . " . Palmyra, Mo . Palmyra, Mo . Hannibal, Mo . College Mound, MO. . . Macon City, Mo . . St. Joseph, Mo . St. Louis, Mo . . . do . . St. Louis, Mo . Fontenelle, Xebr . . Xebraska City, Xebr. , Hanover, X. H . . Burlington, X. J . Xew Brunswick, X. J Princeton, X. J . . South Orange, X. J . . Alfred, X. Y . Allegheny, X. Y . Aunaudaie, X. Y . Brooklyn, X. Y . . . do . . Buffalo, X. Y . . do . . do . Canton, X. Y . Clinton, X. Y 1869 1848 1863 1834 1868 1867 1832 1857 1857 Eev. E. Eose, A. M . Eev. W. B. Corbin . . J. F. Hamilton . J. B.. Mitchell . E. W. Hall . Brother Agatho . Eev. J. G. Zealand, S. J. . . W.G. Eliot, D.D . Brother Edward . St. John’s College . Hobart College . Madison University . Cornell University . Genesee College . College of the City of Xew York College of St. Francis Xavier.. Columbia College . Manhattan College . Univei-sity of the City of Xew York. St. Joseph’s College . University of Eochester . Union College . Syracuse University . Eensselaer Polytechnic Insti¬ tute. University of Xortli Carolina. . Wake Forest College . Eutherford College . Olin Colleg-e . " . Davidson College . Xortli Carolina College . Trinity College . Buchtel College . Ohio University . B.ahlwin University . German Wallace College . St. Xavier College . Mount St. Mary’s of the West. Farmers’ College . Capitol University . Kenyon College . Denison University . Harlem Springs College . Western Eeserve College . St. Louis College . klarietta College . Mount Union College . Fordham, X. Y . Geneva, X. Y . Hamilton, X. Y . . . Ithaca, X. Y . Lima, X. Y . Xew York City, X. Y . . do . ! . . . do . . do . . . do . Ehiueclifif, X. Y. . . . Eochester, X. Y . . . Schenectady, X. Y. Syracuse, X. Y . Troy, X. Y . Chapel Hill, X. C . Forestville, X. C . Happy Home P. O., X. C.. Iredeil Cotiuty, X. C . Mecklenburgii Couuty,X.C Mount Pleasant, X. C . Eaiulolph County, X.'C _ Akron, Ohio . . . ! . Athens, Ohio . . . Berea, Ohio . Cincinnati, Ohio . . . do . . . do . Coliege Hill, Ohio . Columbus, Ohio . Gambier, Ohio . Granville, Ohio . Harlem Springs, Ohio . . . . Hudson, Ohio . . . Louisville, Ohio . Marietta., Ohio . Mount Union, Ohio . 1868 1769 1846 1770 1746 1856 1836 Eev. J. McXamara, D. D . Eev. A. D. Smith, D. D., LL. D. . . Et. Eev.W. H. Odenheimer, D. D. Eev. W.H. Campbell, D.D.,LL.D. Eev. J. McCosh, D. D., LL. D . . . Very Eev. M. A. Corrigan, D. D. Eev. J. Allen . . . 1860 1854 1870 1370 1862 1853 1856 1812 1846 1825 1819 1868 1849 1854 1847 1754 1363 1831 Eev. E. B. Fairbairn, D. D . D. H. Cochran, Ph. D., LL. D . . Eev. J. T. Landry, C. M . Eev. W. Becker, S. J . Brother Frank . Eev. J. F. Winkler . E. Fisk, ir., D. D . Eev. S. G. Brown, D. D., LL. D. Eev. J. Shea, S. J . Eev. J. Eankine, D. D . E. Dodge, D. D., LL. D A. D. White, LL.D.... 1850 1795 1870 A. S. Webb, LL. D . . Eev. H. Hudon, S. J . F. A. P. Barnard, S. T. D., LL. D. Brother Patrick . Howard Crosby, D. D . Eev. M. J. Scully . M. B. Anderson, LL. D . Eev. E. X. Potter, D. D. D. Steele, D. D, (acting) . 1795 1834 1870 1853 1837 1859 i850 1804 1856 1863 1842 1851 1846 1824 1831 1867 1826 1866 1835 1846 S. Pool . W. M. Wingate, D. D . Eev. E. L. Abernethy, A. M _ J. South aate . . Eer. G. W. McPhail, D. D., LL. D. Eev. L. A. Bikle, A. M . Eev. B. Craven, D. D . Eev. H. F. Miller, Sec. . . Eev. S. Howard, I). D., LL. D _ W. D. Godraan, D. D . W. Xast, D. D . Eev. T. O’Xeil . F. J. Pabish, D. D., LL. D., D.C.L C. D. Curtis . Eev. W. F. Lehman . E. T. Tappan . Eev. S. Talbot, D. D . C. Cutler A. M . F. Hours . . I. W. Andrews, D. D . Eev. O. X. Hartshorn, LL. D. STATISTICAL TABLES. 645 DEPARTMENTS IN THE UNITED STATES, &c.-Coiitinued. Numbei’. I .2 a a o d o p c ' o B X s u 'g Students. Cost of— Number of volumes in library. Time of commencement. 0 H Tuition per term. Board per month. 186 8 70 187 80 1P8 4 80 IPQ 11 213 190 3 80 191 Tt C, 19i2 R. C . . . .. 22 124 21 6 7 3 161 161 &280 16, 000 Last Thursday in June. 193 27 104 10 6 5 4 185 314 314 6, 000 3d Thursday in June. 194 R. C 197 196 V l . . 8 10 20 1 13 51 51 7, 857 July 12. 300 R. C . . . 25 ! 23 '204 227 227 10 16 6, 000 Last Wednesday in .June. 301 Ref . . . . t ; 98 1 is 1 3 6 120 1 ... 120 «45 ! 15 Last Tluu'sday in June. 302 Bai^t. . 11: v... 56 i 78 1 41 50 1 . . . . 225 225 a75 > 13-32 ; ”38,' 660 La.st AFednesday in Juno. 303 >! - 50 1 . . . 50 ct4C 1 8, 000 1 Last Tuesday in Alarcli. 304 State . . 11 ■ ■ 70 1 .. . 70 a45 , 14 : 27! OOC 1 Last Monday in June. 305 1 Bapt . . . il.. 50 1 . . . 50 30C 1 M.E... ’ ( 73 ! 30 1 103 , ^ . . . 200 1 301 • M.E.S. (' 45 ! 25 ! 24 [ 25 5 15 ) 11 . 130 130 32 ; 15 ; 2, 00c 1 Last Wednesday in .June. 30S i Lutii l' 71 ) 5 ! 3 I 5 1 ... 80 80 1 a4i i IS • Last Thursday in -Tune. 30£ 1 M.E... c ) 35 ) 11 1 11 ) 5 ) 73 !10( ) ’4.3 I 143 ! a4C > IS ! 300 1 2d Wednesday in June. 31( ) ( 3 ... 165 ) _ _ 165 ) 20 ) 14 1 . Last Wednesday hut one in 1 May. 648 REPORT OF THE COMMISSIONER OF EDUCATION. Table IX.— STATISTICS OF COLLEGES AXD COLLEGIATE Xame. Location. President. 112 113 114 115 lie 117 118 119 120 121 122 123 124 125 126 !27 128 !29 130 131 !32 133 134 135 136 Greenville and Tusculum Col¬ lege. West Tennessee University . . . JonesLorongh. College . East Tennessee University. . . . Presbyterian Synodical College Coml3'erland University . Lookout Mountain Educational Institution. Hiawassee College . Maryville College . Union University . Central Tennessee College . College of Arts, University of Xashville. Fisk University . Fraiiklin College . University of the South . St. Joseph’s College . Colorado College . ^ . University of St. Mary . Aranama’College. . . . Henderson College . Baylor Univer.sity . St.'Mary’s College . Waco University . University of Vermont . Middlebury College . Greenville, Tenn. 1869 Jackson, Tenn . Jonesborough, Tenn . Knoxville, Tenn . Lagrange, Tenn . Lebanon, Tenn . . Lookout Mountain, Ten. . Madisonville, Tenn . Maryville, Tenn . Murfreesborough, Tenn . . Xashville, Tenn . . do . ■ do Hear Xashville, Tenn. . . Sewanee, Tenn . . Brownsville, Texas . Columbus, Texas . Gah-cston, Texas . Goliad, Texas . Henderson, Texas _ . Independence, Texas . . . San Antonio, Texas . Waco, Texas . Burlington, Vt . Middlebury, Vt . 1865 1807 1856 1842 1866 1819 1848 1866 1806 1867 1844 1868 Eev. W. S. Doak, A. M Eev. E. L. Patton, AM . H. PresneU, A. M . Eev. T. W. Humes, S. T. D . B. W. McDonnald, D.U., LL.D. Eev. C. F. P. Bancroft, A. M . J. B. Greiner, A. M - Eev. P. M. Bartlett, A. M. G.W. Jarman, A. M . . Eev. J. Braden, A. M . E. K. Smith . . A. K. Spence, A. M. A. J. Fanning . Gen. Gorgas . 185 1856 1852 1871 1845 Eev. J. J. Scherer, A. M. Brother Boniface, S. S. C J. E. C. Doremus, D. D . . G. H. Gould . W. C. Crane, D. D . 1861 179’ Eev. E. C. Burleson, U. D. M. H. Buckham . Eev. H. D. Kitchel, U. D . 537 538 539 540 541 542 543 544 545 546 547 548 550 551 552 553 554 335 356 357 358 Xorwich University . Eandolph Macon College . University of Virginia . Emory and Henry College . Washington and' Lee Univer¬ sity. Hampden Sidney College . Eichmoud College . Eoanoke College . College of William and Mary. . Virginia Military Institute. . . . St. John’s College . Bethany College . West Virginia University . St. Vincent’s College . AVest Virginia College . Lawrence University . Waylaud University . Beloit College . Gales\ulle University . J anesville College . .’ . University of Wisconsin . Xorthfield, Vt . Ashland, Va . Univ. of Va. P. O . Emory, Va . Lexington, Va . . 1834 1831 1825 1838 1782 Eev. E. S. Howard, D. D . Eev. J. A. Duncan, A. M., D. D. . C. S. Venable, LL.D . Eev. E. E. Wiley, D. D . Gen. G. W. C. Lee . Prince Edward County, Va. Eichmoud, Va . Salem, Va . . William sburgh, Va . Lexington, Va . Xorfoik, Va . 1776 1844 1853 1693 1839 B. Puryear, A. M . B. Pur'yeai, A. M . Eev. D. F. Bittle, D. D. B.S. Ewell . Gen. F. H. Smith - Bethany, W. Va _ Morgantown, W. Va. AVheeling, AV. Va ... Flemington, AV. Va. , Appleton, AFis . . Be.atmr Dam, AFis. . . Beloit, AFis . . Galesville, AFis . . Janesville, Wis . . Madison, Wis . 1841 1868 1865 1847 1854 1847 1859 1848 AV. K. Pendleton . Eev. A. Martin, D. D . Eev. A. Lou age . Eev. AF. Coiegrove, A. M . Eev. G. M. Steele, D. D . . . . . A. S. Hutchens . Eev. A. L. Chapin, D. D . Eev. H. Gilliland, A. M . A. L. Eced . J. H. Twombly, D. D . 365 366 367 368 369 370 371 372 Pio Xono College . Milton College . Eacine College . Eipon College . St. John’s College . Northwestern University Carroll College . '. . Georgetown College . Columbian College . Gonzaga College . Howai'd University . Santa Fe University . University of Deseret . . . . AVashiugton University , . St. Francis, Wis . Milton, Wis . Eacine, Wis . Eipon, Wis . Prairie du Chien, AFis _ AVatertown, AVis . Waukesha, Wis . . . . Georgetown, D. C . AFashingtou, D. C . . do . do . Santa Fe, N. M . Salt Lake City, Utah Ter. Seattle, Wash. Ter . 1871 1844 1852 1863 1865 1864 1846 1792 1822 1848 1867 1870 1868 1801 Eev. J. Salzmann, D. D . Eev. AF. C. Whitford, A. M . Eev. J. De Koven, D. D . Eev. W. E. Merriman, A. M . Brother Benedict . Eev. A. F. Ernest, A. M . Eev. W. D. F. Lummis A. M - Eev. J. Early, S. J . J. C. Welling, LL. D . Eev. J. Clark . . . Gen. 0. O. Howard, LB. D . Eev. D. F. McFarland . J. E. Park, M. D . J. H. Hall . STATISTICAL TABLES. 649 DEPAr.TMEJsTS IN THE UNITED STATES, &c.— Continued. 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 316 347 348 350 351 352 353 354 3.55 356 357 358 359 .360; 361 ! 362 I 3631 364 365 366 367 363 309 370 371 372 Pres - , M.E .. Pres C.P. . Eutli Pres . . - Bapt- M. E... State.. . Cong Chr.. P.E . Luth. . RC... Bapt . . . Bapt. .. State . . Cong .. P.E.... M. E. S. State. . . M. E. S . Students. 113 24 26 Pres . . . Bapt . . Luth . . . P.E ... State .. 11. C.... Chr . . . . State. . . E.C.... M. E . . . Bapt . . . Cong . . . AT. E . . . State . . . R.C.... Bai)t . . . P.E.... U.C., Luth . Pres . 11. C.. Bapt . R.C.. Cong. Pres . L. D. 83 69 99 131 15 15 10 18 14 10; 18 24 30 14 16 16 11 8 12 26 10 21! 4 5 5 15 11 8 8 30 239 53 79 59 211 115 239 271 236140 24 69 58 74 [42 16 81 144 34 151 ...! 76 386,380 43107 ...|146 ...1120 ...| 48 138:185 60 26 05 29 100 105 220 . . . 271 10 28 5197 ... .. 62 44 ..101 22 303338 124j402 ..-! 20I...I 20' ... 14li 90 237 9 1851... 185 244 174 I47I32I ...;130 ...1130 ...128 4 132 11 .... 212 10;.... ’109 ..| . 143 . 34 17 51 .'286 294 580 ,110; 88il98 : ' I Cost of — a$36 a60-70 6200 «20 a9 6150-175 3-6 ul30 a30-60 15-25 ai: 0,45 6350 a40-75 70 aOO a60 a50 «70 a50 50 Eree . . a30 5-8 a30 0-8 5-7 a25 a36 a21-30 al60 8-11 6400 10 6325 aCO a44 40-60 a60 14 $8 14-20 8-12 c30 12-50 12-15 14-16 ul42 10-18 10-20 13 10 al60 10 al40-205 10 15 20 16 a200 12 8-11 a80-100 al20-150 10 450 10, 000 500 2, 500 15, 000 11, 000 4, 000 10, 000 37, 000 13, 580 6, 000 3, 500 6, 600 5, 000 1,500 3, 500 6, 000 7, 200 4, 500 5, 000 7, 200 1,310 1,500 1,500 33, 000 8, 000 400 a225 20-32 Time of commencement. 3d Wednesday in June. 2d Thursday in June. 3d Tuesday in June. Last Thursday in May. May 17. 2d Tuesday in June. Last Thursday in June. September 4. 2d Wednesday in June. Last Week in June. 1st Thursday in August. Thursday following 2(3 Wednesday in August. 2d Thursday in July. Last Thursday in June. Thursday before J uly 4. 1st Wednesday in June. 4th Thursday in June. 2d Thursdaj^ in June. July 1. 3d Wednesday in June. 3d Monday in June. July 4. 3d Thursday in June. 3d Wednesday in June. 1st Monday in September. July 12. Last Thursday in June. 2d Wednesday in July. Wednesday ineceding last Tuesday in June. July 1. Last Wednesday in Juno. 2d Wednesday in July. Last Wednesday in .June. July 4. La.st Thursday in .Juno. Last Wednesday in June. 1st Monday in July. September 11. Juno 14. 650 EEPORT OF THE COMMISSIONER OF EDUCATION. P P P B p p p o o H O P P P > ’j: P P o M P P P <1 P.- §1 Hw Op ph Sd P'" pco' Po po ^p wp P<1 op HP pp p M p o ut saiimpA JO jaqninjq :S : ■qjnora .lod pj^iaq jo jsoQ ooooomctaoo OOQOC-l(?lT-T-l’^C'J *sjojoiij;siTi JO aoqranj^ •uoijutnuxonoQ S3 oa*^' Po p^ p3 p pp o ^ > > O (D PP cT . cS ll i is PPP ^ 3 oPS^3 ->3 S3 o HSPP 'If? b 9' o ” S^|3'rt‘C oPp |3 §^3 oP a § g'^3H^^ .P H^pPpP^ ®^3ph2SPP^HoPPPcb^P^o3 w > ^ j ^ ^ ^ ^ 1 ^ pppppoP3p3P3P<1P CO CO • >i.r3ir:):^iQf>iPO':QC©rof- I'rr^ i*^ . 00 .QDCO . -00 00 00 00 00 00 00(0)00 00 . 00 . 00 . .00 00 00 00 . O (7? LO O O ^ 1- t-» ^ . lO lO *0 lO PO CO O " ■ ^ Ci CO CO 00 T 3^ i5i op PP3 P bJ3o 5 ®p Pr HP o' 3 o' icj C d Or' _■ . . p • ‘ . C3 ■ ' , ■p* a ^ Q P r. ^ _,rn “§i3 -r g o o . .. . •d s o P P .o ® .3 P 3 :d - rv 3 S ® P ^ ^ u •_ 3 “ d •gp^ ^^3 3 gp >§ SP a p «33^ 1 1 ® ® 3 dL?^L®-Sf3SP o fr^ cS 3^3 1? SP '^b- 3cSOO!5P!>3 poffil3Pcz}i>33oi5ppp3P33HHopRp3ppP o gp^ -S ..®' tU 3 p 33 P g g c o b P o ® g ?,p ® gp--2 ® oP P fct>;3©-0 ® / gp ss g;2ro b«pp^ p§.5-So'2p§® p®ii®aPa:r|.,. PrtMaJg®!® 0^333 c sP-2 ® 3 5p ic-l ® m ® a g'^ g^g-gpp^ ®Hpp-5o| 3 s bpr “Pi I i J ® s c-^ p aoi^ - O CO c -»-= Popp o ^ '^%cgip1^lo|fp|li ® o O ® 'r'-' 'PH3p|p-a 3 Q © g 5 s I g||||5|rtl> sl 5I1IIII I Isllllllllllllllllll’ p bcP ® ® p p s? © ®“ © © Hpop tip y.'-l ■'^og^rJAg ©P © S'! 3 poPoP P 3 9P.® a S J>ooc:o^c^co- ' iO o 00 o o ’ TA15LE IX— SUPPLEMENT.— STATISTICS OE INSTITUTIONS FOK THE SUPEPJOK INSTIIUCTION OF FEMALES, &C.— Coutiuued. 652 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. 653 ;i ; iiil Jtt- : : 1 . . rT< t 1 . §§ : j ; see :§§2gs : : : : !1 : rPs B ; : S . O 1.0 o ^ o iS 2 i Be S II : S 1 2 CO S S 2 S CO ^ ^ 2 S ^ • 1 CO O 00 M O M M. E.... Pres .... Bupt .... M. E.... Bapt .... 1 ifi II 1 i ! ! : : 0 iJa I?- ; e isjJIa il l&I^IISl W. i'. Davis, A. M . C. H. Winston, M. A . J. Hart, M. A . Sister M. B. McElroy . Key. W. H. Morton, A. M ... Miss M. L. Crowell . Miss Mary Mortimer . 1858 1868 1790 1851 1866 1805 1845 is^o 1 llliili ■ ' 5 ; ' iiSfiJi lilllii I I : : : : ''i ■ in# state Female College . W. E. Ward’s S(Miiiiiary . Wasliingtori Female College . Mary Sharp College . Lamar Female Seminary . Vermont Methodist Female College . riollins Tnstitnte. . . . Icoanolce r emaie i^ouege . Southern Female College . Bichmoml Female Institute . Staunton Bai>tist Female Institute . Parkersburgh Female Seminary . Wheeling Female College . 1 . ■Wisconsin Female College . . Milwaukee Female College . Table X.— STATISTICS OF AGHICULTUKAL AND SCIENTIFIC SCDOOLS IN THE UNITED STATES. 654 REPORT OF THE COJDIISSIOSEE OF EDUCATION. I Ajt’jq i -q ni S9can -io JO jaqmnjq; ■sjnop -n:^s JO jaqniii^ •sjojon-ijs -HI JO joqranj^ P o II - ^ :<1 C p X ^ O J fe s dP d «4H p t- t- 'O CO GO O « lO o o o GO GO GO p :3pp <1^ CO CD GO OO tp -<<1 C3 O P COO CO o O CO CO o coco GO CO CO GO 00 GO PP p R S S p rt fcH ® r® ^ 3 P CC R P P^ CO CO lD cS ci o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o 1-H T-^ CO ^ 02 02 02 CC' 0? tH o o o o o o o CO LO C5 c: 00 CO tH 02 O 02 i> c ^ '^l a o tSf o o :J ^ £ • cc fi IJ a a .. 3 . ® P.S §,4 ppp’ffi fp oP o . ^ § 3^ K ^ ^ o H si B H e o M O c a "a 5^ O cS © ® P O 2 tD ® o 3 t/j a o 2 ja - 'oP ^ S a c a P b}i> X c5 o o C3.:: s «^P -^sP fcfi s pp to ® .a-a : ® w-r: :P P ® ©' a< fcrP ® A cP ■p sc P 5 'a ■| if-- 'S g cEI*^ p © if ' a .2 = 'i c P a ra 2 P .J: S - 'i So = ^ ?P.p" 3 S 3 a ^P.5 ®0 = ©J S aO — ^ "^aPaP'^rtcy^dP; a.2;H^a:®Pa:'a §^aP3§&.e§S3ai.S|ap 3 50 23 biotj; <5<1 •jgqranjq (M n in to b- OO c; Scientific School of Brown University . ■ Providence, lihode Island... I 120,000 I Jan. 23,1863 a a STATISTICAL TABLES. 655 65 r2 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 REPORT OF THE COMMISSIONER OF EDUCATION. Table XI.— STATISTICS OF THEOLOGICAL [Compiled from tlie most recent reports sent a o Xame. Location. N O Denomination. o o P Theological department of Howard College. Ecclesiastical Seminary of Diocese of Mo¬ bile. Saint Augustine College . - Theological Seminary . Pacific"^Theological Seminary . Theological Institute of Connecticut . Theological department of Tale College.. Be::keley Divinity School . Marion, Ala . South Orange, Ala 1841 Baptist . . Ptoman Catholic. Benicia, Cal . San Francisco, Cal .... Oakland, Cal . Hartford, Conn . Xew Haven, Conn .... Middletown, Conn _ 1868 1871 1866 1834 1823 1854 Protestant Episcopal . . Presbyterian . . Congregational . . . do . . . do _ _ Protestant Episcopal. . Theological department of Mercer Uni¬ versity. St. Joseph’s Ecclesiastical College . . Macon, Ga . . . . Teutopolis, Ill 1833 Bapti.st . . 