j('i*4*'l*++4**l’*4'++«4*++++«4'*l'’4’+++*4*++++'lH*+4*4"l''4'+++'j'*4~ -t +4*++*fj< ',1* "A- 4* •4' •4* 4 ^Aomas of '^Ulanova "Oillanovaf _]^a. This volume was presented by Date .Yo. ♦♦♦< f VILLANOVA UNIVERSITY Villanova, Pennsylvania FALVEY MEMORIAL LIBRARY Accession 2 73 o2 f / KEPORT OF THE COMMISSIONER OF EDDOATION FOR NO LONGER PROPERTY OF FALVEY MEMORIAL LIBRARY THE YEA.E 1872. NATIO U.S.D MaL LiBftAkY 6FEbueAt!6iri lEPARTMENT OF EDUGaI iON MAR 2 o 2013 S.W. 02 400 MAPVi'AfT(5AveijU£ OiSHINGTON. D.C. 202 WASHINGTON: •■,OVERN?vIENT printing, office, - CONTENTS. ///, ,/?3 Page. Eeport oi" THE Commissioner op Education . . . i-lxxxviii Appendix . - . . 1-99T Abstracts of the official reports of school officers of States, Territories, and cities, with other additional information . . . 3-404 General condition of education among the Indians . 405-418 Educational conventions and institutes . . . , 419-429 Education of the deaf and dumb . 430-432 Education of the blind . 433-436 Annual review of education in foreign countries . 437-564 Special articles . 565-607 Education in the Hawaiian Islands . 567-571 The value of common-school education to common labor . 572-585 ^ The relation between crime and education^ . 586-595 The relation between education and pauperism . 596-602 Suggestions respecting art-training in American colleges . 603-607 Educational statistics for the year 1872 . 60S-940 Table I. The enrollment, attendance, number, and duration of schools in the several States and Territories . . . 603-609 II. The income, expenditure, and school-fund of the several States and Territories . 610-613 j III. School statistics of cities in the Union . 614-693 IV. Normal schools . 699-710 V. Commercial and business colleges . 711-715 VI. Institutions for secondary instruction . 716-760 VIL Summary of examinations for admission into the United States Military and Naval Academies . 761 VIII. Colleges in the United States . 762-791 IX. Female colleges . 792-801 X. Agricultural and scientific schools . . 802-809 XI. Theological seminaries . . . 810-813 XII. Law schools . 814-815 XIII. Medical, dental, and pharmaceutical schools . 816-819 XIV. Principal libraries in the United States . 820-871 Consolidated list of libraries . 872-887 XV. Museums . 888-893 XVI. Educational benefactions . 894-909 XVII. Institutions for the blind . 910, 911 XVIII. Institutions for the deaf and dumb . 912-915 XIX. Penitentiaries and jails . 916,917 XX. Keformatory statistics. . . 918-920 XXI. Orphan asylums . 1 . 921-926 XXII. Patents for school furniture, &c . 927, 923 XXIII. Educational publications . 929-940 Statistics derived prom the census 'Op 1870 . 941-997 A. Area and population of the States and Territories . 942, 943 B. Special nativity and wealth of the population . 944, 945 CONTENTS. Pas(\ C. Number and sox of minors . 946-955 D. Number, a^o, aud sex of illiterates . - . 956-959 E. Percentages of the illiterate to the total population . 960-963 F. Educational institutions, jiublic and private . 964-982 G. Libraries; public and private . . . 983-986 11. Periodicals of all classes . 987-994 I Persons in the learned professions, &c. . . 995 K. Paupers and criminals . 996,997 Index to repout and accompanying papers . 999-1018 REPORT. DEPxiRTMENT OF THE InTEEIOR, BUREAU OF EDUCATION, Washington, D. G., November 15, 1872. Sir: I have the lioiior to submit mj' third aiiiuial report : The work of this Bureau during the year has been of extreme interest. However clearly its duties were defined in the minds of the eminent educators and statesmen who cooperated in its establishment, there Avere many teachers, and even school- officers, as well as citizens of the country, who waited to see an illustration of its work before giving it their approval, or making use of its facilities. The increased interest in the office, in the past year’s experience, has been largely due to the increase in the number who have come to understand the place which the Bureau of Education seeks to occupy among the educational forces of tiie country 5 and to understand how it can and should do just what can be done nowhere else, and this, too, without interfering with, but greatly aiding, the other efficient educational forces. Eigorously limiting all that it undertakes to do by the law under which it is established, it is found that, according as its duties are faith¬ fully and efficiently administered, they touch every spring in the welfare of the public, every interest of each individual in the nation.* The inquiries coming here this year are specially gratifying. They give greater assurance than ever that the thought of the. country is turning more and more to those subjects most essential to the preser¬ vation of our liberties and the elevation of our individual and national character. CHANGES IN NATIONAL INQUIRIES. The supremacy of nations has long been determined by their power to win in the shock of battle. All efforts to ascertain national statistics were, therefore, formerly determined by this view. They counted only the material of war. Our fathers even, as will be seen by the censuses taken by the Colonies, only report (as for instance in the Massachusetts census of 1705) the number of dwelling-houses and families, number and sex of white persons, negroes, and* Indians, distinguishing in the case * The general and special woiL of the office, as defined in the law, is : First, ‘‘To collect such statistics and facts as shall show the condition and progress of education in the several States and Territories : ” Secondly, To diffuse such information respect¬ ing the organization and management of schools and school-systems, and methods of teaching, as shall aid the people of the United States in the establishment and main¬ tenance of efficient school-systems, and otherwise promote the cause of education, throughout the country.’’ II REPORT OF THE COM^^IISSIOXER OF EDUCATION. of the whites the number of each sex, and the number above and below sixteen years of age. But if the supremacy of nations is to be determined by any other test, the inquiry iu regard to statistics must be turned in that direction 5 and in proportion as nations have advanced in civilization, it will be seen that they have been taking into the account of their strength those facts and conditions which test intellectual power, moral power^ commercial and industrial power. Figures, however dry, are now called for in every department of inquiry relating to the material indications of human progress. Ho statesman can exclude them from his consideration. In 1840 the United States, for the first time, in taking the census, recognized facts bearing upon the intelligence of the people. The prog¬ ress toward this ste}) is well deserving careful study. Going back to the passage of that colonial law in Hew England which required the select¬ men of the town to know the facts in regard to the instruction of children, and to enforce attention to them, it will be noted how, in addition to the care of the town-officers over the subject, it became necessary to call in the cooperation of the chief authority of the colony. As the Colonies became States, and States multiplied, it will be noticed that the mere passage of a law by the State, providing the manner iu which the local communities could act- for the education of their chiidren, proved insufficient 5 that it was found necessary for the State to take some observation of the manner in which the communities administered the law 5 iu other words, that school statistics should be gathered. This action, increasing and extending itself from 1825, re* ceived a special impulse from the revival of education between that date and 1810, when it culminated in demanding that the.nation should in its census take some cognizance of these facts, so primary and essential in every adequate account of its forces. But however much could be made out of the census in this particular, it was taken only once in ten years j and the conviction grew on the part of educators that more frequent observations, and a summary of this class of facts, as occurring throughout the country, were absolutely necessary to a proper knowledge of their duties as educators, and the establishment of this Bureau naturally followed. Few things, if any, in the census are more perplexing to its Superin¬ tendent than educational statistics. Indeed, nothing can describe either the confusion in which these statistics were found when the work of their annual generalization was undertaken in this office, or the perplexity connected with any statement of them which should be useful in guid¬ ing the educational affairs of the country. It will beseenby those who take up this report for the purpose of studying its statistics that we have endeavored to use all the trustworthy sources of information within our reach. First, we have drawn upon the census; secondly, we have masses of statistics reported directly to this office from EDUCATION-AL STATISTICS. Ill institutions of learning, and State and city systems of instruction. But as any one undertakes this labor, be is at once met ^Yith the inquiries : What shall I aim to ascertain? Wbat principles of subdivision and arrauge- ment shall I adopt to secure my object? Looking over the entire field, he finds apparently little to aid and guide him 5 be observes that the edu¬ cational statistics in few countries are satisfactory, and that, with all their differences, as couipared with the United States, he has to exercise the most careful discrimination in adopting methods and principles for application in this country. He reflects that if the statesman takes up the figures thus presented, he will inquire chiefly for the great generali¬ zations of the facts in regard to intelligence, which show its relation to the questions in political economy, which establish its power to increase the production of wealth— generalizations which show how culture of mind and character affects all the elements of progress that a nation can bring to its aid in overcoming the obstacles in the way of its advance¬ ment, v/hether within itself or thrown in its path by nations around. He reflects, too, that while the educator, the teacher, or school officer, may find the same generalizations of great value in enforcing the obli¬ gations of the community to education, and in determining the amount which each shall do in this direction, there must be included. for their imrposes all those details which go to determine the fitness of methods, the construction of buildings, the choice of furniture, the sources of tax¬ ation, and the minutire of organization, instruction, and discqilme. EDUCATIONAL STATISTICS. It should be observed also that those who are interested in this exam- nation of the entire relations of the questions of education to the public welfare can not be limited to those classes of persons who are chosen to make laws, either in the national. State, or municipal councils, or who are selected to administer the laws or to adjudicate cases under them. These questions have a direct interest for every citizen, whatever his rank or position or occuxiation, and he has a direct responsibility in ref¬ erence to their solution. Every dollar of property in a city or State, or in the nation, is interested in the burdens to be hnposed upon it by way of taxation for the support of pauperism, for the punishment of crime, and for the correction of the manifold evils which are the sources of these burdens. Every dollar of value, therefore, is interested in the education of the people, as the great and almost the only process of prevention in the power of civil government to employ, to reduce the expenses resulting from crime and pauperism, as well as other and numerous evils, which are avoided or diminished by the universal applica¬ tion of intelligence and virtue on the part of our citizens. It should be recognized as a fact, therefore, that every citizen, whether as an owner of property, or solely on account of his rights and immunities as a citizen, is deeply concerned in striking the balance between the benefits IV EEPORT OF THE COMMISSIONER OF EDUCATION. of education and the evils of ignorance and vice in liis city, in Ms State, in the nation. And v'lieii we have a record of these considerations, which should command the profonndest attention of the statesman and the patriot, we are dealing with the same principles of political economy which must be apprehended by the humblest citizen as the guide of his con¬ duct. Each is alike interested in the question whether the nation is growing better or worse, whether property is increasing or diminishing, whether life is shorter or longer, and whether he himselt is contributing to the one result or the other. And when this circle of inquiries has been traversed, should it be found that all questions of method and forms of government, of expediency in political economy, and all solutions of problems of civil government, come together and are determined by the methods adopted in the instruction and training of the young, and the extent and faithfulness of their application, of what supreme and primary importance will the universal voice of mankind pronounce all inquiries into educational statistics ? Moreover, as the American citizen contemplates the movements among the nations of the earth, and recognizes the changes that are entering into the conditions which determine national progress, he can¬ not fail to rejoice in seeing the greater and greater extent to which the fundamental ideas of his own Government are having weight among the peoples of the earth. He sees all the oppressions of tyranny and caste yielding to the alembic of enlightened reason j he sees imperial, royal, and aristocratic councils stooping to consider the quality of men as a factor in the problems of political economy 5 he observes in all civilized countries mere physical force going down before brain-power and moral power ; that reason and truth and right are showing their influence in proportion as light is shed among communities and nations; that changes in science and intelligence are followed by corresponding changes, even in the appeal to arms. The warrior, in measuring his foe, the merchant in trusting his correspondent, the mechanic or artist in looking at his competitor, and the capitalist in considering the value of the laborer, must estimate the other’s intelligence and training. Unfortunately, we have no tests entirely satisfactory ; those of read¬ ing, writing, or both, only having so far been generally applied. But all faces showing the opportunities for education, and the extent to which they are improved, have their value; and for the United States, year by year, the reports of this office are reaching more nearly to satisfactory results. Slowly, according to the inadequate means fur¬ nished us, and impeded by the chaotic condition of statistics and reports out of which correct conclusions are to be reached, we are com¬ ing into possession of that knowledge which may be a fair test of our capacity as a nation, and the methods by which our excellence and greatness may be increased and the welfare of our people promoted. FACTS DERIVED FROM THE LAST CENSUS. V By the courtesy of General Francis A. Walker, Superintendent of tbe Ninth Census, and his assistants, it was made possible to include in the report of this office for the year i871 some of the lessons of the census of 1870 most important to educators. By the delay of the present report we are able to use the completed results of that census, the elimination of the educational items having required a great amount of labor. The main facts thus brought out in relation to the entire coun¬ try will be found in ten tables among the accompanying documents. LESSONS OF THE CENSUS. From the census we ascertain for each State and Territory the num¬ ber of its square miles; its population; their nativity, race, sex, and parentage ; its total valuation of property and the average of individual wealth ; the number of illiterates between certain ages, and the percent¬ age of illiterates to the population of corresponding ages ; the number of universities, colleges, schools of theologjq law, medicine, science, art, agriculture, and music; schools for the blind, the deaf and dumb, and idiots; schools of mining and of technology; private schools, normal schools, and i)ublic schools of all classes, with the number of professors and instructors, and the amount and sources of income for each class; the libraries and number of volumes ; the number of periodicals of all classes, illustrated, political, religious, &c. ; the number of persons pur¬ suing some one of the various learned professions; the number of pau¬ pers and the number of criminals. And still further, to aid in the use of the materials of the census, a summary of the leading items bearing on e-ducation is given in the abstract of material from each State, hop¬ ing thus to add something, if possible, to the effect of its educational lessons, which it is difficult for the different State educational officers to work out for their own use. In Table A, from the census of 1870, in the appendix to this report, we have the area, the number, nativity, race, and sex of the population, and the number of inhabitants to the square mile. The following are the numbers for the whole country : Area in square miles . . . 3,603,884 Total population, . 33, 558, 371 Population to the square mile . 10. 70 Number of native males . 16, 486, 622 , Number of native females . 16, 504, 520 Total number of native inhabitants . ,32, 991, 142 Number of foreign males . 3, 006, 943 Number of foreign females . . . 2, 560, 286 Total number of foreign inhabitants . 5, 567, 220 Number of white males . 17, 029, 088 Number of white females . 16,560,289 Total number of white inhabitants . 33, 589, 377 Number of colored (unmixed) males . 2, 115, 380 Number of colored (unmixed) females . 2, 180,580 Total number of unmixed colored inhabitants . 4,295,960 Number of mulatto males . 277,896 VII EEPORT OF THE COMMISSIONER OF EEUCATION tain tlie number who are able, through reading and writing, to exchange information with others for the guidance of their conduct. How many of the remaining G8.53 per cent, of our entire population who can read and write have any instruction in reckoning, or know anything of the gram¬ mar of our language, or the history or geography of our country, or how many have completed the course in our high schools and academies, or how many have received a collegiate or professional education, we can not tell as yet.* The relation of ignorance to poverty, or of intelligence to wealth, is so impressively set forth by two colored maps published in the census, that I have obtained permission from General Walker to include them ill the appendix of this report, for the benefit of the educators of the country. TABLE I FROM THE CENSUS. The total number of persons in the United States pursuing various * J. C. 'Welling, LL. D., president of Columbian College, D. C., in attempting to ascertain the number of college graduates in the Congress of the United States, presents tbe following interesting results, (Proceedings National Baptist Educational Conven¬ tion 1872, p. 194.) It is proposed to take tbe last three Congresses of the United States, and to estimate the degree in which even a nominally educated mind may be said to have pervaded their deliberations. The following statistics are consolidated from Dr. 'Welling’s text : 40tb Congress. 41.st Congi ■ess. 42d Congress. Senate. O n d c c; ID V a Both. o “ m ■ft ® pH w .4 o pp Total number of members . 53 188 241 72 239 311 74 243 317 Number of college graduates . 25 G1 86 33 75 108 34 77 111 Per cent, of college graduates . 47 32 31 4G 31 34 46 31 35 Number of Harvard graduates . 1 0 1 o 2 4 2 1 3 Number of Yale graduates . 1 G 7 1 5 6 1 8 9 Number of Princeton graduates . 0 4 4 2 5 7 3 1 4 Total of these three colleges . 2 10 12 5 12 17 6 10 16 According to her triennial catalogue of the year 1868, Yale College had at that time 3,645 living alumni. According to her triennial catalogue of 1869, Harvard Col¬ lege then had 2,977 living alumni. According to her triennial catalogue of 1869, Princeton College then had 2,446 living alumni. The average ratios of Harvard, Yale, and Princeton graduates in Congress to the total number of living graduates belonging respectively to those colleges at the dates of 1866, 1868, and 1870, when elections were held for members oi the popular branch of Congress, are as follows: Y^ale, 1.508,- Flar- vard 1.145; Princeton, 1.506. President ^Veiling does not enter into a discussion of the relation of the educated classes to our civil service except in Congress. In reference to the naval and military service, it will be noted that the othcers of the Army and Navy, respectively, are ex¬ pected to be drawn from the graduates of the Military and Naval Academies. STATISTICS OF EDUCATIONAL INSTITUTIONS. IX learned, professional, or artistic occupations, according to the census of 1870, is 310,638, there being in — Alabama . Aikausas . Califoruia - Connecticut .. Delaware . Florida . Georgia . Illinois . Indiana . Iowa . Kansas . Kentucky .... Louisiana . ... Maine. . Maryland . . . Massachusetts Michigan . Minnesota _ Mississippi ... 5, 403 2,999 6,342 5, 740 842 899 5, 952 22, 671 13, 439 12, 022 3,951 8, 845 4, 103 7, 079 5,841 15, 945 10, 507 3, 625 4,662 Missouri . Nebraska . Nevada . New Hampshire . . New Jersey . . New York . North Carolina . . . Ohio . Oregon . Pennsylvania . Ehode Island _ k South Carolina ... Tennessee . Texas . Vermont . Virginia . West Virginia . . . . Wisconsin . The Territories . . . 14, 662 1, 142 475 3, 939 7,642 46, 322 4,630 25, 742 1,086 27, 082 2, 025 3, 005 7, 325 5, 787 3,444 7, 389 2, 554 7,915 3,600 TABLE F FROM THE CENSUS. Educational institutions and schools, as such, including all grades from the elementary to the superior and special, professional and technical, must do their work exclusively upon the population from 5 to 24 years of age, inclusive. How much these institutions are doing, and at what ex- pense; forhowmauy students, male and female^ by how many instructors, male and female, will appear in the following summary of Census Table F : Classes of iustitutions. Number of institu¬ tions. o pa luce pi S o •43 a P ^ 'c; ^ ^ § 2 ce Ph From other ® sources, in¬ cluding tui¬ tion. 13 0 H Colleges . 507 ^2, 275, 967 $582, 265 $4, 248, 143 $7, 106, 375 Academics . 1,518 206, 885 211,589 4, 800, 132 5, 218, 606 Schools of law . 26 11, 127 8, 957 108,164 128, 248 Schools of medicine . 65 44, 672 42, 870 693, 126 780, 668 Schools of theology . ^ . 92 558, 900 1, 477 469, 489 1, 059, 866 Schools of agriculture and science . 16 93, 177 199, 722 99, 988 392, 887 Commercial schools . 134 23, 575 1,192 783, 216 807, 983 Schools of art and music . ICO 3, 000 408, 331 • 411 331 Blind asj’lums . 21 9, 192 400, 779 33, 154 443, 125 Deaf and dumb asylums . . 33 51, 091 708, 023 113, 151 872, 265 Asylums for idiots . 7 151, 139 ' 31, 915 183, 054 Schools of dentistry . . . 3 23, 600 23, 600 Schools of mining . . 3 2, 600 . 2, 000 43, 290 47, 890 Other technical schools . 20 48, 817 7,237 143, 955 200, 009 Other private schools . 14, 025 163, 249 570, 282 12, 962, 615 13, 696, 146 Normal schools . 120 15, 306 300, 980 231, 108 547, 394 Other i)uhlic schools . 124, 939 129 227 58, 554, 527 4, 799, 525 63, 483, 279 Schools of all classes . 141, 629 3, 663, 785 61, 746, 039 29, 992, 902 95, 402, 726 X REPORT OF TPIE COMMISSIONER OF EDUCATION. Classes of institutions. Instructors. Students. Male. Female. Total. Male. Female. - Total. Colleges . 2, 973 929 3, 902 49, 692 24, 152 73, 844 Academies . 2,598 3, 592 6, 190 59, 741 69, 663 129, 404 78 78 1, 667 6 1, 673 Schools of medicine . 590 9 599 6, 609 137 6, 746 357 357 4, 045 50 4, 095 Schools of agTicnlture . 140 9 149 1, 573 217 1, 790 Commercial schools . 453 25 478 17, 472 1, 691 19, 163 Schools of art and music . 202 238 440 2, 743 7, 755 10, 498 Blind asylums . 66 81 147 710 693 1, 403 Deaf and dumb asylums . 141 91 232 1,989 1, 563 3, 552 Asylums for idiots . 2 26 28 374 312 686 Schools of' dentistry . 22 22 170 170 Schools of mining . 30 30 114 • 114 Other technical schools . 114 1 115 1,911 141 2, 052 Other private schools . 11, 389 13, 688 25, 077 353, 134 8 373,554 726, 688 Normal schools . 245 337 582 7, 533 11,059 18, 592 Other public schools . 73, 929 103, 687 1S2, 616 112, 519 3, 096, 949 ■ 6, 209, 468 Schools of all classes . 93, 329 127, 713 221, 042 3, 621, 996 3, 587, 942 7, 209, 938 It will be seen that out of the IT^SSh^TSI persons between 5 and 24, inclusive, there were under instruction for that year, according to the census, 7,209,838, or over one-third. But the number over 21 who were under instruction must be very limited, perhaps not enough to affect the general result by any appreciable percentage. The population between 5 and 20, inclusive, numbers 14,507,658, or a little more than double the entire number reported in all the institutions of learning. The total wealth of the country was $30,068,518,507 the total in¬ come of, and we may safely say the total expenditure for, schools was $95,402,726. TABLE a FROM THE CENSUS. What is accomplished through the various activities of the country, outside of the schools, to promote the increase of individual and general intelligence we can not ascertain. But the census gives us interesting information in regard to the aid extended to culture through the news¬ paper press and libraries. From the seventh of the accompanying tables, drawn from the census, we learn the following particulars in regard to libraries : Total number of libraries, public and private . 164, 815 Total number of volumes in same . 45,528,938 Number of private libraries . 108,800 Number of volumes in private libraries . . 26, 072, 420 Number of libraries other than private . 56, 015 Number of volumes in same . . . 19, 456, 518 Of these libraries “ other than private” there belonged — To the General Government . 15 — with 305, 185 volumes. To State and territorial governments . 53 — with 653,915 volumes. STATISTICS OF PERIODICALS. XI To cities, towns, &c . 1, 101— with 1, 237, 430 volumes. To courts, &c . 1,073 — with 425, 782 volumes. To colleges, academies, &c . 14,375 — with 3, 598, 537 volumes. To churches and Sabhath-schools . 38, 058 — with 9, 981, 068 volumes. To historical, literary, and scieu title societies . 47 — with 590, 002 volumes. To charitable aud.peual iustitutious . . 9 — with 13, 890 volumes. To beuevoleut and secret associations . 43 — with 114, 581 volumes. To circulating libraries . 1, 241 — with 2, 536, 128 volumes. TABLE H FROM THE CENSUS. From the eighth of the sauie tables we learn the following facts in relation to newspapers and periodicals : Number of all classes . . Number of daily . Number of tri- weekly . Number of semi- weekly Number of weekly . Number of bi-weekly .. Number of monthly . . . , Number of bi-raouthly. Number of quarterly . . . 574 107 115 4,295 96 622 13 49 Technical and XDrofessional . 207 Daily . . . 3 Weekly . 40 Seuii-monthly . 11 Monthly . 130 Bi-monthly . 7 Quarterly . 16 Illustrated, literary, and miscellaneous . 503 Weekly . 303 Monthly . 158 Other . 42 Political . . 4, 333 Daily . 553 Tri-weekly . 101 Semi- weekly . 100 Weekly . 3,565 Other . 14 Religious . 407 Weekly . 208 Semi-weekly . 40 Monthly .i . 141 Other . 18 Advertising, 79; agricultural aud horticultural, 93; benevolent and secret socie¬ ties, 81 ; commercial and financial, 142 ; nationality, 20 ; sporting, 6 . 421 TABLE J FROM THE CENSUS. Table J from the census shows that the whole number of paupers sup¬ ported during the year ended May 31, 1870, was 116,102, at a cost of $10,030,429. The actual numbers supported at the date of taking the census were 22,798 foreign, 44,539 white natives, and 9,400 colored natives, or 76,737 in all. xir REPORT OF THE COMMISSIONER OP EDUCATION. Tlie number of criminals reported in prison June 1, 1870, was, of foreign nativity, 8,728 j native white, 16,117 5 native colored, 8,056, making a total of 32,901, while the wuole number convicted during the year ending on the same date was 36,562. FACTS FROM STATISTICS COLLECTED BY THIS BUREAU. It should be kept in mind, in anj^ comparison made on the basis of this report, that the material in it drawn from the census relates to the year 1870, and that the facts in the tables prepared from the material collected by this office are brought down to the latest date possible, and inserted in the report as it goes through the hands of the printer. As a rule, these facts are furnished to us by the officers in charge of insti¬ tutions or systems, and. reported in answer to inquiries sent out from this office. They are, therefore, at least two years later than those of the census, and, as a rule, more recent than the material presented under abstracts of information from States ; and, as a whole, they afford a more complete summary of facts for the investigation of education in the United States than any previous collection of this character. So far the office has sought to come into an acquaintance with all the different classes of educational institutions, and to bring these insti¬ tutions into an acquaintance with each other, and to present with regard to each as many important items as miglit be necessary for the basis of a correct judgment, and possible in generalizations comprehending so many details. Holding up steadily the three great subdivisions of in. structiou, as respects grade — elementary, secondary, and superior — the office has left the respective institutions to place themselves. The endeavor has been to make the tables as flexible as possible, and to seek on a few most essential points a nomenclature under which the largest number of facts possible could be generalized ; and, wherever necessary, by notes and otherwise, to allow special statements and explanations. Yet, with all this capacity for variable statement, many institutions will find it difficult to bring themselves into any direct comparison with others. I can not doubt, however, the utility of these investigations j and I am happy to observe the unanimity of feeling upon this point among those interested in giving a more solid foundation to our educational theories. Probably there is no one, whether an officer of a college, or the ad¬ ministrator of a school system, who attempts to study these subjects, who is not surprised at the lack of records.* * For instance : The president of a new college is called upon to decide whether the college shall erect and control dormitories, or leave them to private enterprise; and on looking around he can find only three or four recorded opinions to assist him, notwith¬ standing there are behind us in this country nearly two and a half centuries of ex- j)erience on this point. It is wmrth while to note what some of the college presidents have just now to say upon the subject, in answer to a letter of inquiry from this office. President Eliot, of Harvard University, says : Dormitories are a simple necessity for us ; without them our students could not get rooms at reasonable prices. We have built four new ones within three years.’’ SCHOOL AGE AND SCHOOL ATTENDANCE. XIII TABLE I. A glance at Table I will show the condition of the account which the respective States are able to give of the children of school age. It re¬ veals the points of superiority and the deficiencies in the different State systems of instruction. The total school population of the 34 States reporting was 12,740,751; that of the 7 Territories being 88,097 ; and the grand total 12,828,847. The enrollment in the 34 States reporting was 7,327,415; in the 7 Territories, 52,241; total, 7,379,056. The average attendance in the 28 States reporting was 4,031,569 ; in 4 Territories, 28,956; total, 4,110,525. The number not registered in the 34 States reporting was 4,569,127 ; in 6 Territories, 39,676; total, 4,608,803. The number attending private elementary shoots in the 18 States re¬ porting in full was 356,691; in 5 Territories, 7,592; total, 364,283. The number of teachers reported in 33 States was 216,062 ; in 7 Territories, 1,177; total, 217,239. In the column of school ages it appears that from 6 to 21 is the legal school age in Illinois, Indiana, Louisiana, Xorth Carolina, Pennsylva- President Barnard, of Columbia College, New York, says : “ I wrote strongly, nearly twenty years ago, against the ‘ dormitory system,^ as it is called, for colleges. Having tried the other system since, I am not now so strong as I was then in the views I put forth. - Dartmouth College provides dormitories as far as possible for her students, and Presi¬ dent Smith favors this course for the following reasons : “1. Students are not subject to the exorbitant rents demanded by private individuals. 2. Rooming in college- buildings facilitates a proper supervision of the students. 3. It favors a proper de corps and tends to the creation of a literary atmosphere. 4. The college life, properly so called, becomes more distinctive and more intense.’’ Bowdoin College, Maine, has three such buildings, and the erection of a fourth is contemplated. President Chamberlain is decidedly in favor of the system. President Chadbonrne, of Williams College, Massachusetts, thus states the change in his views upon the subject ; formerly held to the opinion that it would be better for the students to be distributed among the ijeople of the town ; but careful observa¬ tion for some years in this college, and in the University of Wisconsin, has convinced me that the students rooming in the college-buildings do better in all respects than those who room in town in buildings over which the college can have no control.” President Brown, of Hamilton College, New York, thinks that “though dormitories are in some respeccs an evil, and an exx)ensive addition to the apparatus of a college, yet for a college in the country they are a necessity.” President Anderson, of Rochester University, New York, as the result of twenty years’ experience, expresses the opinion that “dormitories are on the whole not desirable.” Reiieated inquiries have failed to discover any books or documents containing a thorough discussion of this question to the present date. The late Dr. Bethnue, in an address delivered at Yale College, criticised very severely the dormitory system, denouncing it as barbarous. Dr. Wayland, some years ago, published a little book on colleges, in which he declared against the dormitory system. President Porter, of Yale College, briefly touches upon the subject in his book on American Colleges; and President Barnard, of Columbia College, in his “Letters on College Government,” dis¬ cusses the question. This apiiears to be the sum of the literature relating to this subject. XIV REPORT OF THE COMMISSIONER OF EDUCATION. nia, West Virginia, and Arizona; from 6 to 20 in Kentucky; 6 to 18 in Kevada and Texas; G to 17 in the District of Columbia; 0 to 16 in South Carolina; 5 to 21 in 13 States and 3 Territories, namely, xAla- bama, xVrkansas, Delaware, Georgia, Iowa, Kansas, Minnesota, Missis¬ sippi, Missouri, Nebraska, New AMrk, Ohio, Virginia, Colorado, Dakota, and Idaho; from 5 to 20 in Maryland, Michigan, and Vermont; 5 to 18 in New Jersey; 5 to 15 in California and Massachusetts; 4 to 21 in Florida, Maine, New Hampshire, and Washington Territory; 4 to 20 in Oregon and Wisconsin; and 4 to IG in Connecticut and Utah; Khode Island admits all children below 15 years of age. It will be seen that Alabama, Connecticut,. Florida, Georgia, Illinois, Keotucky, Maine, Maryland, Massachusetts, Michigan, Mississippi, Mis¬ souri, Nebraska, New Jersey, New York, Pennsylvania, Khode Island, Tennessee, Texas, Vermont, West Virginia, Arizona, Montana, New Mexico, Washington, VvYoming, and Indian Territory did not give the sex of the school population. Kentucky, Oregon, Tennessee, Arizona, Montana, New Mexico, and Wyoming can not tell the number of children enrolled in schools. Arkansas, Delaware, Florida, Nebraska, North Carolina, Tennessee, Vermont, Wisconsin, Dakota, Idaho, Montana, New Mexico, Washing¬ ton, Wyoming, and Indian Territory can not give the average attend¬ ance ; and the number registered, the average absence of the enrolled, and the average total absence in these States can not be given. The number of schools and school districts is not reported in Califor¬ nia, Tennessee, Arizona, New Mexico, and Wyoming. The number of pupils in private elementary schools is not reported in Alabama, Arkansas, Delaware, Florida, Indiana, Kansas, Kentucky, Louisiana, Maine, Maryland, Missouri, New Hampshire, North Carolina, Oregon, South Carolina, Tennessee, Texas, Vermont, Virginia, Montana, New Mexico, Utah, Washington, Wyoming, and Indian Territory. , The period of duration of schools is not given in Arkansais, Kentucky, Tennessee, Texas, Montana, New JMexico, Wyoming, and Indian Terri¬ tory. The number of children in public schools is not given in Delaware, Kentucky, Oregon, Tennessee, Montana, New Mexico, Wyoming, and Indian Territory. The average salary of teachers is not given in Arkansas, Delaware, Indiana, Illinois, New York, Tennessee, Texas, Vermont, Wisconsin, Montana, New Mexico, Utah, Wyoming, and Indian Territory. TABLE II. On looking at Table II, which is intended to be the balance-sheet of educational receipts and expenditures on the part of the States and Ter¬ ritories, it will be seen how few can give a full and fair account of them¬ selves. What statesmanship is safe in legislating with so imperfect material as a basis of action as is furnished in these respective common¬ wealths PUBLIC-SCHOOL EXPENDITURES. XV NTeitlier Alabama, Delaware, Nebraska, Tennessee, Montana, New Mexico, Utah, Wyoming, nor Indian Territory caii tell the amount derived from taxation for school purposes ; while Delaware, Tennes¬ see, Montana, New Mexico, Utah, Wyoming, and Indian Territory show no total of income for school purposes from any source. And as regards expenditure, neither Alabama, Delaware, Florida, Georgia, Kentucky, New Hampshire, Tennessee, Montana, New Mexico, Wyo¬ ming, nor Indian Territory can give any details j and Delaware, Florida, Georgia, North Carolina, Oregon, Tennessee, Montana, New Mexico, Utah, Washington, and Wjmming Territory can not give the total amount expended. The total income from taxation in all the States and Territories, from which it is reported, is $55,889,790.31 j and the total income from all sources is $73,030,269.83. The total expenditure for all educational objects is $70,891,981.83. Assuming that the States reporting the total aid expend the amount raised for school purposes, the total expenditure would be $71,810,304.27. In the 31 States, having a permanent school-fund, the total amount is reported at $65,850,572.93. As a deduction from the material in Tables I and II, it appears that the pnblic-school expenditure m the several States and Territories ijer capita of population of legal school age is as follows : Public-school expenditure in the several States and Territories per capita of population of legal school age. State or Territory. Amount. Year. i j State or Territory. Amount. Year. Massachusetts . o o o' m 1872 Oregon . $3. 