1861 Eoman Catholic Theological Seminary of the Xorthwest. . . Theological school of Blackburn Univer¬ sity. Garrett Biblical Institute . Chicago Theological Seminary . . Theological Seminary of the Northwest. . . Baptist” Theological Seminary . Bible department of Eureka College . Theological department'of Shurtleff Col¬ lege. Theological department of Augustana College. Theological School of Hartsville Univer¬ sity. Wartburg Seminary . Theological department of Griswold Col¬ lege. German Theological Seminary . Theological Department of Iowa Wes¬ leyan University. Norwegian Theological Seminary . Theological department of Georgetown College. Western Baptist Theological Institute . .. St. Joseph’s Ecclesiastical Seminary . College of the Bible, of Kentucky Univer¬ sity. Danville Theological Seminary . Diocesan Theological Seminary . Theological school of Bethel College . Thomson Biblical Institute . Theological Semiuary . . . Theological Seminary . Theological school of Bates College . Monmouth, HI . Carlinville, Ill . Evanston, Ill . Chicago, Ill . . . do . . do . Eureka, HI . Upper Alton, Ill . Genesee, HI . Hartsville, Ind . St. Sebald, Iowa . Davenp)ort, Iowa . Dubnque, Iowa . Mt. Pleasant, Iowa _ Decorah, Iowa . Georgetown, Ky . . do . Bardstown, Ky . Lexington, Ky . Danville, Ky . Shelby vilIe,‘Ky . . . Enssellville, Ky . New Orleans, La . . do . . Bangor, Me . Lewiston, Me . 1839 1857 1854 1855 1859 1866 1852 1832 1857 1859 1858 1840 1820 1865 1853 1865 1858 1865 1816 1830 United Presbyterian . . Presbyterian . Methodist Episcopal . . Congregational . Presbyterian . Baptist . Christian . Baptist . Lutheran . United Brethren . Lutheran . Protestant Episcopal. . Presbyterian . Methodist Episcopal . . Lutheran . Baptist . . do . Eoman Catholic . Christian . Presbyterian . Protestant Episcopal. . Baptist . Methodist Episcopal. . Eoman Catholic . Congregational . Free Baptist . Theological Seminary of St. Sulpice . Theological department of Mt. St. Mary’s College. Theological Seminary . Divinity school of Tufts College . Divinity school of HarAurd UniAmrsity . . - Boston Theological Seminary . .' _ Andover Theological Semiuary . Episcopal Theological School . . . NeAvtou Theological Institution' . NeAv JerusalenUPheological School . Theological department of Adrian College. Theological department of Hillsdale Col¬ lege. Scandinavian Theological Seminary . Concordia Seminary . Yanderman School of Theology . Theological school of Westminster College St. Yincent’s Theological Seminary . Theological Seminary of the Eeformed Church. Baltimore, Md . 1791 Near Emmittsburgh, 1800 Md. Woodstock, Md . College Hill, Mass .... Cambridge, Mass . Boston, Mass . Andover, Mass . Cambridge, Mass . NeAvton Centre, Mass . Waltham, Mass . Adrian, Mich . Hillsdale, Mich . U68 1811 1847 1808 1867 1826 1866 Eoman Catholic . . do . — do . Universalist . No tests . . Methodi.st Episcopal.. Congregational . Protestant Episcopal. . Baptist . Ne w J erusalem Church Free Baptist. Chicago, HI . St. Louis, Mo . Liberty, Mo . Fulton, Mo . Cape Girardeau, Mo. . . New Brunswick, N. J . 1840 1868 1844 1785 Lutheran . do .. Baptist . . Eoman Catholic. Eeformed . STATISTICAL TABLES. 657 SEMINARIES IN THE UNITED STATES. to the United States Bureau of Education.] s to o a o ® g £ P! 1) President or senior professor. i 1 o o numhe cated. o ® s Pi" C ^ 0 OQ Time of commencement. QJ s P4 o 02 o *2 o 1 Vh c3 O tl d O 3 <1 ■ !? “ § H ft 1 1 4 2, 500 $105 Last Thursday in J une. 2 3 6 7 4 5 Rev. James A. Benton, D. D . . . 2 7 2 $50, 000 1,500 150 3d Thursday of August. c 3 25 290 7, 000 80 Last Thursday in June. 3d Thursday in May. 1st week in June. 7 7 55 865 308, 000 40, 000 8 Rt. Rev. John Williams, D. D., LL. D. 10 38 149 9 10 Very Rev. P. Maurice Kloster- man, 0. S. E. 7 106 527 700 180 11 Rev. Alexander Touno;, D. D. . . 3 15 208 15, 000 2, 050 150-175 Last Thursday in March. 12 Rev. John W. Bailey, D. D . 1 20 16, 000 700 180 13 H. Bannister, D. D . 4 90 256 300, 000 3, 300 3, 700 150 Last Thursday in June. Last Thursday in April. 14 Rev. S. C. Bartlett, D. D . 6 55 125 100, 000 150 15 171 100, 000 8, 000 10 000 125-150 150 1st Thursday in April. 16 17 18 112, 000 2d Thursday in June. Do. 3 65, 000 150 19 Rev T. U. TTfl.sselfj^nist 2 18 20 Rev. J. Woodbury Scribner, A. M. 1 7 93-150 2d Tuesday in June. 21 22 67 3, 400 1, 045 5, 000 Rt. Rev. Henry W. Lee, D. D., 2 7 15 40, 000 250 3d week in June. LL.D. 23 Rev. J. Conzet . 2 16 75 10, 000 5, 000 150 June 1st. 24 John Wheeler, D. D . 1 25 26 Rev. N. M. Crawford . 1 200-250 2d Thursday in June. 27 28 Rev. P. de Eraine, _ _ 7 68 3, 000 150 Last Tuesday in June. 2d Friday in June. 31st October. 29 Rev. Robert Milligan . 2 122 110 125 30 194 218, 000 8, 000 .31 2d Thursday in June. 32 33 34 2 30 35 Rev. Enoch Pond, D. D . 4 24 640 120, 000 13, 000 2, 000 150 Ist Thursday in June. Tuesday before the last Wednesday in June. 36 Rev. Oren B. Cheney D. D 4 21 37 6 70 July 1st. 3d Monday in June. 38 Very Rev. Jno. McCaffrey, D. D. 3 29 320 15, 000 150 39 7 75 40 Rev. Alonzo A. Miner, D. D _ 3 20 12, 000 16, 000 250 41 Charles W. Eliot, LL. D . 5 37 432 240, 000 300 Last Tuesday in June. 42 Rev. William F. Warren, D. D. . 14 90 665 250, 000 4, 000 140 2d Wednesday in June. 43 Rev. Edwards A. Park, D. D _ Rev. John S. Stone, D. D . 11 88 2, 606 30, 000 156 1st Thursday in August. Ist Wednesclay in July. 2d Wednesday in J un’c. Not fixed. 44 4 11 125, 000 350 45 Rev. Alvah Hovey, D. D . 5 50 530 335, 000 27, 000 o o o o 200 46 Rev. Thomas Worcester . 4 8 9 175 47 Rev. A. Mahan, D. D . 48 Rev. James Calder, D. D . 4 32 49 50 Rev. C. F. W. Walter . 4 5, 000 3, 000 1st September. 1st Wednesday in June. 51 Rev. T. Ramhaut, D. D . 4 52 60, 000 310 52 Rev. Nathan L. Rice, D. D . 3 6 53 Rev. J. Alizeri . 54 Rev. Samuel M. Woodbridge. . . 4 22 779 175, 000 16, 000 300 September 20. 42 c E 65 ® 0 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 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 REPORT OF THE COMMISSIONER OF EDUCATION. Table XI.— STATISTICS OF THEOLOGICAL SEM Xaiae. Location. Denomination. Theolo^cal Seminary . Drew Theological Seiminary . . . Auburn Theological Seminary. Eochester Theological Seminary. Union Theological Seminary . Princeton, X. J. Madison, X. J . . Auburn, X. Y . . Hartwick Theological Seminary . ^ Theological seminary of MadisonUniversity; Theological school of St. Lawrence Uni¬ versity. Martin Luther (theological) College . . Xewburgh Theological Seminary . St. Joseph’s Pro^uncial Seminary . Theological Seminary . De Lancy Divinity School . Theological Seminary of Our Lady of Angels. Theological school of Trinity College. . . . Biblical department of Baldwin University Theological Seminary . Theological school of Ohio TVesley an Uni¬ versity. Theological department of Wilberforce University. Theological department of Oberlin College . Heidelberg Theological Seminary . TheologicS seminary of St. Charles Bor- romeo. Wittenberg College . Mount Saint Mary’s of the West . Lane Theological Seminary . Theological department of Capital Univer¬ sity. Theological Seminary . St. Mary’s Ecclesiastical Seminary . Crozer Theological Seminary . Meadville Theological School . Theological Seminary . Divinity School . Lutheran Theological Seminary Missionary Institute . . Eochester, X. Y . Xew York City, X. Y. Hartwick, X. Y Hamilton. X. Y Canton, X. Y. . . Buffalo, X. Y . Xewburgh, X, Y ... Troy, X. Y . Xew York City, X. Y. . Geneva, X. Y . SuspensionBridge,X.Y Trinity' College, X. C Berea,' Ohio . Gambier, Ohio . 1812 1867 1821 1850 1836 1816 1820 1858 1854 1865 1864 1817 1861 1856 Presbyterian . Methodist Episcopal. Presbyterian . Baptist . Presbyterian Lutheran . . . , Baptist . Universalist 1826 Delaware, Ohio . . Xear Xenia, Ohio Oberlin, Ohio . Tiffin, Ohio . Carthagena, Ohio. Springfield, Ohio Cincinnati, Ohio. . do . Columbus, Ohio . Xenia, Ohio . Cleveland, Ohio . Upland, Pa . Meadville, Pa . . . Lancaster, Pa . . . Philadelphia, Pa , . do . Selin’s Grove, Pa. 1864 1835 1850 1869 1845 1849 1829 Lutheran . . United Presbyterian., Eomau Catholic . Protestant Episcopal. . do . Eomau Catholic . . Methodist Episcopal. . do . Protestant Episcopal Methodist Episcopal. African Methodist Episcopal. Congregational . Eeformed . Eoman Catholic . 1794 1844 1825 1862 1864 1858 Lutheran . Eoman Catholic. Presbyterian ... Lutheran . United Presbyterian. Eoman Cathoiic . Baptist . Unitarian . Eeformed . Protestant Episcopal. Lutheran . . . do ... Western Theological Seminary . Theoloffical Seminary . Biblical department of Allegheny College. Theological department of Lincoln Uni¬ versity. Chair ot' Biblical language and literature, Dickinson College. Theological Seminary . Allegheny City, Pa . . . 1825 . do . Meadville, Pa . Oxford, Pa . 1865 Presbyterian . Unitecl Presbyterian . . Presbyterian. Carlisle, Pa Methodist Episcopal.. Bethlehem, Pa 1807 Moravian St. Michael’s Theological Seminary . Theological Seminary . Protestant Episcopal Mission House . St. Charles Borromeo Seminary . Theological Seminary of Ursinus College. . Theological Seminary . Theological Seminary . Southern Baptist Theological Seminary .. Theological department of Cumberland University. Theological department of Central Uni¬ versity. Theological department of Bay)or Uni- ver,sity. Colver Institute . Union Theological Seminary . Pittsburgh, Pa . Gettysburgh, Pa . West Philadelphia, Pa. Philadelphia, Pa . Freeland, Pa . Columbia, S. C . . do . Greenville, S. C . Lebanon, 'Tenn . XashviUe, Tenn . Independence, Tex . . . Eichmond, Ya . Hampden Sidney, Ya. . 1847 1825 1864 1858 1870 1831 1859 1859 1842 1866 1864 1867 1824 Eoman Catholic . Lutheran . Protestant Episcopal. . Eoman Catholic . Presbyterian . Lutheran . Baptist . Presbyterian . Methodist Episcopal . . Baptist . . -do . Presbyterian . o rO a "A 55 56 57 58 59 60 Cl 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 EG 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 STATISTICAL TABLES. 659 EIES rN^ THE UNITED STATES— Continued. President or senior professor. 1 Number of professors. Number of students. Whole number edu¬ cated. Amount of endow¬ ment. Number of volumes in library. Estimated annual ex¬ pense of each student. Time of commencement. Eev.Charles Hodge, D.D.,LL.D 6 1 122 2, 927 $500, 000 21, 804 $175 Last Wednesday in April. Eandolpli S. Foster, D.D., LL.D 5 97 189 500, 000 10, 000 1.50 3d Thursday in May. S. M. Hopkins, D. D . 5 40 8,500 250 Thursdav after 1st Sunday in May. Eev. E. G. Eobinson, D.D . 5 71 476 267, 000 8, 000 175 3d week' in May. Eev. Henry B. Sniitb, D. D., 6 117 935 375, 000 30, 000 250 Monday before 2d Thurs¬ LL. D. day in May. Eev. T. T. Titus, A.M . 1 2 100 15, 000 2, 000 175 4th Wednesday in June. Eev. Geo.W.Eaton, D.D., LL.D 4 22 860 180, 000 10, 000 200 3d Tuesday in June. Eev. Ebenezer Fisher, D. D ... 3 27 142 60, 000 6, 000 240 1st Thursday in July. 5 12 A board of superintendents . . . 2 12 30, 000 3, 400 160 Last Wednesday in March- 7 120 260 225 Last Thursday in June. 6 812 200, 000 13, 845 400-500 Last Friday in June. 5 20, 000 Very Eev. Eobert E. V. Eice.. 4 50 150 3, 500 262 Last Wednesday in June. Eev. B. Craven, D. D . 1 28 20 400 125 Last Thursday in June. Et. Eev. C. P. McHvaine, D.D., 4 is 161 100, 000 7, 000 300 Last Thursday in June. D. C. L., LL. D. 3 2 18 4 150 Third Wednesday in June. Eev. Janies H. Fairchild, D. D. 5 47 288 60, 000 10, 000 150-225 1st Wednesday in August. Eev. J. H. Good, D.D . 2 18 130 21, 000 2, 400 175 Last Wednesday in June. Eev. Henry Drees, D. D . 3 27 3, 500 Free . . 4th week in June. Eev. S. Sprecher, D. D . 1 6 109 150 June 30. Eev. F.J. Pabisch,D.D.,LL.D., 3 33 160, 000 10, 000 225 June 24. D. C.L. Eev. Henry Smith, D. D . 5 40 533 200, 000 12, 000 150 2d Thursday in May. Eev. S. Wilson, D. D . 3 15 376 50, COO 2, 000 100-150 1st Thursday in October. Eev. Henrv G. W eston, D. D Eev. A. A. Livermore . 6 21 166 140, 000 11, 000 225 ■ 3d Thursday in June. Eev. E. V. Gerhart, D. D . 3 26 270 60, 000 8, 000 200 Last Wednesday in May. Eev.D.E.Goodwin, D. D.,LL.D 5 45 133 6, 100 250-300 Thursday after" 3d Tues¬ day in June. Eev. Charles F. Schaeffer, D. D. 4 38 52 88, 000 1,800 240 Week before Trinity Sun¬ day. H. Zeigler . 4 17 52 2, 000 Week before Trinity Sun- day. Eev. M.W. Jacobus, D.D.,LL.D 7 75 1,005 184, 000 200 Last Wednesday in April Eev. George Loomis, D. D . Eev. 1. ISr. Eendall, D. D . 5 6 98-113 3d Wednesday in June. Eev. Eobert L. Dashiell, D. D. . 1 11 Eight Eeverend Edmund de 4 20 233 42, 000 4, 100 200 1st Wednesday in Sept. Schweinitz, D.D. Eev. S. Wall . 5 60 130 4, 000 200 Last of June. Eev. J. A. Brown, D. D . 5 28 426 100, 000 12, 000 150 4th Thursday in June. Eev. Washington Eodman _ 3 9 30 COO 300 3d Thursday in Sepl ember. 10, 000 300 1st Monday in September. Eev. J. H. A. Bomberger . 3 200 Last Thui sday in June. Eev. George Howe, D. D . 7 41 374 145, 715 18, 340 150 2d week in ilay. Eev. A. E. Eudo . 2 29, 000 4, 000 150 1st Thursday in October. Eev. James P. Boyce, D. D _ 5 51 185 50, 000 lo’ 000 110 Last Saturday in April. Eev. B. W. UcDonnold, D.D., 2 8 40 35, 000 5, 000 100 1st Thursday in June. LL.D. Eev. J. Braden, A. M . 1 6 400 100 3d week in May. Eev. Wm. Carey Crane, D. D. . 1 21 400 100 3d Thursday in June. Eev. Charles H. Corey, A. M. . . 2 73 1, 000 60 3d week in May. Eev. E. L. Dabney, D. D . . . . . . 4 59 'i 400 196, 000 8, 000 1 250-300 2d Tuesday in May. u ® a 108 109 110 111 112 113 114 115 116 117 REPORT OF THE COMMISSIONER OF EDUCATION. Table XI.— STATISTICS OF THEOLOGICAL SEM Name. Location. Date of organization. Denomiaation. Theological Seminary . St. John’s Theological Seminary . New Hampton Theological Seminary . St. Vincent’s College . Nashotah Theological Seminary . Mission House . Fairfax County, Va . . . Norfolk, Ya . Fairfax, Va . Wheeling, W. Va . Nashotah Lakes, Wis. Ho ward’s Grove, Wis. St. Francis, Wis . 1823 1869 1825 1865 1847 1864 1856 1869 1870 1865 Protestant Episcopal. . Koman Catholic . Baptist . Homan Catholic . Protestant Episcopal . . Eeformed . The Salesianum . Homan Catholic . Augsburg Seminary . Marshall, Wis . Lutheran . Theological department of Howard Uni¬ versity. Way land Theological Seminary . Washington, D. C . . do . Union Evangelical. . . . Baptist . . rO B 108 109 110 111 112 113 114 115 116 117 STATISTICAL TABLES, 661 .KIES IX THE EXITED STATES— Continued. President or senior professor. Xumber of professors. Xumher of students. | Whole number edu¬ cated. Amount of endow¬ ment. Xumber of volumes in library. Estimated annual ex¬ pense of each student. Time of commencement. Et.Eev.John Johns, D.D.,LL.D 3 45 599 9, 500 $200 Last Thursday in June. Kev. M. O’Keefe . 3 2 10 3 3, 000 150-250 Second Thursday in July. Eev. A. Lonaze . 3 12 56 1, 500 Eev. A. D. Cole, D.D . 4 54 216 5, 000 June 29. Ilov. H. A. Mnehlmeyer . 3 15 35 $100 1, 400 50 First Monday in Sept. Per. Josei)h Salzmann, D, D. . . 12 172 416 7, 200 150-180 July 1. Rev. A. Weenaas, A. M . o 20 6 1, 000 100 Gen 0. 0 Howard . . 5 12 150 Last Tuesday in, June. Rev. G. M. P. King . 2 45 250 75 Last Wednesday in May. o I 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 REPORT OF THE COMMISSIONER OF EDUCATION. Table Xn.— STATISTICS OF LAW Name. Law school of Tale College . . . Law department of University of Georgia . Law school of University of Chicago . Law department of McKendree College . Law school of University of Indiana . College of law of Northwestern Christian University. . Law department of the University of Notre Dame . Law department of Iowa State University . . . Law department of Iowa Wesleyan University . College of law of Kentucky University . New Orleans Law School . . Law school of Harvard University . . Law school of the University of Mississippi . Law department of Michigan University . Law school of Washington University . Law school of the University of Albany . Law department of the University of New York . Law school of Columbia College . Law school of Hamilton College . Law school of St. Lawrence University . Law school of Trinity College . Law school of Cincinnati College . . . Ohio State and Union Law Colleg-e . Law department of Wilherforce University . Law department of the University of Pennsylvania . . . Law school of the Western University of Pennsylvania Law department of Lincoln University . Law department of Dickinson College . Law department of South Carolina University . Law department of University of Nashville . Law department of Cumberland University . Law department of Baylor University . Law school of Eichmond College . Law department of Washington and Lee University . . Law department of the University of Virginia . Law department of the University of Wisconsin . Law department of Columbian College . Law department of Howard University . LaAV school of Georgetown College . Law school of National University . Location. City or town. State. New Haven . Connecticut .... Athens . Geoi’O’ia, _ . Chicago . Tlliiioi.s . . Lebanon . Illinois _ Bloomington . Indiana . . Indianapolis . Indiana, _ . Notre Dame . Indiana _ . Iowa City . Iowa . Mount Pleasant. . . Iowa . Lexington . Kentucky _ New Orleans . Louisiana. _ Cambridge . Massachusetts . . Oxford . Mississippi Ann Arbor . . IMicbio-an _ St. Louis . Missouri . Albany . New York . New York . New York . New York . New York _ Clinton . New York . Canton . New York . Near High Point. . North Carolina.. Cincinnati . Ohio . Cleveland . . . . Ohio . Near Xenia . Ohio . Philadelpliia . Pennsylvania . . . Pittsburgh . Pennsylvania . . . Oxford . Pennsylvania . . . Carlisle . Pennsylvania . . . Columbia . South Carolina. . Nashville . Tennessee _ Lebanon . Tennessen . Independence . Texas . Eichmond . Virginia . Lexington _ _ _ Vi mini a, . Charlottesville. . . . Virginia . Madison . Wisconsin . . Washington . Dist. Columbia.. Washington . Dist. Columbia.. Georgetown . Dist. Columbia.. WasKington . Dist. Columbia.. 1/ o I ll 1 2 3 4 5 6 7 i 1 10 11 12 13 14 15 10 I" 18 IS 20 21 22 23 24 25 26 27 28 29 39 31 32 33 34 35 36 37 38 39 40 STATISTICAL TABLES, 663 the united states. President or senior professor. o 2 .a to Noah Porter, D. D., LL. D . A. A. Lipscomb, D. D . J. C. Burroughs, D. D., LL. D . . Henry H. Hbruer, A. M . David McDonald, LL. D . Horatio C. Newcomb, LL. D. . . Eev. W. Corby, S. S. C . George Thacber . John "Wlieeler, D. D . Madison C. Johnson . Christian Koselius, LL. D . Charles W. Eliot, LL. D . John N. Waddel, D. D . James B. Angell, LL. D . Henry Hitchcock, A. M . Ira Harris, LL. D . Henry E. Davies, LL. D . F. A. P. Barnard, D. D., LL. D . S. G. Brown, D. D., LL. D . 4 23 3 19 4 52 1 5 2 53 2 11 3 50 4 . 3 28 4 54 7 154 2 7 4 321 9 53 3 86 4 . 6 59 1 14 Eichmond Fisk, jr., D. D . B. Craven, D. D . Bellamy Storer, LL. D . . John Crowell, LL. D . E. F. Howard, A. M., B. L . E. Spencer Miller, A. M . George Woods, LL. D . I. N.^Eandall, D. D . James H. Graham, LL. D . R. W. Barnwell, LL. D . Nathaniel Baxter, LL. D . B. W. McDonnold, D. D . William Carey Crane, D. D _ B. Puryear, A. M . J. W. Brockenbrongb, LL. D . . John B. Minor, LL. D . H, S. Orton, LL. D . J. C. Welling, LL. D . John M. Langston, A. M . Eev. John Early, S. J . W. B. Wedgwood, LL. D . 28 86 10 13 31 117 23 167 55 25 87 o . 2, 150 731 201 23 8.50 229 1, 099 91 2, 000 12 . 853 1,639 1,030 33 1, 000 3, OCO 15, 000 500 3, 100 2, 000 690 65 5, 000 15 600 2, 500 8 13 Time of commencement. Last Thursday but two in J uly. August 2d. Last Thursday in June. First Thursday in June. 27th day of March. Last Thursday in Juno. June 18. First Monday in April. Last Wednesday in June Second Monday in May. Thursday after last Tuesday in June. First Thursday in September. First Wednesday in June. First Wednesday in July. Thursday before 4th of July. June 5. Last Thursday in May. 664 REPORT OF THE COMMISSIONER OF EDUCATION. Table XHI.— STATISTICS OF MEDICAL, DENTAL, AND 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 IG 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 5() 57 Name. o I. MEDICAL AND SURGICAL. 1. '■'■Regular." Medical College of Alabama . Toland Medical College . - . Medical department of University of the Pacific - Medical department of Tale College . Medical College of Georgia. . Savannah Medical College . Atlanta Medical College . Push Medical College . Chicago Medical College, (medical department of the Northwestern University.) "Woman’s Hospital Medical College* . Indiana Medical College, (med|i:al department of the State University.) College of Physicians and Surgeons . Medical department of Iowa State University . Medical department of the University of Louisville Louisville Medical College . Medical department of tlTe University of Louisiana. . Medical School of Maine, (medical ‘department of Bowdoin College.) Medical department of "Washington Univer.sity . School of medicine of the University of Maryland. .. Medical school of Harvard University . New England Female Medical College * . Medical department of Michigan University t . Detroit Medical College . Missouri Medical College . St. Louis Medical College . Medical College of Kansas City . Kansas City College of Physicians and Surgeons .... Medical department of Dartmouth College . College of Physicians and Surgeons . Albany Medical College . Medical department of the University of New Tork. W Oman ’s Medical College of the N ew "Fork Infirmary* Medical department of the University of Buffalo .... Long Island College Hospital . ! . Bellevue Hospital Medical College . Geneva Medical College, (medical department of Hobart College.) Medical College of Ohio . Cleveland Medical College, (medical department of University of Wooster^) Starling Medical College . Cincinnati College of Medicine and Surgery . Miami Medical (Jollege . Medical department of Willamette University . Medical department of University of Pennsylvania. . Jefferson Medical College . Woman’s Medical Co. lego of Pennsylvania . Medical department of Lincoln University . Medical College of the State of Soutli Carol inaj - Medical department of University of South Carolina Medical department of the University of Nashville Memphis Medical College, (medical department of Cumberland University.) § Galveston Medical College . Medical department of "V'ermout University . Medical department of the University of "Virginia.. Medical College of "Virginia . Medical department of Georgetown College . National Medical College, (medical department of Columbian College.) Medical department of Howard University t . Mobile, Ala . San Francisco, Cal . . do . New Haven, Conn . Augusta, Ga . Savannah, Ga . Atlanta, (fa . Chicago, HI . . do . . do . Indianapolis, Ind . Keokuk, Iowa . Iowa City, Iowa . Louisville, Ky . . do . . New Orleans, La . Brunswick, Me . Baltimore, Md . . do . Boston, Mass . . do . Ann Arbor, Mich . Detroit, Mich . St. Louis, Mo . . do . Kansas City, Mo . - do . Hanover, N. H . New York City, N. Y. .. Albany, N. Y . New "Vork City, N. T. . . . do . Buffalo, N. T . Brooklyn, N. Y . New "Vork City, N. T ... Geneva, N. y! . Cincinnati, Ohio . Cleveland, Ohio . Columbus, Ohio . Cincinnati, Ohio . . do . Salem, Oreg . Philadelphia, Pa . . do . . . do . Oxford, Pa . Charleston, S. C . Columbia, S. C . Nashville, Tenn . Memphis, Tenn . Galveston, Tex . Burlington, Yt . Charlottesville, Ya . Eichmond, Ya . Washington, D. C . . . do . . . do . 1856 1864 1859 1813 1832 1856 1855 1342 1859 1870 1869 1849 1870 1837 1836 1820 1867 1807 1783 1848 1850 1868 1840 1842 1870 1868 1796 1807 1838 1841 1865 1846 1860 1861 1834 1819 1843 1847 1851 1852 1765 1826 1850 1824 1850 1847 1868 1825 1838 1850 1821 1867 |25 5 5 5 5 5 5 5 5 5 10 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 25 5 5 5 5 O |30 40 40 25 30 30 25 25 20 20 25 30 25 30 30 20 20 20 30 30 25 20 20 25 20 25 20 25 30 30 25 25 30 20 25 25 20 25 25 30 30 30 30 30 30 30 25 15 30 30 30 * For female students only. t College not yet opened, (November 10, 1871,) on account of prevailing yellow fever and the suspen- § After the war, reorganized in 1868 ; in 1871 became medical department of Cumberland University, STATISnCAL TABLES. 665 PHAEMACEUTICAL INSTITUTIONS IN THE UNITED STATES. President or dean. N umber of instructors. Number of students. Number of alumni. Cost of lecture tickets. Number of volumes in library. Commencement of lecture course. 11 Free 14 $130 00 July . 7 22 44 130 00 1st Monday in June . Chas.' A. Liudsley, M. D., dean . . 8 35 100 00 2, 000 2d Thursday in September.. L. A. Dugas, M. D., LL. D., dean. . 8 103 1, 100. 105 00 5, 000 1st Monday in November. . . 12 105 00 4, 000 1st Wednesday in Nov’ber.. 8 • 120 00 1st Monday in May . 16 213 1, 483 55 00 N. S. Davis, A. M., M. D., dean .. 17 107 320 50 00 1, 000 1st Monday in October . W. H. Byford, A. M., M. D., pres 13 12 4 50 00 9 100 60 Free October 17 . . . 8 577 40 00 November 1 . "W. F. Peck, M. D., dean . 11 57 20 00 October 11 . 13 242 2, 042 50 00 4, 000 October 3 . October 3 . T. Gr. Bichardson, M. D., dean _ 7 250 1, 458 140 00 2, 000 November 13 . 10 67 70 00 4, 000 February 15 . . . ... Chas. W. Chancellor, M. D., dean. 9 170 120 00 October 1 . . . Julian fj. Chisolm, M. D.. dean. .. 10 172 126 00 October 2 . Calvin Ellis, M. D., dean . 25 301 120 00 2, 000 September 28 . Stephen Tracy, M. D. dean .... 5 26 83 75 00 1st W^ednesday in Nov’ber.'. Abram Sager, M. A., M. D., dean. 9 315 October 2 . Theo’re A. McGraw, M. D., secr’y. 12 61 67 50 00 March 1 . John S. Moore, M. D., dean . 10 40 720 105 00 1st Monday in October . J". T. Hodgson, M. D., dean . 9 162 1, 089 105 00 2d Monday in October . Joseph Chew, M. D., dean . 10 18 50 00 2d day of October . S. S. Todd, M. D., president . 13 22 105 00 2d day of October . A. D. Smith, D. D., LL. D . 11 44 77 00 1, 100 1st Thursday in August. . . . Jas. W. McLane, M. D., secretary. 28 326 140 00 1,200 October 1 . J. V. Lansing, M. D . 4, 500 1st Tuesday in September . . J. W. Draper, M. D., LL. D., pres’t 8 251 140 00 October 12 . Emily Blackwell, M. D., secretary. 17 36 105 00 1st Tuesday in October . Julius F. Miner, M. D., dean . 11 101 75 00 500 1st Wednesday in Nov’ber. . S. G. Armor, M. D., dean . 8 100 00 5th day of March . Austin Flint, jr., M. D., secretary. 15 420 1, 040 140 00 September 13 . John Towler, M. D., dean . . 6 20 566 72 00 800 1st Wednesday in October.. James Graham, M. D., dean . 10 1, 634 40 00 1, 500 1st week in October . J. Lang Cassels,M, D.,LL. D., dean 14 101 40 00 1st Wednesday in October. . Fr.ancis Carter, M. D., dean . 10 42 60 00 October .5 . B. S. Lawson, M. D., dean . 8 100 25 00 October 5 . George Mendenhall, M. D., dean. . 9 180 40 00 1st Tuesday in October . . . Daniel Payton, M. D . 5 14 110 00 1st Friday in November _ B. E. Bog’ers, M. D., dean . 11 310 140 00 September 4 . B. Howard Band, M. D., dean . 10 411 140 00 2d Monday in September . . . Ann Preston, M. D., dean . 8 60 138 105 00 1, 300 1st Thursday in October. . . . I. N. Bendall, D. D., president _ 4 3 George E. Trescot, M. D., dean . . . 9 120 00 1 st Monday in November, . . J’. B. Buch.anan, M. D., secretary. 10 203 1,383 50 00 October 3 . A. Erskine, M. D., dean . 8 23 60 00 October 16 . G. Dowell, M. D., dean . Peter Collier, Ph. D., M. D. . 9 61 70 00 1st Thursday in Marcb . S. Iklaupin. A. M., M. D . 4 49 100 00 35, 000 October 1 . James B. McCaw, M. D., dean _ 8 23 880 120 00 1, 200 October 2 . Johnson Eliot, M. D., de.an . 10 81 135 00 October 2 . John C. Biley, M. D., dean . 12 54 135 00 1st Monday in October . G. S. Palmer, M. D., dean . 10 1. 100 00 October 11 . tP>oth sexes .admitted. Sion of the habeas corpus in a portion of the State. [Note by Dr. Trescot.] Lebanon, Teun., still at Memphis. [Note by Dr. Erskine.] r2 a !§ 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 Number 666 REPORT OF THE COMMISSIONER OF EDUCATION. Table XHI.— STATISTICS OF MEDICAL, DENTAL, AND PHAKMA 1 o 3 4 1 2 1 2 3 4 5 6 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 10 11 13 14 15 16 “ At present in abeyance ; formerly (1851-’58) devoted to the medical education of both sexes ; this open tlie college during the present session, 1871-’72. [Note by Dr Curtis.] I Both sexes admitted. Name. Location. 2. “EcZficfic.” Bennett College of Eclectic Medicine and Surgery.. Eclectic Medical Institute . Eclectic Medical College . Electic Medical College . 3. “Botomc. ” Physio-Medical Institute Physio-Medical College*. . 4. ^‘■Homoeopathic." Hahnemann Medical College . Homoeopathic Medical College . Homoeopathic Medical College . New York Medical College for Woment. Homceoj)athic Hospital College] . Hahnemann Medical College . 11.— DENTAL. Baltimore College of Dental Surgery. Dental school of Harvard University. Chicago, HI . Cincinnati, Ohio . New York City, N. Y. Philadelphia, Pa . Cincinnati, Ohio . do . Chicago, HI . St. Louis, Mo . . . . New York City, N. Y. . do . . . Cleveland, Ohio . Philadelphia, Pa . Baltimore, Md Boston, Mass... Boston Dental College . I . do 1868 1844 1866 1848 18.59 1851 1859 1858 1859 1863 1849 1847 1839 1868 Missouri Dental College. New York College of "Dentistry. . . . Ohio College of Dental Surgery . Pennsylvania College of Dental Surgery. Philadelphia Dental College . New Orleans Dental College III.— PHARMACEUTICAL. Chicago College of Pharmacy . Department of Pharmacy, Iowa Wesleyan Univer’y. . Kansas College of Pharmacy . Louisville Colleg:e of Pharmacy . Maryland College of Pharmacy . School of Pharmacy, University of Michigan . Massachusetts College of Pharmacy . Mississippi College of Pharmacy . St. Louis College of Pharmacy . College of Pharmacy of the City of New York . College of Pharmacy of Baldwin University . Cincinnati College of Pharmacy . Philadelphia College of Pharmacy . School of Pharmacy of Columbian College . School of Pharmacy of Georgetown College . New Orleans College of Pharmacy . > . St. Louis, Mo . New York City, N. Y. Cincinnati, Ohio . Philadelphia, Pa . . do . New Orleans, La. Chicago, HI . Mount Pleasant, Iowa. Leavenworth, Kans. . . Louisville, Ky . Baltimore, Md . Ann Arbor, Mich . Boston, Mass . Jackson, Miss . St. Louis. Mo . New York City, N. Y. Berea, Ohio . Cincinnati, Ohio . Philadelphia, Pa . W ashington, D. C . . do . New Orleans, La . 1866 1865 1845 1856 1863 1867 1859 1871 1869 1841 1868 1867 1829 1865 1821 1870 1865 $25 25 , 30 25 30 10 20-35 10 STATISTICAL TABLES. 667 CEUTICAL INSTITUTIONS IN THE UNITED STATES— Continued. President or dean. Commencement of lecture course. Milton Jay, M. D., dean . John M. Scudder, M. D., dean . . . Eobert S. Newton, M. D., pres’t. 103 213 76 133 $50 00 70 00 105 00 500 October 3 . . October 16 October 12. Wm. H. Cook, A. M., M. D., dean. . A. Curtis, A. M., M. D., dean . 75 00 October 10 . F. A. Lord, M. D., registrar - J. T. Temple, M. D., dean . CaiToll Dunham, M. D., dean . 113 85 00 2d Thursday in October . . . H. F. Biggar, M. D., registrar. H. N. Guernsey, M. D., dean . . F. J. S. Gorgas, M. D., dean. N. C. Keep, M. D., dean . 94 47 86 134 341 '780 27 100 00 105 00 90 00 100 00 100 00 110 00 2d Tuesday in October. 2, 000 Last Wednesday in Sept. 2d Monday in October... October 15 . First Wednesday inNov’ber Homer Judd, M. D., D.D.S.,dean. . Frank Abbott, M. D., dean . . J. Taft, D. D. S., dean . . E. Wildmar, M. D., D. D. S., dean J. H. McQuillen, M. D., D. D. S., dean. Jas. S. Emapp, D. D. S., dean - A. E. Ebert, dean . John Wheeler, D. D., president. . B. W. Woodward, president... F. C. Miller, secretary . J. Brown Baxley, president. . . A. B. Prescott. M. D . George T. H. Markoe, dean... Matt. F. Ash, president . W. H. Crawford, president - H. A. Cassebeer, jr. secretary . . . W. D. Godman, D. D., president E. S. Wayne, dean . Eobert Bridges, M.D., dean - John C. Eiley, M. D . Johnson Eliot, M. D., dean . S. Logan, M. D., dean . 43 37 47 210 190 23 100 00 150 00 100 00 100 00 100 00 100 00 30 00 35 00 100 October 16. .. October 15... October 16. . . November 1. November 1 . November 27. 800 First Monday in October . . . . December 13 . 36 00 ’3606 90 242 12 20 10 00 30 00 45 00 30 00 36 00 40 00 40 00 October 10. October 1 . . October 2- . October 2 . September 25. November 15 . 2,500 October 1 . Ist Monday in October. October 2 . October 15 . gave rise to the preceding No. 1 “Botanic ] t For female students only. charter has not been surrendered, and it is proposed to 668 REPORT OF THE COMMISSIONER OF EDUCATION. Table XIV.— PEINCIPAL LIBRAEIES OF THE EXITED STATES, Name and location. By ■whom founded. 34 39 CALIFORNIA. Sacramento Library Asssociat’n, Sacramento. Odd Fellows’ Library Association, Petaluma Library at Woodward’s Gardens, San Fran¬ cisco. , Odd Fellows’ Library Assoc’n, San Francisco CONNECTICUT. Lakeville Library, Lakeville . Xew Britain Institute, Xew Britain . Thomaston Village Library, Thomaston . Otis Library, Norwich . Thompson Fire Ermine Library, Thompson. . Douglas Library, North Canaan . . Silas Bronson Library, Waterbnry . State Library of Connecticut, Hartford . Watkinson Library of Reference, Hartford.. Danbai-y Library, 'Danbury . Rose Library, Wethersfield . . Bill Library, Ledyard . Babcock Library, Ashford . . . DELAWARE. 1857 1867 1854 1863 1852 1859 1850 1850 1823 1868 1854 1858 1869 1866 1867 1863 1832 1812 1867 Citizens of Sacramento. . I. 0. 0. F. of Petaluma. . . R. B. Woodward . $10, None. OQO $: 3, 000 800 0. F. of San Francisco. None. 7, 500 5, 1, 400 1, 800 20, OOO State Library, Dover . New Castle Librar y Company, New Castle. . Young Men’s Library Association, j^tlanta. . ILLINOIS. Sangerbund and Library Society’s Library, 1836 Belleville. Quincy Library, Quincy . Peoria Mercantile Library, Peoria . Chicago Historical Society, Chicago - Alton Public Library, Alton . Sterling Literary Association, Sterling. 1841 1855 18.56 1850 Harrison County Library, Corydon . Madison Library Association, 'Madison . Monroe County' Library, Bloomington . Lawrenceburgh Library, Lawrenceburgh. . Indiana State Library, Indianapolis . . Davenport Library Association, Davenport Iowa State Library, Des Moines , . Kansas State Library, Topeka . KENTUCKY. Y. M. C. A. Library, Louisville . Louisville Law Library Company, Louisville Talbott Library, Columbia . . Louisville Library Assoeiation, Louisville . . Y. M. C. A. Library, Now Orleans . MAINE. Bucksport Social Library, Bucksport . Maine State Library, Augusta . Mercantile Library Association, Portland. Ladies’ Home Library, Thomaston . 