832 1872 Nevada . 19. 893 1872 Maine . 3. 745 1872 California . . 12. 133 1872 West Viro'inio, 3. 464 *ConuecticLit . . . 11. 652 1872 Mississippi 2 854 XO/ i 1871 Nebraska . 10. 447 1872 Missouri . 2. 757 1871 New Jersey . 8.932 1871 Kentucky _ _ _ 2. 258 1872 Pennsylvania . 8. 540 1872 Virjnnia, _ 2. 245 1872 Iowa . 8. 528 1872 Arkansas _ 2. 223 1871 Illinois . 8. 521 1872 Louisiana, 2. 159 1871 Michigan . 7. 355 1871 Florida, 2. 059 1871 Rhode Island* . 7. 160 1872 Alabama . . 1. 447 1871 Vermont . 6. 772 1872 j South r^arnliun. 1. 349 1872 Texas . . . 6. 398 1872 Ceor£>ia _ 687 1871 New York . . 6. 393 1871 : Nortli Carol inn, 654 1872 Ohio . 6. 352 1872 New Hampshire - . 6. 056 1872 1 Colorado Territory .... 15. 603 1872 Indiana . 5. 636 1872 District of Columbia... 15. 155 1872 Minnesota . 5. 504 1872 i Idaho Territory 9. 174 1872 Wisconsin . 4. 588 1871 Dakota Territory 8. 667 1872 Maryland . 4.399 1871 ! 1 J - - - ! Atizodji, Territory 4. 346 1872 Kansas . 4. 303 1872 ! Washington Territory . 1 3. 381 1871 * The expenditure in Khode Island is assumed to he for a school population from 5 to 15 years old. XYI EEPOET OF THE COMMISSIOHEE OF EDUCATION. The average monthly wages of public-school teachers in the United States are as foilov's : >State or Territory. Male. Female. State or Territory. Male. Female. Alabama . . $42 50 $42 50 New .Jersey _ $57 34 $32 43 New Yoik 74 58 60 69 North 6! n ml 1710,. 25 00 20 00 Conuecticut. _ _ _ 66 56 32 69 Ohio . . 42 00 29 00 Delaware . Oregon . 50.00 40 00 Florida . 30 00 30 00 Peiinsyl vn,nia, . 41 71 34 60 55 54 38 37 Eh ode Tsimid .. 39 72 39 72 Illinois . 50 00 39 00 South Oa.rolinn,. - 35 00 35 00 Indiana . Tennessee . . Iowa . 36 04 29 32 Texas . Kansas . 40 20 31 50 V’ermout . Kentucky . Virginia . 30 32 28 21 Louisiana . 65 00 65 00 W es t Vi ivo" i m' 0, 34 95 32 15 Maine . 33 17 14 40 Wisconsin . . Marvland . 45 83 45 83 Massachusetts . 85 09 32 39 Arizona Territory . . 100 00 75 00 Michigan . 49 92 272 1 Colorado Territory.. 69 00 54 00 Minnesota . 37 39 24 57 Dakota Territory. . . 55 00 32 00 Mississippi . 58 90 58 90 District Columbia . 109 50 70 00 Missouri . 35 00 35 00 Idaho Territory .... 162 50 162 50 Nebraska . 38 50 33 48 New Mexico Ter .... Nevada . 116 53 88 73 Utah Territory .! _ New Hampshire . 37 56 24 33 Washington Ter. . . . 36 00 30 00 EESUME OF FACTS KESPECTING STATE SYSTEMS. In connection with these statistics of State school-systems, reference is also made to the abstract of State and city reports on education in the first part of the appendix to this report. Only the briefest notice can be given here of the progress upward or downward of the systems of public instruction in the various parts of the Union. • Maine has abolished county supervision, but increased the tax-levy for schools. Alassachusetts has not yet effected a levy of a tax by the State, nor is there any school supervision, save that in the cities and larger towns, subordinate to that of the secretary and other agents of the State board of education. In Connecticut a compulsory school-law has been enacted, and this is believed to be producing, a favorable effect upon school attendance. The abolition of tuition fees iu Kew Jer¬ sey has continued to add greatly to the efficiency of public instruction. In Delaware there has been increased agitation upon the subject of edu¬ cation ; but this State has not yet effected any change in legislation, and has no State supervision, nor as yet any legal provision for the edu¬ cation of colored children. Maryland appropriated, by her last legisla- STATE SYSTEMS. XVII ture, $50,000 for the education of colored children in the State, outside of Baltimore, leaving Delaware and Kentucky the only States that have no provision for the education of this class of children. The progress in Virginia* * * § has been great in the majority of counties, and deserves care¬ ful study by all the States in the South still laboring under similar difficulties. In Korth Carolina,! South Carolina, Georgia, and Tennes¬ see the inaction in country districts is deplorable. In the towns and centers of population some important progress has been made ; that in Atlanta, Georgia, Knoxville, Tennessee, and Jacksonville, Florida, being especially noteworthy. Correspondence with this office indicates a very considerable increase of individual interest upon the whole subject of education, especially in regard to those features looking toward universal elementary instruction. In Tennesseel it is hoped that the agitation of this subject will pro. duce more satisfactory legislation, probably restoring the State system, and the means of State and county supervision, and some measure of State aid to county effort. In Kentucky^ the increase in educational interest has been very great. Special acts have been passed by the legislature providing for the education of colored children in Louisville and some of the other cities. Alabama has remained in about the same condition as for several previous years *, but, as there is no authority for sufficient local taxation, there seems to be no adequate provision even for elementary instruction. In Arkansas!] the school-system has not maintained the encouragiug auspices with which it was inaugurated. Mississippi has made good progress. * The State superintendent stimulates to still greater effort, informing the people that they spend about twenty millions a year for whisky and dogs, while only one million is asked for education. / tEev. N. B. Cobb, in an address at an educational convention in Ealeigh, North Carolina, February 12, quoting from a report of the State superintendent, Hon. Mr^ Mclver, gave the amount of $155,393.96 as expended for public instruction in that State during the year ended September 30, 1872 ; and stated that the estimated number of dogs in the State was 200,000, or, as some thought, 153,000, whose average cost was fifty cents per month, or $6 jjer year, making a total expense of $918,000, or about six times the entire exj^enditure for education in the public schools of the State. t Education in Tennessee has met with a great loss in the departure from the State of Eev. C. F. P. Bancroft, principal, and Mr. C. C. Carpenter, superintendent, of the Lookout Mouutain institution. The “ Jubilee Singers,” a company of colored students of the Fisk University, led by Mr. White, treasurer of the institution, have cleared by their concerts in the past two years $40,000, which is for the erection of college buildings ; they go to Europe to prosecute their labors. As this report goes through the press, information is received that the legislature has j)assed a new school-law, containing the provisions above referred to, and that Hon. J. M. Fleming has been appointed State superintendent of public instruction. § A bill has been under consideration in the legislature providing for the education of the colored children throughout the State, but its passage is considered doubtful. II Hon. A. P. Searle, Arkadelx^hia, Arkansas, superintendent of the eighth judicial dis¬ trict (comprising seven counties) of the State of Arkansas, writes : “There is a marked II E XVIII REPORT OF THE COMMISSIONER OF EDUCATION. In Louisiana, for a considerable portion of the year, progress was favorable. Texas, the last of the Southern States to act, in spite of ap¬ palling obstacles, has made great advancement ; but the opponents of universal education threaten to overthrow all that has been done. In Florida, while nothing has been accomplished in some sections of the State, in several localities excellent schools have been sustained and considerable progress has been made in educational sentiment. The revised school-law is successfully going into effect in Illinois, and the State school superintendent has advised a check upon the tendency to large investments in school-buildings, counseling moderation. It is surprising that the school-system in Missouri should still remain in peril after all it has already accomplished for the State ; but its friends are hopeful that none of the efforts to secure legislation which shall destroy its efficiency can finally -prevail. A lack of means is an obstacle universally encountered by the friends of education in the South, and some of the most successful enterprises there, like that at Wilmington, North Carolina, and the various institu¬ tions aided by the American Missionary Association and other benevo¬ lent organizations, are due to outside, northern liberality. Among the effective cooperative instrumentalities is the Peabody fund, disbursed under the wise supervision of that eminent educator, Eev. B. Sears, D. D., LL. D. It is gratifying to observe, on the far-off Pacific coast, the signs of excellent progress. The course of education in California is steadily forward. Oregon has put its school-fund in better shape, and created a State board of education, and provided for a State superintendent of public instruction. Hon. S. C. Simpson has been appointed to this office. This leaves Delaware the only State in the Union without any provision for State supervision of education.* change in the people of these mountain-counties during the last two or three years in regard to schools. Until 1868 free schools were almost unknown. They are now established in every county of the district, and the interest manifested by the people'is far beyond my most sanguine expectations. They have raised funds to carry on schools ; and, in some of the more remote portions of the district, where the population is not sufficient to maintain a school, children travel several miles, carrying provisions with them, and return at the end of the week. The scholastic population of the district is 17,639. Of this number about 15,000 attend schools. The attendance of 1872 is double that of 1871. The number of teachers is 323. One of the greatest difficulties encoun¬ tered in the organization of schools is the distinction that is made between white and colored children. “ Owing to the prejudice on the part of the whites, separate schools have to be main¬ tained in some districts, doubling the expense ; while, if this distinction were not made, one teacher would be sufficient for the whole number of pupils. The prejudice of the people against free schools is fast dying out. Where, a year ago, it was almost impossi¬ ble to find teachers willing to take charge of them, the best teachers are now offering their services. This has had a marked effect upon the people. Public examinations of teachers are held twice a year, and teachers’ institutes have been held with success.” * While this report is going through the press, this office is notified of the passage of a compulsory school-law in the State of Nevada. NEVADA EDUCATIONAL REPORT. XIX THE TERRITORIES. In the District of Columbia there has been no change in the form of school organization. The same inconvenient and illogical division of authority between four independent boards of trustees (having juris¬ diction respectively over the white schools of Washington and The white schools of Georgetown, the colored schools of both cities, and all the schools for the rest of the District) yet remains. It is true that some of the evils of administration as regards the white schools in the two cities have been obviated by the wise appointment of one superin¬ tendent for both systems. By this arrangement, for which Hon. Henry D. Cooke, governor of the District, should receive credit, the schools of Georgetown have for the past year received the able supervision of Hon. J. Ormond Wilson, superintendent of the AVashington schools. But the benefits of efficient supervision should be guaranteed by law to this compactly-settled, small territory, and should not depend on the good-will of independent authorities. The second biennial report of the superintendent of public instruction for the State of Nevada was received too late for insertion in its proper place. The report states that during the biennial term just closed there has been a notable increase in the permanent fund, an addition of nearly 1,000 to the school population, and in several respects a proportionate improvement in school accommodations. In several counties there has been unusual activity in educational matters, resulting in the building of new school-houses, the purchase ef new furniture, and the employment of better qualified teachers. The great defect of the present school system is presented in these words: ‘^Not one-half of our schools approximate excellence in either the extent or quality of instruction furnished.” This is ascribed not to a lack of qualified applicants, but to the fact that school trustees are entirely irresponsible in the matter of making appointments. “ With a maximum of taxable property and a minimum of school population ; with less than 5,0(10 children of school age and a distributive fund amounting during the past year to nearly $100,000, the ability of Nevada to provide for her schools exceeds that of all other States ; and there ought to be more tuition, and of a better quality, than is enjoyed elsewhere on the continent.” The State school fund amounted December 31, 1872, to $104,000. The apportionment from this fund was, for 1871, $17,823.70 ; for 1872, $22,613.74. The total exiienditure for school purposes for the school year ending Ahgust 31, 1872, amounted to $98,468.82; leaving a balance on hand of $12,493.86. The 'number of children in the State between 6 and 18 years of age is 4,950. The whole number enrolled in public schools is 3,372, of whom 135 are under 6 years of age. The number attending private schools is 439. Number between 6 and 18 reported as not attending any school, 1,410. Average dura¬ tion of schools, 8 months and 10 days. Twenty-six schools were maintained over 9 months. Number of male teachers employed, 29 ; female teachers, 59 ; total, 88. The highest monthly compensation paid to any male teacher is $175 ; to female teachers, $150 ; lowest monthly compensation of male teachers, $75 ; of female teachers, $40. Number of school districts, 58 ; number of school-houses, 50; number of schools 76, including 1 high school, 8 grammar, 6 intermediate, 9 primary, and 52 unclassified. Value of school property, $69,413. / Only two counties maintained schools for a full school year, (10 months ;) three counties gave 8 months and less than 10 ; six counties 6 months and less than 8 ; and two counties less than 6. Short terms are invariably occasioned by want of fuuds^ This occurs only in thinly-settled districts, and is the necessary result of the pro-rata EEPORT OF THE COMMISSIONER OF EDUCATION. XX During the past year, commodious and beautiful school buildings have added to the attractions of the Washington schools, white and colored, and have contributed to their increased success. This has been done without any assistance from Congress. Indeed, the District schools have not been favored by any grant of public lands, or other national aid, though subjected to peculiar demands from the large floating poi^ulation drawn from other places, paying no taxes here, and not even claiming the District as their legal residence.* * In Hew Mexico, although the agitatidn upon educational subjects has increased, very little, practically, has been accomiflished. In Arizona important improvements have been made, t plan of the distribution of public moneys. It is recommended that either the districts be consolidated, or that a dilferent plan of distribution be adopted. Practically the children of all citizens are now free to attend the public schools. The statute yet discriminates against the children of colored citizens, but by decision of the supreme court, rendered in January last, the section excluding negroes was declared unconstitutional. The superintendent urges immediate and careful attention to the interests of the university and agricultural and mechanical college. The small number in the State likely to seek an advanced education does not seem to justify the immediate establish¬ ment of the institution under the x^rovisions of the national grant of lands. An academy, or j)reparatory department, is, however, a desideratum, and would doubtless achieve immediate success, and largely advance educational interests in the State. It is recommeuded that it be ox)eu to pupils of both sexes. It is a gratifying fact that generous offers of sites and buildings for the university, from different parts of the State, have already been received by the board of regents. It is considered of the highest importance to make some x>rovision for the normal instruction of those desiring to prepare themselves for teachers. On account of the smallness of the x)opulation, the immediate establishment of a State normal school is deemed impracticable. An appropriation' is asked to sux)X)ort a certain number of pupils in the normal school at San Jos6, California. The superintendent recommends, that the powers of county superintendents be enlarged, that a State board of examiners be x^rovided for, and that hrst-class State certificates and normal-school dixDlomas be recognized as valid testimonials of fitness for the profession of teaching, and that the issuance of county certificates to the hold¬ ers of such be authorized. * The statistics of x^rivate institutions in the District have been compiled by T. C. Grey, esq. A most wise movement has been set on foot in Georgetown, by the superintendent, to harmonize the use of certain x>rivate benefactions with the action of the public-school authorities. This will, it is hoxied, result in the erection of a much needed school building, in the establishment of a high-school dex^artment, and the opening of a library and laboratory for the use of the young. A considerable increase in the number of trustees in charge of the colored schools of Washington and Georgetown has been authorized by act of Congress, in resxJonse to a recent expression of public opinion. t The following interesting extract from a letter from the governor of the Territory, to whom great credit is due for his educational labors, contains the latest information : “You will observe by the amended law, that the tax for schools has been fixed. I found, when left ox)tional with boards of supervisors, that there was constant danger that the money would not be raised, and consequently the schools would have to stop. EDUCATION IN THE TERRITORIES. XXI Alaska lies entirely outside of all organized efforts for education, and presents the singular fact of being an integral part of the boasted most progressive nation in the world, and yet without the least possible pro¬ vision to save its children from growing up in the grossest ignorance and barbarism. No report has been received by the office from the two schools which the Fur-Seal Company is bound by its contract to sup¬ port among the Aleutians. In different parts of Washington, Wyoming, and Idaho Territories, very commendable advancement is reported. In studying the difficul¬ ties existing in the Indian Territory and Utah, it is very surprising that profound statesmanship has paid so little attention to education as the most efficient means for their solution.* * The legislature, in additiou to the revenue provided for in this law, appropriated $6,500 out of the general fund, and divided it equally among the counties of the Ter¬ ritory, for school purposes. I anticipate that, with the money on hand, and what we shall realize from the taxation provided for in this law, we shall raise for school pur¬ poses in the next two years about $40,000, and with this sum we can support a few schools for at least six months each year in every school district in the Territory. “ Yery respectfully, yours, “ A. P. K. Safford, Governor.” * By the courtesy of Hon. J. P. C. Shanks, chairman of the Committee on Indian Affairs of the House of Representatives, I have received, in advance of publication, some interesting facts in reference to the edncation of the Indians in the Indian Territory. Among the Choctaws it is stated that schools have been in operation more than fifty years. Manual-labor schools were instituted among them by the missionaries long before their removal from Mississii)pi. Their educational system at the present time, as stated by their superintendent, provides for neighborhood schools, in which the ele¬ mentary branches are taught, and for academies and seminaries for more advanced pupils. There is also a law providing for sending certain more advanced pupils from these higher schools to finish their education in the States. A school superintendent and a district superintendent are elected by the national council, and each neighborhood elects a local trustee. The higher schools are under the immediate supervision of the council. There has been no enumeration of children of school age since about four years ago, at which time there were 2,220, of whom only about three-fourths were attending any school. The superintendent states that when he entered upon his duties there were a good many primary schools but no academies. He observed that the great need was more money for school purposes ; that the establishment of two large schools had reduced the number of primary schools ; that the schools were formerly kei^t ten months annually, but now, on the average, only about five months. There is no tax levied for school purposes, all expenditures for education being from the income of school funds. The schools among the Chickasaws were also introduced by the early missionaries, when they met with great opposition from the Indians, though education is now much favored by them. The great want now is sufficient money to support the schools. They teach chiefly the x)rimary branches in what are called neighborhood schools, which are kept open for ten months of the year. The legal school age is from 6 to 25, but the usual age of attendance is from 6 to 18. From ten to fifteen of these schools are reported as in operation, in which the English is .the language of instruction. The teachers are paid so much per capita for the pupils in attendance. The available funds for educational purposes amount annually to XXII REPORT OF THE COMMISSIONER OF EDUCATION. A FREE-SCHOOL POLICY FOR UNITED STATES LAND GRANTEES. A letter received by this office fromEev. George H. Atkinson, D.D., of Portland, Oregon, containing suggestions for a free-school policy for United States land grantees, and afterward printed in circular form by order of the Secretary of the Interior, has been forwarded to the differ¬ ent railroad corporations in the country possessing land-grants from Government, with a letter requesting their opinion of the policy sug¬ gested. Mr. Atkinson’s letter sets forth the importance of the early establishment of free graded schools in the growing cities and towns of the West, and strongly urges upon railroad corporations owning lands granted by Government, the policy, both upon patriotic and pecuniary grounds, of setting apart school lands in all new cities and towns laid out by them. Eeplies to this circular and letter received from United States land grantees and others to whom it was sent, all express a cordial sympathy with the plan proposed, and state that their practice has heretofore been in accordance with it. The president of the Iron Mountain and Cairo and Fulton Eailroads says that these corporations ‘^not only give lots for school-houses and churches, but also aid the people in erecting the bipldings by furnishing transportation for material at reduced rates or entirely free.” The Saint Paul and Pacific Eailroad Company has uni¬ formly granted the application of school districts as well as of all religious denominations for sites for school-houses and churches.” This company ^‘will be pleased to harmonize its action in this direction with any suggestions which would improve the course it has pursued.” This company, it is stated, also permits the free use of their emigrant receiv¬ ing-houses (which they have established in all the principal towns) as I)ublic school-houses during the winter months when they are not needed for the use of emigrants. A response from Jay Cooke & Co. states that the Nrorthern Pacific Eailroad pursues the policy of making ample lirovision for sites for churches, schools, and seminaries, as fast as towns and cities are laid out by them, and adds that “ there will be no diffi¬ culty in carrying out, under certain restrictions, all and more than all you hint at in your publication.” The president of the Mobile and Ohio Eailroad Company approves the policy suggested, and adds: ‘‘It will afford us pleasure to cooperate with some organized plan for its accomplishment.” EDUCATION IN CITIES. — TABLE III. The tendency to concentration of population in cities adds special interest to all investigations into facts connected with their educational $40,000 or $50,000. Some 60 pupils are receiving instruction in the States, at an annual cost of $21,000. The children of the freedmen in this nation are entirely without any provision for education, save as made at the expense of their parents. The testimony shows a simi¬ larly deplorable condition of facts among the children of the colored jpeople in the Choctaw Nation. EDUCATION IN CITIES. XXIII progress. It will be noticed that there are in this country 326 of these centers of population that may be classed as cities. Their total popula¬ tion, according to the census of 1870, was 8,036,937, or more than one- fifth of the entire number of inhabitants in the United States. Of these only 295 reported the number of their school population, these having a total of 2,121,889 persons of school age. Only 318 of these cities reported their enrollment in the schools, giv¬ ing 1,215,897 as under instruction. In looking at the question of enrollment it should be noted that 102 cities admit pupils between the ages of 6 and 21 ; 8 between 6 and 20 j 10 between 6 and 18 ; 2 between 6 and 17 ; 2 between 6 and 16 ; 1 be¬ tween 6 and 15 ; 100 between 5 and 21 ; 27 between 5 and 20 ; 12 be¬ tween 5 and 18 j 3 between 5 and 16 ; 19 between 5 and 15 ; 17 between 4 and 21 ; 12 between 4 and 20 ; 1 between 4 and 18 j 6 between 4 and 16, and 4 do not report the school age. It appears that 125 of these cities do not admit pupils under 6 years of age, and from the fore¬ going summary it will be noted that 121 report 41,445 children enrolled under 6, so that x^ractically we have the number of children under 6 years of age in the public schools of 246 of these cities. The school age in 31 cities terminates at 16, and 205 give the number enrolled over 16 at 29,750 5 so that practically we have the age at which school attendance ends in 236 cities. The average attendance is given in 298 cities as 787,860 ; 292 report the number of schools as 7,917, and 315 report the number of teachers as 21,194 j and the number of scholars in 306 is 1,026,634. Special attention is invited to the following summary, drawn from the tables of cities, found in the apx)endix : Kumber of cities in table. Population of 1870. Population of school age, 1872. . Enrollment in 1 schools, 1872. Kumber enrolled under 6 years old. ISTumber of cities reporting . 326 326 295 318 121 Alabama . 4 45, 114 23, 344 6, 749 40 Arkansas . 1 12, 380 4, 959 1, 650 80 California . 5 195, 411 40, 809 '33, 199 Connecticut . 5 117, 909 24, 067 13, 705 1,050 Delaware . . 1 30, 841 5, 607 District of Columbia . . . 2 120, 583 19, 489 9, 360 Florida . 3 7, 087 2, 243 980 40 Georgia . 4 72, 814 14, 173 9, 800 Illinois . 36 536, 721 155, 696 84, 200 79 Indiana . 24 214, 716 82, 690 37, on 10 Iowa . 23 154, 182 49, 795 27, 946 1, 550 Kansas . 10 54, 355 18, 836 11, 583 190 Kentucky . 7 152, 950 55, 965 21, 445 Louisiana . 1 191, 418 99, 893 20, 000 Maine . 10 108, 427 37, 903 20, 773 1,688 Maryland . 1 267, 354 75, 000 24, 870 XXIV REPORT OF THE COMMISSIONER OF EDUCATION. Massachusetts . 118, 969 108, 038 5, 289 Michigan . Minnesota . Missouri . ^Tehraska . Nevada . New Hampshire New Jersey . New York . Ohio . Oregon . Pennsylvania . . . Rhode Island , . . . South Carolina.. Tennessee . Texas . . Utah . Vermont . Virginia . "West Virginia Wisconsin . Total 24 208, 592 73, 294 10 65, 655 24, 001 11 396, 393 133, 186 2 22, 133 4, 200 2 5, 237 559 4 55, 614 4, 437 13 327, 430 105, 097 20 1, 878, 517 529,291 30 573, 508 245, 049 1 8, 293 2, 856 17 997, 653 37, 551 4 103, 405 9, 608 1 48, 956 12,727 2 66, 091 16, 691 4 30, 733 3, 763 3 3, 752 1, 020 1 14, 387 3, 076 7 124, 150 42, 544 2 24, 826 9,643 3 96, 867 9, 900 35, 357 1,812 13, 615 931 58, 151 1, 336 1,700 200 353 5 8, 873 250 55, 807 502 275, 604 18, 342 92, 867 159 1,967 134 •140, 831 72 13, 275 544 3, 970 8, 563 2, 182 24 787 20 2, 381 12, 186 364 5, 152 17, 412 3, 431 326 8, 036, 937 2, 123, 889 1, 215^ 41, 445 O) .o 5 Number of cities reporting Alabama . Arkansas . California . Connecticut . Delaware . District of Columbia, Florida . Georgia . . Hlinois . . Indiana . Iowa . Kansas . Kentucky . Louisiana . Maine . Maryland . . . . Massachusetts . Michigan . Minnesota . o 42 a s o 42 a S a p 205 298 315 306 45 120 397 278 72 202 39 153 879 1,617 884 296 82 1, 141 450 3, 095 2, 480 658 5, 496 26 994 25, 580 106 10, 141 64 3, 465 19 7, 191 140 700 15 7, 786 68 59, 380 541 31, 534 548 19, 259 330 6, 942 116 33, 089 112 11, 616 67 15, 062 232 21, 028 121 87, 267 1, 142 27, 932 507 10, 499 163 •98 4, 891 23 ’ 1, 650 615 27, 307 404 10, 102 95 3, 788 148 7,191 20 777 137 6, 849 1,405 05, 745 790 37, 359 519 21, 222 136 7, 463 366 12, 459 375 11, 616 383 15, 383 589 24, 670 2, 460 94, 438 682 29, 844 204 10, 725 EDUCATION IN CITIES. XXV Number enrolled over IG years old. Average attend¬ ance. Number schools. Number teachers. Number scholars, l Missouii . 4, 169 54, 889 283 1, 129 55, 755 Nebraska . . 100 1,500 48 52 2, 411 Nevada . 4 204 6 6 282 New Hampshire . 150 6, 070 95 150 5, 189 - New Jersey . 302 30, 491 228 838 35, 315 New York . 2,702 87, 271 632 5, 967 276, 401 Ohio . . 3, 657 62, 712 713 1,625 71, 940 Oregon . 124 1, 649 25 63 1,649 Pennsylvania . 1,005 no, 031 901 2, 385 118, 597 Ehode Island . 96 11, 573 58 442 15, 896 South Carolina . 8 67 2, 103 Tennessee . 48 4, 871 91 140 5,611 Texas . 14 1, 232 39 70 3, 338 Utah . 30 647 13 ■ 15 800 Vermont . 912 20 22 1, 500 Virginia . 332 7, 858 119 193 8,109 West Virginia . ! . 200 3, 502 25 97 4, 299 Wisconsin . 451 8, 670 80 229 12, 086 Total . 29, 750 787, 860 7, 917 23, 194 1, 026, 634 By looking carefully at tbe tables of cities iu detail it will be found that Wilmington, Delaware; Savannah, Georgia; Oentralia, Dixon, Galena, Sterling, Springfield, and Quincy, Illinois ; Columbia, Kendall- ville, and W^ abash City, Indiana; Cedar Rapids and McGregor, Iowa; Rochester, Minnesota; Concord and Manchester, New Hami)shire; Utica, New York ; Mansfield, Newark, and Toledo, Ohio ; Allentown, Erie, Harrisburgh, Meadville, Philadelphia, Pittsburgh, and Williams¬ port, Pennsylvania; Providence, Rhode Island; Jefferson and San Antonio, Texas; and Milwaukee, Wisconsin, do not report population of school age in 1872 ; that Hartford, Connecticut; Dixon and Sterling, Illinois; Madison and Wabash City, Indiana; Paris, Kentucky; Ne¬ braska City, Nebraska ; and Houston, Texas, do not give the enrollment in schools for 1872; that Marysville, California; Hartford, Connecticut; Bushnell, Galena, and Watseka, Illinois; Wabash City, Indiana; Iowa City and Qskaloosa, Iowa; Emporia, Kansas ; Biddeford and Hallowell, Maine; Flint and Lapeer, Michigan ; Nebraska City, Nebraska; Orange, New Jersey ; Cohoes, Elmira, New York City, Ogdeusburgh, and Utica, New York; Fremont, Mansfield, and Sandusky, Ohio; Charleston, South Carolina ; Houston and San Antonio, Texas ; Kenosha and La Crosse, Wisconsin, do not report the average attendance for 1872 ; that Huntsville and Selma, Alabama.; Little Rock, Arkansas ; Stockton, California; New Haven and Stonington, Connecticut ; Galesburgh, Ma¬ comb, Peoria, and Rock Island, Illinois; Madison, Indiana; Clinton XXVI REPOET OF THE COMMISSIOXER OF EDUCATION. and Council Bluffs, Iowa; Lawrence and Topeka, Kansas; Auburn, Maine; Flint, Michigan; Hastings and Saint Anthony, Minnesota; Dover, Kew Hampshire; Atlantic City and Camden, Kew Jersey; Bing¬ hamton and Elmira, Kew York; Dayton, Springfield, and Mansfield, Ohio ; Allegheny City and Pittsburgh, Pennsylvania ; Providence and Woonsocket, Ehode Island; Petersburg^, Yirginia; Green Bay and Milwaukee, Wisconsin, do not report the number of schools in 1872; that Selma, Alabama ; Stonington, Connecticut ; Lawu’ence and Toi^eka, Kansas; Paris, Kentucky ; Auburn, Maine; Saint Anthony, Minnesota; Dover, Kew Hampshire; Atlantic City, Kew Jersey; Mansfield, Ohio; Allegheny City, Pennsylvania, do not report the number of teachers ; and that Selma, Alabama; Hartford and Stonington, Connecticut; Galena and Macomb, Illinois ; Madison, Iowa ; Emporia, Lawrence, and Topeka, Kansas ; Covington, Kentucky ; Auburn, Maine ; Lapeer, Michigan ; Saint Anthony, Minnesota ; Dover, Kew Hampshire ; Atlan¬ tic City and Grange, New Jersey; Mansfield, Ohio; Allegheny City, Pennsylvania ; and La Crosse, Wisconsin, do not report the number of pupils.* Before passing from Tables I, II, and HI, it is important to observe the necessity, here suggested and enforced, of having some standard of school age as a basis of comparison. It is not necessary, of course, that the legal school age in any two States or cities should be the same for this purpose. If it should be agreed by city or State officers to report all persons between the ages of 6 and 16 inclusive, and then by years whatever number there might be below 6 to the lowest limit of school age, and the number by years of those above 16 to the upper limit of school age, and following the same principle in regard to enrollment and average, all of the conditions necessary for purposes of comijarison would be secured. * The necessity and desirableness of more attention to industrial education in connec¬ tion with our city systems are receiving more consideration. Capital invested in manu¬ factures can hardly find for itself a more appropriate investment than in the direction of furnishing those aids to the young which shall make all our cities the producers of skilled industry in all departments of the arts and trades. In Toledo, Ohio, Mr. J. W. Scott, a pioneer settler, has given one hundred and sixty acres of valuable land, one mile west of the city, as a site and for the use of a university of arts and trades; and Mr. Raymond, an old resident of that city, has pledged $20,000 to endow a department of mines and mining. As a beginning, a build¬ ing has been bought and is being fitted up in the city, for library, lecture-rooms, and apparatus, until buildings can be erected on the grounds given by Mr. Scott, and ample arrangements made for a school for scientific and technical education, and the practical ai)plication of science to the useful arts. STATISTICS OF NORMAL SCHOOLS, XXVII Normal Schools. — Table IV. States. Alabama . Arkansas . California . Connecticut . Delaware . District of Columbia . Dlinois . Indiana . Iowa . Kansas . 