1854 1856 1831 1858 1839 1856 1867 1839 1857 1871 1871 1805 1839 1851 1851 Citizens . State . Citizens of the village. . . D. J. Otis . Thompson Engine Co . . . William Douglas . Silas Bronson . State . David Watkinson. . . . W. A. White . Chauncey Rose . Henry Bill . A. Babcock . None. None. 8, 000 None. 1, 300 200, 000 2, 100 18 600 '8 12, 000 125, 000 1, 500 200 State 5, 550 Young men of Atlanta German immigrants . Citizens of Quincy . None. Citizens of Peoria. . Citizens of Chicago Citizens of Alton . . Citizens of Sterling Citizens of Madison. Citizens of Lawrenceb’h. State . Citizens of Davenport. . State . State Louisville Y. M. C. A. . . Members Louisville bar, Citizens of Louisville Y. M. C. A . State . Chartered members. . Ladies of Thomaston. 2, 000 1, 500 450 1,600 3, 000 200 2, 400 4, 032 None. None. None. None. None. None. 7, 800 None. 1,200 1, 100 None. 3, 300 2, 800 None. 6, 200 500 1, 700 3, 150 . 530 7, 000 800 1,600 13, 000 12, 000 24, 000 1,000 1, 600 1, 200 400 30, 000 6, 000 3, 000 5, 000 4, 000 2, OOO 112, 000 4, 000 800 300 4, 000 2, 000 780 12, 500 3, OOO 11, 000 3, 683 3, 300 165 1, 000 1, 360 31, 000 3, 500 1, 100 STATISTICAL TABLES. 669 EXCLUSIVE OF THOSE COXXECTED WITH COLLEGES, ETC. o "-A Annual increase. Conditions on which use of library is granted to citizens. Amount of annual subscription of members. Does the library own its building? Is the building fire-proof? Name of chief librarian. CO o "E a o c Specality. 1 441 $2, 720 No.. M. S. Cushman . 2 2 250 ' GOO Yes. C. W. Otis . 3 No H. Andrews . Natural history and travels. 4 1 200 Membership in 0. F. Yes. No.. G. A. Carnes . 1 Voyages and travels on Pacific Coast. 5 350 No.. No E. H. Jones . G 350 1, 200 No.. No Carrie Talcott . 7 12 No No T H. Newton 8 No H. B. Bushingham _ 1 9 No.. No. J. N. Kingsbury .... 10 20 No.. No.. Charles Gillette . 1 11 3, 000 §15 . None Yes. No.. W. I. Fletcher . 3 12 ' 350 No.. C. J. Hoadly . 1 Law and state papr's. 13 2, 000 Yes. No.. J. H. Trumbull . 2 14 15 16 17 18 150 Free . None Yes. No.. J. G. 0. Harrington - 5 19 60 No.. No A . B. Cooper . 1 20 Initiation fee, $2, and No.. Yes. J. W. Pearce . 1 $4 per annum. 21 350 Membership . $4 80 No.. Henry Baab . 1 each.) 22 §5 per share and $2 $250 No.. No.. Miss L. Sherman . 2 per annum. 23 400 $4 per annum . 1,100 No.. J. B. Armstrong. . _ 1 24 3, 500 jFree . 1, 750 Yes- Yes William Corkran . 3 25 $2 i>er annum . 2 each No.. No.. Miss M. Douglass . 26 2 per annum .... No.. No.. W. Stager _ 27 No. . No.. W. Zallneuw . 28 25 $3 per annum . No. . No.. James Giddall . 29 100 1 per annum . Yes. Yes. Albert Bryan . 30 Eree . No.. C. W. Hunt . 31 250 Free . No.. No.. J. De Sanuo . 3 32 100 $3 per annum . No. . No.. Miss J. Miller . 1 33 For State officers No.. No.. Mrs. A. North . Law. 34 Free . No.. Yes. D. Dickinson . 35 $3 per annum . No. No.. TT. TT. Mnnrne 1 36 150 Free to lawyers . 150 No.. Yes. J. 0. Donnell . Law. 37 None No.. No 38 ^'l per month . No.. No.. 1 39 Free . No. . No.. 1 40 $1 per annum . No.. No.. A B Sparhawk . 41 450 None No. . .T T "W find ward 1 Law. 42 500 82 Tier aumim _ No No T) P Cnomlis 2 43 Membership . 1 . No.. No” 3 670 REPORT OF THE COMMISSIONER OF EDUCATION Tabi£ siv.— peincipal libeaeies of the united states When founded. By whom founded. Amount of fund. Amount of annual income. No. of vohmies. 1801 $75 1,434 1841 Gardiner Mechanics’ As¬ None. 2, 500 sociation. 1815 Mechanics’ Association. $80, 000 3, 000 4, 000 1843 James Crosby . None. 3, 000 11,000 1867 W. F. Washburn . 700 125 1,000 1845 Citizens of Hallowell , . . 1,500 200 4, 500 1869 Citizens of Eockville ... 500 55 300 1840 State . 4, 000 8, 000 18351 Odd Fellows of Baltimore 1,500 2li 136 1839 Merchants’ clerks . None.. 6, 000 26, 000 1862 Town . 5, 000 1, 300 6, 200 1859, Hon. William Appleton. 5, 000 200 3, 5i.0 1868! City . None. 2,000 5, 000 18541 Citizens of Gloucester . . 10, 000 700 3, 600 1857 City Library Association 5, 000 30, 000 1862 Lynn Library Associat’n 10, 000 5, 700 14, 000 1853 American Congregation’! 168, 000 6, 500 Association. 1869 C. C. Morse & Son . 1, 000 1, 100 il858 Town . . 950 3, 850 E. T. Dana . 5’ 500 1820 W illiam W ood . 1, 100 o’ 000 1856 J. B. Winn . 800 980 4, 800 1797 Citizens of Westford. . . . None. 200 2, 000 1854 Hon. J. Little . 20, 000 1, 000 13, 261 1853 City . 52, 600 6, 156 23, 000 1804 Members of Boston bar. 8, 000 8,000 11, 000 Il794 Citizens of Boston . 10. 000 2, 000 19, .500 llS26 State . None. 2, 300 32, 000 1848 4, 276 1840, Citizens of Deerfield - None. 80 2, 000 1823' ' Ladies of West Eoxbury . 2, 300 1864 James Holton . 6, 000 1,750 9, 000 1866 City . 1,000 2, 500 9, 051 1852' City . 100, 000 174, COO 183, 000 1820 20, OCO 1 20, 000 1815 8, 000 40, 000 1860 City . None. 5, 250 13, 000 Private subscription.... None. 25 700 Citizens . 300 2, 000 1836 State . . . 3, 000 250 40, 000 1851 Ladies of Flint . None. 300 1,850 1858 Young men of Kal’mazoo 1, 400 2, 000 1869 Citizens of Marshall.... . 300 500 1, 200 1852 Ladies of Kalamazoo . . . 1,261 409 2, 152 1863 Union of Y. M. C. A. and None. 500 5, 000 Mercantile libraries. 1849 Early settlers . 13, 500 State, - _ 500 7, OOoj 1838 2,807 Name and location. 89 90 Maine — Continued. Town Library, Castine . Gardiner Public Library, Gardiner . . Maine Charitable Mecbianics’ Association Portland. Bangor Library Association, Bangor . . - Woodcock’s Circulating Library, Belfast. . . Hallowell Social Library, Hallowell . MARYLAND. Eockville Library Association, EockviUe. . . The Law Library, Baltimore . Odd Fellows’ Library, Baltimore . Mercantile Library Association, Baltimore . MASSACHUSETTS. Lancaster Town Library, Lancaster . Appleton Library, Brookfield . Chelsea Public Library, Chelsea . Sawyer Library, Gloucester . City Library Association of Springfield, Springfield. Lynn Free Public Library, Lynn . Congregational Library, Boston . Milford Public Library, Milford . . Dana Library, Cambridge . Mechanic Apprentices’ Library Association, Boston. Woburn Town Library, Woburn . Town Library, Westford . Public Library, Newburyport . New Bedford Free Public Library, New Bedford. Social Law Library, Boston . Boston Library Association, Boston . Massachusetts State Library, Boston . Pittsfield Athenmum, Pittsfield . Deerfield Eeadiug Association, Deerfield - West Eoxbury Free Library, WestEoxbury. Holton Library, Brighton . Taunton Public Library, Taunton . Public Library of Boston, Boston . Mercantile Library Association, Boston . Handel and Haydn Society, Boston . Public Library, Charlestown . . Eeligious Charitable Library, Woburn . North Adams Library Association, North Adams. MICHIGAN. Ladies’ Library Association, Flint . Young Men’s Library Associati’n, Kalam Ladies’ Library Association, Marshall. . . Ladies’ Library Association, Kalamazoo. minnt:sota. St. Paul Library, St. Paul . Minnesota Historical Society, St. Paul. . . MISSISSIPPI. State Library, Jackson . MISSOURI. State Library, Jefferson City . Law Library Association, St. Louis - - - u o a 5 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 82 83 84 85 86 87 88 89 90 91 92 STATISTICAL TABLES. 671 [VE OF THOSE COHXECTED WITH COLLEGES, ETC.— Continued. Condition on wliicli use of library is granted to citizens. Amount of annual subscription of members. Does tbe library own its building ? Is tbe building fire-proof ? Name of chief librarian. 00 5 o d No.. E. J. Hooke . 3 No.. No. . Miss A. E. Baker . Yes. Yes . J. B. Thorndike 4 No . No.. E. H. Cass . 2 No . Yes. H. L. Woodcock . 2 $110 No. . No.. J. De W^. Smith 1 No.. No.. H. W. Talbott . 3, 500 No.. Yes- T. H. Philips . 3 No.. J. Shotten . . No.. No.. J. W. M. Lee .. 2 No.. Yes J. L. S. Thompson _ _ 2 No.. No.. Eev. G. H. De Bevaise. Free . None No.. No.. Medora J. Simpson _ ’*2' Free . No. . No.. Mary D. Andrews . 2 1,500 Yes. No. . William Eice . 2 Free . Yes. No.. J. Babchelder . 2 Free . No . . I. P. Langworthy . 1 ' 10 cents per week . . . No Free . None No.. No.. F. L. Smith . 1 1 |l . 350 No.. No. . (h F. Orne _ 1 f 1 per annum for ap¬ No.. Yes. J. A. Mahoney . prentices. Free . None No.. No.. Clara B. Woodberry. . . 1 Fi’ee . None No.. No.. T. A. Bean . . 3 Free . No.. No.. H. A. Tenney . Free . No.. No.. E. C. Ingraham _ 1 $10 per annum . 1, 750 No.. Yes F. W.Yaughan . 1 $5 per annum . Yes. No.. A. J. Nye . Free . None No Yes. S. C. .Tack.son 2 100 No.. No.. MissM. H. Samberson. 1 75 No.. No.. A Tart ha, G. Pratt, Free . No.. No.. C. Cowina' 1 Free . No. . Yes- W. F. Warren 2 Free . None No. . Yes. E. Manley . 2 1 Free . None No.. Yes >T. Winaor 55 1 $2 per annum . No. No.! (h W^. Baker . 2 Special permission . . None No.. No. . C. H. Johnson . Free . None No.. No. . C. S. Cartie . 2 W. A. Stone . $2 initiation fee and No.. No.. E. D. Tyler . 1 $1 per annum. Free . No.. No.. Mrs. IT. Tenney $2 per annum . 200 Yes. No.. Miss J. TVT ePa.rl a n 2 Membership . 100 No.. No.. W. W. Peck . $4 per aniuun . 275 No.. Miss K. Mi toil ell $1 i^er annum . 194 No Mrs. D. B. W^ebster. 3 $3 per annum . 1,117 No.. Mis.s M. S. Preek 2 Free . . 200 No.. No.. .T TT W 1 1 1 1 o m «i 1 "R T. T.nnmifl Free . Js^o. . Yes. "M" n ‘P.nrr'li 1 Lawyers only ; $10 Xo!. Yes . E. (]. Tittinann . 0 1 perannum.^ Specialty. 1,500 50 100 200 Law. Eeligious literature. Law. Law and State pap’rs. Music. Law. Law. Law. 672 REPORT OF THE COMMISSIONER OF EDUCATION Table XIV.— PEINCTPAL LIBEAEIES OE THE UXITEH STATES. 1 When founded. By whom founded. Amount of fund. Amount of annual | income. i 1 No. of volumes. j 1855 United States . 10, 200 1797 Forty subscribers . None. 500 1793 L. W. Leonare . Vari¬ 2, OCO able. 1854 Manchester Athenaeum . None 15, 300 State . - . . 12, 000 1853 Citizens of Portsmouth. $500 $150 1, 800 1853 Town . None. 300 2, 964 1842 Stockholders . None. 250 5, 180 1855 City . 2, 000 800 5, 500 1810 Citizens of Charlestown. None. 34 1,450 1858 Citizens of Woodstown . 100 1,100 1800 Y. M. C. Association - None. 1,100 Trenton Library Ass’n.. 4, 000 1868 A. L. Dennis and citizens 30, 000 1868 Y. M. C. Association _ 3, 000 1848 Citizens . 2, 500 1857 Mercantile Library As’n 55, 000 6, 000 39, 500 1869 J. W. & J. S. Wadsworth 15, 500 1, 000 6, 404 1833 None. 10, OCO 13, 000 1820 Mechanics and trades¬ 6, 907 9, 000 50, 000 men of city. L. D. Kieruan . 400 1823 A. Graham . 32, 000 5, 495 10, 000 1817 American Bible Society. None. 1 ’ 2, 500 1855 Hon. G. Smith . 30, 000 4, 000 7, 000 1858 Young men of village. . . 750 400 3, 400 1820 Merchants’ clerks . None. 60, 000 131, 000 1849 J. J. Astor . 200, OGO 13, 000 160, 000 1858 Y. M. C. Association - None. None 1, 800 1838 650 5, 000 1845 State . 3, 500 85, 000 1855 Young Men’s Associa’n . 14, 000 23, 000 10, 000 1847 Members of Cincin’i bar. None. 1, 750 6, 000 1868 Young Men’s Lit’y As'n. 4, 000 1845 20, 000 2, 000 10, 000 1867 Board of Educ’n of Cin’i. 17, 500 33, 958 1847 Stockholders . 613 1817 State . 2, 750 36, 100 1835 Young Men of Cincinnati 2, 600 9, 970 33, 175 1852 Young Men’s Institute. . 720 3, 000 1828 Association of Mechanics 4, 300 400 3, 900 1840 A. H. Cassel . 10, 000 1850 Members of county bar . None. 1, 000 1820 Citizens of Philadelphia. 37, 000 2, 000 20, 500 Xame and location. 93 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 132 133 134 135 136 Nebraska State Library, Lincoln. NEW HAMPSHIRE. Vakefield and Brookfield Library, Vakefield Dublin Juvenile and Social Library, Dublin. Manchester City Library, Manchester . New Hampshire State Library, Concord . Portsmouth Mercantile Library Association, Portsmouth. Exeter Town Libraiy, Exeter . Manufacturers’ and Village Library, G-reat Falls. Concord Public Library, Concord . Charlestown Social Library, Charlestown . . . NEW JERSEY. Pilesgrove Library Association, "Woodstown . Bridgeton Library, Bridgeton . Young Men’s Christian Association Library, Trenton. Newton Library Association, Newton - ... Young Men’s Christian Association Library, New Brunswick. Apprentices’ Library Association, Morris¬ town. NEW YORK. Mercantile Library, Brooklyn . Wadsworth Library, Genesee . Young Men’s Association, Albany Apprentices’ Library, New York . Library of the Department of PuhUc Instruc¬ tion, New York. Brooklyn Institute, Brooklyn . Library of the American Bible Society, New York. Oswego City Library, Oswego . Flushing Library Association, Flushing . . . . Mercantile Library, New York . . Astor Library, New York . Young Men’s Christian Association Library, Albany. Utica City Library, Utica . New York State Library, Albany . Young Men’s Association Library, Buffalo.. American Institute, New York . . Cincinnati Law Library, Cincinnati . Akron Library Association, Akron . Cleveland Library Association, Cleveland Public Library of Cincinnati, Cincinnati . Jefferson Library Association, Jefferson . Ohio State Library, Columbus . Young Men’s Mercantile Library Associa¬ tion, Cincinnati. PENNSYLVANIA. Moyamensing Literary Institute, Philadel¬ phia. Mechanics’ Library, Lancaster . Cassel’s Library, Harleysville . Wilkesbarre Law and Library Association, W ilkesbarre. Apprentices’ Library Company of Philadel¬ phia, Philadelphia. Now being STATISTICAL TABLES. 673 EXCLUSIVE OF THOSE CONNECTED WITH COLLEGES, &c.— Continued. (V 1 Annual increase. Conditions on which use of library is granted to citizens. Amount ot annual subscription of members. Does tlie library own its building ? Is the building tire-proof ? Name of chief librarian. 00 ki 'Ph a 'o 6 Specialty. 93 350 No.. No.. G. A. Brown . . . 94 No.. 95 No.. M. D. Mason . able. 9G 800 C M Marshall 1 97 No.. No.. M. Gilmore . 98 75 No.. C. A. ITazlett . 99 100 No Mrs Tnez rrorrlnu \ 100 100 No.. No.. •T. F. Tlnudnll 4 101 275 No.. No.. F. S. Crawford . 1 102 25 34 No.. No.. S. Webber . 103 60 50 Yes. No.. W. H. Pancoast . 104 100 300 No.. Miss M. E. Logue . 105 L. It. Cheeseman . 1 106 (*) Itev. M. Barrett . 107 400 No No W. Kirkpatrick . 1 108 25 cents per annum. . No.. No. . 109 2, 000 $5 per annum . 13, 000 Yes. No. . S. B. Noyes . 9 110 388 Free . Yes No. . Mrs. C. Olmsted . 111 750 §3 per annum . 3, 716 No. . No.. D. Adams . 3 112 3, 000 Free to apiuentices . i No.. No. . W. Van Norden . 6 113 None Yes. Yes. L. D. Kieman . 114 300 [ Free . . . Yes. No. . Louise N. Bose . 2 115 ICO ; Not public . No.. Yes. J. Holdick . 116 1 Free . Yes. No.. A. Leonard . 1 117 ! 200 Eree . No.. No.. A. Scott . - . . 118 'l2, 000 1 65 per amiuin . 30, 000 Yes. No.. A. M. Palmer . 21 119 1,000 Free . Yes. Yes. E. It. Straznicky . 6 120 150 j Membership . No. . No.. H. L. Gladding . 2 121 200 Fi’ee to residents _ No.. Yes. Miss E. S. Dutton . 1 122 2, 500 Free . No. . Yes. H. A. Homes . 4 American history; 123 5, 000 83 per annmn . Yes. No.. Vi^illiam Joes . . .. 4 124 Introduction by a No.. Yes. J. W. Chambers . 1 Science and art. member. 125 400 Mem. 5s. TiT^rriA 4 Colonel D. C. Cox . Specialty. 4 State history. Law and politics. 173 Number, 676 REPORT OF THE COMMISSIONER OF EDUCATION. Table XIV.— PEINCIPAL LIBPvAEIES OF THE EXITED STATES, Name and location. ii .o 1 2 ^ 1 By whom founded. Amount of fund. Amount of annual income. District of Columbia — Continued. Library of the Agricultural Department, Washington. Patent-Office Library, IVashington . 1837 Odd Fellows Library, Washington . i . . . Library of Congress, Washington . Young Men’s Christian Association Library, Washington. Treasury Dejiartment Library, Washington. 1802 1 Congress of United States f 11, 500 j . . . WASHIMGTOX TERRITORY. Library of Washington Territory, Olympia . 1863 None. 180 8, 000 21, 000 3, 229 230, 000 12, 000 2, 700 2, 200 STATISTICAL TABLES. 677 EXCLUSIVE OF THOSE COXXECTED WITH COLLEGES, &c.— Continued. Humber. [ Annual increase. Conditions on which use of library is granted to citizens. Amount of annual subscription of members. Does the library own its building ? Is the building fire-proof ? Hame of chief librarian. Ho. of employes. Specialty. 174 175 176 177 178 179 160 Eree . Membership . 13, 000 Free . Yes. Yes. A. E. Spofford . 15 Miss A. A. Baker . 100 Free . Ho.. Ho.. J. V. Mossman . TabIiE XV.— statistics or institutions foe the ‘DEAF AND DUMB IN THE UNITED STATES. 678 KEPORT OF THE COMMISSIONER OF EDUCATION. *po:jiocl8J acai! joj ojLi:j^)ue(Isa_ O CO cc cc O 00 ^ CD Oi CTi O O O CO tjT lo" aS O O Ci CO CO r-i O •pa:jio(iaj JBai! JOJ 90100111 •sjoptij:^sni JO jaqniu^ OJ Cl « 1-1 J> Cl O iij' o ■ Cl o If o C5 o Cl CO • d c» 'IBJOX ’89XBni9X •eaiBK CD lO os 1-1 CO COi-ICOCIOLO lOrt ClrH Cl ca Cl 1-1 cx) CO ■ t- S iH -u* lo 00 CX3 00 Cl •‘1 cc-g o a p £ o •Uiox I o o 00 'C' ' If O 05 d •saiBiua^ •S9XBJ^ ICi-IOOUO COLOO CO cs Cl I’ Cl Cl no irt : a oT-S a aT"^ 1 o a ^ a> ,-r , ct Lj ® &, g ii ^ ^ .S fl (© ^ fl *v £ ,c3 ® ^ • i-' .