4 . Kentucky . . . Louisiana . Maine . Maryland . Massacbusetts . Michigan . Minnesota . Mississippi . Missouri . Kebraska . Kew Hampshire . Kew Jersey . Kew York . Ohio . Oregon . Pennsylvania . Khode Island . South Carolina . Tennessee . Vermont . Virginia . West Virginia . Wisconsin . Total Humber of schools in which draw- j iug- is taught. Humber having collections of mod¬ els, casts, aitparatus, &c., for free¬ hand drawing. Humber in which vocal music is taught. Humber in which instrumental music is taught. Humber of schools in each State. Humber of instructors. Humber of students. 1 5 14 1 3 40 1 1 1 1 6 181 1 1 5 149 1 1 3 10 35 1 1 1 1 1 1 6 38 1 1 1 9 47 635 4 1 7 4 1 10 96 3 12 325 1 2 12 195 1 1 3 6 30 1 1 4 14 1 1 1 4 41 251 3 3 1 o 14 352 1 1 1 7 62 1, 032 4 3 4 ' 1 1 9 296 1 1 1 3 23 388 2 2 2 9 134 2 2 2 6 36 724 3 1 3 2 1 5 105 1 1 1 1 7 102 1 1 1 2 20 230 2 2 2 ^ 2 10 131 1, 749 7 2 6 ’ 2 11 83 1, 734 8 1 9 8 1 7 5 1 1 6 72 1, 111 6 o /W 6 5 1 17 130 1 1 1 1 3 92 1 1 21 236 3 3 3 3 18 253 2 3 2 19 286 2 2 2 5 27 443 3 1 4 4 4 33 373 2 1 3 3 101 773 11, 778 66 16 74 51 Total, Humber possessing a philosoijbical cabinet and aiiparatus. XXVIII EEPORT OF THE COMMISSIONER OF EDUCATION. Normal Schools. — Table IV — Continued. Number of normal schools supported by— 1 State. Countj’. City. All other. States. Ko. of schools. No. of instructors. No. of students. OC O *0 'o c No. of instructors. No. of .students. No. of schools. I No. of instructors. cc o X r3 o o d s o c No. of students. 1 5 14 1 3 40 1 6 181 1 5 149 1 10 35 1 6 38 2 17 282 2 9 182 1 5 4 16 I 107 1 10 96 Iowa . 3 12 325 i . Kansas . 2 12 195 Kentucky . * . 3 G i 30 T.om'sinna, . ■ 4 i 14 M^aine . 2 14 111 1 1 27 j 140 Maryland . 1 9 122 1 1 5 230 "Nrassaclin setts . . 4 37 459 3 25 573 Michigan . 1 9 296 Minnesota, . . _ 3 23 388 1 . Mississippi . 1 3 79 1 6 55 Missnnri . 2 22 521 1 9 119 3 5 84 Kebraska . 1 5 105 TC^e.w TTampshire, 1 7 102 Kew Jersey . ... _ ... . . . 2 20 230 "Vew Vork 8 101 1, 749 1 28 1 2 Ohin _ _ _ 1 5 60 10 78 1, 674 Oreo-fin 1 7 5 Pennsylvania .... _ _ _ _ _ 5 68 1, 080 1 4 31 Plmde Tsland 1 17 130 South Carolina, . . . . 1 3! 92 Tennessee . 3 21 ! 236 Vermont, . . 3 18 253 Virginia . 2 19 286 West Virfrinia, . . 3 23 314 2 4 j 129 W i seon si n 3 28 315 1 58 . i Total . 48 454 ' 7, 157 2 9 182 7 72 816 44 248 3, 623 From the above it will be seen that there are reported this year 101 normal schools in the United States, with 773 instructors and 11,778 students. Of these, 48 schools, with 454 instructors and 7,157 students, are supported or aided by States ; 2, with 9 instructors and 182 students, by counties j 7 schools, with 72 instructors and 816 students, by cities; 44, with 248 instructors and 3,623 students, are connected with other educational institutions. In 66 of these schools drawing is taught, and INADEQUACY OF NORMAL TRAINING. XXIX 1.6 have collections of models, casts, apparatus and examples for free- hand drawing^ vocal music is reported as taught in 74, and instrumental music in 51; 45 possess chemical laboratories; 52 philosophical cabinets and apparatus; and 32 have cabinets of natural history; 57 normal schools have model schools connected with them, and 70 confer normal- school diplomas and certificates upon students completing the course. Ten States, namely, Alabama, Arkansas, ‘Delaware, Iowa, Kentucky, Louisiana, Ohio, Oregon, South Carolina, and Virginia, report no State normal institution. While these figures are more complete than it has been possible to secure before, it is still a matter to be regretted that they are not absolutely so. The study of Table IV, in which these details may be found, will furnish many important inferences which it is impossible to note here. While they show the steady growth of normal instruction as an element in our educational system, they reveal most strikingly the entire inadequacy of all the instrumentalities now provided for the training of teachers for the instruction of the young in the country. It will be remenjbered that we have already given the number of children between five and twenty, inclusive, in the United States, as 14,507,658. Some children under five years of age, and some persons over twenty, are receiving instruction ; and it would not be far out of the way, therefore, if this number be considered as due at school. If we take forty as the average number of pupils to a teacher, we find there were only teachers enough to instruct 8,841,680 of the 14,507,658 persons of school age, or, in other words, there were of these persons 5,665,978 for whom no teachers were employed. But the inadequacy of the normal training in the country, according to this, the fullest statement we have yet been able to make, is further seen if we suppose the course of instruction in the normal schools reported embraces three years, and that the whole number enrolled do actually go through the entire curriculum. There then would be graduated annually, it may be said, in round numbers, 4,000 trained teachers. The inquiry here naturally arises. How many new teachers are required each year ? If the number of pupils allowed to each teacher should be fixed at forty, it would require 362,691 to instruct the entire 14,507,658. It . has been estimated, by able educators, on the records of certain localities, that teachers do not continue in service, on the average, more than three years. There would be, therefore, 120,897 new teachers demanded each year, against which the normal schools reported can fur¬ nish only 4,000. I can not, at this point, pause to enforce the desirableness and neces¬ sity of having well, instead, of poorly qualified, or, rather, unqualified teachers. Nor can I delay here to consider the circumstances which might be introduced to modify these figures, such as the number who XXX REPORT OF THE COMMISSIONER OF EDUCATION. instruct two sets of pupils. The truth of the utter and appalling inade¬ quacy of normal training remains. True, educational journals, works on teaching, teachers’ conventions, teachers’ institutes, lectures by able educators, and the efforts of many able supervising school officers in the country, are accomplishing much good in extending a knowledge of the art and science of education ; it is true, also, that all good schools are so far promotive of the x^repara- tion of good teachers for the profession; and yet when all theSe aids and others have been brought into requisition, the fact remains that a great body of our children have no teachers em}3loyed , for their instruction, and that a large proportion of those who are employed as teachers are entirely without the special and proper and necessary preparation for their responsibilities. Nor is there yet provided any adequate remedy for these evils. Nor should it be forgotten that so far there is provided no special training in the methods of teaching for those who become professors in our colleges, schools of science, of iaw, theology, or medicine, and as a result many professors in our colleges indulge in the most unfortunate methods of instruction, methods that would not be tolerated in any elementary school under the charge of any intelligent board of school officers. Much, however, is done to remedy these evils in connection with some institutions by discussions among the faculty or by the supervisory care of the presidents or the chief x>rofessor in the respective subjects of in¬ struction. In spite of the inadequacy of all provision for normal training, there remains in many quarters great opposition to normal schools. This is having a good effect so far as it arouses educators to record, collect, and publish the facts which enforce the necessity for these institutions, and the best methods of imparting normal training. The following table, taken from the report of Professor William F. Phelps, principal of the State Normal School at Winona, Minnesota, shows the per capita allowamce of the several States named therein to their respective State normal schools. These have no reference to the cost of buildings, since investments of this kind are permanent, and yield a return to the State in all respects as real and valuable as though they were loaned at a xiaying rate in dollars and cents. All the States named have buildings for normal schools. The per capita accounts are stated in round numbers, fractions being omitted, as follows : Locality, Enrollment, 1872. •5 ci CO O rl SI c3 a o 5 a Ph Locality. Enrollment, 1872. Appropria¬ tion, 1872. Per capita amount. Fredonia, Xe-w York . 141 $24, 000 $170 Framingham, Massachus’ts. 100 $10, 296 $102 Toronto Ontario . . . . 172 23, 645 137 Oshkosh, Wisconsin . 158 15 910 100 Buifalo, Xew York . 164 18, 000 no Plattville, Wisconsin . 125 12, 240 98 GROWTH OF MINNESOTA NORMAL SCHOOL. XXXI Locality. Enrollment, 1872. Appropria¬ tion, 1872. Per capita amount. Locality. Enrollment, 1872. Appropria¬ tion, 1872. pH P c2 P o o o P New Britain, Connecticut . . 133 $12, 000 $90 Emporia, Kansas . 171 $11, 500 $67 Westfield, Massacliusetts .. 140 12, 548 89 Potsdam, New York . (*) 18, 000 Peru, Nebraska . 90 7,500 83 Cortland, t New York 370 23, 712 G4 Englewood, Illinois . 147 12, 000 82 Terre Haute, Indiana, 158 10 000 63 Bridgewater, Massachus’ts. 150 12, 091 80 Trenton, New Jersey . 204 12, 000 60 Vjjsilanti, Michigan . 250 20, 000 80 Peoria,, 1 Illinois 80 4, 600 53 Whitewater, Wisconsin. . . 186 13, 695 74 Expenses, Providence, Khode Island . . 140 10, 000 71 Millersville, Pennsylvania. (*) 44, 420 Oswego, New York . 260 18, 000 69 Expen .ses, Salem, Massachusetts . 160 10, 894 68 Edinborough,Pennsylvania P) 12, 797 Brockport, N ew York . (*) 18, 000 Saint Cloud, Minnesota. . . . 79 6, 000 76 Normal, Illinois . 460 31, 369 68 Mankato, Minnesota . 204 9, 000 44 * Unknown. t Including an extra appropriation of $5,424.24. 1: This is a county normal school, and its support is reported as not yet adequate to its needs. As illustrating the growth of a normal school when supported by the State, the following statement concerning the First State E'ormal School at Winona, Minnesota, for which we are indebted to Professor Phelps, will be found interesting. The table shows the total enrollment and ap¬ propriation for each year since its re-organization, together with the^ier capita amount of these appropriations from 1864 to 1872, inclusive. As in the foregoing table, fractions of the dollar are disregarded : Date. Enrollment. Appropria¬ tion. Per capita amount. Date. Enrollment. Appropria¬ tion. Per capita amount. 1864 . 32 $3, 000 $94 1869 . 185 $5 000 1865 . 50 4, 000 80 1870 . 216 5. 000 1866 . 80 5, 000 62 1871 . 250 8, 000 1867 . 87 5, 000 57 1872 . 301 10, 000 1868 . 122 5, 000 41 Average amount capita appropriation, $38 annually. The enroll¬ ment for 1871 and 1872 includes 62 soldiers’ orx>hans, who have been in¬ structed entirely gratuitously during these two years. “ It is assumed that the only just basis upon which such an institution is entitled to claim support, other things being equal, is that of the number jiroperly instructed and benefited therein. As these numbers increase, tliere- fore, its financial resources should increase so that it shall not be forced to do its work for less than cost.” Hon. J. P. Wickersham, State superintendent of Pennsylvania, in his report for 1871, suggests the ‘‘ wisdom of including in the schools of practice attached to normal schools a kindergarten, in order to secure teachers well trained in object-teaching j and, also, that the standard for admission be greatly elevated, so that the instruction of the gram- XXXII EEPORT OF THE COMMISSIONER OF EDUCATION. mar school need not be repeated after entering the normal school.” In his report for 1872, he observes in regard to the effort to increase the number of normal schools: ^‘If unduly multiplied, they will be likely to fail for want of support, and the State be compelled to pay dearly for the folly of encouraging their establishment in greater number than its educational interests require. A few strong schools will accomplish more good than many weak ones. It is important that the State should adopt and adhere to some broad, general principles in making appro¬ priations to the schools 5 favoritism, if persisted in, will in the end cripple the whole system.” He calls attention to the “danger of mak¬ ing the administration of these schools narrow, and more disposed to seek private than public ends. This is the weakness of the system, and from this it has suffered.” Hon. Thomas W. Harvey, common-school commissioner of Ohio, says : “A commendable feature in some of our private schools is the attention eiven to normal instruction. In the absence of other efficient means and o facilities for progressive training, their efforts to supply a manifest want merit encouragement and reward.” He also says: “The normal school should be a purely professional school. Academic instruction, except such as may be incidentally given in the illustration of methods, should be dispensed with, that the science of education and the art of teaching may receive exclusive attention.” In this connection may be noted a remark of Professor Phelps upon the existing necessity of academic teaching in normal schools. He says : “The quality of work done in our common schools is very poor, and a large majority of the students entering the normal school come very poorly prepared. So much loose, vague, and inaccurate teaching is still done in elementary schools that at least nineteen-twentieths of those who enter the normal school must go back to first principles. Hot only are they ignorant of the very beginning of common-school studies, but they have no power of expressing what they know.” Professor George P. Beard, principal of the South Missouri State Nor¬ mal School, observes: “Something is evidently wrong in our common- school system of education. The majority of students entering our school we find know more of arithmetic than they know of all the other sciences taken together, and it is with great effort that they are induced to take any interest in other subjects. The design of the normal school, there¬ fore, should be to remedy these irregularities in the common schools.” A letter from John D. Pierce, in the Michigan Teacher of January, 1873, in correcting a misstatement respecting the graduates of the Michigan State Normal School, gives the names and present occupation of about ninety graduates of that institution, who now are, or have been since their graduation, engaged in important and responsible positions in the educational field in that and other States. Of the fifty-four gentle¬ men included in this number, one has been president of a university, eleven have been county and city superintendents, and thirty-four have STATISTICS OF BUSINESS COLLEGES. XXXIII been principals of high schools. Of the lady graduates, thirty-two have been teachers or principals in colleges and in high and normal schools. An important feature connected with normal training in the country has been the establishment of normal schools in cities, under the auspices of school-boards. The great ability and eminent efficiency of many of the city superintendents of instruction are steadily imi^roving the quality of instruction in a large number of our cities. Normal schools in such cases enjoy special advantages, gatliering and centering in themselves all the excellences that are around them. BUSINESS COLLEGES. — TABLE V. There is a manifest and increasing demand upon public-school systems for instruction in trades, and for an opportunity to be taught at other times than the regular six hours of school. School officers have too often yielded to these demands with reluctance, if at all. The business colleges of the country have come forward and measurably furnished a supply. Mr. S. S. Packard, president of Packard’s Business College, New York City, informs me that, in his opinion, not less than twenty thousand young men enter the business colleges of the country annually, and that he believes there is a constantly growing tendency toward the educa¬ tion which they propose to impart. A summary of these institutions contained in the annual report of this office is the only one yet published. On consulting Table Y, Appendix, it will be seen that this year sixty- six of these schools have made returns to this office, having 263 teachers and an enrollment of 8,451 i^upils, as follows : State. No. of schools. No. of instructors. tc 5 "o 6 State. 02 *0 o o 02 Cm O 6 Ko. of instructors. No. of students. California . 2 14 411 Xew TTfl.mpshivft 1 3 335 Georgia . 2 8 182 New Jersey . 1 6 323 Illinois. . . 4 15 218 New Vorlc . . 12 49 1, 572 Indiana . . 2 10 171 Xoi'th Carohhi.n, 2 Iowa . 3 11 440 Ohio . 5 23 1 274 Kentucky . 2 8 223 Orep’on . . 1 1 31’ IjOuisifiTia, 1 11 250 n Ti .Cl y 1 V fi T » 1 . g 30 1,059 Maryland . 1 468 Khode Island . . 1 Massacliusetts . 1 6 230 Tennessee . . 1 2 24 Michigan . V 1 4 206 Virrn'nia . 5 9 12 195 Minnesota . 1 7 110 IVi scon sin. . 4 353 Mississippi . 1 16 150 T)istrict, nf Onlmnhia. 2 84 Missouri . 2 9 142 Total . 66 263 8, 451 III E XXXIV REPORT OF THE COMMISSIONER OF EDUCATION. SECONDARY INSTRUCTION. — TABLE VI. j The examination of city and State reports will reveal a very inade¬ quate subdivision of the instruction reported in respect to different I grades. The line of demarkation between elementary and ^condary, s and between secondaory and superior instruction is not very distinct, if drawn at all. Yet, in judging whether the amount of instruction fur¬ nished is sufficient to afford the opportunity for the cultivation of the intelligence and virtue adequate to conduct the affairs of individuals, communities, and States, the aid of this factor is absolutely essential. Indeed, it is undoubtedly true that our only universally applied test of intelligence, the ability to read or write, or to do both, has uncon¬ sciously, but nevertheless actually, served to give prevalence to a judg¬ ment of the intelligence of our people more favorable than the facts will warrant. This office, endeavoring to aid educators in drawing these lines of discrimination in instruction as respects grade, has continued its attempt to report institutions of secondary instruction. The result of inquiries in this direction wall be found in the appropriate table, of which the following is a summary: state. Number of academies. Instructors. Students. Volumes in library. Tothl. Male. Female. Total. Male. Female. Alabama . 8 21 10 11 605 323 282 3, 760 ArkausavS . 6 29 4 4 351 88 263 650 California . 7 45 22 5 1,800 750 1, 041 3, 320 Colorffdo _ 2 18 9 120 120 1, 350 Connecticut . . . 36 178 72 93 4, 309 2, 016 2, 293 12, 097 Delaware . 6 29 16 13 528 330 198 1,250 District of Columbia . 31 67 21 46 1, 525 244 487 476 Florida . 4 26 3 9 543 70 473 990 Georgia . 17 72 27 17 1, 754 931 823 1, 950 Illinois . 38 279 68 124 4, 939 1, 663 2, 909 13, 060 Indiana . 11 67 12 30 1,836 508 1,328 4, 850 Iowa . . 3 22 3 19 558 231 327 1,200 Kansas . . 6 38 24 11 550 359 191 1, 502 Kentucky . - - • 18 156 15 35 1, 880 160 1, 479 10, 509 Louisiana . 9 70 16 32 955 400 555 1,918 Maine . 32 120 57 63 3, 285 1, 611 1, 494 7, 607 .Maryland . 19 96 22 9 1, 271 666 605 8, 510 Massachusetts . 43 221 117 98 5, 254 3, 247 1, 980 28, 067 Michigan . 8- 38 5 11 1,000 160 783 2, 855 Minnesota . 22 104 ' 15 16 3,016 681 1,480 750 Mississippi . 4 23 6 7 641 196 445 200 Missouri . 24 158 51 80 ’ 2, 454 625 815 5, 604 Kew Hampshire . 25 103 55 48 2, 756 1, 474 1,282 19, 192 New Jersey.. . 13 117 49 35 1,239 662 527 6, 950 AIuyIUO ... 1 10 10 120 120 500 New York . 224 1, 309 551 698 33, 886 10, 533 10, 366 157, 529 North Carolina . 12 37 17 20 1, 291 794 497 1,200 Ohio . 47 294 99 100 5, 903 2, 791 3, 112 20, 535 SECONDARY INSTRUCTION. XXXV Summary of Table VI — Continued. State. i . o ^ p c? ^ 1-2 S 2 ^ ^ « Instructors. Students. Volumes in library. Total. Male. Female. Total. Male. Female. Oregon . 3 15 10 5 243 196 47 1,780 Pennsylvania . 44 272 77 83 5, 015 2, 501 2,214 26, 600 .Phode Island . 5* 32 13 12 714 355 359 5, 500 South Cai’olina . 4 33 2 11 237 30 120 375 Tennessee . 4 22 4 11 444 183 261 180 9 69 5 16 1, 206 37 1, 169 700 Vermont . 33 159 58 101 .3, 864 1, 741 2, 123 14, 384 Virginia . . 19 62 27 25 1, 122 472 490 1,559 Washington Tei’ritory . 1 3 60 60 50 West Virginia . 4 26 1 25 673 278 395 1,100 Wisconsin . 8 57 34 23 982 651 281 8, 200 Wyoming Territory . 1 4 1 3 Total . 811 4, 501 1,.589 1, 968 98, 929 37, 957 43, 794 378, 809 Students. State. In English branches. In classical course. In modern languages. Preparing for college. Preparing for scientific course in college. Number who have entered college since close of last academic year. ^ o o i s a 5 ^ S > 1 « O cc 'S ,2 =« r .71 ® 1 1 g g i S ’3 ° p Total number in classical dei)artment who have entered college since or¬ ganization. Alabama . 490 80 20 27 13 Arkansas . 98 37 9 2 3 California . 295 159 139 80 60 •; 11 2 14 Colorado Territory. . . Connecticut . 2, 042 612 201 226 44 36 8 67 Delaware . 376 105 44 40 12 2 1 12 District of Columbia. . ,697 50 153 10 4 1 Florida . 271 29 40 12 12 6 6 Georgia . 612 81 32 58 13 10 3 Illinois . 1, 584 137 226 69 26 21 2 6 Indiana . 379 67 ^ 61 30 4 11 75 Iowa . '330 78 ! 50 2 ! Kan.sas .'. . 155 57 70 40 Kentucky . 254 87 30 10 40 30 30 Louisiana . 35 5 17 24 Maine . . . 968 320 147 227 41 30 6 106 Maryland . 15 10 2 Massachusetts . 2,594 988 1, 289 311 118 77 46 1,439 Michigan . 406 95 186 36 17 8 4 77 Minnesota . 165 79 47 22 4 4 26 Mississippi . 5 30 Missouri . 1, 044 165 438 47 33 19 10 New Hampshire . 1, 047 916 397 235 45 34 18 212 New Jersey . 555 260 50 91 22 31 11 575 XXXVI EEPORT OF THE COMMISSIONER OF EDUCATION. Summary of Talle FJ— Continued. Stn dents. state. In English branches. In classical course. In modern languages. Preparing for college. Preparing for scientific course in college. Xuniherwho have entered college since close of last academic year. Number who have entered scientific school since close of lasA academic year. Total number in classical department who . have entered college since or¬ ganization. Xew Mexico Ter .... Xew York . 11, 968 2, 631 2, 116 1, 289 310 377 71 2, 356 Xortb Carolina 869 162 28 32 Ohio . 1, 547 390 702 159 63 29 6 210 Oregon . 94 41 30 8 8 0 1 4 Pennsylvania . 867 122 99 70 32 28 22 409 Ehode Island . 15 2 15 South. Carolina . 87 22 8 1 7 Tennessee . 259 3 1 20 2 4 Texas . . 253 19 55 Vermont . 1, 437 380 122 145 40 22 12 142 Virginia ... 620 86 49 28 10 1 Washington Ter . West Vifoinin. 514 32 37 6 2 Wisconsin . '712 167 362 74 24 19 53 16 Wyoming Territory Total . 33, 624 8, 517 7, 277 3, 444 992 856 316 5, 772 By a comparison of the corresponding table in my report for 1871 ■with that in the present report, it will be seen that gratifying progress has been made in the value of these statistics. Instead of 638 acade¬ mies and high schools, as given in the previous report, we now have 811, employing 4,501 teachers, of wliom, so far as the sex is given, 1,589 are males and 1,968 are females, haviugunder instruction 98,929 pupils, of w^hom, so far as specified, 37,957 are males and 43,794 are females, with 3,444 preparing for a classical course in college, and 992 for a sci¬ entific course. Of the whole number, 33,624 are reported as studying the English branches, 8,517 are pursuing a classical course, and 7,277 are studying modern languages. These institutions report in their libraries 378,809 volumes. From their classical departments 5,772 have entered college since their organ¬ ization; while since the close of the previous year 1,172 have entered college, 856 in classical courses, and 316 in scientific courses. To complete the representation of this grade of instruction, contained in this report, there should be added here the work done in the high schools, as given in the city tables, so far as it is not included in the above summary. There ma^^be fitly included in this grade of instruc¬ tion, the work done in the preparatory departments connected with col¬ leges, and the instruction in the normal schools; indeed, very much of SECONDARY INSTRUCTION. XXXVII that given in what are termed female colleges, is not above what is ap¬ propriate to this grade. The census of 1870 giv^es 1,518 institutions as academies, or 707 more than have as yet reported to this office to be included in this table. The whole number of pupils of this grade in the census is 129,404, against 98,929 reporting here. It is impossible to include here the course of study pursued in these institutions. Indeed, I can not enter now upon the question of the work done by them, nor can I attempt as yet to answer the question so often asked, “What ought they to doT’ I must confess my surprise, however, that so many are either hesi¬ tating in supporting this grade of instruction in our public systems of education, or opposing it outright. Apparently they know little of what is done by it, and reflect less upon what it ought to do. Omitting all the facts not yet ascertained in regard to studies pursued, years occupied, or results secured, let them in their doubt or opposition suppose that this grade of instruction is for the benefit of those fifteen, sixteen, and seventeen years old. According to the last census there were, of these ages, in round numbers, 2,455,000 persons, of whom 1,214,000 were males and 1,241,000 were females. Of course there are those younger and older receiving this instruction, and some of these ages are in the elementary schools and some in the superior schools. But they have reported by the census enrolled in institutions of this grade only 129,404 persons, and, undoubtedly, 200,000 would be a large esti¬ mate of the whole number in any way receiving this instruction. Here are then only 200,000 youth thus benefited, against 2,455,000 that ought to have at least so much aid in their start upon the race of life in a land where each man is a sovereign citizen. AVhat excuse, therefore, can be offered by any one with any claim to patriotism for opposition to a work which is not reaching one person in twelve of those who need its benefits "? Here is a fact which, if used by the teachers and school officers especially interested in this grade of instruction, may aid them in inform¬ ing public opinion and creating a sentiment which will result in keeping their pupils longer under instruction. As a rule, we are a people whose opinions and actions are subject to modification by the facts within our knowledge. If it is true that our youth are prone to rush into the responsibilities of aff'airs too early in life, or with too little preparation, this collection of the facts will at once indicate the tendency and furnish the best means for its correction. In the absence of all records upon the subject, and as indicating that I have not overestimated the number due to secondary institutions, I should add that in a Circular of Information, published by your order,* there were statistics collected by this Bureau in regard to 5,306 alumni of four prominent colleges, between the years 1836 and 1860, and that The Circular of March, 1872. XXXVIII REPORT OF THE COMMISSIONER OF EDUCATION. their average age on graduation was a little more than twenty-two years, making their age at entrance upon college li'fe a little over eighteen. Tliis would indicate that I should have been justified in adding to the number above included, as due to secondary institutions, all those per¬ sons eighteen years of age, which would greatly increase the exhibit of the work they ought to do and do not do.* EXAMINATIONS FOR ADMISSION TO COLLEGE. No attempt has been made this year to collect statistics upon the sub¬ ject of examination for admission to academies or colleges j the only table of this character is that showing the examination for admission to the Naval and Military Academies. Special attention is invited to * In an address before the Teachers’ Association of Minnesota, Professor Horace Good- hue, jr., of Carleton College, gave some interesting opinions from college presidents in regard to the work done in preparing persons for college by academies and high schools. He quotes President Kitchell, of Middlebury College, as saying ; One-half of our in-coming class this year are from the sehigh schools.” President Chamberlain, of Bowdoiu, says : In 100 of our latest admissions 38 fitted at the high schools, 59 at the academies, and 4 private.” The secretary of Harvard University says : “ Of the class that was admitted a year ago, 38 per cent, were from public high schools and the remainder from academies and private tutors.” President Buckham, of the University of Vermont, says : “ I should say that about 30 per cent, of our students come from the high school and 70 per cent, from the academy.” President Smith, of Dartmouth, says : “ Out of those who are already examined 33 are from academies and 14 from high schools.” President Chadbourne, of Williams, says : “ We think that not more than one-sixth of our students come from our public high schools. I think it would be more correct to say that not more than one in ten conies from the public high schools.” Professor Goodhue continues : “ The total in all the colleges reporting who have fitted at the high school is 584 ; at the academy, 1,355 ; or 30 per cent, at the high school and 70 per cent, at the academy. The widely extended reputation of the late Dr. Taylor, of Andover, is no surer proof of his commanding ability than is the remarkable history and present prosperity of Phillips Academy. This year it has graduated sixty-one students, fifty-one from the classical course and ten from the English, and sends upwards of forty to college. In the past ten years it has graduated over 500, 400 of whom have entered college. Single-handed and alone it is able to feed an average college. I know of no high school, under whatever favoring circumstances, which has any such record for one year, or for ten, in the amount or the quality of the work done ; and if any friend of the high school has knowledge of such an instance, Ave hope to learn it. “This institution for twenty-eight years, ending with 1861, sent over 1,000 to college, while it took the Boston Latin School forty-six years, ending witfi the same date, to send 600 ; nearly twice as long to send a little more than half as many. “ Consider also the result accomplished by Willistou Seminary, which has been in¬ corporated only about thirty years. During the last ten years it has graduated about 300 and sent 200 to college. “Again, Kimball Union Academy, now nearly sixty years old, yet never having had more than one-fifth of the endowment of Williston, has a record worthy of our atten¬ tion. Its graduates number 1,200. In the last ten years it has sent out 350, one-half of whom have entered college.” SUPERIOR INSTRUCTION!. XXXIX tins, as sliovring the condition of instruction in the elementary English branches in different parts of the country. SUPERIOR INSTRUCTION— TABLE VIII. Passing to superior instruction, attention is invited to the following summary from the table of colleges : state or Territory. 3 o iJO 'c o 6 No. reporting date of charter. No. not reporting date of charter. No. reporting onhj i)repara- tory students. No. reporting collegiate stu¬ dents. No. not reporting students by classes. No. 7iot reporting degrees conferred in course. No. not reporting libararies. Years in course. No. not reporting. No. four years. Xfj c; O p 6 No. two years. No. over four years. 5 3 2 1 3 5 2 1 2 2 1 2 1 1 2 2 1 2 13 10 3 4 7 . 9 8 4 4 8 1 3 3 3 3 1 1 1 1 1 5 3 o 4 3 2 1 5 Illinois . 22 16 6 2 18 6 7 7 2 15 1 3 1 Tn (1 i fl.n a. . . _ _ _ 16 10 6 15 3 5 3 3 12 1 Iowa . 13 11 2 1 11 4 4 2 10 1 2 Kansas . 5 2 3 1 3 o 4 2 4 1 Kentucky . 9 2 6 5 4 5 1 6 2 Louisiana . 5 3 2 4 1 4 2 1 2 2 Maine . 3 3 3 1 3 Maryland . 10 6 4 1 5 7 6 2 2 7 1 Massachusetts . 6 5 1 4 2 2 6 Michigan . 6 3 3 1 5 1 o 6 Minnesota . 3 3 3 1 3 2 1 Mississippi . 5 4 1 1 4 4 1 1 3 1 Missouri . 17 14 3 4 9 10 10 7 2 11 1 2 1 Nebraska . 1 1 1 1 1 1 Nevada . New Hampshire . 1 1 1 1 New Jersey . 3 3 3 1 1 2 1 New Vork . 21 15 6 1 17 5 2 2 15 4 North Carolina . 5 5 5 1 1 4 Ohio ...i . *. . 28 , 24 4 4 23 6 9 4 24 1 3 Oregon . 3 1 2 3 3 2 1 2 1 Pennsylvania . 26 22 4 1 21 5 10 5 6 17 1 1 1 Ilhode Island . 1 1 1 1 South Carolina . •6 4 2 2 4 3 2 2 4 Tennessee . 13 10 3 1 8 7 6 4 7 6 Texas . 6 3 3 2 5 5 3 2 2 2 Vermont . 3 3 3 3 Virginia . 9 7 2 1 c 7 3 1 3 5 1 VTest Virginia, . 4 2 2 1 3 2 3 1 1 3 Wisconsin . . . 10 8 2 8 3 2 2 2 8 District of Columbia, . 5 5 1 4 2 1 1 3 2 Colorado . ... XL REPORT OF THE COMMISSIONER OF EDUCATION. TahJe FJ7J— Continued. State or Territory. i No. colleges reported. S o o O WD o o d 1^ No. not reporting date of charter. No. reporting only prepara¬ tory students. No. reporting collegiate stu¬ dents. No. not reporting students by classes. No. not reporting degrees conferred in course. No. not reporting libraries. Years in course. .2 o. p* o q d No. four years. j No. three years. No. two years. 1 No. over four years. N p.w M exico . . . 1 1 1 1 1 Dtah . 1 1 1 1 1 fi shin rrtrm . . 2 1 1 1 2 2 2 1 1 Total . 298 225 73 30 217 121 124 69 48 1 209 9 7 25 State or Territory. Alabama . Arkansa.s . California . Connecticut . Delaware . Florida . Georgia . Illinois . Indiana . Iowa . Kansas . Kentucky . Louisiana . klaine . Maryland . Massachusetts . . iaiicbigan . Minnesota . Mississippi . Missouri . Nebraska . Nevada . New Hampshire New Jersey . New York . North Carolina . Ohio . Oregon . Peuusylvauia . . . Kbode Island . . . South Carolina. . No. of faculty. No. of students. No. of females. No. of post-gradu¬ ates. Degrees conferred in course. No. of honorary de¬ grees. Unclassified. Preparatory. Collegiate. Preparatory. Collegiate. A. B. A. M. 51 120 130 357 42 4 4 7 187 132 127 1, 129 504 60 27 6 7 87 795 4 50 173 33 35 5 93 12 48 31 7 105 548 2 78 15 3 191 230 2, 179 . 1, 441 548 190 9 98 54 9 157 366 1, 038 1,001 218 ' 125 8 55 13 9 122 172 1, 044 542 304 121 1 40 32 8 35 119 143 90 46 6 1 84 172 163 492 13 1 7 21 11 2 45 200 177 155 25 4 2 2 36 68 284 4 46 19 19 109 430 318 235 11 56 2 19 6 5 101 1, 086 11 204 115 17 59 58 547 537 165 90 9 73 12 8 27 40 318 99 87 11 55 205 467 152 90 13 3 174 378 1, 427 806 128 75 4 32 2 1 6 48 2 33 264 69 23 17 47 175 613 7 124 80 18 330 741 2, 349 2, 201 54 29 198 . 84 33 28 9 112 558 8 66 4 28 . 14 6 236 529 2, 580 1,896 1,731 303 28 224 67 33 21 148 315 181 90 10 1 4 1 293 834 1,208 1, 025 166 105 6 226 86 6 11 224 44 5 39 280 104 105 22 10 1 SUPERIOR INSTRUCTION. XLI Stre- paratory courses; that there are 19,260 in collegiate courses, and that 198 are reported as resident, or post-graduate students. There were conferred at the last commencement day the degree of A. B. in course upon 1,963 individuals, the degree of A. M. in course upon 716, and various honorary degrees upon 311. Connected with these institutions there are reported 1,201 female pre¬ paratory students; and in the collegiate departments, 1,119. Of these, 10 only are in New England colleges. With reference to the number of years in the courses of study, 18 do not make any report ; 209 report 1 years ; 9 report 3 years ; 7 re]3ort 2 years, and 25 report over 1 years. These last evidently include both the preparatory and collegiate courses. In Arkansas, Delaware, .Florida, Louisiana, Minnesota, Nebraska, Nevada, Oregon, Texas, Colorado, New Mexico, Utah, and Wbishington Territory, no institutions are reported to have conferred the degree of A. B. Tracing the difference of work done in various States, it will be ob¬ served that in California the 132 persons reported as embraced in col¬ lege faculties had under instruction 127 unclassified students, 1,129 preparatory students, and 501 collegiate, and that only six persons received the degree of A. B., while in Connecticut 87 college professors XLII REPORT OF THE COMMISSIONER OF EDUCATION. bad under instruction 795 collegiate students, and graduated 173 with the degree of A. B. If the whole number — 19,219 — reported as in the collegiate courses of instruction completed that course, there should be conferred annually about 4,800 degrees of A. B., instead of 1,963, as now reported. The summary here attempted, of the results of this grade of instruc¬ tion, it is hoped, can be repeated until completeness is secured. What a commentary do these figures furnish upon the disposition of Ameri¬ can youth to terminate their course of study ! How they emphasize the necessity of elevating our conceptions and standards of culture, and increasing and multiplying the motives to induce the young to ex¬ tend the period of their study. In the midst of the ignorant boasting of the intelligence of the American people, (and we all have sufficient inclinatidh to boast of our country’s merits,) the best informed have felt deeply the inadequacy of instrumentalities and results in the direction alike of elementary and higher education. It will be seen by a careful examination of the data already given how well-founded are these apprehensions. Shall light increase or diminish? Shall we as a people go forward or backward ? An able and very suggestive writer observes: “A large part, a very large part, of the world seems to be ready to advance to something good — to have prepared all the means to advance to something good — and then to have stopped and not advanced. India, Japan, China, al¬ most every sort of oriental civilization, though differing in nearly all other things, are in this, alike. They look as if they had paused when there was no reason for pausing ; when a mere observer from without would say they were likely not to pause.” Shall a similar record be made of the United States? Whether there shall or not turns upon the consideration given this subject of education. Shall elementary, secondary, and superior instruction be made enough in quality and amount ‘to assure the stability and prog¬ ress of this great people? The opportunity is before us as a nation. We have the extent of territory, the variety and richness of soil, and the diversity and salubilty of climate, and intermediate oceans to save us from interference by others. The exj^ectation and the coming of all other nations are toward us. The nature of our institutions and the incentives to personal and associated effort afford conditions of success not possible elsewhere under other forms of government; but, if the result is to be attained, this one purpose must penetrate every grade of mind. The multiplied forces that ma^^ contribute to this end must be har¬ monized and rendered active. The citizen must never expect to escape from this responsibility in reference to education, and his appropriate contribution to that of others must go on till the day of his death. The higher he rises in position and trust, the greater (not the less, as some seem to think) is his responsibility. OPINIONS OF PROFESSOR AGASSIZ. XLIII Tbe advanced student in our colleges must be so instructed as to encourage him to thoroughly complete the collegiate curriculum, and the curriculum itself must, as time goes on, assume the form, include the studies, and become prepared to furnish the culture wliich our in¬ stitutions and modern times unite in demanding. Original investiga¬ tion in science, in history, and in political and social economy must be fostered, and the devoted and self-sacrificing investigators of these sub¬ jects must be encouraged by sympathy, respect, and substantial sup¬ port. It is by these means alone tliat our political institutions can be improved ; that our seats of learning can continue to flourish ; that our vast material prosperity can hereafter gain proportionate advances. Our distinguished and venerated citizen. Professor Louis Agassiz, of Cambridge, Massachusetts, expressed opinions, in the course of a con¬ versation in this office, which I have his permission to publish, and to wdiich I would call attention in connection with these statistics : The question is how to manage education so as to elevate the character of the nation. • There are three elements in which you are equally interested. One is to bring out this class of States, where there is a practically ignorant population ; though I am not as much interested in that class of efforts, I see that no effort in the higher walks of knowledge can he really sustained unless we can remove entirely this dead load by dragging the low stratum to a higher level. We must not allow such a distinction to become permanent— of States where schools are nothing, and those where they are well provided for. Another element is to take care of the public schools. I am telling my friends in Massachusetts a very bitter thing, and I have become bolder and bolder in saying that I am under the impression that the whole system of popular education is super¬ annuated; that what is taught is no longer the food which the rising generation really wants most ; and that the very knowledge that is taught is not the best. So that I would change both the substance and the methods of our popular schools. Aud then, thirdly, our higher institutions of learning are utterly inadequate to give our young men that kind of instruction which will i)lace them on the highest level of culture, aud enable those that have not the means to go abroad to get an equally good education at home. We should never be satisfied until our institutions have attained such a superiority that European students shall find it necessary to come here. 7f ^ I grant that the lowest strata from Europe are at once raised by coming to the United States, but our colleges are of an inferior character. It is a }nistake to suppose that this is a necessity of slow growth. Our institutions of learning can be called into existence very rapidly. # The very fact that there is no university in the United States, the intellectual inter¬ ests of which are mauaged by professors, but always by a corporation outside, shows that we do not understand what a university is. The men who are in it must know better what are the wants of an institution of learning than outsiders. I believe there js no scientific man who will concede that there can be a university managed to the best advantage by anybody but those interested in its pursuits, and no body of trustees can be so interested. Not only do material restrictions hamper the instructors, but who is the man wlio knows what is best to teach ? And you see every orgquization, every college which is got up by outsiders, has to prosecute a curriculum and the professors liave to teach that. That is all wrong for a university, but not for a high school. And that is why we have no unive'rsiiy and no students of a higher order coiniug to us from the Old XLIV EEPORT OF THE COMMISSIONER OF EDUCATION. World. That is as plain as daylight. Those are the essential conditions of a uni¬ versity. Again, among teachers there are two classes of men, those who know what they are teaching just as well as anybody else, but who have not the natural disposition or qualification to increase the knowledge of mankind, and those who devote their lives to the production of new knowledge, and who are at the same time able to teach. But many of the most productive thinkers are not teachers at all ; they are a class of men whom the country does not recognize; they are men of original research who are not born tea.chers, but find they must assume the duties of instruction in order to ob¬ tain recognition. We should learn the conditions of success ; and a condition of suc¬ cess in this matter is not to put a man with one power to do that which requires another power. "" * * * * Professor Henry says the resources of the Smithsouiau Institution are too small for the work to be done. Some gentlemen think the income of the institution ample. I thoroughly agree with Professor Henry, that its resources are entirely inadequate. For one solitary department at our museum of zoology we spend annually more than the sum total of the income of the Smithsonian Institution, which is to cover piiblications, the scientific, archteological, and zoological department, aud which is to provide for the museum, the preservation of the collection, and the printing of the investigations as submitted. , We deal with one solitary subject, zoology, and for that department, for the last five years, we have spent annually sixty-five thousand dollars. And the sum total of the income of the Smithsonian Institution is forty-five thou¬ sand dollars. We have only |10,500 annually derived from the income, the rest is the result of my begging from x>rivate individuals, and the legislature, and all around. ^ * Imx)rove the character of the teachers, and let the teachers have a little more to do with teaching than sim^dy hearing recitations, so that the teacher shall be a teacher, and not a mere machine to hear recitations. The following opinions of Professor John Tyndall, furnished by him¬ self at my request, are quite harmonious with those expressed by Pro¬ fessor Agassiz : This is the core of the whole matter, as regards science. It must be cultivated for its own sake, for the pure love of truth, rather than for the applause or profit that it* brings. And now, though my occupation is gone, still I will besx)eak your tolerance for a few concluding remarks in reference to the men who have bequeathed to us the vast body of knowledge of which I have sought to give you some taint idea in these lectures. What was the motive that spurred them on ? What the prize of their high calling for which they struggled so assiduously? What urged them to those biittles and those victories over reticent nature, which have become the heritage of the human race ? It is never to be forgotten that not one of those great investigators, from Aris¬ totle down to Stokes aud Kirchoff, had any x)ractical end in view, according to the ordi¬ nary definition of the word “ practical.” They did not propose to themselves money as the end, and knowledge as a means of obtaining it. For the most part they nobly reversed this process — made knowledge their end, aud such money as they possessed the means of obtaining it. * * ’<• * To many of their contemxioraries it would have appeared simply ridiculous to see men, whose nanms are now stars in the firmament of science, straining their attention to observe an effect of an exxjerimeut almost too minute for detection. ^ * That scientific discovery may x)ut not only dollars into the pockets of individuals, but millions into the exchequers of nations, the history of science anqDly x^roves, but the hope of its doing so is not the motive-x)ower of the investigator. It never can be his motive-x)ower. I know that I run some risk in sx^eakiug thus before x^ractical men. I know what De Tocquevilie says of yon. “ The man of the North,” he says, “ has not OPINIONS OF PEOFESSOR TYNDALL. XLV only experience bat knowledge. He, however, does not care for science as a pleasure, and only embraces it with avidity when it leads to useful applications.” * * Surely no two terms were ever so much distorted and misapplied with reference to man in his higher relations than these terms useful and practical. * * # People sometimes speak as if steam had not been studied before James Watt, or elec¬ tricity before Wheatstone and Morse; whereas, in point of fact. Watt and W’’heat- stone and Morse, w-ith all their practicality, were the mere outcomes of antecedent forces, which acted without reference to practical ends. * * * * Strip a strong arm and regard the knotted muscles when the hand is clinched and the arm bent. Is this exhibition of energy the work of the muscles alone? By no means; the muscle is the channel of an influence without which it would be as ];)ower- less as a lump of plastic dough. At the present time there is a cry in England for tech¬ nical education, and it is the expression of a true national want, but there. is no outcry for original investigation. Still, without this, as surely as the stream dwindles when the spring dries, so surely will their technical education lose all force of growth, all power of reproduction. To keep society as regards science in healthy play, three classes of workers are neces¬ sary : First, the investigators of natural truth, whose vocation is to pursue that truth, and extend the field of discovery for the tryth’s own sake, and without any refer¬ ence to j)ractical ends ; secondly, the teacher of natural truth, whose vocation is to give public diflusion to the knowledge already won by the discoverer ; thirdly, the applier of natural truth, whose vocation is to make scientific knowledge available for the needs, comforts, and luxuries of life. These three classes ought to co-exist and interact. Now, the popular notion of science, both in this country and in England, often relates, not to science strictly so called, but to the application of science. Such applications, especially on this continent, are so astounding — they spread themselves 80 largely and umbrageously before the public eye — as to shut out from view those workers who are engaged in the x)rofouuder business of discovery. Take the electric telegraph as an example, which has been repeatedly forced upon my attention of late. I am not here to attenuate in the slightest degree the services of those who, in England and America, have given the telegraph a form so wonderfully fitted for public use. Assuredly they earned a great reward, and assuredly they have received it. But I should be untrue to you and to myself if I failed to tell you that, however high in particular respects their claims and qualities may be, practical men did not discover the electric telegraph. The discovery of the electric telegraph implies the discovery of electricity itself, and the development of its laws and phenomena. Such discoveries were not made by practical men, and they never will be made by them, because their minds are beset by ideas which, though of the highest value from one point of view, are not those which stimulate the original discoverer. The ancients discovered the electricity of amber; and Gilbert in the year 1600 extended the force to other bodies. Then followed other inquirers, your own Franklin among the number. But this form of electricity, though tried, did not come into use for telegraphic pur¬ poses. Then appeared the great Italian, Volta, who discovered the source of electric¬ ity, which bears his name, and applied the most profound insight and the most deli¬ cate experimental skill to its development. Then arose the man who added to the powers of his intellect all the graces of the human heart, Michael Faraday, the dis¬ coverer of the great domain of magneto-electricity. Oersted discovered the deflection of the magnetic needle, and Arago and Sturgeon the maguetizatiou of iron by the electric current. The voltaic circuit finally found its theoretic Newton in Ohm ; while, at Princeton, Henry pushed forward the course of experimental inquiry. Here you have all the materials employed at this hour in all the forms of the electric telegraph. Nay, more. Gauss, the celebrated astronomer, and V/eber, the celebrated natural phil¬ osopher, both professors in the University of Gottingen, wishing to establish a rapid mode of communication between the observatory and the physical cabinet of the uni¬ versity, did this by means of an electric telegraph. The force, in short, had been dis- XLVI REPORT OF THE COMMISSIONER OF EDUCATION. covered, its laws investigated and made sure, the most complete mastery of its phe¬ nomena had been attained, nay, its applicability to telegraphic purposes demonstrated, by men whose sole reward for their labors was the noble joy of discovery, and before your practical men appeared at all upon the scene. Are we to ignore all this? We do so at our peril. For I say again, behind all your practical applications there is a region of intellectual action to which practical men have rarely contributed, but from which they draw all their supplies. Cut them off from this region and they become eventually helpless. ****»- You are familiar with the writings of De Tocqueville, and must be aware of the intense sympathy which he felt for your institutions ; and this sympathy is all the more valuable from the philosophical candor with which he points out not only your merits but your dangers. He wrote, some three and twenty years ago, and perhaps would not wnute the same to-day; but it will do nobody any harm to have his words repeated, and, if neces¬ sary, laid ta heart. In a work published in 1850 he says : “It must be confessed that, among the civilized peoples of our age, there are few in which the highest 'sciences have made so little progress as in the United States.’’ De Tocqueville evidently doubts the capacity of a democracy to foster genius as it was fostered in the ancient aristocracies. “ The future,” he says, “ will prove w^hether the passion for profound knowledge, so rare and so fruitful, can be born and developed so readily in democratic societies as in aristocracies.” . ^ ^ * * It rests with you to prove whether these things are necessarily so ; whether the highest scientific genius cannot find in the midst of you a tranquil home. I should be loath to gainsay so keen an observer, and so profound a political writer, but since my arrival in this country I have been unable to see anything in the constitution of society to prevent any student, with the root of the matter in him, from bestowing the most steadfast devotion on pure science. If great scientific results, are not achieved in America, it is not to the small agitations of society that I should be disposed to ascribe the defect, but to the fact that the men among you who possess the genius for scien¬ tific inquiry are laden with duties of administration or tuition so heavy as to be utterly incompatible with the continuous and tranquil meditation which original investigation demands. I do not think this state of things likely to last. I have seen in America a willingness on the part of individuals to devote their fortunes, in the matter of educa¬ tion, to the service of the commonwealth, for which I can not find a i^arallel elsewhere. This willingness of men to devote iDrivate fortunes to public purposes requires but, wise direction to enable you to render null and void the prediction of De Tocqueville. Your most difficult problem will be not to build institutions, but to make men; not to form the body, but to find the spiritual embers which shall kiudle within that body a living soul. You have scientific genius among you; not sown broadcast, believe me, but still scattered here and there. Take all unnecessary impediments out of its way.’^ CULTURE, AND ITS PRACTICAL USE IN INSTRUCTION. But wliile it is true tliat original investigation may not be sufficiently encouraged, we have to confess many other deficiencies in respect to superior instruction in our country. The genius which leads in unfolding the secrets of material nature for the use of mankind must indeed be fostered, but no less that genius which leads the activities of men in right directions; that common sense * Professor Tyadall sought practically to carry out his own suggestion, and set apart the net proceeds of his lectures in this couutr,y, delivered at Boston, Philadelphia, Baltimore, Washington, Brooklyn, New Haven, and New York, amounting to $13,000, and conveyed the same in trust to a committee, com¬ posed of Professor Joseph Henry, General Hector Tyndall, and Professor E. L. Toumans, who may ex¬ pend the income in aid of students who devote themselves to original research. PRESIDENT ANDERSON'S CHAPEL-TALKS. XLYII aud personal integrity essential to the highest results in the multifarious affairs in which the American citizen is called to act. Undoubtedly students must, for the years of instruction, withdraw themselves from all active pursuits to secure the full advantage of con¬ centrated attention, so as to put all the elements of mind in the health¬ iest condition of growth — of acquisition and discipline — yet there may be a seclusion which will totally unfit them for active affairs. Whatever there is of hot house life, which renders growth in the sunshine and air that nature provides injurious or fatal, should be avoided in the school. The student, as he penetrates the depths of science and literature in the author or text-book which is furnished, or to which reference is made, can, with tact on the part of the teacher, be brought to apply his thougkts with equal disciplinary effect to the characters and events of to- day, to the current developments of science, history, and literature, with advantage to his enthusiasm and the appropriate application of his discriminations and principles of judgment to questions of duty when he assumes the responsibilities of active life. There are here and therein our colleges excellent illustrations of what I believe could be easily made universal, to the advantage alike of our country and of our superior instruction. An eminent illustration is presented in the chapel-talks of M. B. An¬ derson, LL. D., president of Bochester University. I have obtained from Professor J. H. Gilmore a description of these ‘Gaiks.” It would be impossible to give au adequate idea of the nature of those “ talks’’ or of the iuiiuence which they have in educating, restraining-^ and ennobling our “hoys.” They are, emphatically, “talks” — not lectures, sermons, or orations. Very rarely, I think, does the doctor make the slightest preparation for them. Oftenest — and always when at their best — they are impromptu. Some passage in the Scripture which he is reading flashes a new light upon his soul ; or some paragraph in the morning’s paper conies hack to him with an ai)plication to the young men before him which he had not thought of when he read it ; or his intense desire for the welfare of his charge reminds him of tendencies which he may have detected in a wrong direction — and he finds himself talking before he is aware of it. The theme may be anything you please, almost. Some movement in European poli¬ tics, the significance of which is likeU to be overlooked, or misconstrued, by those who forget that history in making is as interesting as history made ; the death of some great man, or the discomfiture of some little one ; a question of practical morality or personal religion ; the claims of the age on its educated men, and the way in which those claims may be met ; incipient tendencies in college to indolence and insubordi¬ nation — all is fish that comes to the doctor’s net. Two or three days ago he defended the thesis that the reason why some men of splendid endowments aud substantial attainments failed of the very highest success, was that they lacked the faculty of adaptation to the demands of their fellows. When Henry J. Raymond died, he gave us an estimate of the value of education to the editor, and the kind of education which the editor ought to have. The assassination of James Fisk suggested the thought that roguery always comes to grief in the long run. “Disestablishment” in Ireland, communism in France, railway monopolies in our own country, are all themes wdiich were discussed when at their freshest, and with such reference to fundamental jiriuci- XLYIII REPORT OF THE COMMISSIONER OF EDUCATION. pies, with illustrations so apt and so various, that I am not certain that the doctor’s colleagues were not the most interested of his hearers. The doctor’s manner in the chapel is, of course, familiar and unpretending, as ^a man’s manner is likely to be who hardly knows that he is talking at all — much less thinks that he is talking iceJl. He rarely speaks over ten or fifteen minutes. His English is of that terse, vigorous, idiomatic kind which gives his hearers faith in their mother-tongue. His illustrations are frequent and thoroughly effective. Often, in his chapel-talks, he rises to a degree of eloquence which I have never heard him attain on the rostrum or in the pulpit,' but it is the eloquence of downright scorn for all that is mean, and hearty sympathy with all that is i^ure and manly. Sometimes he is learned — always he is characterized that practical good sense which has made him, to my mind, the first of American educators. With less of refined culture than some, and less of minute scholarship than others, he has a breadth of information, a grasp of intellect, and a depth of .sympathy, which make him just the man to help college-students, by his chapel-talks, to refer current events to scientific categoi'ics. That confidence in his mental atfiuence which leads him to scatter his gifts with such a lavish hand — never holding himself in reserve for “ a suitable occasion” — is, after eight years of intimate acquaintance, what, j^erhaps, impresses me most in President Anderson. His suitable occasion is when he can get face to face wdth even a single man whom he can help in any way ; and nowhere is that fact more apparent than in his chapel-talks. Of course, after what I have said, you will see that any formal statement with refer¬ ence to this feature in our course at Rochester is out of the question. It would, doubt¬ less, be as effectiv'e an agency for good in every college as here. SUPERIOR INSTRUCTION OF FEMALES. — TABLE IX. The number of these institutions reported is 175, witl%l,617 instruct¬ ors, of whom 449 are male and 1,168 female, and a total of 11,288 students. The number of institutions in each State is — In Alabama . .. 8 In Massachusetts . 6 In Oregon . In California . .. 3 In Michigan . 3 In Pennsylvania . In Connecticut . .. 4 In Minnesota . 1 In South Carolina . In Delaware . .. 1 In Mississippi . 5 In Tennessee . In Georgia . .. 16 In Missouri . 5 In Texas . In Illinois . .. 10 In New Plampshire . . . - 3 In Vermont . . In Indiana. _ _ .. 3 In New Jersey . . ...... 3 In Virginia _ ... In Kansas . .. 1 In New York . 25 In West Virginia . In Kentucky . .. 7 In North Carolina . 9 In Wisconsin . In Maryland . .. 3 In Ohio . 13 The institutions are distributed denominationally as follows: Presbyterian . .. 17 Protestant Episcopal... 11 Christian . Baptist . .. 20 Congregational . 5 U. Baptist . Roman Catholic . .. 18 Lutheran . 3 Reformed . . Methodist Episcopal . . .. 14 Moravian . 2 Undetermined . Methodist . .. 12 Union . 2 Attention is directed to the remarks in connection with seconda: instruction. Those who are desirous of consolidating the statistics of superior SCHOOLS OF SCIENCE. XLIX iDStructiou for males and females, will observe that the 473 institutioiis reported of both classes have 4,057 instrnctors, and 56,905 scholars. SCHOOLS OF SCIENCE. — TABLE X. Schools of this character xiresent a gratifying gain, as will be seen by bringing the following summaries, drawn from the tables of these insti¬ tutions, into comparison with the similar summaries for the xirevioiis year. Opening in some measure a new field of instruction in this coun¬ try, they are helping in the solution of all questions of special education. The cost of their apparatus must be much greater than that so far used in aid of classical training. The xH’actice essential to their success is expensive, and it may be that the interests of culture will require that further aid be judiciously bestowed by the General Government. The promotion of any depart¬ ment of learning is likely to work advantage in the end to all culture. It is gratifying to observe the rallying of private wealth to the sup- Xiort of scientific and industrial education. It should be remarked that while, for the xiresent, these institutions are necessarily classed together in the tables from which the following facts are drawn, that there is among them great diversity of aim and method. I regret that any States have yet to be rexiorted as without organiza¬ tion under the grant of land by Congress for this xmrpose. In some States, however, where no students are reported, the organi¬ zation is now raxndly apxiroaching completion, and by another year no doubt a considerable attendance can be reported. Statistical summary of schools of science endowed hy the national grant of lands. States. U a; a Total number of per- j sons in faculty. j Students. Total number of de¬ grees conferred .at last commencement. No. in regular course. No. in .special course. No. in prepara¬ tory course. Alabama . 1 8 *103 Arkansas . 1. 5 92 California . 1 10 *95 Connecticut . 1 27 156 16 23 Delaware . . 1 6 22 1 Florida . aO Georgia . hi niinois . 1 27 386 2 Indiana . hi Iowa . . . i 201 19 Kansas . ' t - . 'i 12 ’ ' 27, 170 Kentucky . . 1 11 *217 Louisiana . hd Maine . . . 1 9 71 5 *■ Students unclrssined. a Not yet est to discriminate between the difierent systems of practice, but to such an extent as to insist that every iierson, regu¬ lar, eclectic, or homoeopathic, who practices medicine or surgery, shall have studied a specified time in a specified way, and passed a specified examination before boards selected by the executive.” LIBRARIES. — TABLE XIV. In the reports of this Bureau for 1870 and 1871, in recognition of the educational imxiortance of libraries, attempts were made to include infor¬ mation of the principal ones as far as possible. During the past year a much more extended inquiry has been made upon this subject, and LIV REPORT OF THE COMMISSIONER OF EDUCATION. the results are correspondingly more satisfactory. The following is a summary of these, upon the leading points of inquiry : States. No. of libraries. Volumes. Pamphlets. Manuscripts. No. reporting their weekly circulalion. Weekly circulation. Total. Circulating reference. 1 Eeference. Circulating. 1 1 1, 800 20 1 50 California . 8 6 2 119, 869 2, 208 2 5 4, 550 Connecticut . 11 8 1 2 103, 896 6, 050 52 6 1,809 1 1 11, 000 200 1 500 1 1 15, 000 Illinois . 8 5 3 . ... 42, 789 1, 400 6 5 6, 150 5 2 3 51,000 1, 430 3 375 5 3 2 33, 608 8, 140 3 233 1 1 8, 500 3 1 2 15, 589 3 1 250 2 1 1 6, 045 1 40 Maine . 10 7 1 2 91, 166 500 14 8 1, 696 Maryland . 6 3 3 158, 222 13, 150 6 2 1, 600 Massachusetts . 65 48 7 10 1, 008, 394 476, 905 343 47 28, 443 Mir.liignn . . . 7 5 2 65, 894 5, 900 5 2, 801 Minnpso'hn, _ _ _ _ 2 1 1 11, 100 9, 700 1 400 1 1 15, 000 8, 000 QQI Qfiippi Missouri . 5 2 2 ’ 1 106, 570 13, 820 68 3 3, 512 "MfiVirnsVa. _ 1 1 5, 314 13, 000 New Hampshire . 14 10 2 2 736, 000 4, 234 25 11 2,472 New Jersey . 6 4 2 39, 200 8, 500 2, 500 2 259 New YorJi . 34 20 10 4 789, 054 96, 407 714 21 16, 961 "KTat+Ii rioTnliTio. 2 2 19, 000 2, 000 Ohio . . 20 14 6 238, 201 17, 008 2, 063 11 6, 893 Or/i ornr* 1 1 5, 330 300 1 300 Pennsylvania . 33 21 7 5 478, 953 83, 406 5, 996 17 9, 844 Phnrip, Tslund 16 14 1 1 147, 137 17, 358 11 2, 512 SniifT) rifiTnliTiQ, 4 2 2 63, 613 200 5 Tprmpsspft 1 -1 18, 000 Tfixas 1 1 1, 200 200 5 VerTnont . 6 5 50, 585 3, 150 4 925 Virginia . 6 4 2 69, 480 11, 300 7 3 290 VV pst, Vi ro-i n 1 fl, Wisconsin . 3 1 2 30, 705 27, 275 200 1 56 District of Columbia . 15 5 10 414, 350 71, 775 2, 029 5 968 rinlnrnfln !N6W’ IVffixico fjtah . . . . . . ’WnshinfrtnTi _ _ _ 1 1 5, 000 1,000 1 8 Total . 306 206 79 31 4, 977, 164 904, 542 14, 035 180 93, 900 In addition to the replies to the direct inquiries sent from this office STATISTICS OF LIBRARIES. LV during the past year, the lists of the previous reports have been exam¬ ined, and information obtained from all other available sources, with the following result : States. Altogether. Per table. Per list. Number. Volumes. Number. Volumes.'’ Number. Volumes. 11 30, 960 11 30, 960 1 1,800 1 * 1, 800 California . 23 165, 669 8 119, 869 15 45, 800 Connecticut . 31 278, 096 11 103, 896 20 174, 200 , Dela-ware . 7 60, 254 1 11, 000 6 49, 254 Florida . Georgia . - . 11 87, 600 1 15, 000 10 72, 600 Illinois . 52 234, 698 8 42, 789 44 191,909 Indiana . . . 23 104, 920 5 51, 000 18 53, 920 Io'Wt, . . 22 87,258 5 33, 608 17 53, 650 Kansia . 10 23, 530 1 8, 500 9 15, 030 Kentutky . 19 99, 749 3 15, 589 16 84, 160 Louisiaii), . 8 23, 545 2 6, 045 6 17, 500 Maine... . 30 159,380 10 91, 166 20 68, 214 Maryland . 33 285, 962 6 158, 222 27 127, 740 Massachustfcts . 144 1, 479, 934 65 1, 008, 394 79 471, 540 Michigan . 25 139, 724 7 65, 894 18 73 830 Minnesota . . 8 31, 850 2 11, 100 6 20, 750 Mississipii . 6 28, 140 1 15, 000 5 15, 140 Missouri . . . 28 196, 925 5 106, 570 23 90, 355 Nebraska.. . 2 7,314 1 5, 314 1 2, 000 Nevada - New Hampslre . 26 808, 386 14 736, 000 I2 72, 386 New Jersey.. . . 18 135, 410 6 39, 200 12 96, 210 New York.... 152 1, 313, 906 34 789, 654 118 524, 252 North Cardina _ 14 73, 000 2 19, 000 12 54, 000 Ohio . 87 474, 300 20 238, 201 67 236, 099 Oregon . 5 14, 530 1 5, 330 4 9,200 Pennsylvaia . 117 888, 364 33 478, 953 84 409, 411 Rhode Islan . 29 217, 887 16 147, 137 13 70, 750 South Carols . 10 99, 613 4 63, 613 6 36, 000 Tennessee . . 16 95, 000 1 18, 000 • 15 77, 000 Texas . . 6 22, 344 1 1,200 5 21, 144 . Vermont _ _ 17 73, 020 6 50, 585 11 22, 435 Virginia . . 26 161, 155 6 69, 480 20 91, 675 West Virginij . 4 12, 105 4 12, 105 Wisconsin ... _ 26 113, 760 3 30, 705 23 83, 055 District of CoRhia . 24 472, 850 15 414, 3.50 9 58, 500 Colorado . . 3 4, 700 O 4, 700 New Mexico . . . O Utah . . . 1 2 205 2, 205 Washington _ . 1 5, 000 1 5, 000 Total . . 1,076 8, 514, 843 306 4, 977, 164 770 3, 537, 679 LVI REPOET OF THE COMMISSIONER OF EDUCATION. I have included in the appendix to this annual report a full list of the institutions referred to as far as reported to date ; it is hoped that it can soon be given to the public in a separate and improved form. Thus far it has been impossible for this office to take any cognizance of, and much less to include in its publications, the name and location of the numerous libraries in the country having less than a thousand vol¬ umes each. The great good they are accomplishing, however, is thor¬ oughly appreciated. A reference to the library statistics from the cen¬ sus of 1870, to be found in the appendix to this report, will show how numerous and how important the smaller libraries of the country must be in the culture of the people. The following extracts are from a sug¬ gestive letter of the Eev. S. Ketchum, of Bristol, N. H., dated December 10, 1872 : I I can not suppose you have overlooked the fact that hy much- the larger part of alj* the hooks in libraries to which the peo^^le have free access are in the possession oi^ churches and Sunday-schools. They are, to be sure, in small collections, comparatively insig'uiticant in themselves; but when taken in the aggregate, doubtless surx)ass dl the other libraries put together, and are used by vastly more persons. Take this town for an example, coutainiug 1,500 inhabitants, having three churches. In the iib?^iries of these churches are probably not less than 1,000 or 1,200 volumes, consisting largely of standard works on history, biography, travels, theology, homiletics and exegesis. Nor is this an exceptional town for the population. When, therefore, you tike into the consideration the thousand or more churches in the State, you will peiWive that they xwesent library facilities that exceed all the other library facilities inthe State. •¥ # * * * % Then, again, the number of small, local, free or circulating libraries ii 1^’ge. In this State of New Hampshire — which is, perhax)s, behind all the other New, England States — there are xwobably a hundred or more of these, ranging from two l^tndred to two thousand volumes each, small collections, but which, taken together, fould ex¬ ceed the library of almost any college in the country, save Harvard or Yah and used by numbers exceeding from five to ten times the numbers who use the libr/ies of such great institutions. / Ill fact, bardly any short statement can include even a b^e Bnumer- ation of the benefits wliicb even very small collections of jndcioiisly selected books can confer on tbeir readers. ; As an instance of what practical use such libraries may bdo num¬ berless directions, I would respectfully call attention to the/>llowing statement of the library enterprise of the American Seama^ Friend Society of Hew York City : • / The American Seaman^s Friend Society has been engaged for several prs in sup- jdyiug sea-going vessels with libraries for the sx)ecial use of the men in t| forecastle. These libraries are made up of between forty and fifty volumes, in a n^ case, with lock and key, and are loaned to the shij), (a receipt being taken for the mG from the I)erson having the library in charge, usually the captain,) to be retuijd after six, nine, or twelve months, according to the voyage, when they are refitted ^d reshipi^ed upon similar conditions. The books in these libraries are carefully selected, and of such as proipe to interest, educate, and improve seamen, and to excite within them a love for rffiog, being to this end largely of adventure, history, natural science, with an arithnio, geogTai)hy and atlas, &c. Something on the subject of temx)eranoe, always a Bp, and sundry attractive works of a moralizing and evangelical character ; and alffi^ipted to the ascertained capacity and known nationality of the crew. / MUSEUMS. LVII Over four thousand of these libraries have been sent to sea (nearly eight hundred of them on United States naval vessels) containing at least 185,000 volumes, which in their frequent reshipment have been accessible to probably 180,000 readers ; and this at a cost to the society of about $6,000. Of new and refitted libraries the society is now sending' to sea an average oi fifty per month ; i. e., about 2,000 volumes are in this way circulated monthly for the use of^eamen abroad upon the oceans of the world. The amount of good accomplished through these libraries is beyond computation. Sea-captains xH’ouounce them indispensable help in administering the ship discipline, while seamen acknowledge their personal obligation for what this work has done to ameliorate and elevate their condition. It has wrought in some instances the reforma¬ tion of the entire crew, and everywhere abroad under its influence intemperance, pro¬ fanity, and ignorance give way to intelligence and morality, foreshadowing for our sailors a brighter future through a better informed and a more hopeful life.