^dO I ojp^ ci^ g § d O > > ’3 <1 .si S S d ^ j s § ^ .oj . ® ® o : ^ « n bcU o t-oPPnfi^Wh^t-oi-oOWccHi-si-s S.2 -is ►{'d S ii W«2 o 2 ^ c a b: ■ '2 fi &'■•« ^ s o o so cc M 02 <1^01-0^5 •noTjBputioj JO aB9A OCt-Ot^OCOOO’^UOCiCOC^OOt^CiTt'^ LO O O 1-i CO ^ o LO CO O CO LO j CDaOCDOOQOCX)CDOOGOGOOO''DGOOOaOOOOO( O 00 CO ^ 00 CO 00 __ . -t^T- 2 CO k>< ^ s''£'= w-S d.-d'd rtd3 S bds d rt S O od: cs rt ^4^ d® : ddoddsit^^ap HH^cW!^a^‘cCMOOPMPR!^MP=^fH^bPH3Q ol^i : pqMoajfLPMoW^^ s p a ‘ a ® '5’^^ - fcr a -rc3 d^ . . t> - S ' S £i5 H iSiSlIII 1'il dpflPQO "sP'g ^=2 rt§d§- HgPt.O§§®o. pp«| ®:55PP. U U U p~. t:! f-i ii ^^^ ^c2c2“a=2=S'2=2 d d d"^^ a d’o a* .2.2.2 i|.2| 0.2' .'S .ts S ^ ,£-.t^ .-S ^ .t? ^ cc co co 2 cc CO ^ ; .£ I p j ® _® p p \H§§ ilj I'gpilffp c a^pP d d-d 'i-r:<-i d '+-' C(.r«(-<''4-( drtcS— 1— 'dojd ppp.2 oppp £ dd-a £ a a d a d PPP 'd'd'd dad oj d d 'w !+H tl-l d d d' ® ® ® PPP P rs -d a : a =1 ! a P ;P I'd p i^ S P P ,o P CO d O .o ,o 41 iVl-l «1-I .— Vi «(H d d a dd ^d d d d ,2 .2 .2 .2 *^p.2.2.2.2 a'd ad ® d'd'da'd d.d.d.dP o .-« ..V .t; .-ti "'"'"''OcC^tZj'Soj'S §1 CO 1 P t>5 i r® • oq g a.s § •p g 03 R 4^ 'M PPP ,o ,o ,c 03 00 (C nd . add hhh co^ o d o § o ® dp JdH co®co^ p=a d'S p dP d L^.2d.2 a-g a ■■ P-2 f= d g iPPPPPf •jeqranx 1 IdCl CICICI d Cl Cl Cl Cl cc cc cc cc STATISTICAL - TABLES. 679 t-l o rO 3 'A 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 EEPORT OF THE COMMISSIONER OF EDUCATION. Table XVI.-STATISTICS OF IXS d o Xame. Location, Superintendent. Institution for Deaf, Dumb, and Blind Institution for the Blind . Institution for Deaf, Dumb, andJBlind Academy for the Blind . Institution for the Blind . Institution for the Blind . Institution for the Blind . Institution for the Blind . Institution for the Blind . Louisiana Institution for Instruction of the Blind. Institution for the Blind . Perkins Institute and Massachusetts Asylum for the Blind. Institution for Deaf, Dumb, and Blind Minnesota Institution for Deaf, Dumb, and Blind. Institution for the Blind . Institution for the Blind . Xew York State Institution for the Blind. Xew York Institution for the Blind . Institution for Deaf, Dumb, and Blind Institution for the Blind . Institution for the Blind . Institution tor the Blind . Institution for the Blind . Iiistitufion for Deaf, Dumb, and Blind Institution for Deaf, Dumb, and Blind Institution for the Blind . Talladega, Ala .... Little Kock, Ark.. Oakland, Cal . Macon, G-a . Jacksonville, Ill. .. Indianapolis, Ind.. Vinton, Iowa . Wyandotte, Kans . LouisAuIle, Ivy . Baton Kouge, La.. 1858 1859 1866 1853 1849 1847 1853 1868 1842 1870 Baltimore ,Md . 1853 .Boston, Mass . 1629 Flint, Mich . 1854 Faribault, Minn. .. 1863 Jackson, Miss. St. Louis, Mo. . Batavia, N. Y , 1853 1851 1867 FTew York City , X. Y Baleigh, X. C' . Columbus, Ohio . . . Philadelphia, Pa. . . Xashville, Tenn . . . Austin, Texas . Staunton, Va . Bomney, W. Va. .. Janesville, Wis. . . . 1831 1846 1837 1833 1844 1856 1839 1870 1850 Joseph H. Johnson. . Otis Patten . Warring Wilkinson. W. D. Williams . Joshua Ehoades _ W. H. Churchman.. S. A. Knapp . . W. W. Kpdegraff... B. B. Hun toon . F. D. Morrison . Samuel G-. Howe - Egbert L. Bangs - J. L. Xoyes . Sarah B. Merrill - H. E. Foster . A. D. Lord . William B. Wait _ S. F. Tomlinson . (r. L. Smead . William Chapin - J. M. Sturtevant _ E. M. Mills . . Charles T. McCoy. . . H. H. Hollister . Thomas H. Little... STATISTICAL TABLES. 681 FOE THE ELIED TX THE UXITED STATES. o C ^ U C rt .§ CO W Average anmial receipts for five i’ears. Aver.Qgo rccei])ts from regu¬ lar sources for live years. © d y, « © p 5 p 5 ^ r Sh p 2 C i| c o -5 Annual receipts from State. Annual rccei]')ts from other States and individuals. Total numbei’ admitted since opening. 1 Present number. I 3 s 30 1 e .2 o o o .a S 2 1 Number of blind employes. Total amount paid blind em¬ ployes and workmen. 1 Number. | 14 2 1 $20, 000 00 aiT, 754 83 $17, 754 83 §12, 625 73 .$12, 625 73 $17, 754 83 $18, 000 00 87 40 11 3 $2, 456 00 2 200, 000 00 57, 000 00 26, 000 00 57, 000 00 25, COO 00 30, 000 00 1, 000 00 66 33 19 1 1, 350 00 3 13,861 92 9, 900 00 12, 490 01 9,900 00 33 4 SO, OCO 00 25, 000 00 25’ 000 00 25, 000 00 23,000 00 25, 000 00 394 70 17 5 550, 000 00 37, 262 00 37, 262 00 37, 086 00 30, 000 00 37,’ 262 00 . 434 106 25 6 3, 910 00 6 12, 750 92 11,961 51 11,207 73 14, 200 00 105 8 2 7 15, 403 83 14, 429 51 23 3 8 94, 000 00 16, 945 55 12, 563 72 16, 752 75 15, 678 32 8, 850 00 277 29 18 7 1,500 00 9 3, 000 00 7, 000 00 7, 000 00 7, COO 00 23 23 9 1 1, 000 00 10 200, 000 00 18, 000 00 14, 000 00 36, 000 00 14. 850 00 15, 000 00 124 50 14 2 100 00 11 308, 490 98 78, 497 24 36, 766 49 71,342 18 36, 038 63 24, 300 00 12, 466 29 776 162 40 13 3, 655 11 12 150,000 00 45, 179 39 44, 978 09 46, 593 09 46, 598 09 30, 752 16 354 181 13 9,219 83 7, 830 55 83 60 14 150, 000 00 37, 500 00 24, 000 00 37, 500 00 17, 500 00 24, 000 00 244 108 28 9 1, 580 00| 15 17, 233 82 12,000 00 18, 771 05 12, 000 00 85 7 16 260,000 00 t32, 500 00 t32, SOO 00 32, 500 00 166 121 27 2 . 400 00’ 17 356, 504 04 97, 127 33 44, 396 76 136, 733 00| 95, 643 02 49,790 54 34, 460 40 3, 753 49 1,001 159 51 9 2, 500 00 13 50,000 00 113 62 3 1, 100 00! 19 352, COO 00 60, 389 11 60, 389 11 60,389 11 31, 033 07 31, 033 07 732 M3 ”36 ■ 4 1, 116 00! 20 145, 000 00 72, 927 53 49,621 98 71, 885 87 45,266 40 33, 000 00 7, 800 00 751 180 60 24 2, 200 OOi 21 8, 000 00 11, 000 00 11, OCO 00 11,300 00 10, 750 00 8, 200 00 123 41 8 4 1, 920 OOi 22 25, 000 00 9, .TOO 00 9,500 00 9,500 00 10, 000 00 15 1 1 150 ooj 23 *42,063 33 *42, 658 32 545 137 24 40, 000 00 5,200 00 5,200 00 5, 200 00 5. 200 00 13 11 3 1 i, 150 coj 25 ICO, OCO 00 i 35, 115 64 5, 200 Ooj 33, 372 34 17, 260 00 173 09 1 455 OOj 26 * For four years. t For two years. Table XYII.— STATISTICS OF ASYLUMS FOR IDIOTS. 682 REPORT OF THE COMMISSIONER OF EDUCATION. •eajt^rpnadxg; • 1- *0 o • ^ o o t ^ *0 0*00 I *0 O • O 1-4 1 O • O O • lO o 1 tH . O 0*00 1-- I « I o' of 1 cf L'tT • * Gl TJI • CO ^ lO •9UIOOUI $23, 184 01 20, 800 00 e42, 000 00 32, 304 81 51, 700 00 -57, 153 90 •gmaado eoms paAOjdini jo pa •esirasip asoTi:^ jo 'Oj^ 'rt« Ph ^ o (M • « • t- • . • r- (?< ^ ; ft ;« -,3 . ot 1 ^ •Suiuado aonis sa^Hiudt JO ’ojsixHjox 109 147 ■ IC lO o CO CO " o o oo ^ AO-^ O No. of inmates. •fB^ox 53 80 O CO O O lO CO o 1-4 T-l •axuuiax 23 30 CO O r-l lO t- 1/5 r-t O O i- r4 •aiuK o o n LOffiom oo CO O «0 05 Ci rH Superintendent. Dr. Knight . Dr. Charles T. Wilbur . Dr. Black _ _ Dr. S. G. Howe . Dr. Brown . Mrs. Knight and Miss Dana. Dr. H. B. Wilbur . Dr. G. A. Doren . Dr. F. K. Kerlin . •Suiuado JO ojbgE 1858 1865 1848 1848 1870 1851 1857 1853 'uoij'Bpuno^i Private . State a . State . Ko money . . Not endowed State . ..do . Location. •ajHjg Conn . D1 .... Ky ... Mass . ..do . .. ..do . .. N. Y.. Ohio . . Pa.... •UAVOJ JO j£jiq LakeviUe . . . J acksonville Frankfort .. South Boston Barre . Faysville ... Syracuse.... Columbus. .. Media . (5 a c5 Connecticut Institution for feeble¬ minded Children. Dlinois Asylum for Idiots . Kentucky Institution for Feeble-minded Children. Massachusetts School for Idiotic and Feeble-minded Children, Private Schoolfor Feeble-mindedChildren School for Imbecile Children . Kew York Asylum for Idiots . Ohio Asylum for Imbecile and Feeble¬ minded Youth. Pennsylvania Training School for Fee¬ ble-minded Children. 'jaquinj!! iH ;•' C o 1-® Pi £ a > §1 Si's Sl-il .So® lO s s o S <1? o o 0'S .^^1.2 ^ a1^ S "S o s ® ®''.3.a o o b fl ^ S CD >f2-SS® ® '^.2 §3 « ® I b'® P<.2 Ep "2 ao'O'S ^ S ® ^ c3 M a> ro ^ “tf 5? c^. ^ a cc C3 ‘d ^ A "lls^ 3rf3 0'S STATISTICAL TABLES. 683 Table XVIII.— SUMMARY OF UNFORTUNATES. Showing the number of the blind, deaf, and dumb, insane and idiotic in the several States and Territories, taken from, advance sheets of the Ninth Census. States and Territories. Total. Blind. Deaf and dumb. Insane. Idiotic. Alabama . 2, 288 611 401 555 721 Arkansas . 1,048 333 265 161 289 California . . 1,553 179 141 1,146 8T Connecticut . 1,840 252 475 772 341 Delaware . 263 68 61 65 69 Florida . 265 88 48 29 lOO Georgia . 2,571 740 326 634 871 Illinois . 4,744 1, 042 833 1,625 1, 244 Indiana . 4, 727 991 872 1,504 1, 360 Iowa . . 2, 289 465 549 742 533 Kansas . 489 128 121 131 109 Kentucky . 4, 087 978 723 1, 245 1, 141 Louisiana . 1,381 447 197 451 286 Maine . 2, 043 324 299 792 628 Maryland . 1,906 427 384 733 362 Massachusetts . 4, 739 761 538 2, 662 778 Michigan . 2, 300 418 455 814 613 Minnesota . 705 103 166 302 134 Mississippi . 1, 449 474 245 245 485 Missouri . 3, 736 904 790 1,263 779 Nebraska . 130 22 55 28 25 Nevada . 12 4 4 2 2 New Hampshire . 1,199 206 170 498 325 New Jersey . . 1, 902 317 231 918 436 New York . 12, 835 2,213 1, 783 6,353 2,486 North Carolina . 3, 10» 835 619 779 976 Ohio . . . 8, 457 1, 366 1, 339 3,414 2, 338 Oregon . . . 235 35 23 122 55 Pennsylvania . 9, 345 1,767 1, 433 3, 895 2, 250 Rhode Island . 620 121 64 312 123 South Carolina . 1,461 451 212 333 465 Tennessee . 3,462 876 570 925 1, 091 Texas . 1, 357 404 232 270 451 V ermont . 1,385 189 148 721 325 Virginia . . . 3, 684 895 534 1,125 1, 130 West Virginia . 1,187 168 218 374 427 Wisconsin . 2,274 409 459 846 560 Arizona . o 1 1 Colorado . 45 26 4 12 3 Dakota . 15 5 4 3 3 District of Columbia . 741 78 134 479 50 Idaho . 7 4 1 1 1 Montana _ _ _ _ _ 8 5 2 1 New Mexico . 303 159 48 50 46 Utah . 95 29 18 25 23 Washington . 39 5 6 23 5 Wyoming . . . . . . 4 2 2 Total . 98, 434 20, 320 16, 205 37, 382 24, 52T Table XIX.— TABLE OF INEBRIATE ASYLUMS. «* pO Location. 1 1 a B Name. City or town. State. Superintendent. 1 Washingtonian Home . Chicago . Hlinois . P. J. Wardner, M. D. W. C. Lawrence. Albert Day, M. D. D. G. Dodge, M. D. Rev. J. Willett. 2 3 Washingtonian Home . Greenwood Institute . Boston . Massachusetts. Massachusetts. New York.... New York .... 4 5 New York State Inebriate Asylum . Inebriate’s Home of King’s County . Binghamton .. 6 Pennsylvania Sanitarium . Media . Pennsylvania . J oseph Parrish, M. D. Table XX.— EDUCATIONAL BENEFACTIONS FOB 1870-’71, SO FAB AS OBTAINED FBOM PUBLISHED STATEMENTS AND FBOM BETUBNS MADE TO THE BUBEAU OF EDUCATION. 684 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. i I 685 ■s I i I I ii ai I s' S'S' I I iiiiiiiiiiiiiiiiiii iiiiiii iiii ii i ii |S§"SSSSS'''||S|8|p-’'’-' |S'8 S88' I'S^S' 3 S'" Table XX.— EDTTCATIOi^AL BEXEFACTIOXS FOE 1870-*71, SO FAE AS OETAIXED FEOM FtJBLISHED STATEMENTS, &c.— Coutiuuocl, 686 REPORT OF THE COMMISSIONER OF EDUCATION. cS cS 22 3 o O 8§- p S n c H «r=! .3 » a ^ o c3 O •peg pH .ei .fa S o c o 3o i| H c3 CH a ® C P PP P ^SSS j-r-rarr^ o p OO^TsOOOOOOOOOOOOO ® o pp re si CH-l o3 (0 c e 'g 'S ri^ tA'.S Ir^rS^le^ HccSlip ^ I E?| gsi 12^0 im ePpp §p fcc: p. g _• .3 ft p- i.- ft; i>-. >; e 03 rt e- j ^ o p;'® "3 e "3 "2 e OlziP pqlziPP^ o ^ rJ fl ® 5.0 coo •r^ 02 r!^ ^ «:• o o;z5 o o o o o o o o o o o o o o o o o o o o o o o o o o o lO o o ooooooooooooooooo oo oooooooooooooooir:o oo oooooooooooooooc^o oo 5^ O O O Oi O < 1 ■ 1 ^ 1 ) > • 1 1 t • 1 « > I t * I ^ ^ ^ • 1 1 t • 1 t * 1 ^ i ! • • • • (-5 ; : ;^ sp : i : ittri HJ i U ^ ^ < • 1 r 7 • h-J W • » UH . i * : : : 3 :.2 : ■ :3 :’3 -gp'^^e 55 o o 02 -H ^ n a? S ®ooS§eooo‘. 3ft! B'B'PS BtSTS-P Sa.e 73 o P3 'B e : ; — ! p :iziP oiooPO .2 :o rB : O : B fl ■ ■ ' 'Bft 2.e' rH Oz2 O O |S P B 1 1 -^p : • 3 : a ;«2 I’b o o o o o ® p P . C5 O :'S“ p |.B O ! B fcC o a w a ® ® p P'S ;g BO B cs® P a 5 m 7 7 P-i 'a 7 7 73 ^ S . 72 03 (S - 1'^3 ^ O b“ pp fclB B «si«a sISfe’S a a C^. rO Pt>PP<^ B B BO B-^ B B ® 'a 2 ^ 2 a p ri a a a,B PrB ^rB o rB B B p o Paa PPMPPiPo ;< a fl B ®rBrB O 03 73 7s a-'/'kA.t B ^ «; o p B O a 05 Pk STATISTICAL TABLES. 687 Table XXT.— COST OF EDUCATION IN THE DIFFEHENT STATES OF THE UNION, 1871. G88 REPORT OF THE COMMISSIONER OF EDUCATION. H o £ ?::cc 2 2 w ="00 5 5 rS c ® k.2 PI O lO CP o O lO CP in o' QCC T-' t- tscf O 00 ci CO •jcai! 0q; Aoj puiq |ooqos p 0 i S 0 A u I luojj osBaJo’ui o o o^o" ra Ci-i O o cc ^ q C3 3 a 01 01 O O TO o cc> O O Ci cnT pi o §g M Pi 1“ o ^ 5 3 CC o o iO O (TO O a »o O'? cm" of ^ 2 • ce p ^ ^ q *4-^ Cl. Ort .c30hn®^Pcr (j;, Jq c? .Sr CC 2 c- q ^ ' s ... Pi cs « O “'O OJ S P o 5 t'S’fcf.-" rP ^ rt'S § ® ® 85^2 g rt ® i: C3 ® ® & 5. ©IS £ g 3 8 3 _a 'B’.s ^'3 1> a Tablk XXII.— cost of education in the public schools of the diffebent cities of the union. STATISTICAL TABLES. 689 •eSni -piraq pa^noj nt poqos Sni -piio^B naapipp jo oS'b^uoo joj .ssslci "A : •&:^u9i aoj pred !).nnoraY 1 o' 8,411 98 740 00 985 00 Nominal. *2, 700 00 010 00 39, 097 82 Nominal. 423 40 33, 495 81 130 00 15, 000 00 562 00 4, 428 43 2, 436 14 8, 700 00 •sqooq pau ‘sarecloa ‘pnj ‘S9i!o|itIU'^osa9d pdc XC9a JO onxcA onaj ; igg gggg ; ii i :gi=iiii i !i ; iEsiiifs ; is ; i i“ ; igggg •jfjTO 9qx m i^jaodoad xcnosagd pud xcaa jonoixcuxuA possossy ssgggsggs iggggggg iliSiliiSi iiliilii iiiiigifii ii¥iii¥g — SnTpu9 ac9i; oqx aoj opera; juaragjcjg Dec. 31, 1870 Ai)ril 3, 1871 June 30, 1871 Dec. 31,1870 June 1, 1871 Dec. 31,1870 Aug. 31, 1871 Dec. 31, 1871 Dec. 31,1870 Mar. 30, 1871 Aug. 31, 1871 Dec. —,1871 June 30,1871 Aug. 31, 1871 Juno 30, 1871 Aug. 31, 1871 Aug. 1, 1871 City and State. 'Xl _ % ii i i :ioPHS!^!2i!2iPHAP4p: ’Washington, D. C . ■Wheeling, -W. Vat . Brooklyn, N. Y . Cleveland, Ohio . . St. Louis, Mo . •joqranj^ I I o =2 I 44 c E Table XXII.— COST OF EDIJCATIOX IX THE PUBLIC SCUOOLS OF THE DIFFERENT CITIES OF THE UNION-Continuca. 690 REPORT OF THE COMMISSIONER OF EDUCATION. fcC Pi a n o o * Taulk XXIJL— l{Ei''0KMAT01iY STATISTICS. STATISTICAL TABLES. 691 g 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 IT 18 19 20 21 '.2 23 24 25 26 27 28 23 30 31 32 33 34 35 38 37 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXIV.— PKESON STATISTICS Xame. Alabama Stats x^iison . Arbacsas State prison . California State prison . Connecticut State prison . Florida State jirison . Georgia penitentiary . Illinois State x)risoiC . Indiana State prison, north . Indiana State ])rison, south . . Iowa State prison . . . . Kansas State prison . Kentucky State prison . . Louisiana State piuson . Maine State prison . . Maryland State prison . Massachusetts State prison . . Michigan State prison . . . Detroit House of Correction . . Minnesota State prison . . ilississippi State prison . Missouri State penitentiary . Xevada State prison . . Xew Hampshire State prison . Xew Jersey state jirison . Auburn prison . Clinton jirison . Sing Sing prison . . Albany penitentiary . Korth Carolina State iienitentiary .... Ohio State prison . Oregon State prison . Eastern jienitentiary of Pennsylvania. Western penitentiary of PennssyUmnia Ilhode Island State prison . . . . " . South Carolina State prison . Tennessee State prison . Texas State prison . Vermont State xiriaon . . Virginia State penitentiary . Wi "cousin State ju ison . . . Location. ! Warden. i Wetumxilva, Ala .... ... 1 Little Hock, Ark . . i San Quentin, Cal . V'ethersiield,, Conn . Chattachnochee, Fla .... Wiiliam Holden . ' AndrcAV J. Botelle - ■ i Miiledgeville, Ga . Joliet, "Ill . John Darnell . . : Michif^an City, Ind .... i L. S. Shuler . i Fort Madison, loiva .... . 1 Leayeiiworth, Kans _ ; . i Frankfort, Ky . . Eaton Ilouo'e, L.a . . 1 Thomaston. Me . . 1 Ealtimore, Md . . 1 Charlestown, Mass . Jackson, Mich . . j Detroit, Mich . Stillwater, Minn . Jefferson City, Mo . Carson City, Xev Z. E, Brockway - ! H. A. Jackman. . . i Z. A. Philips . \ Col. W. J. Dougherty..' F. Denver . ..j Concord, X. H . . 1 Trenton, X. J . 1 Auburn, X. V . . . . i Daunemora, X. T . vSing' Sing, X. Y . William C. Ehodes - > Albany, X.Y . . . Italeigh, X. C . Amos Pilsbury - Everard Hall . . Columbus, Ohio . Salem, Ore" Philadelphia, Pa . Pittsburgh. Pa E. To wnsend . Providence, K. I . Columbia, S. 0 . Xashville, Tcnn Xelson Viall . Huntsyille. Tex Windsor, Vt . Eichmond, Va . Waupun, Wis . James A. Pollard . ' George F. Strother - George F. Wheeler - STATISTICAL TABLES. G93 OF THE IJEITED STATES. Chaplain. Humber of officers and em- l^loyes. Average number of pris¬ oners for the past year. Humber of cells. Dimension of cells in feet. nativity. r2 P p to o rt n cC *3 Born in t!ie Hnited States. Born in foreign coun¬ tries. C. C. Cummings . Geo. W. Wooding. . . 51 16 871 176 6 7 880 183 453 232 7 7 H 32 7 477 137 403 46 Hone. 369 16 385 350 12 9 7 J. W. Sullivan, D. D. 20 350 20 370 298 7 4 7 296 74 1 1 . Eev. C. C. Foote . I Eev. William Weld 1 Dr. Hunter . 25 19 20 65 13 1, 052 94 404 862 70 320 1,372 94 420 886 70 400 162 200 356 42 7 7 9 8 8 4 5 5 4 5 7 n u 855 63 517 31 16 24 1 Rev. 0. Bulkley . i Hone . 637 23 249 47 Rev. Levi Smith - 75 529 529 538 8 4 7 359 170 Rev. Chas. Reynolds. 21 55 1, 146 389 7 7 4 602 383 544 6 372 17 1 . 1 Rev. .J ohn Ruth . 36 310 5 315 562 11 7 12 232 83 Rev. Wm. Douglas . . 10 94 3 97 88 n 4 7i 49 20 i . 1 F. Butler . 