* MUSEUMS. — TABLE XV. Tlie educational influences of museums have been recognized in some form from time immemorial. Their value as aids to education, however, has of late greatly increased in appreciation in this country. During the past year an attempt has been made to bring into view the facilities furnished by the different museums in our country. The result, though imperfect, is more satisfactory than was anticipated. The Academy of Natural Sciences in Philadelphia, founded in 1812, and occupying a high position in public and scientific estimation, has the oldest reported museum. But all other collections in this country are surpassed in comparative zoology by Professor Agassiz’s great museum at Cambridge, Massa¬ chusetts. Indeed the hope is confidently cherished that it will excel all competitors in this department in the world. Embodying, as it does, the ideas of that eminent scientist, it already commands the admiration of scientific men among all civilized nations, and is having a most salu¬ tary effect upon all attempts to collect representations of the material universe, or to comprehend the organization and development of animal life. This museum has hitherto been well supported by the public and private munificence of Massachusetts, but the income of the present endowment is so inadequate to the expenses of the collection that meas¬ ures should be taken to put it on a permanent foundation, commensu¬ rate with its services to science. The collections of Professor Henry A. Ward, of Eochester University, A. R Spofford, esq., Librarian of Congress, to whose charge has been confided the sole authority to grant copy-rights for the TJnited States, reports that in comi'diance with the new eopy-right law there were during the year 3,175 volumes of books, and 2,728 pamphlets and periodicals deposited in the Li¬ brary. Alluding to the prospective growth of the Library he gives some figures of its receut increase, which it is well worth while to bear in mind. lie says : “ The Library of Congress has twice doubled within twelve years. In 1860 there were G3, 000 volumes in the Library-; in 1866 there were 100,000 volumes ; and in 1872 there are 246,000. “ Without calculating upon any specially large accessions, it is reasonable to assume that by the ordi¬ nary additions to its stores from copy-right and from all other sources it will reach 700,000 by the year 1900 ; one million and a quarter by 1925 ; 1,750,000 by 1950 ; and 2,500,000 by the year 1975, or about a century hence.” LVIII REPORT OF THE COMMISSIONER OF EDUCATION. New York, are also notable as containing important series of specimens for scientific culture, and have been most successfully applied in assist¬ ing other individuals and institutions in perfecting their collections. The following extract is taken from a letter written to this office by Professor Ward. It succinctly states oiie of the difficulties encountered by us ill the prosecution of this inquiry : There is one question in your circular which, more than any other, will bring you most unreliable and erroneous answers. This is the “ total number of specimens in natural-history museum.’’ Very few persons know this, even approximately, and their guesses and estimates will be wild in the extreme. Nothing is more common than to hear cabinets in our second-rate colleges cited as containing ‘‘20,000 specimens,” “ 50,000 specimens,” “ 100,000 siiecimens.” Sometimes they state that they have more species of minerals or shells or birds than the entire number known to science. Their statements may be literally true when they speak of individual specimens although these are always estimated, never counted. Certainly no man can tell within 100,000 specimens how many specimens our Roches¬ ter (University) cabinet contains unless he takes hold and counts the contents o^ each box of small corals or brachiopod shells, each vial of foraminifera, each package of sharks’ teeth. Nothing in the way of enumeration gives a practical idea of the size of a cabinet save a statement of the number of labels, or, if not labeled, (which is the case in about three-fourths of our cabinets,) the number of specimens large enough to be labeled separately. To this should be added the number of species present, and then (more important than the size) we might learn the range and scope of the cabinet, its availability in an educative and scientific direction. The following summary of the table in the appendix exhibits the class of facts collected by the office. It will be observed that from twenty- three States no collections of any kind have bepn reported : States, No. of museums. Xo. connected with col¬ leges. Endowment. Annual income. Annual expend¬ iture. Xo. reporting. Amount. Xo. reporting. Amount. Xo. reporting. Amount. Conuecticnt . 7 7 1 ^150, 000 1 $1, 000 T n fl i n n n, 1 1 1 100 3 3 Massachusetts . . 13 10 7 375, 061 4 $83, 800 4 31, 800 "Vrichi o-fin _ • 1 j "Mpw TTmnpshire . 2 1 1 200 Xe'w Vork . . . 7 6 4 18, 200 3 2, 500 Ohio . . 3 1 200 Pennsylvania . . . _ 3 1 6, 600 Phode, Island . . 1 1 South Carolina . 1 1 _ Vermont . 3 1 2 450 Wisconsin . 1 1 1 100 District of Columbia . 4 3 21,500 3 7, 500 Total . 50 35 8 525, 061 12 ! 130, 100 17 46, 550 Total of Xew England . 20 8 525, 061 ■ 4 1 83, 800 8 33, 450 EDUCATIONAL BENEFACTIONS. LIX States. Connecticut . Indiana . Iowa . Massacliusetts . Michigan . New Hampshire . . . New York . Ohio . Pennsyivania . Ehode Island . South Carolina . . Vermont . Wisconsin . District of Columbia... . Total . Total of New England, Museums of natural history. Art muse¬ ums. Arcbmological museums. Medical mu¬ seums. Number re¬ porting. Number of specimens. Number re¬ porting. Number of specimens. Number re. porting. Number of specimens. Number re¬ porting. Number of specimens. 2 556, 500 2 15, 550 1 1, 000 1 15, 000 1 460 1 400 2 10, 000 2 350 1 250 5 2, 286, 500 1 6, 000 3 21, 004 1 200 1 109, 589 1 1,792 1 459 1 4, 000 2 7, 000 1 4, 057 2 1, 506 4 156, 460 1 667 2 4, 250 2 3, 040 1 25, 000 2 1, 500 1 400, 000 1 188 1 1,200 1 900 1 900 3 14, 000 1 500 3 532, 155 1 50, 000 1 14, 868 26 4, 313, 104 6 13, 174 17 96, 219 9 24, 758 12 2, 864, 000 2 10,’‘057 7 38, 010 3 1, 700 EDUCATIONAL BENEFACTIONS. — TABLE XVI. Among the educational benefactions which have become known to the public during the year, some have been specially noteworthy in view of the objects they seek to promote. Hon. George Bancroft, the well-known historian and jiresent Ameri¬ can minister plenipotentiary at Berlin, in a communication dated July 4, 1871, addresses President Eliot, of Harvard University, as follows : It Las long been my wish to raise a memorial to one of your predecessors, John Tborn- ton Kirkland, to requite benefits received tbrougb bim, and most emphatically to acknowledge my indebtedness to tbat eminent college officer. A little more tban fifty-tbree years ago, Edward Everett, tbeu Eliot professor of Greek literature, in one of bis letters to President Kirkland, developed tbe idea tbat it would be well to send some young graduate of Harvard to study for a while at a Ger¬ man university, with a view to bis being called to a place on tbe college board. Tbe president approved tbe suggestion, and tbe choice for this traveling scholarship fell upon me. Accordingly, in the early summer of 1818, being then in my eighteenth year, I pro¬ ceeded to Gottingen. After remaining more than three years in Europe I returned to Cambridge, where I held tbe office of tutor for one year. I wish, therefore, to found a scholarship on tbe idea of President Kirkland, tbat the incumbent should have leave to repair to a foreign country for instruction. Merit must be tbe condition of election to tbe scholarship ; no one is to be elected who has not shown uncommon ability and uncommon disposition to learn. Of course, tbe choice should fall on some one who needs tbe subsidy. Tbe scholarship should be held by no one for more tban three years, and during that time should be renewed from year to year, but only on ev^idence that the scholar is LX REPORT OF THE COMMISSIONER OF EDUCATION. fulfilling the purpose of the endowment. I leave to you and to the'corporation to circumscribe, if, from the considerations already referred to, you think best, the objects of study to which the incumbent should devote himself. But for my own part, I am willing the scholarship should be given to any young person likely to distinguish himself in either of the learned professions, or in any branch of science, or in archi¬ tecture, sculpture, painting, music, or letters. For this purpose he devotes the sum of $10^000, to be safely invested, the income to be given for the benefit of the scholar. The scholarship is to bear the name of John Thornton Kirkland. With a view to insifire the incumbents of this scholarship to grateful services, he concludes: thus, in advance, charge them to imitate my example in rendering aid, through Harvard College, to the cause of arts and letters, of science and learning.” Hr. Joseph M. Toner, of Washington City, an able and scholarly phy¬ sician, active in promoting the advancement of his profession, on the 13th of April, 1872, conveyed to five trustees — himself, the chief officer of the Smithsonian Institution, the Surgeon-General of the United States Army, the Surgeon-General of the United States Kavy, and the presi¬ dent of the Medical Society of the District of Columbia — real and per¬ sonal property amounting in value to $3,000, ninety per cent, of the interest of which is to be applied for at least two aunual memoirs or essays by different individuals^ and, as the fund increases, as many more as the judgment of the trustees justify, relating to some branch of medical science, to be read in the city of Washington at such time and place as the trustees may designate, under the name of “ The Toner Lectures.” Each of these lectures must contain some new truth, fully established by experiment or observation, and must be critically examined and ap¬ proved by persons selected for that purpose by the trustees. Such memoirs or lectures as may be approved shall be published in such manner and through such channels as the trustees may determine. The lecturers are not to be confined to any section of the country. Kew directions for charities and new devices for their management are doubtless necessary to meet the varying educational wants of a great and growing people. But it may be seriously questioned whether some of the donations made in our country are not greatly limited in their useful effects by the unfortunate conditions attached to them by their donors — conditions, too, which doubtless would not have been at¬ tached had their donors been better acquainted with the administration of charities. For a nation so young it is apparent, from the record we are able to present, that we already excel in the benefactions of individuals for educational purposes.* *The following extracts from a letter from Judge R. Hawes, of the Bourbon County court, dated Paris, Kentucky, December 19, 1872, are worthy of attention : THE GARTH FUND OF BOURBON COUNTY, KENTUCKY. Some years ago William Garth, a most estimable and intelligent gentleman of this county, devised a fund of about $45,000, which he directed to be used to endow a pro- EDUCATIONAL BENEFACTIONS. LXI Any one wlio lias sought to collect the statistics in these cases must be familiar with the difficulties that beset the effort. On COM suiting the table of educational benefactions, it will be seen that the sum total reported to this office was $9,057,494.28. For colleges and universities the whole amount was $6,282,401.03, distributed among the several States as follows : Oalifornia, $90,000 5 Connecticut, $44,000; Delaware, $700 ; Illinois, $112,000; Indiana, $224,000; Iowa, $80,840 ; Kansas, $31,730; Kentucky, $36,130; Maine, $10,125; Massachusetts, $1,910,995.48; Michigan, $43,594; Minnesota, $22,796; Mississippi, $35,000; ^lissouri, $60,000; Kew Hampshire, $96,500; Kew Jersey, $532,000; Kew York, $1,450,944.15; North Carolina, $15,000; Ohio, $159,000; Oregon, $20,000; Pennsylvania, $404,450; Ehode Island, $00,450; South Carolina, $20,000; Texas, $22,000; Tennessee, $159,050; Vermont, $1,500; Virginia, $220,025; West Virginia, $41,300; Wis¬ consin, $45,300; Colorado Territor}’, $10,150; District of Columbia, $250,000. The educational benefactions for theological institutions amounted to $1,155,850.53 among the States, as follows : California, $18,000 ; Illinois, $135,950; Kentucky, $1,500; Maine, $23,900; Massachusetts, $113,750 ; New Jersey, $75,000; New York, $057,089.53; Ohio, $12,145; Penn¬ sylvania, $78,200; South Carolina, $29,722; Vermont, $10,000. The benefactions of law schools were $10,000 in Connecticut. For schools of medicine, $1,000 in Kentucky, $1,422.13 in Massachusetts, and $8,000 in New York ; making a total of $10,422.13. For agricultural and scientific schools the benefactions were $482,000: In Georgia, $3,000; Indiana, $75,000; Maine, $18,500; Massachusetts, $143,000 ; Missouri, $100,500 ; Pennsylvania, $100,000 ; Virginia, $41,420.99. fessorsbip in a college in this county, on condition that the county would provide $100,000 for the college ; and if the county failed in raising the $100,000, that the fund devised hy him should be safely invested by the county court of Bourbon County, a majority of the justices concurring, and said court should expend the annual interest of the fund in education of such poor, worthy, and energetic young men of said county a^ in their judgment might be selected as beneficiaries. The county failed to appropriate the $100,000, and the charity devolved on the county court. About four years ago the fund was invested in bank stocks of this State, which, after paying expenses, &c., pay about $3,300 interest. This has been applied to the education of from ten to fifteen youug men, who are chosen by a committee selected by the court, which examines all apxfiicauts and recommends to the court such as are considered th-e most worthy and energetic among the poor applicants of the county. Some of the youug men are iiro- vided with the means of boarding, clothing, books, and tuition, while others are allowed tuition alone. ' The court does not confine the locality of the school or college, except to require that the young man shall not go out of the State. The charity has worked well so far, and several very prominent young men have been prepared for active and valuable positions in life. The greatest difficulty in the matter is in a proper selection; and there is a tendency in a court of sixteen men to indulge in a diffusiveness in the application of the fund to the largest number in differ¬ ent sections of the county. This latter difficulty will probably prevent the training of thorough scholars. Upon the whole, however, the result has been quite beneficent. LXII REPORT OF THE COMMISSIONER OF EDUCATION. For the superior instruction of females the benefactions amounted to i $089,993: In Alabama, $1,500 5 Georgia, $2,000; Illinois, $30,000 ; Indi¬ ana, $42,250; Kansas, $15,000; Massachusetts, $425,000; Michigan, $9,000; Missouri, $20,000; New York, $85,000; Ohio, $G,000; Penn- I sylvania, $26,000; Tennessee, $5,000; Texas, $11,243; Virginia, $1,000; ' Wisconsin, $9,000. j The benefactions for libraries and normal schools were, in Massachu- j setts, $10,000; Pennsylvania, $1,000,000; Kansas, $10,000; making a : total of $1,020,000. . To academies the benefactions were $306,040 : In Connecticut, $21,500 ; j Maine, $2,380; Massachusetts, $93,000; New Hampshire, $89,160; ; Ehode Island, $100,000. [ Beyond all these there are doubtless numerous and, in some cases, ' large benefactions to education, individual and denominational, of which ' this office has no specific information. EDUCATION OF THE BLIND. — TABLE XVII. This subject has been continued in the charge of Samuel G. Howe, LL. P)., president of the Perkins Institute for the Blind, at Boston, Massachu¬ setts ; and reference is made to his article and to the statistics in the appendix. Particularly interesting is the tendency shown of late to concurrence of opinion respecMng the importance of mental culture in the training of the blind, even when the scholar is destined for mechanical pursuits, and as to the advantages of conforming the methods of teaching the blind as nearly as possible to those used with ordinary children.^ The number of blind at present under instruction in institutions in the United States is 1,856. The total valuation of property owned by such institutions is $3,986,678.71. The aggregate of appropriations by the several State legislatures for last year was $444,985.64, against $403,412.46 in the preceding year. The amount of money paid in wages to blind persons was $35,247.67, against $26,542.11 in 1870. The insti¬ tutions are distributed among the different States as indicated by the table on the following page : * Professor William Chapin, snperintenclent of the Pennsylvania Institution for the Instruction of the Blind, at Philadelphia, in answering certain inquiries from this Bureau, takes occasion to state that the demand for hooks for the library is confined to so few persons that only small editions have been printed ; but the x^rospect is becom¬ ing more and more favorable ; and what is still most needed is the necessary means to furnish a supxDly of text-books in the raised x)i'iiit, and a liberal number for the indigent who can not buy them. EDUCATION OF DEAF-MUTES, LXIII state. No. of institutions in each State. No. of instructors and employes. Ko. of inmates. State. No. of institutions in each State. No. of instructors and employes. No. of inmates. 1 1 17 Mississippi . 1 8 25’ Arkansas . . 1 15 40 Missouri . . . . 1 11 96 California . 1 23 37 Kew Work _ _ 2 *■81 316 Georj^ia . 1 8 35 Korth Carolina . 1 6 58 Illinois . 1 • 7 68 Ohio . 1 30 109 Indiana . 1- 25 ' 105 Pennsylvania . 1 60 183 Iowa . 1 32 100 South Carolina . 1 2 14 Kansas . . 1 9 22 Tennessee . 1 9 41 Kentucky . 1 21 47 Texas . 1 4 17 Louisiana . . . 1 1 20 Virginia . 1 8 40 Maryland . . . 1 13 51 West Virginia . 1 4 10 Massackusetts . 1 69 173 Wisconsin, . . . 1 22 59 Michigan . 1 41 157 United States . . . 27 513 1, 856 Minnesota . 1 3 16 DEAF-MUTES. — TABLE XVIII. Professor Edward A. Fay, acting president of the National Deaf-Mute College, has prepared the article and revised the table relating to this interesting class in the United States. The following is a summary by States of the statistics in the appendix : State. Number of institutions in each State. Number of instructors. Number under instruc¬ tion during the year. State. Number of institutions in each State. Number of instructors. Numbei- under instruc¬ tion during the year. Alabama . 1 4 56 Missouri . . 2 9 211 Arkansas . 1 4 69 Nebra ska, . 1 2 29 California . 1 4 64 New York 3 42 791 Connecticut . 2 19 294 North Carolina 1 8 i/Si± 132 Georgia . 1 5 61 Ohio . . 1 20 397 Illinois . 1 15 306 Ore«'on . 2 24 Indiana . 1 14 304 Pen u syl van i a, 2 16 319 Iowa . 1 6 119 South C.arolin.a. 3 22 Kansas . . 1 5 69 Tennessee . . 1 7 108 Louisiana . 1 4 54 Texas . 2^ 3 30 Maryland . 1 9 97 Virp'ini,a . X 7 89 Massachusetts . 2 9 100 West Virvini.a . 1 4 t 56 Michigan . 1 11 159 W^i aeon .sin 2 19 182 Minnesota . 1 4 60 United States . 36 267 4,337 Mississippi . 1 3 41 LXIV REPORT OF THE COMMISSIONER OF EDUCATION. AGOUTI! WITHOUT HOME CARE. It is, SO far, impossible to obtain accurate data in regard to all youth without home care 5 yet, no doubt, all preventive and remedial agencies, whether under State or iirivate control, must more and more direct their attention and efforts to those children who are without proper home care, either on account of orphanage or parental neglect or abuse. It is impossible to summarize what there is in regard to these classes, scat¬ tered through the accompanying iiapers. The evils connected with these unfortunate youth find their way, in some form, into every com¬ munity, but are most recognized in our cities.* They may be set down as constant and universal, and the theories and agencies of our com¬ munities should be shaped accordingly. Yet as evils, they are only touched here and there ; only inadequately met at best ; nor can thej^ be better encountered until better unflerstood. The information of the office in regard to these classes is steadily in¬ creasing. Year by year it is hoped to gather such facts from the worthy workers in this field throughout the country as will aid in the solution of the questions involved. Of those gathered into orphan homes and reform schools some defi¬ nite note can be taken. Reform Schools. — Table XX. State. No. of schools in each State. No. of superintendents and assistants. No. of inmates. State. No. of schools in each State. No.of superintendents and assistants. No. of inmates. Connecticut . 2 26 376 New Jersey . 1 7 120 Illinois . 1 14 212 New Vork . 4 88 1, 192 Iowa . 2 11 104 Ohio . 4 39 494 Louisiana . 1 11 126 Pennsylvania . 2 23 403 Maine . 1 17 134 Rhode Island . 1 16 211 Massachusetts . 4 31 426 Vermont . 1 16 118 Michigan . 1. 17 217 United States . 26 331 4, 230 New Hampshire . • 1 15 97 * Any one, however familiar with the facts connected with orphanage or neglected children, should not consider his reading on the subject complete until he has exam¬ ined a recent and valuable book by Mr. C. L. Brace, entitled “ The Dangerous Classes of New York.” EDUCATIONAL PUBLICATIONS. LXV State. California . Connecticut... Illinois . Indiana . Kentucky . Maine . Maryland . Massacbusetts Mississipi^i . Missouri . New Jersey ... Orphan Asylums.— Table XXI. No. of asylums in each State. , No.of superiutenclents and assistants. No. of inmates. State. No. of asylums in each State. No.of superintendents and assistants. No. of inmates. 1 30 340 New York . 30 402 5, 444 1 6 120 Ohio . 2 25 275 4 28 114 Pennsylvania . 4 61 669 1 8 40 Rhode Island . 3 26 278 1 4 22 South Carolina . 1 28 246 1 3 20 Vermont . 1 14 72 4 26 394 Virginia . 1 6 40 5 49 495 West Virginia . 1 12 68 1 5 56 Wisconsin . 2 15 111 5 55 747 District of Columbia . 4 23 412 4 26 361 United States . 77 852 10, 324 PATENTS FOR SCHOOL-FURNITURE, ETC. — TABLE XXII. The United States Patent-Office contains a record, year by year, of an interesting measure of educational progress. I am indebted to General M. D. Leggett, Commissioner of Patents, for the list issued under this division during the past year. The total number reached 143, of which number there were, from California, 2; Connecticut, Georgia, 3; Illi¬ nois, 5 ; Indiana, 7 ,* Kentucky, 3 ; Louisiana, 1 ; Maine, 1 j Maryland, 1 j Massachusetts, 18 ; Michigan, 3 ; Minnesota, 4 j Missouri, 3 ; New Hampshire, 1; Kew Jersey, 6 ; New York, 49; Ohio, 14; Pennsylvania, 11 ; Texas, 1 ; District of Columbia, G ; Canada, 2. Of these patents there were, respecting desks and seats, 21 ; pens, pencils, and cases, 24 ; paper fasteners, files, and holders, 12 ; ink and inkstands, 12; ventilation and construction of buildings, 9; hand- stamps, &o., 6 ; slates, &C!, 6; book-cases, stands, and holders, 6; black¬ boards, &c., 5; chart-holders, 4 ; copying-presses, 4; erasers, &c., 4 ;. and 21 are for improvements in miscellaneous articles. EDUCATIONAL PUBLICATIONS. — TABLE XXIH. It would be useful, in noting the annual progress of education in the^ country, if an exact statement could be made of the new or revised text¬ books published in the year. This can not yet be done. But this report has a more complete list of these publications up to date than ever be¬ fore made, as will be seen by the following summary of Table XXIH : Number of firms reporting . , . 66 Number of books in table . 447 Number of readers . 22 Number of spelling-books . . . . . 7 V E LX VI EEPORT OF THE COMMISSIONER OF EDUCATION. Niuiiber of geographies . 13 Number of histories . 50 Number of arithmetics, algebras, &c . 28 Number of drawing-books . 17 Number of books in ancient languages . 18 Number of books in modern languages. . 12 Number of books on science . . . 36 Number of books on theology . 31 Number of books on law . 9 Number of books on medicine . 15 Number of dictionaries, books of reference, &c . . 189 LIBRARY OP THE BUREAU. The library of this Bureau has continued to increase in size and value, both by purchase and donations, and now numbers about 1,700 bouud volumes and 5,500 pamphlets. CIRCULARS OP INPORMATION. During the year the demand for elaborate treatment of special sub¬ jects has greatly, increased. In view of this large demandj and the value of the material coming into our hands, with which we are enabled in a measure to answer the public inquiries, I have deemed it important to recommend for publication, by your order, several Circulars of Infor¬ mation, and three thousand copies of each of the following have been issued since the date of the last report: (1.) Methods of School Discipline, i)p. 14, November, 1871. (2.) Compulsory Education, pp. 17, December, 1871. (3.) German and other Foreign Universities, pp. 43, January, 1872. (4.) Reports on the Systems of Public Instruction in Gi’eece, the Argentine Republic, Chili, and Ecuador, with statistics of Portugal, and an official report on technical education m Italy, pp. 77, February, 1872. (5.) I. An Inquiry concerning the Vital Statistics of College Graduates. II. Distri¬ bution of College . Students in 1870-’71. III. Facts of Vital Statistics in the United States, with tables and diagrams, pp. 86, March, 1872. (6.) The Relation of Education to Labor, i^p. 125, April, 1872. (7.) Education in the British West Indies, pp. 22, June, 1872. (8.) The Kindergarten, pp. 62, July, 1872. Also a pamphlet of sis pages, “ Suggestions for a Free-School Policy for United States .Land Grantees.” The view of the public, and especially of the educators of the country, upon these points, may be seeu by the action of the National Teachers’ Asaociatioh in the adoption of resolutions ‘‘congratulating the country on the great usefulness of the National Bureau of Education, and recom¬ mending to Congress the furnishing of increased facilities for the pub¬ lication of Circulars of Information, and the issue of a much larger edition of the annual report for distribution among the teachers and school-ofhcers of the country.” CORRESPONDENCE OF THE BUREAU. LXVII DISTRIBUTION OF DOCUMENTS. Publications of the office to the amount of 5,000 volumes and 23,000 pamphlets have been distributed during the year, and nearly 6,500 publications of States and cities have been distributed to libraries, associations, and prominent educators. OFFICE CORRESPONDENCE. From November 15, 1871, till November 15, 1872, about 2,300 letters have been received at, and 3,500 have been written by, this offfce, an increase of more than one hundred and fifty per cent, in this branch of the office business. The permanent records of correspondence, &c., alluded to in my last report, have been kept up and improved during the year. An extensive correspondence has been carried on with presidents of universities and colleges, scientific and professional schools. State, city, and county superintendents of schools, as well as with mayors of cities and chiefs of police of cities, wardens and chaplains of penitentiaries and jails, superintendents of alms-houses, reformatories, and others. Six thousand schedules of inquiries and 6,000 printed letters have been sent to the various educational, reformatory, and other institutions and persons interested. The results of the labor will be found in the papers and tables accompanying this report.' ^ . As illustrative of the character of the inquiries and communications coming to this office, I can instance only the following from letters received : A professor who wishes to aid his students in obtaining an insight into the objects and efficiency of the various school systems, writes as follows : * ^ ^ * I am about to print a work iu which I shall desire to compare the efficiency of the several systems of popular education, viz : 1. Where every parent is left to provide for his children such instruction as he can, without governmental interposition. 2. Where the Government undertakes to assist the indigent alone-, leaving the rest of the community to shift for themselves. - 3. Where the Government gives partial aid to all, leaving each some additional ex¬ pense to bear in the shape of a tuition fee or otherwise. 4. Where the Government provides, at the common charge, for the elementanry instruc¬ tion of all classes. Can you assist me ? Au ioffuential member of the public press desires aid from this office iu collecting facts relative to — 1. Youthful vagrancy. 2. Compulsoiy State school laws. 3. Truancy ordinances. 4. Penal reformatory institutions for the young in cities. 5. Industrial schools, not governed by trades-union principles. LXVIII EEPORT OF THE COMMISSIONER OF EDUCATION. From John E. Toole, county school commissioner, La Grange, Georgia : From your report of 1870 I have gathered much valuable and important information, Avhich would have been otherwise unattainable. That volume alone, generally circu¬ lated, would do much, in my judgment, to arouse a spirit of confidence in the public mind as to the success of a well-regulated common-school system ; especially would it have such an effect here in the South, where so comparatively little is even known of the great system of popular education. Our people are becoming alive to the necessity of schools for all, but entertain mis- ghdugs as to the ways and means of their support. The information contained in your report establishes the fact most clearly that, while a public-school system is a plant of slow growth, it nevertheless is certain to yield an abundant crop of pure, ripe, and healthful fruit, the beneficial effects of which will continue to increase with every passing decade. From Feodor Thurm, secretary of the central committee of the German- American Teachers’ Association : Hoboken, New Jersey. There is in this country a wide-spread tendency toward the improvement of schools, and the liberality of our people in endowing schools, and especially normal and pro¬ fessional schools, is worthy of all praise. There are also many native teachers who are theoretically acquainted with the excellences of the Pestalozzian system and with Froe- bel’s “ kindergarten ” idea, and who are desirous of becoming thoroughly versed in its practical application in normal and model schools. ^ ^ # There is among your fellow-citizens of German birth quite a number of “rational teachers” of the best epoch, who feel they could exemplify their science and art, and thereby raise the standard of general education in this their chosen coun¬ try, and thus help to confer a benefit and lasting token of gratitude to the same. Their hope in this respect rests in you and jmur noble efforts to improve our schools. From J. E. L. Smith, curator of Berkshire Athenmum : Should your circular of inquiries be repeated another year, I hope to be able to reply by full detail. It must furnish aid, instruction, and encouragement to officers of insti¬ tutions like ours. Their recognition by a Government Bureau gives both to the library and the museum a dignity which they would not otherwise have in many eyes. From Couii.t de Broel-Plater, of Kussia : The immense development of public instruction, (in the United States,) this basis of the wealth and peace of nations, makes us follow all the movements of the Republic with the closest attention. We wish to become better acquainted with those admira- blolicy of the imperial government, or, to speak more strictly, of the more enlightened party in that govern¬ ment. Organized about five years ago, it came very near being stifled in its cradle by the opposition of the old couservatives, who, in memorials to the throne, charged earth¬ quakes, famine, and other calamities which visited the enquire, to the sin of introduc¬ ing such an innovation as the science of the West. I was at that time on a visit to the United States. Returning to China in the fall of 1869, I was appointed to the presidency, Prince Rung and the ministers for foreign affairs assuring me of their sympathy and aid in my efforts to revive and develop the institution. At that time it contained but forty students, and no instruction was given in any science except a little in mathematics by a native professor. We now have an attend¬ ance of eighty-two students, who are under the instruction of ten professors, four native and six foreign. The institution is divided into two departments, viz, of languages and of science. In the former are taught English, French, German, Russian, and Chinese; in the latter, mathematics, physics, chemistry, and medical science. This last chair is newly established and involves a daring innovation on the preju¬ dice of the iDeople. We regard it but as one step toward the formation of a medical department, which shall send forth a body of well-trained physicians to supersede the empirics who now impose on the credulity of the public. In the course of the present year we expect to add to our faculty a professor of astronomy and a professor of civil and military engineering. The duty of giving instruction in international law and political economy devolves on the president ; but our students are not yet prepared to take up those subjects; they come in course for the next year. The number of our students is limited by the circumstance that they all receive a government stipend, and are supposed to be in training for the government service. The present limit is one hundred, which will be filled up next spring by the admission of a fresh levy. They are selected by competi¬ tive examination ; and after matriculation compete for increase of pay as well as academical honors; the monthly alloAvauce ranging from $6 to $16 beside their board¬ ing, which is provided by the college. 4 It is not proposed to restrict the number permanently to this limit, but it cannot advance much beyond it until both government and peoplebecome more fully awake to the importauce of the “ new education.’’ UNIVERSITY AT PEKING. LXXIII Of this there are not wanting premonitory symptoms. Not to speak of others, the facts that the demand for scientific i)ublications is on the increase, and that leading men in the government are beginning to take an intelligent interest in the affairs of the college, are certainly hopeful indications. The influence of the college on its x^upils is scarcely more important than that which it exerts on its illustrious patrons. In conclusion, I may say that it seems to be established on a permanent basis, and its prospects for the future are better than at any previous time in its brief history, but everything like a rapid growth for such an institution in such a soil is not to be anticipated. Something in the way of professorships, cadetships, or buildings, is added from year to year, the latest addition being a government printing-office now in process of erec¬ tion on the university grounds, and intended to answer the purposes of a university press. UNPUBLISHED WORK OF OFFICE. Among the important objects occupying a considerable portion of the time of the office during the year^ and not appearing in its publications, may be mentioned — Fiist. A comparison of the wealth, population, and industrial re¬ sources of the different States of the Union, with the illiteracy of their people, never before published. Secondly. An elaborate presentation, as the basis of comparison, of schools, teachers, pupils, legal school-age, school-houses, amount of school revenues, and expenses of maintaining schools. Thirdly. The manner of assessing school taxes, and the amount col¬ lected, in the different States of the Union for school purposes. Fourthly. The supervision and control exercised over education by the respective States. Fifthly. Showing the election or appointment of the respective school officers, with their duties and salaries. Sixthly. An extended statement of methods of instruction in the United States furnished^ to a corps of teachers in South America. OFFICE FORCE AND ROOMS. The provision by Congress for a chief clerk and statistician, taking effect July 1, last, has considerably relieved the embarrassment of the work in the office. It gives me great satisfaction to have occasion to commend the ability and meritorious efforts of all my assistants. In some degree I have been able to assign them integral parts of the work and hold them responsi¬ ble as never before. In every such case, as in that of statistics'^ great improvement in results has been manifest. Only partially yet, however, can I subdivide the work of the office, and hold individuals responsible for specific divisions of labor, and the work can never be done satisfactorily till the force is sufficient to allow its business to be thus conducted. The several removals of the office have been impediments to its suc¬ cess. Time has been lost and confusion created. Besides, the rooms LXXIV EEPOET OF THE COMMISSIONEE OF EDUCATIOX. occupied have been either inconvenient or inadequate. Your recent order for removal, however, has given us rooms sufficient in number, commodious, and fitted to make work agreeable. THE world’s fair AT VIENNA. The Austro-Hungarian government, two years ago, officially an¬ nounced that a general exhibitiou, of very great extent and complete¬ ness, would be opened in Vienna in May, 1873, under the auspices of the Emperor, to which all nations were cordially invited to send what¬ ever in their progress or culture was most remarkable, for the mutual benefit and improvement of all. One of the twenty-six permanent groups in the Exposition is entitled Education, Teaching, and Instruction.” General T. B. Van Buren, United States commissioner-general to the Exposition, the Hon. John Jay, United States minister at Vienna, the Secretary of State, and Baron de Schwarz-Senborn, have written earnest letters, requesting the cooperation of this Bureau in fully representing American education at the Exposition. Deeming the hearty cooperation of all persons interested in the sub¬ ject throughout the land essential to the success of this undertaking, I invited the superintendents of public instruction of the States and larger cities of the Union to meet at this office for consultation, on the 13th of the present month. A meeting of educators was accordingly held on that day; letters were received from some who could not be present. The conven¬ tion unanimously recommended that the effort be made to represent American education at Vienna, and passed resolutions calling upon the various State and city superintendents, and collegiate and academic officers, to cooperate to that end by forwarding their reports, statistics, &c., to this Bureau for examination, assortment, and consolidation. The convention further proposed that the annual report of this office should be furnished as representing the present condition of American educa¬ tion. Copies of the report for 1872 will accordingly be sent to the Ex¬ position. This Bureau can undertake no responsibility in the premises save that which is imposed upon it as a national agency’ or medium to facili¬ tate or stimulate the efforts which institutions or systems may see fit to make. In accordance with the urgent requests and favorable action of the educators of the country, it wull cheerfully cooperate with the dis¬ tinguished gentlemen superintending our State and city systems, and our colleges and other institutions of learning, to make the educational exhibit of our country as successful as possible.* *A brief note of the progress of this work is here inserted, as this report goes through the press. An advisory committee, to assist the Commissioner of this Bureau, was appointed by THE VIENNA WOKLE’s FAIE. LXXV APPROACHING CENTENNIAL EXPOSITION. In my last report I called attention to the International Exposition to be held in Philadelphia during the year 1876, in commemoration of the one hundredth anniversary of our national independence. I would respectfully renew the suggestions therein made. My efforts to aid the Exposition at Vienna are made with the hope that the xilans devised and tried may furnish educators in different parts of the country some xiractical views of what can be done at Philadel- Xihia to show x^rogress in American education. The stimulative effect upon every State, county, city, and town, school, academy, college,' or university, to gather its history and record its x^resent condition, can not fail to produce most excellent results. In the corresxion deuce with this ofi&ce of the commission in charge of the Exposition, there is evi¬ dence of an earnest purpose to give all educational interests their appropriate place. It is not too early for each system of education and each institution of learning to begin its prex)aration. If the Cen¬ tennial serves as the occasion for putting into x^ertRS'Hent shape for Xireservation the abundant educational history in this country, much of which is now unwritten, a great service will be rendered to man¬ kind.* General T. B. Van Buren, United States commissioner to the Exx^osition, consisting oi the following gentlemen : Hon. J. P. Wickersham, Harrishurgh, Pennsylvania; Hon. M. A. Newell, Baltimore, Maryland ; Hon. T. W. Harvey, Columbus, Ohio ; Hon. Newton Bateman, Springfield, Illinois ; Hon. W. H. Ruffner, Richmond, Virginia ; Hon. J. D. Philbrick, Boston, Massachusetts ; Hon. J. O. Wilson, Washington, D. C. ; Hon. Duane Doty, Detroit, Michigan ; Hon. W. T. Harris, Saint Louis, Missouri ; and Hon. Henry Kiddle, New York City. A Circular of Information, containing the progress of, and other information respect¬ ing, the Exposition, was issued and widely distributed. The gentlemen of the committee just mentioned, who were able to be present, spent a day in considering the best plan for the rex^resentation of an American school-house or school-room, and agreed on the following conclusions, as best under the circum¬ stances : 1. A school-room with single desks and single seats for forty-eight pupils, the room to be 33 feet long and 27 feet wide by 14 feet high. 2. The room to be arranged as a room for co-education, to include two entrances and two cloak-rooms, with all the usual appliances of a school-room. 3. The committee approve, if General Van Buren is able to secure it, a building ux)on the plan x>roposed by Mr. Philbrick, suggesting that it would be better to have a ground-plan of the whole building. If this can not be done, the plan upon the forego¬ ing principles is recommended; or any harmony of the two plans or medium between them. These opinions were conveyed to General Van Buren. This Bureau has sent out 12,000 mail x)ackets, conq^osed of 17,000 pamx)hlets and let¬ ters, respecting the Exposition. The result has been more extensive than was at first anticipated, and furnishes a gratifying suggestion of what is possible to do at our Cen¬ tennial Exhibition in 1876. * In view of the fact that woman has derived such great benefit from the freedom of conscience and individual act, directly traceable to the spirit of the immortal Dec¬ laration of ludex^endence, and believing that she should prox^erly give exx)ression LXXVI REPORT OF THE COMMISSIONER OF EDUCATION. A census by the United States, with special reference to the prepa¬ ration for the Oeutennial, would be exceedingly useful to the interests of education. THE GREAT FIRES IN THE WEST AND IN BOSTON. It is gratifying to observe, as described elsewhere, to what an extent the educational interests in those western localities which were visited last year by terrible conflagrations have already recovered from the effects of them. In Chicago, where were destroyed fifteen school-build¬ ings, accommodating 10,000 children, nearly one- third of the total en¬ rollment, as Superintendent Pickard’s report informs us, there scarcely remains to-day a trace of the fire upon the schools, and the school year closes with only about two per cent, less attendance than at its begin¬ ning. This, result, it should not be forgotten, is due largely to the earnestness and self-sacrificing devotion of superintendent and teachers, who, amidst the desolation of those few first days, decided that, with or without money, the schools should be continued. Mr. Philbrick writes that the recent great fire in Boston destroyed no public-school buildings, and will not disturb the pay of the teachers, or interrupt, for any length of time, the even tenor of the schools. The efiect of the calamity upon the university at Cambridge is more severe. It sustains a loss of property worth $560,000, the annual income from which was $38,000. This is the heaviest blow from which the college has ever suffered. Her appeal for aid in this crisis is responded to by graduates and friends in all portions ot the country. “\Ye have re¬ ceived,” writes President Eliot, ‘‘$85,000 during the past week toward repairing our losses, and the prospect is good that the whole loss will be covered by subscription. How many sacrifices, and how much devo¬ tion and hard work, simply to regain lost ground ! But I do not forget that a defeat redeemed is sometimes better than a victory.” It is to be hoped that the receipts may soon equal the losses sustained. The Massachusetts Institute of Technology, though losing compara¬ tively little directly, suffers from the fact that many of its friends have been crippled by the fire and are conq)elled to devote all their energies and means to retrieve losses. The Boston University loses all but one of the fine buildings of the estate devised to it by its lamented founder, Isaac Rich, esq., the loss, over and above all insurance, being estimated by the trustees of the estate at $200,000. A granite block of stores, which cost $250,000 to build, being an investment of a portion of the funds of the theological school, was also entirely destroyed. By a circular letter issued by the corporation of the university, an appeal is made to all who appreciate to her appreciation by directly identifying herself with work preparatory to, and so with the Exposition itself, the women of Philadelphia, lead hy Mrs. M. E. Bronson Clark, propose an organization for this purpose, wnth which all the women of the laud are to be invited to cooperate. DISEASE AMONG THE SCHOOL POPULATION. LXXVII the highest education, and have means to assist in promoting it, for aid. Not less than $50,001) a year, for the next ten years, it is stated will be required in order that the university may continue in operation upon a scale worthy of its name and birthright.* THE HEALTH OF THE SCHOOL POPULATION. The effects of healthy training on the growing mind and body of the youth, and the influence of school-life in preventing, correcting, or pro¬ ducing disease, are subjects so vital to the public welfare, that every teacher should be awake to the importance of understanding them. The census of 1870 reported the following number as dead at the ages mentioned : Between 1 and 4 years old . 203,213 Between 5 and 9 years old . . . 20,329 Between 10 and 14 years old . 15,979 Between 15 and 19 j^ears old . 20,262 Between 20 and 24 years old . 25,981 So that the total mortality of the population below 25 years of age was 291,764, and the mortality of those who are fit subjects for elemeiitary, secondary, and superior instruction, between 5 and 24 years of age, was 88,551.t But the mortality is only an indication of the amount of disease prevalent; and the diseases incurred during school-life, or aggra¬ vated by it, prepare many victims for lingering illness in later life, and contribute largely to the mortality of the adult population. Beside this, many troublesome complaints, not of perceptibly fatal character, are often contracted in school. It has been discovered, for instance, that cases of myopea, or short-sight, increase in frequency and in degree as the course of instruction carries children from elementary up to sec¬ ondary schools, and youth from academies to colleges and professioual studies. Headache, bleeding at the nose, diseases of the eye and the spine, dyspepsia, affection of the bronchial tubes and lungs, exajjthematous fevers, diphtheria, and many other complaints, have been undoubtedly induced or aggravated by the collection of numerous children in school under unfavorable conditions as to ventilation, light, heat, cleanliness, exercise, and habits of study. School-furniture is responsible for much curvature of the spine. Bad print, bad light, and bad position of the * Bat a few days after the great calamity at Boston, information was received of the total destruction by fire of the Illinois Female College, at Jacksonville. No less than three times, during the last ten years, has a similar misfortune befallen this in¬ stitution; and since upon each of the two previous occasions the college arose from its ashes to a new and more efficient life, it is not doubted that the present sad event will he attended with a like result, arrangements having been already made for the re¬ building of the institution. t The mortalitv statistics of the Eighth and Ninth Censuses, with illustrative dia¬ grams, by J. M. Toner, M.D., of Washington, D. C., were published in the Circular of In¬ formation of this Bureau for March, 1872. LXXTIII REPORT OF THE COMMISSIONER OF EDUCATION. head while studying, continually cause distortion of the eye, and result¬ ant trouble. But neither time nor space will permit of further detail here. The material collected on this subject will be published at an early date.* NECESSITY OF PUBLIC SANITARY MEASURES. School management, proper in kind and degree, good buildings, sci¬ entifically constructed furniture, and clearly printed text-books, will obviate much of this trouble. The enlightened interest and cooper¬ ation of the medical profession are also much needed, and their advice should be sought and followed by all interested in the health of schools. But we must finally go behind all schools, and, prior to the entrance of children upon instruction, see that the infant offspring of the poor in all crowded centers of population is put in proper conditions of health, and is supplied with pure air, wholesome food, sufficient clothing and lodging. The awful mortality of children before school-age points to the still more dreadful amount of disease. Beside the 203,000 children which the census reports as dead between one and four years of age, countless thousands of little sufferers pined in dark rooms, wasted their young life in exhausting diseases, and lived on innutritions food. Of these no account can xiossibly be taken by the decennial census ; nor is there any instrumentality for their record. PUBLIC PARKS AS SANITARIUMS. While many important measures for the preservation of public health will be found imperatively necessary hereafter, I can not avoid point¬ ing out here the great and immediate importance of sanitary appliances for the children of our cities. The following suggestions from the pen of Joseph M. Toner, M. D., late president of the Medical Association of the District of Columbia, are taken from a letter to this office, dated June 3, 1872 : An examination of the published annual reports of the hoards of health of our dif¬ ferent cities for many years, reveals the fact that more than one-half of all the deaths occurring in them are of children under five years of age ; and a study of the reports with reference to the causes of death, shows that a large percentage of them occur during the months of June, July, August, and September, and are attributed to cholera- infantum and kindred diseases, produced by the heats of summer. Whenever the thermometer rises and remains for any considerable number of 'days above 80*^ Fahrenheit, unless the greatest care is taken, deterioration in the quality of all fresh animal food takes place, even where it is kept on ice; and when such has to ho used by infants alread}^ weakened by meager diet, and by such protracted and exhaustive heats, their delicate digestion is sure to be damaged, and a class of diseases set up destructive to young children compelled to live in narrow courts aud crowded and badly ventilated rooms. The poor, with the' most active parental solicitude, can not ^Valuable suggestions on this subject, contained in an article by the celebrated Dr. Virchow, of Berlin, were published by this Bureau in the Circular of Information for August, 1870. ^ PUBLIC PARKS AS SANITARIUMS. LXXIX overcome these evils and inconveniences in cities, or provide from fheir limited incomes the best quality of food, even in times of sickness, for their families. It has lonj^ been the habit of physicians to send children under three years of ao-e to the country during the summer when their digestion becomes seriously deranged, (if their parents can afford the expense,) with the confident expectation that they will recover, and without medicine. It is said the poor have ho friends; at all events, so ffir no health-restoring springs, rural boarding-houses, or cool summer resorts have been established for the special accommodation of the needy poor. The impecunious condition of vast numbers of heads of families in large cities renders them utterly unable to remove their children to the country during the summer months, no matter how urgent might be the neces¬ sity for such a change to save their lives. Children in this sphere of life, in vast num¬ bers, in spite of all the physicians can do for them in the city, gradually waste away and die. To counteract this waste of life, I conceived the project, and have to some extent promulgated the idea, that the founding by cities of one or more large free parks or camping grounds, as a resort for school children and their mothers and nurses during the summer months, might save the lives of many children who would otherwise perish. Such parks or sanitariums ought to be located on elevated wooded lands, above the line of malaria, where there is good drainage and an abundance of spring water. The site ought. to be selected with special reference to its accessibility, on a line of railroad or a steamboat route, and within a couple of hours’ run from the city, and where provisions and the necessaries of life are cheap. In the United States every 300 feet of altitude above sea -level secures a temperature of about the equivalent of one degree of north latitude. The grounds should be imiiroved by the removal of all underbrush, the planting of shade, fruit, and ornamental trees, the laying out of walks and drive s, and by the erection of cheap summer cottages and boarding-houses every way comfortable and suitable for the purposes of the institution. Those who could not obtain cottages should be permitted to erect canvas tents on particular parts of the grounds, and all be permitted to live in such style as might be suited to their means, provided they did not violate propriety, and observed a proper regard for the rights of others. Play-grounds, gymnasiums, school-houses, and chapels ought to be provided, so as to secure as much healthy and refined home influence as possible for all. The whole institution should be governed by liberal rules, so as to obtain the great¬ est amount of health and comfort to the greatest number, with the least constraint but with due regard to the rights of all. A medical and civil police should have the immediate supervision of the est ablishment, to insure order and x>reserve a proper regard for the laws of health and the salubrity of the park. In my report for 1870 I called attention to the value of parks in an educational point of view. I am happy to state that the legislature of New York passed^ May 23, 1872, an act appointing seven commissioners of parks. THE times” fund FOE POOR CHILDREN. One of the interesting reliefs undertaken for the young of the city of New York, and of the most salutary character, was carried forward by the managers of the New York Times newspaper. Mr. George F. Will¬ iams, who was especially' active in managing the fund from first to last, furnishes the statements from which the following facts are drawn for the information of those in other cities who are studying methods for ameliorating the sufferings of the poor and young : * LXXX EEPORT OF THE COMMISSIONER OF EDUCATION. During the nine weeks of the pic-nic movement, eighteen excursions were given, with the following attendance : Number of excursion. Number attending. Adults. Children. Total. 1st . 45 560 605 2d . 64 860 924 3d . 122 1,103 1,225 4th . 65 722 787 5th . 65 862 927 6th . . . . 85 862 947 7th . 200 587 787 8th . . . 45 602 647 9th. . . 103 904 1,007 10th . 61 1,323 1, 384 11th . 161 1, 4.39 1,600 12th . 91 838 929 13th . 72 609 681 14th . . 103 1,245 1,348 15th . . . 227 1,652 1,879 16th . . . 43 1,407 1,450 17 th . 27 1,507 1,534 18th . 174 1,489 1,663 Total . 1 j / 5o 18, 571 20, 324 The amount of money subscribed from July 4th to September 11th, inclusive, was nearly .$19,400, of which about $15,920 were expended, and a balance of about $3,480 remains deposited with the National Insurance Company oTNew York City, subject to the order of the trustees of the fund, Messrs. George Jones, Charles H. Marshall, and Edward King. The expenses of the eighteen excursions amounted to about $10,714, or about 52 cents for every person entertained. The following supplies were consumed : 6,840 loaves of bread, 22,828 large sponge-cakes, 185 hams, 192 tongues, 1,445 pounds of beef, 635 pounds of butter, 2,914 quarts of ice-cream, 2,585 quarts of milk, 35,000 pounds of ice, 19 boxes of lemons, 2,225 pounds of sugar, and 550 pounds of candy. One special railway train was otfered free of expense, and two special railway trains, fourteen barges and tugs, and one large steamer were chartered for the purpose of carrying the children out of town. It required the paid services of from 10 to 14 persons to serve the food to the children. A band of music accompanied every excur¬ sion, its services being twice gratuitous. Many hundred plates, mugs, saucers, spoons &c., were also purchased. A relief movement was also organized and carried out simultaneously. Under its operation 63,139 domiciliary visits were made by 176 volunteer visitors under the direction of the district superintendent. There were 2,217 medical visits to sick children ; the lives of sixty-three infants were thus saved, and in addition, a very marked rwduction of the average mortality of those weeks was observed; 3,715 families, comprising 8,970 individirals, were relieved. The expenses of the relief branch were about $5,216. Edward Jarvis, ]\^. D., in a communication to the Massachusetts State EDUCATION AND HEALTH. LXXXI Board of Health, brings out statistics showing an importaift relation of education to health: The infant’s life is in the care of the mother, and its safety depends npon the intelli¬ gence and discretion that she can give to this responsibility. There is no record that discriminates between the intelligent and ignorant of the mothers, showiog the num¬ ber of each class. Nor is there any record of the deaths of the infants of these edu¬ cated and uneducated parents. But there is an approximation to these facts on a large scale in the registration reports of England. In England, every person when married is recorded, and required to sign the regis¬ ter; and if unable to write, the bride and groom must make their mark. The reports show the numbers and proportions of both grooms and brides in each district who wrote their names or made their marks. The same records show tlie births and deaths at each age. For the purpose of show¬ ing the connection between the education of the parents aud the life of their children, the records of twenty-five years, including 3,362,742 marriages, have been analyzed and divided into several classes, according to the proportions of the brides who wrote their names in the register. In the most intelligent class, there were 648,260 marriages, and 20 to 30 per cent, of the wom-en made their mark. In the least intelligent class, there were 661,929 mar¬ riages, aud 60 to 70 per cent, of the brides made their mark. In the first class there were 2,231,959 children born, and 327,040, or 14.65 per cent., died under one year old. In the last class 1,776,547 children were born, and 439,359, or 24.87 per cent., died before they passed their first year. As often as 1,000 died in their first year, in the more in¬ telligent class, 1,698 died in the least intelligent class among the same number born in each. These classes are both large; each include city and country, commercial, mining, manufacturing, and agricultural districts. The only difference ajpparent is the diverse proportion of the mothers who could write their names. It is not to be supposed here that the simple fact of inability to write caused the death of the infants. But the inability to write is a representative fact. It represents a want of education and intelligence, a lower degree of discipline and thrift. With these mental and moral conditions are associated more x3overty, and even destitution, the more frequent want of means of support and the comforts of infant life, a more careless aud indiscreet management, more intemperance, and neglect of children. In the best class 20 to 30 per cent, could not write, aud in the worst class 30 to 40 per cent, had this accomplishment, but if these could be excluded, aud none but the edu¬ cated be in the first, aud none but the ignorant in the last class, the difference in the chances of infant life would be found to be much greater. VETERINABA^ INSTRUCTION. The epidemic which lately visited the horses of the country has awakened the public mind to the necessity of a class of well-educated veterinary surgeons. In this respect we are far behind the countries of Europe. Indeed, what is there connected with the rural economy of the Old World, from which we may so jirofitably learn a lesson, as in secur¬ ing skillful medical and surgical treatment for domestic animals The twenty-five veterinary colleges in Europe of which we have information are measurably due to the lessons enforced by the prevalence of de¬ structive diseases among animals. In this country the business of a “ horse doctor” is almost universally spoken of in a tone of contempt. The late epidemic has given an unusual value to the services of persons skilled in treating the diseases of those animals. If this appreciation of VI E LXXXII REPORT OF THE COMMISSIONER OF EDUCATION. veterinary skill shall prove in any degree permanent, the epidemic, with all its evils, will not be unproductive of benefit. Tlie whole number of horses in the United States is estimated at nearly 9,000,000 ; representing the value of $700,000,000 or $800,000,000. It is within bounds to say that the portion of this amount annually lost by want of skillful medical treatment is not less than $15,000,000. The opinion has been expressed that for want of proper knowledge the countiA', in the i3urchase and losses of horses during the late war, incur¬ red expenses to an amount greater than would have been required to maintain a national veterinar}' school or college for half a century. These considerations alone might be sufficient, but when added to these is the danger of such disaster as has lately fallen upon the country, entailing incalculable injury, not only in the actual loss of horses but in the hinder- ance to travel, delivery of mails, «&c., and the almost total stagnation of many kinds of business, invohing heavy losses, the necessity of some measures to prevent a recurrence of such a calamity is apparent. The only remedy lies in the establishment of veterinary schools, or of departments of veterinary science, in connection with existing institutions. The formation of a veterinary medical association in each State will do much to enhance the dignity of the profession. Educated veterinary surgeons, thoroughly scientific men, will occupy a position very difierent from that of the ordinary farrier or charlatan. Hospitals for clinical instruction should also be established, managed like similar institutions at the veterinary colleges in Europe. Very much the same kind of knowledge is acquired by the student of veterinary as of human medicine; the difi'erence lies in the field of practical application. It were as reasonable to look with contempt upon the scientific man who inquires into the causes of the l)otato-rot, or the blighting of a wheat crop, as of the one who studies the diseases of domestic animals upon whom depends so large a portion of our wealth and comfort. Besides this the study of the best means for preserving the health of animals often develops facts and principles of no slight value in reference to the health of the human system. Some of the most serious diseases to which man is subject are found in amaz¬ ingly near the same form in horses, and need essentially the same treat¬ ment. If anything will warrant the expenditure of public money for educational purposes, surely a sufficient warrant will be found in a case which involves the protection of so vast an amount of property, in the preservation of which the whole country has, if not an equal, at least a very great direct or indirect pecuniary interest. Let men be educated for tbe business, as in Europe, at the expense of the state. It is gratifying to notice already indications of progress in some quar¬ ters. The Massachusetts Agricultural College has a professor of veter¬ inary science,' Professor Clark, for seven years assistant professor with Agassiz. A laboratory has been establislied, and the lectures are given with abundant illustrations. Tlie Veterinary College of iSTew York, which, its members claim, is the only regtdar college of this kind in the i ::^EED OP ART TRAINING. LXXXIII Uuited' States, was chartered in 1857, and its importance and usefulness are recognized by the leading members of the profession in that city. Last year it had thirteen students. A free scholarship in this college is placed at the disposal of each State agricultural society. The college is maintained entirely by private subscription. Concerning the Pennsyl¬ vania Veterinary College, at Phildelphia, the statements are so conflict¬ ing that it is difficult to determine its status. Mr. James Law, professor of veterinary science in Cornell University, writes me of the effort already made there to furnish this instruction. He also sends specimens of papers prepared by the students in their ex¬ aminations upon the subject, showing commendable interest and effort. A' recent convention of agriculturists in Indianapolis, in view of the growing importMiice of the live-stock interests of the country, passed a resolution urging the establishment of an efficient professorship of veter¬ inary practice in each agricultural college. These special objects, it should not be forgotten, will be greatly pro¬ moted by the increase of intelligence among the farmers. ART TRAINING. There appeared in London, in 1869, a book entitled Hiatus— the Void in Modern Education ; its Cause and Antidote,” in which the author says : “ It is sufficiently evident that the prevailing deficiencies in our present plan of education are deficiencies in point of fine art and emotional susceptibilities to certain unfailing influences, derivable, though not always derived, from the survey of natural phenomena; beauty being the chief of these influences.” The deficiencies in American education in this particular are widely felt and acknowledged. The increased attention given to drawing in our schools is tending to multiply the means by which the better under¬ standing of the language of art is possible. The knowledge of draw¬ ing may be said to bear the relations to art in certain aspects that the knowledge of ABC does to poetry^ but more, much more, than instruction in drawing is alike possible and necessary. Whatever sus¬ ceptibility to the enjoyment of the beautiful is possessed by any soul should be developed. How essential this to the most beautiful indi¬ vidual or national life ! It is much to produce names great in art, and instruction that will accomplisli this is not in vain. While American education should be consistent with this result, nay, productive of it, it should also seek to make universal the discovery, appreciation, and en¬ joyment of the beautiful. With a view to aiding whatever iminilses there may be here and there toward this result, I have secured, and publish among the accompanying papers, a short article adapted to meet, if possible, the present condition of things, prepared by Martin B. Anderson, LL. H, the eminent president of Eochester University, Hew York, whose personal labors for himself and his university are illus¬ trative of what is possible under our present disadvantages. LXXXIV EEPORT OF THE COMMISSIONER OF EDUCATION. For statistics of^moseuios of art reference is made to tbe table of mu¬ seums in tbe appendix to this report. It is a mcitter of deep regret that it bas been found impracticable to make these statistics more complete.* THE SUPERVISION OF EDUCATION. The history of tbe development of educational supervision by each State in the Union is a study full of interest and instruction. It indi cates conclusively that tbe American people have almost universally come to the conviction that no State can expect an efficient system of education for its children which bas not a competent officer devoted to tbe supervision of this important interest. Tbe following table will show — The title and salary of State executive school officers. Spates. Title. Ain’t. Alabama . Arl&ansas . Califeruia . Connecticut ... - Florida . Georgia . Illinois . Indiana . Iowa . Kansas . Kentucky . Louisiana . Maine . Maryland . Massachusetts .. Micliigan . Minnesota . Mississippi . Missouri . Nebraska . Nevada . New Hampshire New Jersey . New York . North Carolina . Ohio . Oregon . Superintendent of public instruction . . do . .do . . do . . . do . Secretary of the State board of education Superintendent of public instruction . . . . . State school commissioner . . Superintendent of public instruction - do . . do... do . . do - . . do . . do . . . do . . do - . 1 do . . do - . . Sux^erintendeut of common schools . . President of the board of State school commissioners Secretary of the State board of education . . Simeriuteudent of xjublic instruction . . . do . do . . Superintendent of public education _ _ _ _ Superinteudent of public iustructiou . . . do _ _ do . . do do . . do , do . . do do . . do do . . do State school commissioner The governor ex officio . ... $3, 000 3, 500 3,000 3, 500 2, 000 2. 500 • 2,500 1.500 2, 200 1, 200 2, 000 5, 000 1,800 3,000 1,000 2, 500 3, 000 3, 000 2, 000 2, 000 1,200 2, 000 5, 000 1,500 2, 000 * It is x>ro]3er to record in this jilace the recent acquisition, by the New York Museum of Fine Arts, of the unique and priceless collection of statuary gathered by General di Cesnola, United States consul at Cyprus. STATE EXECUTIVE SCHOOL OFFICERS. L?;xxv Title and salary of State exeeutive school officers — Continued. States. Title. ’ Am’t. Pennsylvania . Rhode Island . Superintendent of common schools . . State school commissioner . . . $3, 500 2, 500 2,500 South Carolina . . . Tennessee . Superintendent of public instruction . The treasurer ex officio . Texas . Superintendent of public instruction 2.500 1,200 2, 000 1.500 Vermont . Virginia . Secreta.ry of the State board of education . Superintendent of public instruction . West Virginia .. .. Wisconsin . General superintendent of free schools . Superintendent of public instruction . Since tlie laws from wbicli the above information was drawn were examined, Oregon has passed an act providing for the State supervision of public instruction, and Tennessee is expected to do the same by its present legislature. It will be observed that two States, New York and Louisiana, pay their chief executive school officers $5,000 eachj three States, Arkansas,* Connecticut, and Pennsylvania, $3,500 each; live States, Alabama, California, Massachusetts, Mississippi, Missouri, $3,000 each; six States, Georgia, Illinois, Minnesota, Ehode Island, South Carolina, and Texas, $2,500 each; .one, Iowa, $2,200; seven States, Florida,* Kentucky, Nebraska, Nevada, New Jersey, Ohio, and Virginia, $2,000 each; one, Maine, $1,800; three, Indiana, North Carolina, and West Virginia, $1,500 each; four, Kansas, New Hampshire, Vermont, and Wisconsin, $1,200 each; and one, Michigan, $1,000. Tennessee and Or^’on ijay no salaries for services as superintendent.! In Maryland the expenses of the board of edueation are paid. The quality of service demanded of these officers is the very highest. They must be men of ability and attainments, of high character, up with the times in their profession, and successful in the administration of affairs. The discharge of their duties touches every child in the State. No other class of officers has equal dii'ect responsibility in molding the character of future generations; yet it will be seen that, in a consid¬ erable portion of the States, their pay does not equal that expected by a clerk of fair ability, whose only duty is to sell groceries or calico by retail. What can be more scandalous than that the State of Michigan should i)ay to the superintendent of public instruction only $1,000, or Wisconsin only $1,200, or Ohio, in which the disbursement for educa¬ tion approaches $8,000,000, only $2,000 f * Payable in State scrip, which is Tariable in value. t Since the above was written Tennessee has passed a law giving her superintendent ^3,000, and Oregon pays $1,500. LXXXVI REPORT OF TPIE COMMISSIONER OF EDUCATION. It will be interesting to extend this examination and include the facts connected with the compensation for the services of the presidents and professors of our colleges, and superintendents of our cities, and a large share of the best literary labor in the country. In addition to the administrative work of a school superintendent of State or city, or the president of a college, it will be found, by looking through this report, what a vast amount of other labor is performed by them of a literary character, particularly in the production of text¬ books and the delivery of addresses. Many of these men are expected to do all that can be required of a scholar, or scientist, or orator, and at the same time all that could be expected of the administrator of most multiplied and important affairs. Very often they have no one to assist them with head or hand. Great relief would be afforded, and efficiency added, by giving a superintend¬ ent or college president appropriate clerical aid. The limited extent to which these overtasked and underpaid men avail themselves of the aid of short-hand writers is surprising. CONCLUSION. No one can be more sensible of the omissions rendered necessary by the great size of this volume, than I am. Many subjects of great in¬ terest are hardly alluded to, and many others not noticed at all.