9 15 27 89 764 200 4 64 2 93 828 202 110 170 594 12 7 5i 6 4 6 5-6 10 7 65 800 119 28 28 72 1 Rev. M. Moorman . . . Rev. Henry Drew. . . 694 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXlV.-PEISOi^ STATISTICS OF Parentage. s 1 Xame. Parents born in the United States. Parents born in for¬ eign coiui tries. Number, neither of whoso parents has been committed. Numbei', either of whose parents has been committed, Kind of industries. 1 Alabama State prison . 2 3 Cabinet-mak'g, cooperage, brick- m aking, harness-making. Making boots, rules, &c., burn- j ishing i>lated ware. i 4 5 6 Work on railroad . | 7 8 Indiana State prison, north . . 1 9 Agricultural implements, wood- ! work, &c. 10 Iowa State prison . . 11 Kansas State jjrison . . . 12 Kentucky State prison . 13 Louisiana State prison . 14 Maine State prison . j 15 Maryland State prison . IG Massachusetts State prison . 17 Michigan State prison . . 1 18 Detroit House of Correction . Chair and shoe making . 19 Minnesota State prison . 29 65 Pail and tub makina' _ _ 20 Mississippi State j)rison . 21 Missouri State j)enitentiary . 603 283 861 25 Shoemaking, quarrying, cabinet- net-making, &c. Stone-cutting _ _ _ _ _ 22 Xevada State prison . 31 39 23 Kew Hamj)shire State prison . 24 Kew Jersey State prison . 25 Auburn Prison . 26 Clinton prison . Minina: . . . i 27 Sing Sing prison . . . 1 28 Albany penitentiary . 29 Xorth Carolina State penitentiary. . . . Erick -making, tailoring, shoe¬ 30 Ohio State prison . making. 31 Oregon State prison . . 1 32 Eastern penitentiary of Pennsylvania. Western penitentiary of Pennsylvania Pbode Island State prison . Cord-waining, wood-woi’k, cane-| work. i . j 33 34 40 29 66 3 35 South Carolina State prison Shoemaking . . . | 36 Tennessee State prison 1 37 Texas State prismi . i 38 Vermont State prison 42 11 Shoemakiu g . . . I 39 Virginia, State penitentiary 2 Mechanical labor . 40 Wisconsin State pn'son STATISTICAL TABLES. G95 THE UNITED STATES— Coutimicd. g 1 2 3 4 5 G 8 9 10 11 12 13 14 15 IG 17 18 19 20 21 22 23 24 25 2G 27 28 29 30 31 32 33 34 35 3G 37 38 39 40 Previous education. Commitments. Kind of in.struction given. Number who have learned to read and write since admis¬ sion. Number of volumes in library. ^ ^3 z: o 5 a 2 ^ ^.2 s ^ s r3 7} Slfo IS -1- 03 ii? 'g A s-^ X Ijll cA sort Number committed previously once. Number committed previously twice or more. 531 147 35 29 124 14 66 4 190 19 3, 000 1, 165 52 None. 23G . J 50i}r.ct. 1, 000 845 84 232 o 271 1 Common branches . . 1,000 400 150 1,938 150 10 49 Heading and writing . . . . 8 487 63 21 None. 122 46 3 5 Heligion . 50 7 411 Common English branches . 2, 432 635 121 1,600 4 4 223 bl 90 24 38 Moral /ind secular . 70 3, 533 47 5 31 17 11 Common English branches 20 900 . 1 69 5 48 7 15 14 3 2 5 Ileligious and moral . 10 500 None. Sabbath-school . 177 Common EuMish branches . 315 i 696 REPORT OF THE COMMISSIONER OP EDUCATION, Table XXV.— EEPOKTS OF CITY SFPEEIXTEXDEXTS. State. 1 Xame of city. Year ends — To whom made. When made. Vv'hen publish'd Xamc of superin¬ tendent. Ala . - Sept. 1. State superintendent . October. 1 1 Xov^ . . . , E. E. Dickson. Ala... Montgomery. . Sept. 30. County superintend't . Oct. 15.- Xov. 28 E. S. Cox.'-’^ Ark .. Little Pock . . . July 1 . Beard ot education . . . July 15 - 1 Xot pub. . X^.P. Gates. Cal . . June 30 County superintendT. 1 July 15.. F. M. Campbell. Cal . . Sacramento . . . Dec. 30.. Board of education . . ! Dec . ■ Jan. 1 . . . , William H. HiU. Cal . . . San Francisco June 31. Board of education . . . July.... I October. J. H. AYidber. Cal • George S. Ladd. j Eev. S. Clark.t * Conn Hartford . Aug. 31 Annual town meeting ; October . ! X'ov . . . . . C. E. Fisher. It Conn . Xew Haven. .. Aug. 31. Beard of education . . . i August . Sept . . . . A. Parish. 11 Xotinln f X. H. Whittemore. 1£ Conn . Waterbary ... Aug. 31. Board of education . . . October. October M. S. Crosby. 13 Del . . . Wilmington. . . March . . Board of education . . . ! April . . . 1 April . . . David W. Harlan, 14 D. C 1 15 D. C .. AVasliingtonf. . Aug. 31. Legislative assembljv 1 April . . . Xov . . . J; 0. Wilson. 16 Ga j _ _ i - Mallon. 11 Ga. . . . Augusta . Aug. 31. State Comr. education Oct. SO .. 1 . B. Xeely. IS Ga 1 19 Ga.. .. Savannah . July 15. . B’d public education . August - Sept . . . W. H. Baker. GO Ill .... Aurora . June 31. City b’d of education . OcL 1... Oct. 10.. Vv'. B. Powell. 21 Ill ... . Bloomington . . April 1 . . City council . April 1 . . April 20 S. M. Etter. O." Til O':; 111 24 Ill .... Peoria ..^ . Dec. 31.. City council . . Jan. 1. . . J. E. Dow. or- Ill .. City council . August - August - Thos. \v . Macfall. 2G Ill James H. Blodgett. 2^ Ill Sept. 1 James C. Bennetto 28 Ind . . . Evansville .... Aug. 31- Trustees . Oct. 1... 1 Sept. 1-. Alex. kl. Gow. 29 Ind . . . Fort AYayiio . . July 1... City council . Aug. 1.. Oct. 1 . . . J ames H. Smart. 30 Ind . . . Indiananclis .. Aug. 31. 1 >oard of school com’rs Xov, 1 . Sept. 1.. A. C. Shortridge. 31 Ind . . . La Fayette. . . . Aug. 31- City council . J’y, Sept J. T. Merrill. 32 Ind March 1 . March 1 C. E. Emmeriek. 33 Ind . . Xew Albany . . County examiner . . . . Sent. 1. George Lynnan. 34 Ind . . . Terre Haute . . June 30. Trustees . Sept. 1.. Oct. 1... IT. h; Wiley. 35 Iowa. . Burlington .... June 30- W. M. Bryant. 36 Iowa,. . Council Bluffs Iowa. - D,a,venpnTt lY. E. Crosby’. 38 loAva. . Des Moines W^. H. Sears. 39 Iowa. . Dubuque . Aug. 31. County superintend’t . Sept. 15. Sept. 15. Thomas Ilardyn 40 Iowa Keokuk W. lY. Jamison. 41 L cs. VGH "w ortli P. J. lYilliams. 42 Covin o'tou . . Dr. J. W. Hall.’ 43 Ky .. Lexington 44 Ky . Louisville . . . . June 30 . City council . . . An O'. 1 Geo. H. Tingleyg jr. 45 Ky ... Xc’wport . June 30 . Trustees of schools . . Julyl... Aug. 1.. AY. H. Jones. 40 La.... Xew Orleans . . Aug. 31. State b’d of education. Oct. 5... J.'in . J. B. Garter. 47 Me . Bangor.. C. P. Eoberts. 48 Me ... BidtTeford .... J uly 29 . City council . Mar. 1.. April . . . EdAvin Stone. 49 Me Lewi.ston . Thomas Tash. 50 Me ... Portland . March . . City government . klarch . Mayl . A. L. Dresser. 51 Md . . . Baltimore .... Oct. 31.. M’r amd city council. . j Feb.l... Feb. 1 . . AYilliam E. Creery. 52 Mass Boston . . Aug. 31. Citizens . n May 1 . . . May John D. Philbrick. 53 Mass . Cambridge _ Jan. 1. . . School board . Jan. 15. .i Feb . E. B. Hale. 54 Mass . Charleston . . Jan. 1. . . Citizens . Mayl... May.... Benj. F. Tweed. 55 Mass . Chelsea . Dec. 1 . . . Citizens . Dec. 1 . . Jan. 1 . . . 1 Tracy P. Cheever. 56 Mass . Fall Kiver .... March 1. School committee. . . . ! April 1. . April - . . M. Vvb Tewksbury’. 57 Mass . Haverhill . Jan. 1. . . Citizens . 1 Dec . B. A. Sawyer. 58 Mass . Lawrence . Dec. 31.. Citizens of Lawrence, j Dec . Jan. 1 .. Gilbert E'. Hood. 59 Mass . Lowell . Dec. 31 . . School committee . j Jan .. Charles Morrill. GO Mass . Lynn . Jan. 1 _ Citizens . ! klay Bowman W. Breed. G1 Mass . Xew Bedford. . Dec . To the citizens . Feb . Ma? 1.. H. F. Harrington. C2 Mass . Xewbuiyport . Dec. 31 . . Citizens . : D('c. 1 T. D. Burnham. G3 Mass . Salem . Dec. 31.. Secretary of cducat’n.i April 1 . . Mar. 20 Jon a. Kimball. G4 Mass . Spi'ingfield _ Dec. 31.. Citizens' . Jan. 1 . . . March . . E. A. Hubbard. G5 Mass . Trenton . . . Jan. 1... Citizens . May 1 . . . . May .... AY. AY. AA’atsrman. C6 Mass . Worcester .... Dec. 31 -. Mayor . Jan. 15.. March 1 . AlbiTt P. Marble. G7 Mich . Detroit . Dec. 31.. Board of education . . AiJi'il 1 Duane Doty. G8 Mich . East Saginaw . July 1 . . Board of ediicaticn . Sept . . . H. S. Tarbell. 09 Mich . Grand llapids. Sept. 1 . . State suiierintendent. Sept. 1.. July .... A. J. Daniels. 70 Mich . J ackson . John E. Mitchell. 71 Mian . Minneapolis .. Sept. 1.. Board of education. . . Jan . Jan . 7"’ Minn St. Paul . 1 John Mattocks. 73 Miss . . Vicksburgh. . . 1 74 Mo Hannibal . r C. C. Hutchinson. 75 Mo . .. Kansas City . . Oct. 1... Board of education. .. Dec . I Jan. 1 - . . John A. Phillips. 7G Mo ... St. Joseph . Ju!v31.. B’d of ]mblic schools. Dec. 31. -1 Jan. 15.. Edward B. X'eely. 77 Mo ... St. Louis . July 30.. Board of edxication ... 1 Oct . I Feb- . . . William T. Harris. 78 Xebr.. Omaha . . 1 ! * County superintendent iu charge. t Chairman of the hoard of education. I G-. F. T. Cook, superintendent public schools, Washington and Georgetown. STATISTICAL TABLES 697 Table XXV.-EEPOETS OF CITY SUPERINTEXDEXTS-Coutinued. State. 79 X. H.. 80 X. H. . 81 X. H.. 82 X. J.. 8^ X. J . . 84 X. J.. 85 X. J . . 86 X. J .. 87 X. J . . 88 X. J.. 89 X. J-. 90 X. Y.. 91 X. AL . 92 X. Y.. 93 X. Y.. 94 X. Y.. 95 X. Y.. 96 X. Y.. 97 X. Y.. 98 X. Y.. 99 X. Y.. lOG X. Y.. 101 XL Y. . 102 X. Y.. 103 XL Y.. 104 X. Y.. 105 X. Y.. 106 XL Y-. 107 X. Y.. 108 XL Y-. 109 XL C.- 110 Ohio . . 111 Ohio . . 112 Ohio . . 113 Ohio - - 114 Ohio . . 115 Ohio . . 116 Ohio . . 117 Ohio . . 118 Ohio .. 119 Ohio . . 120 Ohio . . 121 Pa . . . . 122 Pa 123 Pa .... 124 Pa .... 125 Pa ... . 126 Pa .... 127! Pa ... . 12Si Pa ... . 1291 Pa ... . 1.301 Pa ... . 13l| Pa ... . 1321 Pa .... 133i E. I... 134 E. I... 135i S. c... 136 Tenn . 1371 Tcnn . 138! Tex... 139 Tex. . . 140 Htah . 141 Vt .... 142 Ya.... 143 Ya.... 144' Ya.... 145 Ya.... 146' Ya...-. 1471 W. Ya. 148! Wis .. 349; Wis .. 150; i AYis .. Xame of city. Year ends — To whom made. When made. When publish’d. Aug. 31 To county snp’t . Sejff. 1.. Hoboken . J ersey City . . . Xewark . Xew Bnmsw’k Paterson . Dec. 31.. Juno 30. Dec. 31 . . May 1. .. Mar. 25. Mar. 1 . . Common council . B’d of finance and tax. Common council . State superintendent. Board of aldermen. . . Common council . Jan. 10-15 June 30 Jan. 15.. May 1 . . . Mar. 20. . March 1 Sept .... March 1. May 1- . . April 1.. Mayl... July 31. . Common council . Aug. 1 . . August - Board of education . . . Sept .... Oct . Brooklyn . Buffxlo . Feb. 1 . . . J uly 1 . . . Board of education... Common council . Mar. 1 . . J uly 1 . . . June. . . . August . Sept. 1.. Board of education . . . Oct. 1... Xov. 1.. Dec. 31.. State superintendent. Jan. 15. . Feb. 20.. Common council . July.... Poughkeepsie. Eociiester . June 30 . Board of education. . . Sept. 1.. Xov. 1 . . Schenectady . . State superintendent March 1 . Board of education . . Mar. 1.. June. . . . Utica . Oct. 1... School commissioner. Jan. 1 . . . Jan. 10. . W ilminMon .A ]\ 7'( >') Aug. 31. Board of education . . Xov 1. . Jan. 1 . . . Cincinnati . . . . Cleveland . Jan., J’c. Aug. 3 1 . Board of education . . Board of education . . J an, J’ne Feb. 15. Jan. 1. . . Columbus Dayton Hamilton _ _ Portsmouth June 30. Board of education . . July .... August . &) Sandusky Springfield Toledo . Zanesville .... Alleglieny .... Aug. 31. Aug. 31. Board of education . . School commissioner. Sept. 10. Sept - Sept. 15. .Allentown Altoona Erie . July 1 . . School board . Sept .... Oct . Harrisbur^'h Lancaster . Philadelphia . . Pittsl)urgh .... June. ... Dec, 31. . State superintendents To the board . July 15. . Immed’y Spring . . Jan. i... Eeadiug . .. Scranton . Williamsport . . York . June 30. Board of comptrollers City council . Aug. 1.. Sept. 1.. June. . . . Xewport ... May 31.. May .... Providence Charleston _ Memphis . June 39 . July .... June 15. Supt. of education . . . Board of education. . . Oct. 1... (t) July 15 . Xot x)ub. Oct . Nashville . Galveston .... Board of education . . . Sept. 1.. San Antonio . Salt Lake City Burlington . . ! . Alexandria. . . . Aug. 31. Superintendent Sept. 10. Sept. 1.. Sept .... Dec Xorfolk Aug. 31. Sup’t public instruct. Petersburfh . . Poi tsmouth . . . Eichmond . June 30. City council Oct. 1 . . . Oct. 15.. XMt p’t’d Uncert’n Xov. 1.. Mar. 31. Wheeling _ State superintendent - State superintendent. Common council . General public . Fond du Lac .. Milwaukee. . . . Oshkosh . July 1- .. Aug. 31. Mar. 31. Oct. 10.. Sept . . . . Mar. 31.. Xameof superiu- tendeat. Joseph G. Edgerly. E. n. Davis. William P. Smith. John Toney. L. M. Drew. Y/m. L. Dichinsoa. George B. Sears. H. B. Pierce. S. C. Hosford. Cornelius Sherherd. J. O. Cole. P>. B. Snow. G. L. Farnham. J. W. Buckley. T. Lothrop. M. Hubbard. H. H. Eockwell. J ames Fei’gusou, II. A. Jones. Henry Kiddle. R. B. Lowry. V. C. Douglass. Kichard Brittain. S. A. Ellis. C. C. Harrington. S. B. Howe. Edward Smith. William Kempt. Audrey." Mcilillan. Miss A. M. Bradley, Samuel Findley. John Hancock! A. ,1. Kickoff. W. Mitchell. Warren Higley. Alston Ellis. .John Bolton. L. S Thompson. C. H. Evans. D. F. Do Wolf. Alva T. Wiles. A. T. Douthell. K. K. Buehrle. John Miller. H. S. Jones. Daniel S. Burns. David Evans. H. W. Halliwcll. George J. Luckey. T. Severn. Joseph Kouey. A. E. Horn. W. H. Shelley. A. D. Small. Daniel Leach. E. M. Grimke. H. C. Slaughter. S. Y. Caldwell. Eev. A. J. Willard. Eichard L. Came. William W. Lamb. Sidney H. Owens. J. F. Crocker. J. H. Binford. F. S. Williams. Thomas S. Wright. F. C. Law. H. B. Dale. Xo;^ printed report. t Soon as published. KOTE.— All reports are annual except Fort Wayne, Indiana, which is biennial, and Boston, Massa¬ chusetts, and Cincinnati, Ohio, which are semi-annual. TA15LH XXVI.— TABLE OF EDUCATIOXAL PUBLIC A'JTONS. 698 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. 699 •!^9S.ioj| , •tnnnni! .19 j Table XXVI. -TABLE OF EDTJCATIOX'AL PUJiLTCATIOXS— ContiBued. 700 REPORT OP THE COMMISSIONER OF EDUCATION. INDEX TO REPORT [The report of the Commissioner has been indexed by topics ; the names of all persons mentioned by him will he found in this index. The abstracts of reports and the special papers are indexed by leading topics ; no attempt has, how¬ ever, been made to repeat in the index the names of all persons mentioned in the Appendix.] Abbott, Professor T. E., 45. Absenteeism : In District of Columbia, 388. In Illinois, 144. In Iowa, 166. In Kansas, 178. In Kentucky, 186. In Massachusetts, 228, 231. In Kew York, 308. Abstiaets — Of State reports, how made, 3. Academies, &c. : Eemarks on, 54. Statistical table of, 615-635. (See, also. Colleges.) Africa, Keview of education in, 488. Agriculture, Schools of. (See Scientific schools.) Alabama : Financial embarrassment of, 13. Keport of State superintendent, 65. School fund, 65. Apportionment of, 65. Change in school year, 66. Duties of superintendent, 66. Local supervision, 66. Circuit superintendents suggested, 67. Improvements in the law, 67, Institutions of learning, 67. University of, 67. Peabody fund, 68. Colored schools, 68. Educational convention, 69. Baptist convention, 69. List of superintendents, 69. Albany. (See New York.) Alexandria. (See Egypt.) Allen, Nathaniel T., 17. American education in foreign countries, 505, 506. Missionary efforts, 505. Syrian Protestant college, 505. liobert College, Constantinople, 506. American Missionary Association : Expenditures for education by, 6. Andrews, Hon. C. C., 50. Angell, President J. B., 45. Anhalt, Education in. (See Germany.) Annapolis, Academy at. (See Naval Academy.) Argentine Kepuhlic ; Message of President Sarmiento, 495. Arizona : Letter from the governor, 377. Arkansas : General summary for 1870, 71. Meeting of the hoard, 71. Peabody fund, 71. Arkansas Journal, 71. State Teachers’ Association, 72. Change in school year recommended, 72. Pay of teachers, 72. Circuit superinteudency, 72. Opposition to the school-tax, 72. United States land grants, 72. Extracts from superintendents’ reports, 73. List of superintendents, 74. Statistics of, 74. School tax of, reduced, 14. Agricultural college of, established, 14. Armstrong, General S. C., 10. Artisans, Education of, 526-528. Asia, Eeview of education in, 488-490. Associations, Educational. (See Conventions.) Atkinson, Beverend Dr. George H., 18. Atlanta. (See Georgia.) Augusta. (See Georgia.) Australia, Keview of education in, 498-501. Austria : Education in, 453-455. Historical review, 453. Statistics of, excluding Hungary, 455. New school law, 453. Gorman Teachers’ Association at Vienna, 453. City schools, 454. Bohemia, 454. Carinthia, 454. Styria, 454. Hungary, 454. Course of instruction for male teachers, 454. Female teachers, 455. Baden. (See Germany.) Baltimore. (See Maryland.) Bavaria. (See Germany.) Beecher, Hon. Charles, 12. Belgium : Education in, 456. General remarks, 456. Statistics of illiteracy, 456. Beraedying existing evils, 456. Belknap, Hon. W. W., 29. Benefactions, Educational: Summary of, 57, 58. Statistics of, 684-687. Berlin. (See Germany.) Bishop, (reneral A. \V., 14. Blind, Education of: Bemarks on, 26, 27. Statistics of institutions for, 680, 681. Article on education of, 445-448. General statistics, 445. Causes of blindness, 445. Physical condition of the blind, 445. Bise and progress of European schools for the blind, 445. Bise and i^rogress of American institutions for the bUnd, 448. Institutions for : In California, 88. In Indiana, 155. In Iowa, 164. In Louisiana, 200. In Missouri, 262. In South Carolina, 343. Bolander, Hon Henry, 17. Boston. (See Massachusetts.) Boyd, Colonel D. F., 14. Bradley, Miss Amy M., 11. Brazil : The different kinds of schools, 495. Primary and primary and secondary schools, 495. Distribution of i)rimary and primary and sec¬ ondary schools, 496. Schools of Bio do Janeiro, 496. Secondary schools, 496. Superior schools, 496. Special schools, 496. Ssientific, literary, and art associations, 497. Breiting, Dr.: On ventilation of school-rooms, 43. Bremen. (See Germam^) Brooklyn. (See New York.) Brown, Hon. John P.: Letters from, 50, 51. Brunswick. (See Germany.) Buffalo. (See New York.) Burlingame, Hon. Anson, 17. Bureau of Education : Corresi)ondence of the, increased, 43. Documents distributed by the, 48. Clerical force of the, 48. 