* * A short note respecting a few of these topics is here inserted. The article on kindergarten progress is necessarily omitted. Miss Elizabeth P. Pea¬ body, of Cambridge, Massachusetts, still devotes herself enthusiastically to kindergar¬ ten culture. Mr. John Kraus, so long connected with this office, will, in New York, do his utmost in the same direction. The benefits of this training for children between the nursery and the school are becoming better appreciated. In Boston, Saint Louis, Detroit, Cleveland, and other cities, considerable effort has been made to use something of Froebel’s methods in connection with the public systems. Great good, no doulfl, is to arise from the modifications of home training which it is fittest to promote. Miss Matilda H. Kriege’s kindergarten training class in Boston is temporarily discon¬ tinued. ' . The Poppenhusen Institute, at College Point, Long Island, was established by Mr. Conrad Poppenhusen for the benefit of his employes. Miss Jahn, a graduate of the normal school at Berlin, is the present teacher. Dr. Adolf Douai, author of works upon kindergarten training, is now at the head of a kindergarten school in Newark, New Jersey. Miss Marie Fritsche is principal of an excellent kindergarten connected with the normal school at Des Moines, Iowa. Miss Maria Boelte, a pupil of Frederick Froebefs widow, is principal of the kinder¬ garten of New York City. This lady has also a ‘'class for mothers.” A kindergarten has just been established at Montclair, New Jersey, with Miss Maedawiel as principal. Miss Emma Marwedel has opened a kindergarten in connection with her school for physical culture in Washington, District of Columbia. Mrs. John Ogden is to open a kindergarten at Columbus, Ohio. All special treatment of female education must be omitted; all facts gathered in regard to co-education, as well as a large amount of information collected by Mrs. CONCLUSION. LXXXVII I have the honor to make the following’ recommendations : First. An increase of the permanent force of this office commensurate with the increasing amount of work to be done. Secondly. An appropriation sufficient to pay for suitable cases for the books and records of the office, and for preserving the models of school - apparatus, &c., i^resented to it. Thirdly. Additional funds for the publication of Circulars of Informa¬ tion to meet the increasing demand for the same. Fourthly. Tbe 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 en¬ abling 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 Ter¬ ritories. Fifthly. In view of the appalling number of children growing up in ignorance on account of the impoverished 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 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 regard to amount, allot¬ ment, expenditure, and supervision, as Congress in its wisdom may deem fit and proper.* Julia H. Holmes in New York City, for the Bureau, showing the relation of woman’s education to her industries; .also, an interesting account of the training of women as nurses in Europe, and of the efforts of Julia F. Gould and others to introduce simi¬ lar measures in connection with the hospitals in New York. Moreover, there must also be omitted any special treatment of the evils of the sub¬ district system, or of the advantage of instruction in music and in drawing in public schools. ’’The Committee on Education and Labor in the House of Representatives, of which Hon. L. W. Perce is chairman, duriug the late session of Congress reported a bill with essentially this purpose of aid in view. After careful debate it passed that body and was sent to the Senate last February. The National Teachers’ Association, at their late annual meeting in Boston, with rep¬ resentatives present from all quarters of the country, and of all difterences of opinion on other than educational subjects, adopted a resolution “ approving the bill now pending in Congress, for the appropriation of the proceeds of the sales of the public lands to educational purposes.” In a letter recently received from Rev. Barnas Sears, D. D., agent of the trustees of the Peabody educational fund, he says: “Nothing more important, nothing more con- L XXXVIII EEPOET OF THE COMMISSIONEE OF EDUCATION. Sixthly. I need not more than allnde to the fact that the extra work and extra expense for stationery and clerical assistance, &c., entailed on this Bureau by the endeavor to show thoroughly the methods, progress, and advantages of our public-school system at Vienna, will need an additional appropriation (waildble this winter. Seventhly. It is strougly urged by many educators in the country that the General Government should make adequate appropriations for the expenses to be incurred in representing American education at the Vienna Exposition, including the cost of preparing a common-school house, and its transportation, with other material — books, apparatus, &c. — necessary to illustrate the conduct of American common schools 5 and also the preparation of a report upon the educational lessons of the great Exposition for the benefit of American educators, and I earnestly recommend that this item of expense be included in whatever general appropriation Congress may see fit to make in aid of American repre¬ sentation at this Exposition. Eighthly. I respectfully recommend that such provision as may be seen best in the wisdom of Congress, be made for the publication of ten thousand copies of the annual report of this Bureau, immediately on its completion, to be put at the control of the Bureau for distribution among its correspondents and the educators of the country, however many may be ordered for distribution by members of the Senate and House. My thanks are due to the thousands of educators in different parts, who have cordially cooperated in aiding the work of the office, and also to the Commissioner of Patents, the Superintendent and Acting Super¬ intendent of the Ninth Census, the Commissioner of the General Land- Office, the Congressional-Printer, the Chief of the Bureau of Statistics, and the Commissioner of Agriculture, for valuable information. It is very agreeable, at the close of another year, to have so abundant occasion to renew the expressions of my obligations to the Assistant Secretary and yourself, and to the President, for wise direction and hearty cooperation in the performance of the duties of this office. I am, sir, very respectfully, your obedient servant, JOHN EATON, Je., Commissioner. Hon. 0. Delano, Secretary of the Interior. ciliating could be done by Congress for the Sontbern States, than to make a liberal appropriation for the public free schools. The white population generally feel the necessity of educating the colored race as well as their own children; but almost the whole burden falls upon themselves, as the colored people ordinarily have but a slight poll-tax. Mr. Floar’s educational fund bill meets the case substantially, and would undoubtedly be acceptable to the people, with the exception of a limited number of party men.” Similar testimony comes from the remote Territories as well as from many sections of the different States. ANNUAL STATEMENT OF THE PROGRESS OF EDUCATION IN THE UNITED STATES. ^APPENDIX ABSTRACTS FROM THE OFFICIAL REPORTS OF THE SCHOOL OFFICERS OF STATES, TERRITORIES, AND CITIES, WITH ADDITIONAL INPOR- : MATION FROM TARIODS SOURCES. ASjAISAMA. [Prom report of Hon, Joseph Hodgson, State superintendent of instruction, for the scholastic year commencing January 1 and ending September 30, 1871.] SCHOOL-FUND. The Bchool-fatid for the scholastic year, as certified to this department by the State auditor, was derived as follows : Interest on sixteenth-section fund, from December 1, 1869, to October 1, 1870 . . . . ^115,268 85 Interest on valueless sixteenth-section fund, from December 1, 1869, to October 1, 1870 . • 6,472 75 Interest on surplus revenue . . 44,605 78 One-fifth aggregate revenue . 232, 462 25 Poll-tax . 82, 579 66 From revenues derived under section 957 of the revised code . 100, 000 00 Total... . . . 581,389 29 The school-fpnd for the scholastic year commencing October 1, 1871, and ending September 30, 1872, as certified to this department by the State auditor, amounts to $604,978. 50. Financial statement. Public-school fund for 1851 . $2.37,515 39 Public-school fund for 1856 . . . 267, 690 41 Public-school fund for 1857 . 281,874 41 Public-school fund for 1869 . 524,621 68 Public-school fund for 1870 . . . 500, 409 18 Public-school fund for 1871 . 581, 389 29 The increase of school-fund for 1871 over that of 1870 amounts to . -80, 980 11 Cost of .administration in 1870 . $86, 123 82 Cost of administration in 1871 . 44, 588 21 Decrease . 41,535 61 Total available fund for 1871 -’72 . $640,627 83 Already apportioned to schools . 560, 000 00 Balance unapportioned . 80, 627 83 * The statistics of city schools, tabulated from the figures given by the city superintendents, as well as the names of the presidents and the statistics of the higher educational institutions of each State, will be found in their appropriate place among the statistical tables at the end of this volume. These tables of the schools and colleges embody the information given, in response to the circulars of inquiry sent out from this Bureau, by those in charge of the institutions. Owing to want of space, reference will be made in the text only to institutions from Avhich the Bureau possesses printed or written informa¬ tion relating to matters of special interest. 4 EEPORT OF THE COMMISSIONER OF EDUCATION. The above apportionment is at the rate of $1,331- to each child, which is the same as last year. A large amount has been reserved in order that the necessary appropriations may be made for the improvement of the State university, the establishment of normal schools, and the correction of previous errors, by which several towns have been dexu'ived of interest njjon their sixteenth-section funds. Whatever balance may then remain will be apportioned thereafter. NEW SCHOOL CODE. At their last session, the members of the board of education did much to reform the public-school’ system, but the code of laws which they then enacted has been x)roved by the experience of the last year to be faulty in several important respects. TEACHERS' INSTITUTES. * The law provides for teachers’ institutes, but makes no x>rovision for their encourage¬ ment. During the xiast year institutes have been held in nearly all the counties, for the first time in the history of xiublic instruction in ^ilabama. The result has been most satisfactory. The superintendent thus writes: ‘^The board of education shoald designate certain central x^oints and convenient times at which several counties may unite in institutes, and that a competent teacher, trained in a normal school, be emxfioyedto give instruc¬ tion to the teachers on such occasions. I am satisfied that in this way our teachers of public schools would become far more efiicieut at a very small cost to the State. STxiTE teachers’ ASSOCIATION. “As an auxiliary to the teachers’ institutes, I organized in July a State association of teachers. It was largely attended by leading educators from all x^arts of the State, and for three days the addresses and debates elicited unflagging attention. “ I would suggest, inasmuch as it is expedient for county superintendents to visit the caxiital at least once in each year to adjust accounts, that they be einx^owered to attend the annual educational convention, and that a. small appropriation be made to pay their exxDeuses. Nothing would go further to advance the cause of x^ublic instruction than a convention of county suxierinteudents once a year. THE STATE UNIVERSITY. “The state university was re-organized by the board of education, sitting as a board of regents. It had fallen into bad repute, and was without students. The board se¬ lected an able faculty, equal in ability to any who had x^i’eceded them. Notwith¬ standing the difficulties with which the university has been obliged to contend for several years, its xiresent session opened with most flattering xu’osxiects, and the corps of cadets numbers nearly as many as before the war. It is unnecessary for me to call the attention of the x)eople to the importance of sending their sons to an institution of their own. NORMAL DEPARTMENT OF THE UNIVERSITY. “ In this department, which is designed for the preparation of teachers, instruction is given by each x^rofessor hs to the best manner of imxiartiug a knowledge of the sub¬ jects taught, and at stated times the x>Rpils are required to xR’aetice the principles taught by teaching a class, under the immediate direction of the x^rofessor. The president of the university will deliver a course of lectures on the art of teaching and conducting schools, with sxiecial reference to discipline. Certificates of x>i’oficieucy, setting forth their qualifications, will be given to those who leave the university for the xjui’pose of teaching, which certificates will at once admit them, without further examination, into the x^ublic schools as teachers. SCHOOL OF AGRICULTURE AND MECHANICS. “ It will devolve upon the general assembly to approxuiate to some institution of learning the annual interest of the fund now being realized from the congressional land-grant. Two hundred and forty thousand acres have been given to the State for an endowment to agricultural and scientific schools. This laud has been sold by the State commissioners for $218,000, and will realize us an annual revenue of about $17,000. Here, then, we have for our own State the means of setting on foot a system of instruction which will extend to our laboring x^oxmlation the great benefits which have been derived from similar institutions in Euroxie. If such xiolytechnic schools for training in the xwactical arts are encouraged by the State government, I confidently exxiect to see the most important results at no distant day.” ALABAMA. 5 SCHOOL ATTENDANCE, White. Colored. Number of pupils enrolled, male . 45, :196 27, 512 Number of pupils enrolled, female . 41, 580 20, 824 Total number of pupils enrolled . 86,976 54,336 Average number of male pupils in attendance . 34,180 21, ®59 Average number of female pupils in attendance . 32, 178 20, 249 - f - Total average attendance . 66, 358 41, 308 Increase in attendance since last year . 30, 395 25, 211 NUMBER OE SCHOOLS. * White. Colored. Number of primary schools . 544 75*1 Number of intermediate schools . 792 143 Number of grammar schools . 812 26 Number of high schools . . . 251 2 Total . . 2, 399 922 NUMBER OF PUPILS IN DIFFERENT BRANCHES. , White. Colored. Pupils studying orthography . . 76, 015 46, 823 Pupils studying reading . . . . . 52, 572 23, 786 Pupils studying writing . ‘ _ 38, 931 13, 162 Pupils studying arithmetic . 32,924 10,722 Pupils studying geography . . . . . . 14, 449 7, 631 Pupils studying grammar . L . . . . 14, 167 1, 127 TEACHERS. White. Colored. Number of teachers, male . 1,573 745 Number ©f teachers, female . 924 228 Total . 2, 497 973 Average monthly pay of teachers . $42 15 $43 06 Average duration of schools, 3 months 8^ days. ^ RECAPITULATION. Total enrollment, 1871. . 141,312 Total average attendance . 107,666 Total increase in attendance since last year . 55, 606 Total number of schools . . . 3,321 Total number of teachers . 3, 470 At the conclusion of his report, the superintendent says : “In submitting this report I would call the attention of your excellency to the fact that a large proportion of the publie schools during the past year did not cease operation as soon as the public fund was exhausted, but were continued by private contribution. Thus the public fund has been made a most valuable auxiliary to the educational interests of the State. It has paid more than half the tuition of nearly all the children of the State, and all the tuition of, by far, the greatest number.” THE PEABODY FUND. From the report of Dr. Sears, superintendent of this fund, we make several extracts to show the aid that has been extended to. the educational interests of the State. To an inquiry respecting local taxation, the superintendent replied, March 28, 1872: “ No local taxes arc levied in this State for school purposes, except in the counties and cities (two of each) mentioned in my report; but such taxes maybe levied, as you will see from the law. Thus, while the State is unable to raise money enough by a general tax to support the schools for a period much beyond three months, the people are so averse to local taxation that they will not, in this way, supplement the State funds. An attempt is made to meet this difficulty by requiring, as far as practicable, the school funds to EEPORT OF THE COMMISSIONER OF EDUCATION. be supplemented to an amount sufficient to continue the public schools in operation for at least five months. It would seem that the additional money is to be raised by vol¬ untary contribution, and that an agreement must be entered into by the contributors to make the schools free, and to place them under the supervision and control of the public-school authorities. This may be the best that can be done ; but, as light dawns upon the people, they will see that they are paying dear for their prejudice against a school-tax. The plan can be viewed only in the light of a transition to a better state of things. GREENSBOROUGH. It was hoped that the schools of Greensborough would have become this year self-sup¬ porting ; but the superintendent wrote, March 12, 1872 : ‘ The prospects of receiving State aid are so gloomy that 1 feel constrained to request the continuance of the same assistance that you have so kindly given for the x>ast two years. Our schools are fuller than ever before.’ The donation, $1,000, was renewed. SELMA. “ The president of the board of education of Selma wrote, August 5, 1871 : ‘ When I last saw you I thought we should be able by this time to keep our free school without further assis^nce from the Peabody fund ; but we have been disappointed. There is a provision in our city charter which limits the amount of our school-fund from the city tax to 10 per cent, of the gross revenue of the city. AVo endeavored, at the last session of the legislature, to remove this restriction, but met with opposition, which defeated the measure.’ The former donation of $2,000 was continued. . MO^iTGOMERY. “ The superintendent of Montgomery wrote : ‘ Your generous gift assisted us so much last year that we had hoped to carry our schools through the year without any assist¬ ance from outside; but the State treasurer is unable to pay the State apportionment, about $2,500, and we must close at once, unless wo can obtain help.’ Wo promised $1,500, on condition that the schools be continued through the year. “ Altogether there has been expended from this fund in the State $9,200.” ALABAMA TEACHERS’ ASSOCIATIOIV. The second annual meeting of this association was held at Montgomery, July 9th, 10th, and 11th. Addresses wmre delivered by Hon. Joseph Hodgson, president and State superintend¬ ent of x^nblic instruction ; by Professor Kennedy on the best incentive to study ; ” by Hon. E. R. Dickson on the “best method of diffusing education; ” by Colonel Menifee, county superintendent of Pike County, in behalf of poxmlar education. He was followed by Rev. Dr. Andrews, president Southern University, Greensborough; Mr. Goodwin and Dr. Stout, of Atlanta; Major Davis, of Louisville; Mr. Calvin, of Augusta. Rev. Mr. Cook, Professor flalo, Professor Hogg, and Rev. D. C. B. Conuerly and others also made addresses u]3on practical subjects, and all earnestly in symx)athy with the movement for sustaining a system of x)ublic schools. Professor Lu]3ton, president of the State university, expressed himself as in full accord with the i)ublic-school movement. Though he saw difficulties in the way, he thought they would bo overcome. It was only necessary to show the x)eox)le the good to be derived from the results of the system. All the discussions during the meetings of the association demonstrated that Alabama has many able workers in the cause of public schools who are striving to lay the foundations of a x^rogressivo system of public education in the State. INSTITUTIONS. MEDICAL COLLEGE OF ALABAMA. The circular of this institution for the session of 1872-’73 contains the following record of its progress and present condition ; At the session of the college for 1858-’69 there were 22 students, 4 of whom graduated at the close of the session. The next year, or the session of 1869-’70, there were 25 students, of whom 7 graduated. The next session 54 students attended the lectures, 15 of whom graduated. At the last session, that of 1871-72, there were 91 students and 37 graduates. Thus the institution has had a steady and uniform growth. The system of free lectures still continues. ALABAMA. 7 REASONS EOR MAKING THE LECTURE COURSE EREE. The building was erected by the State, and presented to the trustees as a free gift. The city of Mobile presented a museum and complete chemical apparatus, at a cost of $80,000. At the close of the v^ar it became apparent that many of the students were unable to pay the customary charges for tuition. The faculty, therefore, decided to make the lectures free, and charge fees only sufficient to meet the ordinary running expenses of the institution. In the opinion of the faculty, the plan accomplishes all that was desired. They do not object to the endowment of the various chairs, but claim to have adopted the x)resent system as the plainly indicated want of the times. The faculty also urge their friends to foster the institution, and- to contribute their moral support to its sustenance upon the plan adopted. TALLADEGA COLLEGE. This institution is the outgrowth of the work carried on by the American Missionary Association, and is still under its supervision, and partially maintained by it. It is intended by the founders to build up an institution complete in all its departments, commencing with pre]Daratory and normal departments, and developing into a college. A building, sixty by one hundred feet, erected before the war, surrounded by forty acres of land, was, with the assistance of the Government, xiurchased in 1867. In honor of one who contributed largely, it is called Swayne Hall. In the summer of 1870 a second building was completed, at a cost of $20,000. This building, in testimony of the liber¬ ality of Rev. L. Foster, of Blue Island, Illinois, is named Foster Hall. The advantages of the school are extended to both sexes, and to all without distinction of sect, race, or color. In addition to the preparatory and normal departments, now in operation, collegiate, ladies’ higher, and professional schools are to be organized as soon as there shall be a demand for them. A theological department was ojiened at the commencement of the session of 1872-73. The college also sets forth its pressing need of funds to expand its work. ALABAMA INSANE HOSPITAL. The eleventh annual report of the officers of the Alabama Insane Hosj^ital, Dr. Peter Bryce, superintendent, contains some facts interesting to educators. The number of recoveries in x)roportion to the admissions is greater than last year, and the deaths have correspondingly diminished. These facts are, in the opinion of the superintendent, the more remarkable from the fact that an unusually largo number ot incurable and feeble patients were admitted. In the aiijiendix to the report, among others, are the tables given below : Social relations of patients received during past ten years. Men. Women. Total. Married . 210 114 324 Single . 160 100 206 W idowed . 30 59 89 Unknown . . 9 14 23 1 Education of patients received during past ten years. * Men. “Women. Total. Received a liberal education . 19 13 32 Received a good education . 98 47 *145 Received a limited education . 198 115 313 Received no education . 83 98 181 Unknown . . . 11 20 31 *From this it appears that out of tho 702 patients under treatment for tho ten years from 18G1 to 1871, only 177 had received a good education. SPRING HILL COLLEGE. This college was incorporated in 1836 by the State of Alabama, wnth all the rights and privileges of a university, and emjiowered to confer academic honors. Tho college building was burned in 1869, but has been rebuilt on an improved jilan. The course is divided into classical and commercial departments. These are preceded by a preparatory course. 8 REPORT OF THE COMMISSIONER OF EDUCATION. HOWABD COLLEGE. The organization of this college is said to be similar to that of Washington and Lee Uui’^ersity. There are ten different departments, and each student may choose which of these he will attend, but he is required to attend at least fifteen recitations per week. The departments are : 1. School of Latin. 2. School of Greek. 3. School of modern languages. 4. School of English. 5. School of moral science and theology. 6. School of mathematics. 7. School of chemistry, geology, and mineralogy. 8. School of natural philosophy and applied mathematics. 9. School of- civil engineering. 10. Business school. The degrees conferred are those of Bachelor of Philosophy, Bachelor of Science Bachelor of Arts, Master of Arts, and Civil Engineer, for the attainment of wLich, certificates of proficiency in varying combinations of the different schools are prereq¬ uisites. MAEION FEMALE SE:\IINARY. This seminary is claimed to be one of th^ oldest schools of a high grade, for the edu¬ cation of females, in the State. The scholastic year embraces nine months. TUSCALOOSA FEMALE COLLEGE. ^ Large additional buildings have been erected recently for study-halls, recitation- room, music and art departments. The school embraces primary, intermediate, academic, and collegiate departments. A normal department is also announced. FLORENCE SYNODICAL FEMALE COLLEGE. This . institution embraces a primary and a collegiate department. The collegiate course extends over four years. DEATH OF REV. ’Sk'ILLIAM H. MITCHELL. Rev. William PI. Mitchell, D. D., xiresident of the Phorence Synodical College, died October 3, 1872. He was born at Monoghan, Ireland, September 7, 1812. He received a classical edu¬ cation, and afterward studied law with his father. In his twenty-sixth year he married, and shortly after came to Montgomery, Alabama, where he taught school for several years, and was licensed to preach by the presbytery of East Alabama in 1843. He was settled as jiastor at Wetumpka for seven years. He removed to Florence in 1850, where he was settled as pastor till 1871. In 185G he became president of the college. He was possessed of great executive x)owers as presiding officer and as teacher. His influence for good over his xiupils was most marked. In all the relations of life he bore himself in such a manner as to win the confidence and respect of the entire commu¬ nity, and his death is deplored as a public calamity. PACTS FROM THE UNITED STATES CICNSUS Area and poimlation. — In 1870, Alabama was the sixteenth State in x)opulation, having 996,992 inhabitants, in an area of 50,722 square miles, an average of 19.66 persons to the square mile. This population consisted of 521,384 whites, 475,510 negroes, and 98 Indians ; 987,030 were natives of the United States, 9,962 were foreign- born ; of the native residents of the State, 369,635 whites, 374,418 blacks, and 93 Indians, were born wfithin it-s borders ; of the foreign residents, 2,482 were born in Germany, 3,893 in Ireland, and 1,041 in England. School attendance. — According to I'able IX, vol. 1, of Census Report, 77,139 persons of all ages attended school in the State in 1870; of these only 48 were foreign-born. The white male scholars numbered 31,098, and the white female scholars 30,226 ; the colored male scholars 7,502, and the colored female scholars 8,313. ^ niiterates. — The number of persons of all races, 10 years old and over, unable to write was 383,012, of whom only 870 v/ere foreign-born. Age, sex, and race of illiterates. — Of the white illiterates, 10 to 15 years old, 13,214 were males and 11,016 were females ; of those from 15 to 21 year^ old, 9,642 were males and 9,757 were females ; of those 21 years old and over, 17,429 were males and 31,001 were females. Of the colored illiterates, 10 to 15 years old, 24,391 were males and 22,615 were females ; of those 15 to 21 years old, 25,6i6 were males and 28,915 were females ; of those 21 years old and over, 91,017 were males and 98,344 were females; 55 illiter¬ ates were Indians. ALABAMA. 9 Educational institutions. — According to Table XII, vol. 1, of Census Report, the total number of educational institutions is 2,969; these had 2,372 male and 992 female teachers. The public institutions numbered 2,812, with 2,173 male and 835 female teachers, 33,390 male and 33,873 female scholars. Amount and source of educational income. — The total income of all the educational institutions was $976,351, of which $39,500 were derived from endowments, $471,161 from taxation and public funds, and $465,690 from tuition and other sources. Public schools. — The income appertaining to the public (normal, high, grammar, graded and ungraded common) schools for educating these 67,263 pupils, was .$629,626, of which sum $8,000 were derived* from endowments, $447,156 from taxation and public funds, and $174,470 from other sources, including tuition. Colleges. — The 8 colleges reported, with 42 male and 21 female teachers, contained 1,026 pupils, and had a total income of $108,800. Academies. — The 46 academies had 132 teachers, 3,086 pupils, and an income from tuition, &c., of $142,750. Private sc/^oo?s.— The 83 (private) day and boarding schools had 97 teachers, 3,129 pupils, and an income of $70,870, of which $2,000 were derived from taxation or public funds. Libraries. — The libraries of the State were; Public, 298, with 86,.577 volumes; private, 1,132, with 490,305 volumes; making a total of 1,430 libraries, with 576,882 volumes. The press.— Eighty-nine periodicals, with an aggregate circulation of 91,165 copies, and an aggregate annual issue of 9,198,980 copies, were reported. Churches. — Of the 2,095 church organizations in the State, 1,958 had edifices, with 510,810 sittings ; the church property was valued at $2,414,515. Pauperism. — The paupers reported numbered 687, of whom 354 were native whites, 327 native blacks, and 6 foreigners. Criminals. — Of the 593 prisoners, 149 were native whites, 436 native blacks, and 8 foreigners. Ago and sex of population. — Of the total population of Alabama, 342,976 persons v/ere from 5 to 18 years old, of which number 173,273 were males and 169,703 were females. The number 10 years old and over was 706,802, of whom 340,984 wmre males and 365,818 females. Occupations. — Two hundred and seventy-fiv^ thousand six hundred and forty males and 89,618 females of these ages were engaged in various occupations; of these 365,258 employed persons 291,628 were engaged in agricultural pursuits, 42,125 in professional and personal services, 14,435 in trade and transportation, and 17,070 in manufactures, mechanical and mining iudustries. Age and sex of wording population. — ^Of the 365,258 reported as employed, 34,059 males and 14,068 females (a total of 48,127 persons) were between 10 and 15 years old; 220,699 males and 72,858 females (equal to 293,557 persons) were between 16 and 59 years of age; and 20,882 males and 2,692 females (or 23,574 persons) were 60 years old and over. LIST OF SCHOOL OFFICIALS IN ALABAMA. Hon. Joseph H. Speed, superintendent of public instruction, Montgomery. County. Name. Post-office address. Autau^'a . G. L. Alexander . Prattville. Baker . tT. L, 4yilliams . Hardey. Baltlwin . . H. Hall, sr . Howard’s Wharf. Uarhonr B. B. Fields . . Eufaula. Bibb . ' N. C. Xia<^ron . Centreville. Blmmt, . F. A. Hanna . Blountsville. Bnlloek . _ _ C. J. Li. Cunningham . Union Springs. Butler . J. N. Thigpen . Greenville. Calhoun . J. C. McAuley . Oxford. Chambers . T. W. Greer . La Fayette. Oliprnkftft \y. H. Lawrence . Centre. ^ nhop.i'.fi.w X. R. tyilliams . Butler. Olai’ko - _ _ M. Eo-ell . Gainestown. Clay . A. Williamson . Hillabee. Cleburne . N. G. MuUoy . Chulafinnee. Coffee . :... Alfred McGee . Elba. Colbert . . M. C. Bird . Tuscumbia. Coneenb . \V . J. Ledkins .... . Evergi’een. Coosa, . - N. D. Moore . . Rockford. Covin fi^tmi . . E. G. Man rill . Andalirsia. Crenshaw . Rutledge. Dale . W. H. Stuckey . Cloptou. Dallas . . E. I. Morgan . Selrna. 10 REPORT OF THE COMMISSIONER OF EDUCATION. List of school oficiaJs in Alabama — Continued. County. lifame. Post-office address. Portersville. AYetumpka. Pollard. 1. T. B. Ford . 11. J. C. Hail . Gadsden. Fayette. Pleasant Site. Geneva . I. H. Reese . Geneva. ^Y. C. McCracken . Eutaw. Hale . IJ. 11. Yerby . Greensborough. Abbeville. Scottsborough. Elyton. Florence. Moulton. Opelika. Athens. Lunestono . T. S. Malone . . Lomnles . H. W. Cofley, M. D . Benton. l\Taenn H. C. Armstroim' . Hotasulga. Huntsville. Linden. IVTariisfui A. W. McCullough . Mareu"o . G. F. Ellis . Marion . P. M. R. Spann . Pikeville. Marshall . A. J. McDonald . G untersville. Mobile . E. R. Dickson . . klobile. Monroe . T. iT. Emmons . Monroeville. Montgomery . J. Fitzpatrick . Montgomery. TJnioutown. Perrv . J. H. Houston . Pickens . roperty of the State to educate all the children of the State. “ Let not the hardy iiioueers who lead the march of American civilization, extend the area of freedom, subdue the wilderness, and incur the hardshixis and dangers of frontier life, pay the penalty of seeing their chil¬ dren grow up in ignorance as the reward of their enterprise, energy, and courage. The chief recommendation of the public-school system is, that it secures the advantages of education to those who can be reached in no other way. If it fails in this, it fails essentially to accomplish. its highest end.” FEATURES OF THE AMENDED SCHOOL luAW. The school law, as amended by the last legislature, provides that “in all counties containing 20,000 inhabitants or upward, the superintendent shall devote his whole time to the suxiervisiou of schools in his county ; ” that “ certificates of the first grade shall be granted to those only who have jiassed a satisfactory examination in Indus- CALIFOENIA. 15 trial cl rami] in addition to the studies before desifijuated ; ” that all examinations shall bo conducted partly in writing and in part orally ; the standing in each study to be indorsed upon the diploma or certificate, otherwise it is not valid ; ” also, that all the school-grounds shall be adorned, as far as practicable, with ornamental and fruit trees and shrubbery. ^‘THE CALIFORNIA TEACHER.” The California Teacher continues to bo the official organ of the department of public instruction. Under the present efficient editorial management it is in a flour¬ ishing condition, and contains much valuable educational matter, both original and selected. It is sustained mainly by the State subscrixition of |4,000. teachers’ institutes. Since the year 1861, a State teachers’ institute has been held annually in the eity of San Francisco. The special feature of the session of 1871 was a debate on the true theory of a xjnblic-school system. This debate, while it developed a great variety of opinions as to the best method of giving to all the children of the State the advantages of a full term of x^ublic-school instruction, showed that all were agreed that these ad¬ vantages should be more equally distributed, and that the time for action had arrived. Of county institutes. Superintendent Fitzgerald says: ‘^In some counties the first real imxiulse to the cause of education dates from the first institutes held in them. They have done incalculable good, not only in enlarging the ideas and exciting the enthusiasm of teachers, but in awakening the interest of the public generally in the cause of poxmlar education.” The number of county institutes held during the last two years is largely in excess of the number ever held during any like period xireviously. We regret to learn that an act has been recently passed abolishing these important agencies for improvement in the work of teaching. COMPULSORY EDUCATION. At the' last State teachers’ institute the subject of comxiulsory education was con¬ sidered, and resolutions were passed requesting the next legislatu re to x^rovide for the maintenance of a free school for ten months, in each district in the State; and declar¬ ing the members of the institute in favor of a law ^•compelling the education of all children in those branches taught in the public schools.” SALARIES. Suxierinteudent Swett calls attention to the low salaries paid to principals and vice¬ principals of grammar schools, and recommends that the salaries of the former be raised to $’2,400, and of the latter to $1,800. He also says : “ The salaries of exxierienced and capable women, teaching the various grammar grades, should bo increased. Good schools cannot be kept up without good teachers, and the best teachers cannot be re¬ tained unless they are paid a fair compensation for their labor.” EDUCATIONAL WORK AMONG THE CHINESE. The main difficulty in the beginning of the educational work among the Chinese was to find teachers who were able to use both the English and Chinese languages with sufficient facility to give instruction. It was finally determined to connect with the regular religious service of the churches a school for "the instruction of the Cliinese in our language, as well as our religion. Nearly every Protestant denomination now has at least one Chinese mission-school in successful operation. There are twelve in good working order. The number of students enrolled is between 1,500 and 1,800. The average attendance is about 1,000. In addition to the regular exercises on Sunday afternoon, each church has one night in the week set apart for extra instruction in English. CHINESE CHARACTER AND EDUCATIONAL ATTRIBUTES. The Chinese attending these schools are generally docile, tractable, bright of appre¬ hension, and eager and zealous in their efforts to learn. But they are set and deter¬ mined as regards the manner in whicli they shall be instructed, and each one demands the exclusive attention of a teacher. If any attemjit is made to form a class of several members, there is immediate discontent and audibly exx^ressed disapprobation. This necessitates a very large number of teachers, and the mission-schools find it their greatest obstacle. Chinese pupils are given to wandering from one school to another, thus retarding their own progress. This inclination is being gradually overcome, and each year shows a more steady average attendance. There are many and conclusive evidences that they are willing to learn and follow our ideas in the religious, moral, and social order. But the work must necessarily be gradual. Its surest agency lies in the Chinese mission-schools. 