702 REPORT OF THE COMMISSIONER OF EDUCATION. Bureau of' Education — Continued. Peculiar ciualifi cations required in, 49. Proper organization of tlie, 49. Suitable rooms for, required, 49. Foreign correspondence of, 49-51. Letter to TJiiited States ministers, 49, 50. Letters from TJnited States legation at Con¬ stantinople, 50, 51. Demand for publications of, 48. Commissioner of — Oiiicial journey by, 48. Inspection of scliool affairs in tbe country by, 43. Increased appropriation for, requested, 49-*73. Educational statistics of, reviewed, 51-59. Statistical tables of, 571-700. Eeport of— Amount of material represented in tbe, 3. Difficulties in making tbe, 3. Edition of, should be larger, 48. Method of collecting material for, 3. Proper scope and character of the, 3. Use of, 4. Business Colleges : Eeraarks on, 53, 54. Table of, 611-G14. Cairo. (See Egyiit.) California : Education in, 15-18. Mandatory i^rovisions of school law of, 15. School libraries in, successful, 16. School supervision in, excellent, 16. Xew Xormal School in, 16. University of, 16. Land grant to, 16. Blind and Deaf-Mute School of, 16. Xeed for scientific instruction in San Fran¬ cisco, 16. Schools of, generally excellent, 16. Chinese in — Edueation of, 17, 18. Paganism of, 18. Proscription of, 18. Article on schools in, 75-95. Historical sketch of first schools, 75. School action of San Francisco, 76. School law of 1851, 76. First teachers’ convention, 76. Contrast between the cost of criminals and school children, itc., 76. Public free schools inti’oduced, 77. Boards of examination composed of teach¬ ers, &c., 77. Features of revised school law, 78. State board of education, 78, State superintendent, 78. County superintendents, 78. School districts, 78. Census marshal, 78. Schools umsectariau, 79. Duty of teachers, 79. Boards of examination, 79. Eesolution of Teachers’ Institute, 79, School fund, 79. State Teachers’ Institute, 80. The California Teacher, 81. State Educational Society, 81. Concerning National Bureau of Education, 81. Educational efforts among Chinese, 82. Efforts for Chinese women, 82. The work of the churches among Chinese, 82. Cliinese taxed but not taught, 83. State Normal School, 83. University of, 84. Private educational institutions, 85. Mills Seminary, 85. University (city) College, 85. University of the Pacific, 86. Santa Clara College, 86. Saint Mary’s Coirege, 86. St. Mary of the Pacific, 86. Oakland Military Academj', 86. St. Ignatius College, 86. Heald’s Business College, 86. Laurel Hill Boarding School, 86. San dos6 Institute, 86. Pacific College, 87. College of Saint Augustine, 87. California — Continued. Charitable institutions, 87. Eoman Catholic Orphan Asylum, 87. Ladies’ Protection and Eelief Association, 87. Industrial School, 87. Institution for. the Deaf, Dumb, and Blind, 88. Education of United States soldiers, 88. Indian schools, 89. San Francisco, 89. Text-books, 90. Deputy superintendent, 90. New course of study, 90. Competitive examinations, 91. Pupils and teachers, 91. Janitors, 91. Music, 91. Drawing, 92. Primary schools, 92. Grammar schools, 92. Cosmoj)olitau schools, 92. Evening schools of San Francisco, 93. High schools, 93. School libraries, 94. School discipline, 94. School-buildings, 94. Compulsory education, 95. Sacramento and other cities, 95. Camden. (See New Jersey.) Canada, Dominion of, 490-495. New Bimnswick, 490, 493. Schools, 491. Teachers, trained and untrained, 491. Assistant teachers, 491. Pupils, 491. Provincial expenditure, 491. Local expenditures, 491. Schools, 492. Number of trained and untrained teach¬ ers, 492. Assistant teachers, 492. Eeligious denominations of teachers, 492. Pupils, 492. Provincial expenditure, 492. Local expenditures, 493. Superior schools, 493. Ontario, Province of, 493-495. Historical sketch, 493. Government, 494. Dissentient schools, 494. School funds, 494. Free public libraries, 494. Teachers and schools, 494. Census statistics, 1870: Of population, race, parentage, &c., 571. Of unfortunates, 683. Of illiteracy, 60-'' 70. Sxiperiority of, over all preceding censuses, 60. Of homicides, •’•'71. Centennial exposition, 1876: Suggestions to educators concerning, 40, 41. Chadwiek, Hon. Mr., 18. Charitable institutions ; In California, 87. In District of Columbia, 400. In Illinois, 146. In Indiana, 155. In Iowa, 165. In New York, 305. In Pennsylvania, 331. In South Carolina, 343. Charleston., (See South Carolina.) Charlestown. (See Massachusetts.) Chicago, Great fire in : School-houses burned by, 47. Effect of, on school affairs, 47. China : General educational movements, 489. University of Peking, 469. Chinese. Education of: In China, 17. In California, 17, 82, 83. Cincinnati. (See Ohio.) Cities and towns: Number of, in the United States, 52. Population of, 52. School statistics of, 574-605. Table of school reports of, 689, 690. Clapp, Hon. A. M., *74. INDEX. 703 Clarko, Colonel I. Ethvards : Special services of, noticed, *74. Letter from, 111. Clark, S. N., 24 Clevelaiul. (See Ohio.) Co-edneation of the sexes : Opinions in favor of, 45. Colleges : Statistics of examinations for admission to, 23. Should require knowledge of elements, 28, 29. Hazing in, 29. Listriimtion of, hy States, 54. Lonominational relations of, 55, Statistical table of, 039. 049. Female. (See Female Colleges.) hledical. (See Hedical Schools.) Business. (See Business Colleges.) Dental. (See Medical Schools.) Colleges and academies : In Alabama, 07. In California, 84-87. In Connecticut, 99. In District of Columbia, 390-392. In Indiana, 153, 150-158. In Iowa, 103, 104. In Kansas, 170, 179, ISO. In Kentucky, 189. In Louisiana, 200. In Maine, 207. In Maryland, 210, 211. Di ^Massachusetts, 231-233. In Michigan, 239-241. In Minne'sota, 251. In Mississippi, 257, 258. In Missouri, 201, 202, 204. In Kew Hampshire, 278, 231, 279. In Kew J ersey. 289. In Kew York, 296, 297, 298, 300. In Oregon, 324. In Pennsylvania, 327, 329, 330. f In Ehode' Island, 337. In South Carolina, 342. In Tennessee, 348, 349. In L tall, 383. S In Vermont, 355. In Most AHrginia, 366-309. In AFisconsiu, 374. In Wiirtemberg, 406. In XorAvay, 483. In Egypt, 488. In China, 489. In .Japan, 490. Colorado : Education in, 21. Letter from the superintendent of, 378. List of school officials in, 378. Colored schools : In Alabama, 08. In Delaware, 116. In District of Columbia, 388. In Georgia, 134. In ^diana, 151. In Kentucky, 185. In Maryland, 211. In Missouri, 264. In Ohio, 318. In Tennessee, 349. In Virginia, 358. In West Virginia, 306. Columbus. (See Georgia.) Compulsory education : In California, 95. In Indiana, 158. In Maine, 204. In Massachusetts, 213. In Michigan, 239. In Kevaila, 272. In Kew Hampshire, 281. In Kew York, 309. In Ithode Island, 336, 338. In Great Britain, 409. In Sweden, 478. In Xorway, 481. Eemarks on, 30. Condon, Ilev. Thomas : Eemarkable museum of, 19. Connecticut : Summary of statistics, 96. Connecticut — Continued. School system, 97. School fund, 97. Schools and growth, 97. Present condition, 97. Evening scliools, 98. Teachers’ institutes, 98. Industrial school for girls, 98. State reform school, 98. Xormal school, 93. Other free schools, 98. Hopkins’ Grammar School, 99. Sheffield Scientific School, 99. Colleges, 99. Yale College. 99. Addresses of the retiring and incoming presi¬ dents, 99. Kew Haven, 105. High school, 105. President Porter, 100. Oral instruction, 100. Free drawing-school, 100. Hartford, 100. Teachers, 106. Evening schools, 107. High school, 107. State Teacher. s’ Association, 107. List of school officers. 107. Conventions, institutes, &c.. Article on, 412-426. Xational educational, 412-410. Elementary section, 414, Kormal section, 414. Superintendents’ .section, 415. Section of higher education, 416. Xational Methodist Educational, 417. Xational Baptist Educational, 418. Kew England Baptist Educational, 418. AVesteridBaptist Educational, 419. American Institute of Instruction, 420. German American Teachers’ Union, 422. Agricultural Educational, 424-426. Conventions : In Alabama, 69. In Arkansas, 72. In California, 76, 70, 80, 81. In Connecticut, 98, 107. In Delaware, 108. In Illinois, 146, 147. In Indiana, 152. In Iowa, 162, 163. In Kansas, 179. In Kentucky, 189. . In Loui.siana, 201. In Maine, 206. In Maryland, 210. In Massachusetts, 210, 230. In Michigan, 238, 241. In Minnesota, 240, 248, 252, 253. In Mis8i.ssippi, 257. In Xevada, 273. In Kew Hamp)shirc, 277. In Kew York, 294, 301. In Ohio, 318, .322. In Pennsylvania, 326, 327. In Ilhode'island, 335, 330. In South Carolina, 341. In Tennessee, 348. In Vermont, 355. In AVest A'irgiuia, 304. In Wisconsin, 372. In Austria, 453. In Lippe principalities, 402. In two Mecklen burgs, 402. In Xetherlands, 474. In India, 488. Constantinople. (See Turkey.) Cooper, Mr.s. S. B., 15. • Cooper Union ; Design of the founder, 519. Building, 519. Iteadiug-room and library, 520. Schools of science, 520. Course of study, 521. llecord of classes, 1870-’71, 521. Schools of art, 522. Errors of the past, 522. Iteform attempted, 522. Plan proposed by Palette Association, 523. 704 EEPOET OF THE COMMISSIONER OF EDUCATION. Cooper Union — Continued. Day-scliool statistics, 523. Evening scliool statistics, 523. GeneraV features, 524. Engraving department, 524. School of telegraphy, 524. Lectures, 524. Extra classes, 525. Trades and occupations, 525. Conclusion, 525. Cost of education : Statistics of, 688-690. Eemarks on, 58. (See, also, Expenditure.) Crime, Education and, 32-36. Statistics respecting, imperfect, 32. Curious German statistics of, 34. Article on, 548-552. Majority of criminals illiterate, 548. Majority ignorant of trades, 549. Criminals of foreign birth, 549. Intemperance makes criminals, 549. Ignorance breeds crime, 550. Where is the remedy, 550. What the State seems to criminals, 551. The imperative duty of the State, 551. Juvenile reform schools, 551. Trades should lie taught, 552. Curry, Hon. J. L. M., Speech of, 6. l)eaf and Dumb : Summary of statistics respecting, 27. Article on education of, 449-452. Convention at Indianapolis, 449. Eamiliarity with the English language essen¬ tial, 449. Questions discussed, 450. Conclusions, 451. Professional deaf-mute literature, 451, 452. Institutions for ; In District of Columbia, 391. In Indiana, 154. In Iowa, 164. In Louisiana, 200. In Massachusetts, 223. In Missouri, 263. In Nevada, 274. In Oregon, 325. In Sout^h Carolina, 343. Table of statistics respecting, 678, 679. Delaware : Eemarks on, 10. Abstract of school laws, 108. Yearly meeting, 108. Duties of voters, 108. Powers of committees, 108. Duties of committees, 108. School system, 109. State aid, 109. Importance of common schools, 109. W ant of schools a calamity, 109. District schools, 110. System explained, 110. Simplieity, 110. Popular opposition, 110. Superintendence and fund. 111. Present views of Judge Hall, 111. Letter of I. Edwards Clarke concerning views of Judge Hall, 111. Eeature^of systems, 112. Wilmington, 112. Power of board, 113. Annual report, 113. School-building No. 1, 115. Need of city superintendent, 113. Cost of schools, 114. School houi's, 114. * Books supplied, 114. Salaries of teachers, 114. Other cities and towns of, 114. Incorporated institutions in the State, 114. School fund, 115. Colored schools in, 115. Colored schools in Wilmington, 116. Treasurer’s account, 116. Other schools in State, 117. Private beneficence, 117. Normal school, 117. Report of actuary, 117. Delaware, Colored schools in Wilmington — Gonfd. Number of schools in operation, 118. Money received from Wilmington authorities, 118. Table of atttendancd and illiteracy, 118. Denmark : Education in, 457, 458. General remarks, 457. Farmers’ high schools, 457. Secondary instruction, 458. General education, 458. Dental schools. (See Medical Schools.) District of Columbia : Lack of proper school system in, 22. Schools in, rapidly improving, 22. Illiteracy of persons arrested in, 22. Washington: School tax in, high. 22. Corporal punishnient in, 23. Effect of bill to abolish, 23. Summary, 38.5. Grades and course of study, 385. Teachers and enrollment, 385. Receipts and expenditures, 386. Recommendations of superintendent, 386. Dedication of Seaton building, 22, 386. Georgetown, 387. Summary, 387. Schools of Washington County, 387. Enrollment in district, 387. Whole district, 388. Colored schools, 388. Colored schools of Washington and George¬ town, 388. Absenteeism and irregular attendance, 388. Suspensions and expulsions, 388. Statistics for 1871, 389. Colleges, libraries, museums, &c., 389. Smithsonian Institution, 389. American Union Academy, 390. Columbian College, 390. Howard University, 390. Georgetown College, 391. Columbia Institution for Deaf and Dumb, 391. Gonzaga College, 392. Way land Seminary, 392. AYashiugton Business College, 392. Lyceum in Washington, 392. Public libraries of Washington, 393. Agricultural Museum, 393. Herbarium, &c., 393. Conservatory, 393. Botanical Gardens, 393. Corcoran Art Gallery, 304. Mineral Cabinet of Land Office, 394. United States Patent Museum, 394. Army Medical Museum, 394. Smithsonian Institution, 394. United States Naval Observatory, 394. Statistics of private schools of District of Columbia, 396-399. Statistics of charitable institutions, 400. Divoll, Hon. Ira, 14. Douglass, Hon. J. W., *74. Drawing : In the public schools of Massachusetts, 38, 39. In Australia, 39, 40. Drummond, Hon. Willis, 59, *74. Education, Bureau of. (See Bureau of Education.) Education : An assimilating process, 4. Essential to a republic, 4. Inffuence of, on the intelligence of voters, 4. Public sentiment for, needs development, 5. Educational statistics : Facilities of the Bureau for collecting, 51, 52. Of city school systems: Want of uniformity in reports of, 52, 53. Of normal schools, 53. Of business colleges, .53, 54. Of institutions for secondary instruction, 54. Of colleges, 54, 55. Of female colleges, 55. Egypt : University of Alexandria, 488. Schools at Cairo, 438. Elizabeth City. (See New Jersey.) England, Education in. (See Great Britain.) INDEX 705 Europe, Eeview of education in, 453-4S8. Expenditure for school purposes ; Table of, by States, 5!). Statistics of, by States, 573. In Delaware, 114. In District of Columbia, 3SC. In Georgia, 133. In Illiuois, 140. In Indiana, 153. In Louisiana, 197. In Massachusetts, 219. In Missouri, 2G3. In Xew Jersey, 284, 285. In New York, 293. In Virginia, 3C0. In West Virginia, 366. In Bavaria, 462. In Prussia, 463. Li Norway, 481. In Canada, 491, 492. Fall Eiver. (See Massachusetts.) Female colleges : Distribution of, by States, 55. Eeligious denomination of, 55. Statistical table of, 650-653. (See, also. Woman, Education of.) Fires, Great rresteru : In Chicago, 47. In Michigan, 47. In Wisconsin, 47. Fish, Hon. Hamilton, 44. Fisk, A. S : Alluded to, 33. Article by, 548-552. Florida : Eemarks on, 12. School population and attendance of, 12. General statement respecting, 119. Peabody fund, 119. Table of school officials, 120. Table of attendance and illiteracy, 121. Foreign countries : Eemarks on education in, 41-44. American aid to education in, 58, 505, 506. Eeview of education in, 453-504. France : Education in, 458-460. Historical review, 1833-1870, 458. Number of children not attending school, 458. The Empire and the schools, 459, 460. Teachers the “ Peace Army of France,” 459. Normal school at Cluny, 459. Committee of superior instruction, 459. Inadequacy of the system as shown by the war, 459. Efforts of Jules Simon, 459. Efforts in Paris, 460. Efforts of the Commune for education, 460. Freedmen’s Aid Society, Cincinnati : Expenditures for education by, Freedmen’s Bureau : Expenditures for education by, 6. Gallaudet, Dr. E M.: Alluded to, 27. Article by, 449-452. Georgetown. (See District of Columbia.) Georgia : State system of, organizing, 12. Adverse legislation fearedln, 12. School statistics, 123. Number of pupils and branches taught, 123. Private schools, 123. Eeturns and apportionment, 123. Election of school officers, 124. Difficulties of organization, 125. Instruction to school officers, 125. Power to raise money, 125. Attorney general’s decision, 125. Difficulties arising, 125. Cities of Atlanta, Columbus, and Savan- nah, 126. Text-books, 126. School -blanks, dec., 126. Incomplete statistics, 127. Commissioner’s labors, 127. School fund, &c., 127. Alleged diversion of lands, 127. Available school fund, 127. Georgia — Continued. Expenses of commissioner’s office, 128. Payment of teachers, Ac., 128. Eecommendations for legislation, 128. Eeasous for these, 129. Conclusion, 131. Peabody fund in Georgia, 131. School Matistic.s— Of Savannah and Chatham County, 132. Of Augusta and Eichmond County, 133. Expenditures, 133. Summary, 133. Income. 133. Summary of school information, 134. Colored schools, 134. List of school officers, 134. Germany, Education in, 460-466. Anhalt : Statistics of illiteracy, 460. General educational statistics, 460. Baden : Statistics, 461. Teachers’ pcn.sions, 461. Non-sectarian schools at Mannheim, 461. Law rcgai’ding emioloymeut of children, 461. Bavaria : Statistics of illiteracy, 461. Exhibition of agricuitural schools, 461. School expenditure, 462. Bremen : Statistics, 462. Brunswick: Teachers’ salaries, 462. Hamburg : Statistics, 462. Hesse: New lai^ of public instruction, 462. Lippe principalities : Teachers’ meeting at Lemgo, 462. Liibeck : Want of competent teachers, 462. Two Meckleu burgs : Educational association, 462. Oldenburg : Want of competent teachers, 463. Prussia : Statistics of illiteracy, 463. General school statistics, 463. School expenditure, 463. Want of teachers, 464. Teachers’ salaries, 464. School-houses, 464. Statistics of Berlin, 464. The Eeuss principalities : Condition of the schools, 464. Saxe-Altenburg : Saxe-Coburg-Gotha : New school law, 464. Saxe-Meiningen : Paternal care of the government, 464. Saxe-Weimar : Ladies’ societies, 465. Saxony : School legislation, 465. Industrial education, 465. Illiteracy, 465. Schwarzburg principalities : Teachers’ seminary, 465. Condition of teachers, 465. Waldeck : Merging of the schools with those of Prus¬ sia, 465. Wiirtemberg : Statistics of illiteracy, 466. Courses of instruction for adults, 466. University, 466. Educational methods in, 507, 508. American education as related to emigra¬ tion, 507. Princes of small states the patrons of art and science, 507. Teachers’ seminary at Gotha, 507. Course of study, 507. Methods of instruction, 507. Criticising, 508. Care taken to know each pupil, 508. Female teachers’ seminary, 503. Kindergarten— how teachers are trained, 508. 706 KEPORT OF THE COMMISSIONER OF EDUCATION. Germany, Educational methods in — Continued. The' criticism, 503. Equanimity under criticism, 509. Individuality, 509. Discussion concerning clas.sical and scientific training, 509. Too many studies in common schools, 509. Influence of German education upon the Dni- ted States, 510. Education in English for emigrants, 510. Gilman, Professor D^'C. : Alluded to, 20. Article by, 42T-444. Great Britain : General view of school system, 466. Sources of local revenue, 460. Scope of system, 467. Particular features, 467. Distribution of aid, 467. Advantage of the system, 467. Certificated teachers, 407. Pupil teachers, 467. Examinations, 468. Special branches of instruction, 468. Discussions excited, 468. Act of 1870, 409. Compulsory .attendance — building-grants, 469. ISTev’ code, 469. Grants to day-schools, 469. Grants to evening-schools, 470. Training-schools, 470. Length of course, 470. Examinations, 470. Practicing schools, 470. Hinderances, 470. Pesults, 471. Science and art departments, 471. Art schools, 471. Greece : General remarks, 472. Eemarks of Sir Thomas “Wyse, 472. Latest statistics, 472. Gregory, Dr. J. M., 45. Grey, T\ C., 23. Grover, Governor, of Oregon, 18. Hamburg. (See Germ.any.) Hamlin, Dr., 50, 58. Harrington, George D., *74. Harris, Hon. William T., 57. Hartford. (See Connecticut.) Hazing, 29. Hesse. (See Germany.) Hill, Edwin, 33. Hinton, Louis J., letter of, 526-528. Hinton, Eichard J., article of, 402-411. Hoar, Hon. George E., on education in England, 43. Hoboken. (See Hew Jersey.) Howe, Dr. Samuel G. : Eeferred to, 26. Article by, 445, 448. Hoyt, Dr. J. W., 41. Idaho : Partial summary of statistics, 380. Idiots, Education of : Summary of statistics, 27. Table of statistics, 68. Illinois : Common-school revenues, 137. The schools, 138. Changes in school law, 138. Eights of colored children, 138. Question of separate schools left to common sense, 138. State aid to sectarian schools : Eorbidden, 139. Eatal to common-school system, 139. School funds, 139. Power of boards over expenditures, 140. Teachers, 140. Peoria County Hormal School, 141. Cook County Normal School, 141. Course of study, 142. Eequisites of admission, 142. County normal schools, 142.' State Normal University, 142. Southern Illinois Normal University, 143. Illinois Industrial XJuiversity, 143. Absenteeism, 144. An eventful decade, 145. Hlinois — Continued. Movements in Europe, 145. State Teachers’ Institirte, 146. Woman’s Hospital Medical College, 146. Soldiers Orphans’ Home, 146. Public schools, 146. Agricultural Colleges, 146. Society of school principals, 147. County superintendents, 148. Hliteracy of the United States: Native and foreign, 61. White, colored, Chinese, and Indian, 64. Male and female, *65. Adult, *68. Distribution of, 5. *68. Preponderance of female, *69. Eace and sex of, *69. Minor, *67, *68. Danger from, *67. Distribution of, *67. Eace and age of, *70. Eevenue, patents, and, *72, *73. Of criminals in New England, 33, 34. Hliteracy of foreign nations,IJ4, *72. Income of State school systems, 573. India : Educational societies in, 438. Indiana : Progress of education in, 150. School fund of, 1.51. Amendments to law, 151. Colored schools, 151. County supervision, 151. , County institutes, 152. Examiners’ convention, 152. Higher education, 152. Liberal provision for maintaining schools, 153. Indiana University, 153. State Normal School, 154. Length of course of instruction, 154. Deaf and dumb education, 154. Education of the blind, 155. Soldiers’ Orphans’ Horae, 155. Indiana Medical College, 155. Asbary CTniversity, 156. Wabash College, 156. Eariham College, 156. University of Notre Dame, 157. Union Christian College, 157. Franklin College, 157. '' Moore’s Hill College, 157. Salem College, 157. De Paiiw College, 158. Hartsville University, 158. Brookville College, i58. Notre Dame and St. Mary’s College, 158. Northwestern Christian University, 158. Compulsory education an antidote for crime, 158. Indiana Eeform School, 158. State prison, 159. List of school officials, 160. Indians : In California, 18. Education of: Increase of schools for, 23. Eight methods for, 23, 24. Desirous for instruction, 23. Location of, on reservations, 24, 25. Wise policy of the Government toward, 25. Chorokees : Schools and school attendance of, 25. Article on education of, 402-411. Of the Pacific coast, 402. Tribes in Washington Territory, 402. Oregon Indians, 403. California Indians, 404. I^.ada Indians, 404. *,.^..roceeds of land sales, *74. Peed, Dr. Daniel, 15. Peform schools : In Connecticut, 98. In Indiana, 158. In Iowa, 164. In Louisiana, 201. In Michigan, 240. Peports of Education : Abstract of, 65-395. Table of city, 696, 697. Peuss principalities. (See Germany.) Pevenue, Internal, as affected by illiteracy, *73. Phode Island : First report, board of education of, 335. Children out of school, 335. Establishment of normal schools, 335. Work of Teachers’ Institute, 335. Peport of commissioner of public schools, 335. Summary, 335. Uniform text-books, 336. Education and ignorance, 336. Compulsory education, 336. Teachers’ institutes, &c., 336. Kind of education needed, 337. Thomas A. Tefft, 337. Brown University, 337. Alumni of Brown, 337. Endowment, 337. Providence : Ventilation, &,c., 338. Evening schools, 338. Compulsory attendance, 338. Summary, 338. Kewport : Summary, 339. Schools, 339. Tardiness, 339. Industrial schools, 339. Phode Island, Newport — Continued. Evening schools, 339. Pichmond. (See Virginia.) Pio de Janeiro. (See Brazil.) Pobert, C. P., 50, 58. Eoheson, Hon. George M., 29. Pockwell, H. E., *74. Puffner, Hon. W. H., 10. Pulloff; The case of, 35, 36. Pussell, J. Scott, 46. Pussia : Di.stribution of schools among different min¬ istries, 475. Secondary instruction, 475. District schools, 475. Elementary schools, 475. Draught of new law, 476. Private exertions, 476. ^General educational facilities, 476. Pussification of Baltic provinces and Poland, 47». Sacramento. (See California.) Safvet Pacha : Letter of, 50. St. Louis. (See Missouri.) Salem. (See Oregon.) San Francisco. (See California.) Santa Fe. (See New Mexico.) Savannah. (See Georgia.) Saxe-Alteuburg. (Sec Germany.) Saxe-Cohurg. (See Germany.) Saxe-Weimar. (See Germany.) Saxe-Meiniugen. (See Germany.) Saxony. (See Germany.) School fund : Of Alabama, 65. Of California, 79. Of Connecticut, 97. Of Delaware, 115. Of Georgia, 127. Of Illinois, 139. Of Indiana, 151. Of Louisiana, 192, 193, 197. Of Ma.ssachusetts, 218. Of Minnesota, 250. Of Nebraska, 270. Of New Jer-sey, 283. Of New York, 293. Of Oregon, 323. Of South Carolina, 340. Of Virginia, 357. Of Canada, 494. School law ; In Alabama, 67. In California, 76, 78. In Delaware, 108. In Illinois, 138, In Indiana, 151. In Louisiana, 192, 194, 195. In Maryland, 210. In Massachusetts, 213, 231, 232. In Tennessee, 347, In Austria, 453. In Baden, 461. In Hesse, 462, In Saxe-(ioburg-Gotha, 464. In Saxony, 465. In Great Britain, 469. In Italy, 473. In Netherlands, 473. In Pussia, 476. In Spain, 477. In Sweden, 477. In Norway, 480. In Switzerland, 484, 485, 486. In Turkey, 487. School officers: Of Alabama, 69, 70. Of Arkansas, 74. Of Colorado, 378. Of Connecticut, 107. Of Dakota, 379, Of Florida, 120. Of Georgia, 134, Of Illinois, 148. Of Indiana, 160. Of Iowa, 169. Of Kentucky, 189. INDEX, 713 School officers— Confinticd. Of Louisiana, 201. Ot Maine, 209. Of Maryland, 212. Of Michigan, 2-13. Of Minnesota, 255. Of Mississippi, 258. Of Missouri, 268. Of Nebraska, 271. Of Nevada, 275. Of New York, 310. Of Oregon, 325. Of Pennsvlvania, 333. Of Texas, ^352. Of Utah, 384. Of Virginia, 360. OfV'est Virginia, 369. Of TTisconsin, 376. School system : In Connecticut, 97. In Delaware, 109, 110, 112. In Maryland, 211. In Missouri, 260. In New Hampshire, 276. In South Carolina, 342. In Vermont, 356. In Great Britain, 466, 467. School year : Of Alabama, 66. Of Arkansas, 72. Of Nevada, 272. Of New Jersey, 283. Of West Virginia, 363, 365. Schwarzbnrg. (See Germany.) Science, national schools of : Grants to, 8, 9. Classical training not excluded from, 25. Summary of, 26. National schools of, article on, 428, 444. Printed sources of information, 428. Extent of national aid, 429. Besults of land gTant, 429. Establishment of colleges, 430. Want of generic name, 431. Organization, 432. Character, 434. Promotion of agriculture, 435. Manual labor, 438. Military .science, 439. Conclusion, 439. Discipline defined, 440. Publications pertaining to grant, 441. In Connecticut, 99. In Hlinois, 146. In Iowa, 164. In Kansas, 173. In Michigan, 240. In Missouri, 261, 265. In New J ersey, 285, 289. Corporate schools of, 26. Scientific instruction : In Bavaria, 461. In Great Britain, 471. In Victoria, 500. Sex : Of American illiterates, *65, *69. Of English illiterates, *66. Smith, Miss Annie Tolman ; Article by, 511, 518. Smith, Walter, 38. Sollohut, Count, 33. South America, lleview of education in, 395-498. South Carolina : Overpowering obstacles to public Hee schools in, 11. School funds, 340. Progress, 340. Agencies of education, 340. Teachers’ institutes, 341. Obstacles to jirogrcss, 341. Poor school-buildings, 342. Opposition, 342. Land scrip 342. University of South Carolina, 342. Institution for deaf and dumb, 343. State Orphan Asylum, 343. State Normal School, 343. Charleston, 343. Charleston county, 345. South Carolina— ContinMcJ. School population, 345. Teachers and wages, 346. Southern States : Adult illiteracy of, 5. Conflict of sentiment in, 5. Colored people eager for instruction, 5-7. Opposition to education of, 5. Eminent friends of education in, 6. Expenditures for education in, 6. By the General Government, 6. By other agencies, 6. Spain : Historical review, 476. New school law, 477. Decent educational movements, 477. State aid to schools : In Delaware, 109. In Hlinois, 139. In Sweden, 479. Stebbins, Hon. C. H., 48. Stephens, S. S., 25. Sweden : School law of, 477. Compulsory attendance, 478. Elementary schools, 479. Higher elementary schools, 479. Preparatory schools, 479. Increase of schools and attendance, 471. Wages of teachers, 479. Pension to teachers, 479. State aid, 479. Normal schools, 460. Norway : Legislation, 480. Division of schools, 480. Common schools in the country, 480. Common schools in towns, 481.' School age, Ac., 481. Examinations, 481. Eevenues and expenses, 481. Administration and inspection, 481. Normal schools, 482. School statistics, 482. Public and high schools, 483. Latin schools, Ac., 483. The University, 483. Special schools, 484. Educational periodicals, 484. Swett, Hon. John, 15, 17. Switzerland : General I'emarks, 434. Cantonal school, 484. New factory law, 484. Statistics, 484. Industrial school, 485. New law of instruction, 485. Teachers’ seminaries, 485. New school law, 485. Keligious instruction abolished, 485. Chiklrcn’s savings bank, 486. Teachers’ seminaries, 486. New primarj' school law, 486. Female industrial schools, 486. Statistics, 486. Industrial schools, 486. Vegetable gardens in connection with girls’ schools, 486. Mode of appointing teachers, 487. City of Winterthur, 437, Syracuse. (See New York.) Syria. (See Turkey.) Taunton. (See Massachusetts.) Teachers, Qualifications of: In Califoinia, 91. In North Carolina, 313. In Hungary, 454. In Great Britain, 467, 468. In Norway, 481. Teachers’ institutes, 27, 28. (See, also. Conventions.) Tennessee : Agitation of school affairs in, 13. Imperfect working of law in, 13. Financial embarrassments of, 13. School laws, 347. Public schools, 347. Nashville, 347. High school, 347. 714 REPORT OF THE COMMISSIONER OF EDUCATION, TcuHOssee — Continued. Meinphrs, 347. Knoxville, 348. State Teacliors’ Association, 348. Institutes, 348. I'nivovsity of Kaslivine, 348. East Tennessee University, 348. Central College, 348. Lookout Mountain Institution, 348. Eisk University, 349. Peabody Fund,' 349. Xeglect of education of colored children, 349. Territories : Xeed of school superintendents in, 21, 22. Education in, 19, 29. Xational Government re.spousible for, 19. Urgent need of, 20. Texas : Peport of the State superintendent, 350. List of supervisors, 352. Eree-school act of, passed, 14. State superintendent of, appointed, 14. Agitation for education in, 14. Text-books : In California, 90. In Georgia, 126. In lova, 163. In Xew Hampshire, 277. In Ehode Island, 336. In I7est Virginia, 363. (See, also. Publications.) Theological seminaries : Summary of, 56. Statistics of, 656-662. Thompson, Prof. C. O., 38. Trenton. (See Xew Jersey.) Truancy law of Boston, 30,' 31. (See, also. Absenteeism.) Truchard, Lev. J. A. : Address of, 20. Turkey, Letter on education in, 50, 51. Xew scliool law of, 487. Unfortunates : Summary of census, 1870, 26, 683. (See, also. Blind ; Deaf-mutes ; Idiot ; Insane.) Utah : Foreign population of, 21. Schools in, not aided by Government, 21. Statistics, 383. Univer.sity of Deseret, 383. Xormal course, 333. List of school otiicials, 384. Utica. (See Xew Vork.) Valuation of property : Per capita by States, 59. Statistics of, 571. Ventilation of school-rooms, 43. V ermont : Summary, 353. School statistics, 353. Graded schools, 353. Teachers, 353. Certificates, 353. Xormal schools, 354. Hemarks on normal schools, 354. Academies and classical schools, 355. Vermont State Teachers’ Association, 355. Teachers’ institutes, 355. Disti ict versus town system for schools, 356. Victoria: Summary of statistics, 499. Board oi education, 499. Xational and denominational schools, 499. Bural and half-time schools, 499. Technological instruction, 500. Training teachers, 500. Comparison with United States, 500. Vienna. (See Austria.) Virginia : Board of education, 357. Opening of schools. 357. Statistics postponed, 357. School funds, 357. County votes, 358. The schools, 358. Colored schools, 358. Xorfolk, Petersburg, and Pdehmond, 358. School atiendance, 359. Virginia — Continued. Illiteracy, 359. Cost of a full supply of schools, 3G0. Peabody fund, 360.' List of county superintendents, 360. Free schools established in, 10. City schools in, ilourishing, 10. I Waddell, Colonel A. M. : j Address of, 11, 12. ; Waldeck. (See Germany.) Walker, General Francis A., *74. Warren, Dr. Charles, *74. Wa-shington. (See District of Columbia.) Waymire, J. A., 18. West Virginia: Education in, 11. School-houses, xaj^