16 REPORT OF TPIE COMMISSIONER OF EDUCATION. MISSIONS AMONG THE CHINESE. Presbi/terian mission. — This is the pioneer mission, established in 1852, under the care of the Presbyterian Board of Foreign Missions. It is under the superintendence of Rev. A. W. Loomis. Rev. J. M. Condit is his associate. There are three other associate teachers, one Chinese assistant, and three native colporteurs. As most of the Chinese Avho avail themselves of educational privileges are occupied during the day, schools are held for their accommodation in the evening. A day-school was kept open for four months, but the attendance being small, it was discontinued.. The average atteudance at night is 73, though the enrollment is much larger. A school for Chinese girls and women is in successful operation under the care of Mrs. Cole. The nineteenth anniversary of this mission ’was held during the past year. One of the local papers spoke of it as follows: The singing of the school was remarkably good. The performances upon the organ evinced much genuine talent as well as care¬ ful study. Computations in mental arithmetic were performed with much accuracy and rapidity. In grammar the x^upils displayed great xirohciency, parsing with ease both simple and compound sentences. In geography they showed familiarity not only with different countries, but also with the peculiarities of governments, peoples, cus¬ toms, and arts. The most remarkable feature of the occasion was the examination of FougNoy, a very intelligent Chiftese, not only in the branches above named, but also in natural philosophy, chemistiy, astronomy, and algebra. The most abstruse ques¬ tions were answered vffth an evident comprehension of the subject and an originality of expression that indicated something far higher than a mere technical knowledge of the subjects. This was the more remarkable from the fact that Fong Noy is employed all day, devoting his evenings only to study, and a portion of these is devoted to learning telegraphy.” A branch school of the Presbyterian mission is now in successful operation at San Jose; and much work. has been done besides in Chinese Camp, Stockton, Sacramento, and lone City. Meilwdist Episcoi^al mission. — This school occupies three rooms in San Francisco. It is in charge of Rev. Otis Gibson, and is supported by the Missionary Society of the Methodist Eiffscopal church. A nominal charge of $1 jier month is made, but the pay¬ ment is entirely optional with the scholars. About three-fourths of the average num¬ ber in attendance pay promptly. The enrollment is about 100 ; the average attend¬ ance, 42. The progress of the scholars is remarkable, when it is remembered that all are employed during the day, and can only study at night. This school has steadily increased in interest since its first opening, in January, 1871, to the present time. Baptist mission. — This mission has schools in San Francisco, Oakland, Brooklyn, and Sacramento, with 300 pupils and about 100 teachers. A house, valued at $3,500, has recently been purchased for the school in San Francisco. There is an evening class of 40 scholars: and an afternoon class is to be formed for the instruction of Chinese females. -The superintendent is Rev. John Francis, recently of Brooklyn, New York. The most encouraging feature of this work is, that all the converts at once become teachers, and their inffuence on others of their race is greater than that brought to bear directly by the mission. INDIAN SCHOOLS. Colonel B. C. Whiting, superintendent of Indian affairs in California, furnishes the following statistics of schools at the reservations: At the Tule River agency the population is 374. The school, when in operation, had an attendance of 37. It is now discontinued for want of a suitable building, which is in process of erection. The teacher reports satisfactory progress. At Hoopa, the popuxation is 725. There is one school in operation, with 74 pupils. Fair progress is reported. At Round Valley there are many tribes : the total population is 1,700. There is but one school, with 110 pupils. The teacher reports satisfactory progress. The total number of male pupils in these three schools is 110; total number of female pupils. 111 ; total in all the schools, 221. The schools are under the auspices of the Methodist denomination, and all supplied with female teachers. EDUCATION OF THE SOLDIERS OF THE UNITED STATES ARMY. Tiie report from headquarters Military Division of the Pacific, General Schofield, com¬ mander, is substautiall}^ the same as that embodied in the report of 1871. Affairs in the Indian country have rendered it almost impossible to carry out any definite system of instruction. The garrisons are so small that the services of all are in constant de¬ mand for stated duties, and for the suppression of difficulties which are of frequent occurrence, especially in the valley of the Colorado. There is at each post a small librarj^ and a su^iply of newsj)apers, and such as have leisure may avail themselves of CALIFORNFA. 17 these; hnt the perpetual flxtigue and exposure incident to the life of a soldier in such a country in no small degree unfit and incapacitate him for anything like a regular course of study. UNIVERSITY OP CALIFORNIA. At the close of the. academic year tlie president of the university, Henry Durant, A. M., resigned that position, and Professor D. C. Gilman, of Yale College, was elected presi¬ dent, to date from September 1, 1872. During the session of 1871-’72 the legislature passed an act appropriating $6,000 per month for the pay of professors and tutors, and $300,000 for the building-fund. The original endowments of the university were valued at $420,000 — not including 150,000 acres of land, but a small jDart of Avhich has been located. A contract has been let for $126,000 for the completion of the university building commenced at Berkeley in 1870. From December, 1869, to January, 1872, the receipts xvere $283,720.33, and the disburse¬ ments $270,304.58, leaving a balance on hand, at that time, of $13,415.75. By an act of legislature five scholarships have been established, each of the value of $300 a year, for four years, to be competed for by candidates for the fourth class. They will be'again open to competition in 1874, at the beginning of the university year. PREPARATORY CLASSES. In order to extend the benefits of the fifth class, or preparatory department, and pro¬ vide feeders in all the most populous localities, the regents have empowered the faculty to grant licenses to such instructors as may be found qualified, authorizing them, with¬ out charge upon the funds of the university, to organize fifth classes in any of the counties of the State, to be conducted under such general rules and regulations as the faculty may prescribe, for the purpose of preparing students to enter the university. Five branches of the fifth class have already been established in different parts of the State, and the number will soon be largely increased. The conditions of admittance to the college of letters have been so modified as to permit pupils to enter without any knowledge of Greek. MILITARY DISCIPLINE. Measures have been taken to carry out the provisions of the act creating the uni¬ versity in respect to military instruction and discipline. Professor Walker and Pro- fessor'Soule, graduates of the West Point Academy, have organized a battalion of the university cadets. All ableJjodied male students are required to attend the military exercises. The State asks this alone in return for the privileges afforded by the uni¬ versity — that the students shall qualify themselves to serve the State and the nation in the hour of their peril. LECTURES. Arrangements have been made for the delivery of special courses of lectures by res¬ ident and non-resident professors. These lectures will not be restricted to any classes, but the students will be expected to attend so far as may be prescribed by the faculty. During the winter season a course of lectures is given in connection with the Me¬ chanics’ Institute of San Francisco, in behalf of the mechanic arts college of the uni¬ versity. LITERARY AND ART DONATIONS. During the past year large and valuable donations have been made to the library, which now numbers over 3,000 volumes, including choice sets of foreign and scientific works. Mr. Pioche, a resident of San Francisco, left, by will, to the university an ex¬ tensive collection of paintings, sketches, engravings, and many rare objects of art, a library, and a mineralogical, geological, and conchological cabinet. The bequest also provided $5,000 to cover the first cost of arranging them. Hon. Edward Tompkins has also x>resented the university with a gift of land valued at $50,000, to found a profess¬ orship of Oriental languages and literature. In view of the growing business relations between California and Asia, he considers it of the utmost consequence that young- men preparing for lives of business activity shall bo instructed in the languages and literature of Eastern Asia. The professorship is to be known as the “Agassiz profess¬ orship of Oriental languages and literature,” as a recognition of the debt of humanity to the great and good man who bears that name. Mr. Tompkins also desires that this de¬ partment may bo utilized for the education of such young men as may come for that purpose from Asia. He says : “As a Californian, I feel deeply the humiliation of seeing them pass by ns in almost daily procession to the other side of the continent, in search of that inteilectual hospitality that we arc not yet enlightened enough to extend to them.” AGRICULTURAL COLLEGE. The corner-stone of the agricultural-college building at Berkeley was laid with ap¬ propriate ceremonies October 9, 1871. The building committee was authorized to build 2 E 18 EEPOET OP THE COMMISSIONER OF EDUCATION. a greenbonse at an expense not to exceed $500, and employ a competent gardener at an expense not exceeding $100 per month. The university, now in the fourth year of its existence, promises to fulfill the most ardent expectations of its friends and supporters. Its instruction is Avithout charge ; women share its advantages on equal terms with men; its facilities for thorough educa¬ tion are complete, and its faithful and competent faculty pledge their best energies to its successful working and development. INAUGURATION OF PRESIDENT GILMAN. Daniel C. Gilman, A. M., was inaugurated president of the University of California^* November 7, 1872. The exercises were held in the Congregational Church of Oakland, opening Avith prayer by EeAX George Mooar, D. D., followed by an address of Avelcome by Nathan Newmark, of the senior class; address on behalf of the academic senate of the •university, by the retiring president, H. Durant, A. M. ; address on part of the regents, Avith the delivery of the charter and keys of the university to the new president, by Hon. EdAvard Tompkins; President Gilman’s inaugural address. President Gilman was born in Norwich, Connecticut, 18.31 ; graduated at Yale College 1852; studied a year at New TlaA^eu and Cambridge, then spent tAvo or three years in Europe; was librarian of Yale College 1856-’65; professor in the Sheffield Scientific School 1863-72. Ho wyas also sev'eral years superintendent of the city schools of New Haven, and afterward secretary of the Connecticut State Board of Education. President Gilman took for the theme of his inaugural address “The building of the university.” After a brief review of the changes in regard t(^ the purpose and scope of the university course, and of the rapid strides of scientific training as an integral part of university culture wdthin the past quarter of a century, he asks the design and imrpose of the State of California in establishing this State university; AVUAT IS TO BE BUILT? “Two things are settled by the charter of this institution, and are embodied in the very name it bears : “ First. It is a ‘ uniA^ersity,’ and not a high school, nor a college, nor an academy of sciences, nor an industrial school, Avbicli vre are charged to build. Some of these features may, indeed, be included in or developed Avith the university; but the TiuiA’-ersity means more than any or all of them. The university is the most compre¬ hensive term whit^ can be employed to indicate a foundation for the promotion and ‘diffusion of knowledge — a group of agencies organized to advance the arts and sciences of eA-ery sort, and to train young men as scholars for all the intellectual ■callings of life. Universities differ widely in their internal structure. The older institutions are mostly complex, including a great Amriety of faculties, .colleges, chairs, halls, scholarships, and collections, more or less closely bound together as one estab¬ lishment, endoAved witii iuA’estments, x^riAuleges, and immunities, and regarded as indispensable both to the moral and material progress of the community, or, in other words, as essential both to church and state. In this country, the name is often imisax)x>lied to a sinqde college, probably with that faith which is ^ the substance of things hoxoed for, and the evidence of things not seen.’ We must bew^are lest Ave, too, "have the name wTthout the reality. Around the nucleus of the traditional college, which has been well maintained since the earliest days of this State, avc must build the schools of ad\muced and liberal culture in all the great dexiartments of learning, Just as fast as may be x^ossible, and Ave must at least begin to recognize the various sciences by chairs which may each be the nucleus of a school or department. “Second. The charter and the name declare that this^js the ^ Uni\mrsity of Cali¬ fornia.’ It is not the University of Berlin nor of New^ Harmn which aa^o are to copy ; it is not the UniA'ersity of Oakland nor of San Francisco which avo are to create; but it is the University of this State. It must be adaxhed to this people, to their xmblic and Xirivate schools, to their peculiar geograxihical x^osition, to the requirements of their new society and their undeveloxied resources. It is not the foundation of an ecclesi- .astical body nor of x^rivate individuals. It is ^ of the x>eople and for the x^eoxile’ — not in any low or unworthy sense, but in the highest and noblest relations to their intellectual and moral Avell-being. “ Bearing, then, in mind that this is to be a uniAmrsity, and that it is to bo the Uni\mrsity of California, our next inquiry is this, ‘ Vfhat have Ave to build upon?’ a- ii- ii- ir -k ^ “Among those things which are required to make a university, an ancient writer places first, ‘a good and pleasant site, Avhere there is a wffiolesome and temperate constitution of the air; composed Avith waters, sx^rings or wells, woods and x>leasant fields; wTiich being obtained, those commodities are enough to invite students to stay and abide there.’ All this, and much more, is included in your site. You have a good CALIFORNIA. 19 system of popular instriictiou, of which the miiversity is to he the crown ; yon dwell in a community largely composed of educated men, and are under a State government which, like a generous x^areut, has made to the university a generous commencement gift. “ Besides, we must not fail to note that a vast amount of scientific and literary work, of a very high order, has been xierformed in California — good, not only in itself, but as the seed-corn of future harvests. The work of the United States Coast Survey on the Pacific, for example, in its careful study of the hydrography, its accurate delineations of the harbors, its investigation of the tides and currents, its solution of astronomical and geodetic problems, has gained renown for California seience, not in our own country only, but in Europe, and has helped i^reiiare the way for a complete triaugulatiou of the national territoiy. Kindred services have been rendered by the engineers of the Army. There is the geological survey of the State, which sur- l^asses in thoroughness and comx>leteness any like undertaking in the country, and is the delight and iDride of all men of science who take an interest in the accurate, and careful investigation of the natural characteristics of the laud, either for its own sake, or regarded as a basis for social and xiolitical growth. Growing out of this work, though beyond the limits of the State, and under the national authority, are the surveys of the fortieth xmrallel, by a x>arty of civilians attached to the corps of Army engineers. Binding all the men of science together, as a brotherhood of scholars, is the Academy of Sciences, whose imblications and collections are already of great value. A young society which has done so well wull be an imj)ortant supxiorter of the young university. WHO ARE TO BE THE BUILDERS ? “Can wo now, like master- workmen, distribute the xiarts of the building among all the orders of the craft, so that the various toilers will recognize their tasks ? Let us, at any rate, make the attempt. “ It is on the faculty more than on any other body that the building of a university depends. They give their lives to the work. It is not the site, nor the apparatus, nor the halls, nor the library, nor the board of regents, which draves the scholars — it is a body of living teachers, skilled in their specialties, eminent in their calling, loving to teach. Such a body of teachers will make a university anywhere. Agassiz, wher¬ ever he goes, is surrounded by a company of discixdes; Whitney would have his class in language at Berlin or Benares. Such men will draw not xiupils only, but the books and the collections they require, as naturally as of old Orxiheus drev/ the rocks and beasts. The f/cniiis loci, the spirit of the place, wnll be the spirit of the faculty. If truth and culture are their aim, truth and culture wnll flourish in the college where they toil. If sordid motives or unw'orthy jealousies spring uxi among them, the trust they bear will be in peril. A university requires more than anything else a large and vigorous staff, so that the various sciences and languages may ha-vm their devotees, young men of different tastes and characters may find lit guides, and the idiosyncrasies of one school or chair may be modified and counterbalanced by the qualities of another. It is now difficult, both in Europe and this country, to secure enough teachers of eminence, for other callings are better paid and are held in equal honor; let, then, no oxixiortunity be lost to enlist strong men of attainment or of promise. “The regents or trustees of a college have the great resxionsibility of apxiointing the body of teachers and of xu’oviding the funds. They are the x^ower behind the throne, unseen in the daily w’ork of the college, but never for a moment imfelt. Uxion their wise choice of instructors, their careful guardianship of moneys, their construction of buildings, their development of new departments and schools, their mode of xuesenting the university to the public, will depend the confidence and liberality of the community. On them the shafts of criticism may be often inconsiderately hurled, but in the long run they will add the gratitude of the State to their own consciousness of fidelity ami self-sacrifice in behalf of learning and the country. “The State .authorities, executive and legislative, have also a great iiart to perform in the suxriiort of this university, not by overmuch legislation, nor by hasty action in respect to its development, but by steady, munificent, and confiding suxiport. ‘ Quick to help and slow to interfere,’ should be their watchword. * # * METHODS OF IXSTRUCTIOX. “ The recognition of Divinity, humanities, and science — God, man, and nature — gives great comprehensiveness to a modern university; indeed, there is nothing left which could be included. But xmactical difficulties are not avoided by such general state¬ ments. ^ Regarding each individual scholar, regarding each imogramme of studies, the perplexity arises, not what branches may be, but what branches 7nust be included in a certain course. The^perplexity wfill never be avoided, but the practical question wfill always be put in some such forms as these ; What is the relative importance of differ¬ ent branches, and what studies most deserve encouragement ? Shall literature and 20 EEPORT OF THE COMMISSIONER OF EDUCATION. language, the traditional classical course of our colleges, be made first in rank? or ehall the place it has held be given ui? to science in its theoretical and imactical aspects ? Are the modern languages to be chosen rather than the ancient ? Shall history and po¬ litical science, with the study of the Roman law and the theory of the states, be pre¬ ferred ? or shall mathematics be the dominant theme ? Is the acquisition of knowledge, or the acquisition of discipline, as it is called, the end of instruction ? Shall general studies which maj’’ be presumed to have an equal value in all the varied callings of life, or special studies -which have decided reference to' a xDrofessional or technical career, be commended to the youthful student ? Shall lectures, or shall recitations, or shall literary and scientific research, be the method of education ? Shall universal freedom of choice and of wmrk be x)ermitted, or shall collegiate restrictions and control bo in¬ sisted on ? These and a score of kindred questions are now under discussion in the \mrious colleges of this country, and will long require our most serious attention. ‘*A x^art of the difficulty disax^pears when we distinguish the requirements of young scholars, like those who have just left the high school and the academy, from those of advanced students, whoso tastes, talents, and wants are specialized. Give the former X)rescrix)tion, give the latter freedom ; but let x)rescrix:)tion vary with the varying x)ecu- liarities of individuals, and let the freedom allowed be the freedom Avhich is governed and x^rotected by law. College work for college boys implies daily guidance under X>rescribed rules ; i^rofessional work implies voluntary, self-imx^elled enthusiasm in the acquisition of knowledge. ‘‘Another difiicuity arises from the vast expansion of science, so vast that it is im¬ possible for any one, were he gifted as Leibnitz or long-lived as Humboldt, to master the details of modern researches. THE PLACE OF THE XATlUiAL SCIENCES As THE UNIVERSITY. “I take it for granted that in the State of California there is no occasion to make a Xrlea for the study of modern sciences. The need of civil, mining, and mechanical en¬ gineers, of expert geologists and mineralogists, of devoted naturalists and xrhysicists, of chemists and metallurgists, of geologists, topographers, and maxr-makers, of agri¬ culturists, mechamics, manufacturers, and merchants, well trained for their various callings, is now so obvious that I need not advocate the importance of science in edu¬ cation. Its xfiace is acknowledged. The cjnestion is, how to secure the best sort of instruction, the fittest sequence and relation of studies, the most eminent teachers, the most complete laboratories, and the best apxiaratus; and, likewise, how to encourage that special proficiency which is indispensable to success in modern scientific iirofes- sious with that literary culture wdiich makes a scholar and befits a gentleman. Health, wealth, x^oi)Ular intelligence, and the spread of Christian civilization are so dependent ux)on the discoveries of science, and the applications of th.ese discoveries to a thousand useful arts, that a young and still undeveloxied State may well afford to be liberal in the encouragement of this class of studies. ■ * -^ -^ * * “At an early day I hope to have an ox>portunity of discussing more fully the recent progress of scientific and technical instruction wdth reference to the wmnts of this State. Vie shall find it worth while to note the experience of the Lawnence and Sheffield Scientific Schools, of the Rensselaer Institute, and the Massachusetts Institute of Tech¬ nology, of West Point and Annapolis, and of the various colleges of agriculture and the mechanic arts which the congressional grant has created. We may learn, in some respects, even more from the experience of France, Switzerland, and Germany. ^ THE PLACE OF HISTORY AND SOCIAL SCIENCE. “But while nature and its laws, in all their various aspects and apxdications, are thus engrossing, Man and all his exxierience and achievements are likewise of tran¬ scendent importance. Above all matter is man; above both matter and man is the ‘Divinity that shapes our ends, rough hew them as wm wall.’ So that tlu; individual or the institution that regards only the natural forces of this globe, witl-oat observing likewise the intellectual and sx)iritual forces which are also at wmrk, s^es only half the world. “ Give us more and not less science; encourage the most thorough and xu'olonged. search for the truth which is to be found in the rocks, the sea, the soil, the air, the sun, and the stars ; in light and heat, and magnetic forces ; in xihints and animals, and in the human frame ; but let us also learn the lessons which are embodied in language and literature, in laws and institutions, iu doctrines and oxiinions, in historical iirogress and international relations. Let lauguage, history, and literature, oratory, poetry, and art, still form a chief xiart of liberal culture, wdnlo mathematical, physical, and natural sciences are admitted to the rank from vdiich they have long been excluded. *#*#*#* “ But California is not only the central of a group of young Spates ; it is the State through which distant nations are becoming acquainted wuth American institutions. CALIFORNIA. 21 Its influence in the organization and regeneration of lauds beyond the sea is unques¬ tionably but just begun. Thert!4bre, I say that the study of history — not as dry annals, but as the record ot living forces and human experience — the study of political economy, of social science, of civil liberty, and of public law, should be made attractive by the voices of ?)rigiual and profound teachers, who know how to gather up the wisdom of the old and apply it to the requirements of the new generations. THE PLACE OF LANGUAGE. “In the study of humanity and history, language is the master-key which unlocks all doors. Time is wasted in questioning whether ancient or modern languages are most important. In the university, both groups must be taught ; the more any indi¬ vidual has, the richer will be his life. Certainly, the study of English, which every one of us employs as the instrument by which we think, and by which we communi¬ cate our thoughts to others, should bo carefully promoted. In these days, when so much that is new and important lirst appears in German and French, no system of education can be called liberal, as it has Avell been said, which does not include those tongues. Greek and Latin are not only of value for the literature and history they embody, hut for their important relations to more modern tongues. On this coast, there are special linguistic requirements. Spanish certainly should be taught in the university. It is a praiseworthy forethought on the jjart of one of the regents which has led him to provide among us for the study of Chinese and Japanese. His presence here can not restrain me from now rendering a X)uhlic tribute of gratitude for this wise and timely munificence. Let us hope that his generous purposes will, ere long, be realized. To comiflete the instructions in Oriental tongues, at least two other chairs will be needed — one to he for Hebrew and the Semitic languages, which, perhaps, some other citizen will be glad to establish ; and one for Sanskrit and the comparative philology of Indo-European tongues, the group to which the chief languages of Europe belong. The wnrld of letters would also rejoice, if, ere the last of the Indian races disappears before the progress of civilization, encouragement could here be given to some scholar to gather up and perpetuate the knowledge of their speech. In all our linguistic study we need to got beyond and above mere grammatical drill, and to think of speech as one of the chief endowments of human nature, and ‘ of every language as a concrete result of the working-out of that capacity, an institution of gradual historic growth, a part of the culture of the race to which it belongs, and handed down by tradition from teacher to learner, like every other x)art of culture ; and hence, that the study of lan¬ guage is a historical science, to be pursued by historical methods.’ “ In the teaching of both history and language, as well as of science, the university may well be guided by ‘the comparative method,’ which has yielded already such good results. It is thus characterized by an able historian : ‘ The comparative method in philology and mythology — let me add, in politics and history, and the whole range of human thought — marks a stage in the progress of the human mind at least as great and memorable as the revival of Greek and Latin learning. It has put the language and the history of the so-called “classical” world into their true position in the general history of the world. By making them no longer the objects of an exclu¬ sive idolatry, it has made them the objects of a worthier because a more reasonable worship. It has broken down the middle wall of partition between kindred races and kindred studies ; it has swept away barriers which fenced otf certain times and lan¬ guages as “ dead” and “ ancient it has taught us that there is no such thing as “ dead” a.nd"“ living” languages, or “ ancient ” ana “ modern ” history ; it has taught us that the study of language is one study, that the study of history is one study. As man is the same in all ages, the history of man is one in all ages.’ THE PLACE OF RELIGION IN THE UNIVERSITY. “ The State, as a body-politic, protects the assemblies and the worship of all religious bodies ; it favors none. How shall it be with the nuivepity and the public school, which perform the service of the State in the education of the young ? Shall religious teaching be excluded from the university, or shall it have a covert and an apologetic place; shall it be an organized force, or a silent and all-pervading influence? Shall its spirit be narrow and sectarian, or shall it be catholic and free ? The difficulty is not felt in California alone. It is involved in the toleration of the modern Christian state toward all forms of religious belief, and in its generous provisions for the promo¬ tion of education. “ In meeting the difficulty it may be well to bear in mind that religion includes four different elements — worship, doctrines, precepts, and spirit. A religious spirit no one objects to ; it is the spirit which looks ‘ outw'ard and not inward, upward and not downward, forward and not backward, and which lends a hand ;’ it is the spirit which ‘loves justice, shows mercy, and walks humbly before the Lord;’ it is the siiirit of 22 EEPORT OF THE COMMISSIONER OF EDUCATION. truth, of faith, of hoi^e, and of charity; ir is the spirit of ‘peace on earth, good will to men.’ We may say, as we say of science, the more we have of the genuine the better for mankind. Whatever precepts will tend to cherish this inward spirit and the outward uprightness and unselhshness which proceed from it, all good men will indorse. When we begin to formulate doctrines into creeds and symbols, then come controversy and difference; the right wing against the left wing, the conservative against the liberal, so that an attempt to enforce the doctrines of this or that ecclesias¬ tical body will be sure to come grief. The university is no place for sectarian contro¬ versy or denominational zeal. It is a school of learning. But as a school of learning it must teach the history of opinion and belief, it must teach the rise and growth and decay of institutions, it must show how Christian civilization has overcome pagan practices and belief, and has purified the home, the State, and the relations of nations, modifying laws, usages, manners, and language, establishing charities, reforming lirisons, securing honesty, virtue, and justice. All this should be taught by scholars, and not by partisans. If the body of teachers and students, imbued by this spirit of truth- and charity, will daily assemble of their own accord to acknowledge their de¬ pendence upon divine v/isdom, to chant the Psalms of David, and to join in the prayer which the Master taught his disciples, who can doubt that such communion of worship will elevate the character of all who engage in it, and of the institution to which they belong? So far as this I would have our university go, forcing none to attend upon such religious worship), drawing all to it by their own consciousness of its value. “ But many would go further than this. Many parents, many religious teachers, many churches, desire and insist that youth at the critical period of college life shall be surrounded by positive, outspoken, and x>ersuasive religious influences. They are afraid of a State university, and long for an ecclesiastical college. Hence come the many attempts to irromote the higher education, when one united eHort vcould hardly be adequate. But it seems to me that the end in view might be secured by better methods. Why may not religious body or association, or private individual, de¬ sirous of protecting the young men from temirtation, and encouraging them in the higher life, establish, in connection with the university, a home, or hall, or college, which should be controlled according to the founder’s views, which should be a privileged residence, should be endowed perhaps with prizes and purses? I can imagine on the slopes at Berkeley a group of students’ houses, bearing honorable names, and made attractive by the convenience of their arrangements, the good- fellowship within their walls, the xrrivileges of the foundation. I should hope they would not be barracks, or dormitories ; but homes, w'ith rooms of common assem¬ bly and private study., I should hope the bath-room and the dining-hall would be in¬ cluded i]i the structure ; and if any would go so far as to have a place for light amuse¬ ment and recreation, I for one should not object. Within such college halls the love of learning would reign, bad morals and ill-manners would be excluded, and x>riceless associations would bo cherished like those of Harvard and Yale. Cambridge and Oxford. Here, under right guidance, the best of moral and religious influences might be pro¬ moted. What church, what association, or what generous individual will be the first to establish such a hall ? “ In these convictions, which are the result of anxious thought and familiar confer¬ ence with many of the most liberal and the most conservative leaders of education and opinion, I am strengthened by the utterances of the president of Princeton College, (the Rev. Dr. .McCosh,) who has studied, in Great Britain and Ireland, a kindred difficulty. Ho suggests in his inaugural the question, ‘ How is religion to bo grafted on State colleges, open to all, whatever their ^religious profession?’ and he answers it by the clear declaration, confirmed by examples: ‘Let the State provide the secular instruction, and the churches provide the religious training in the homes in which the students reside.’ THE UE^VL yWLUE OF THE UNIVEESITY. “The State, before renewing its endowments, the national Government, before re¬ peating its grant, the men of wealth, before founding new in’ofessorshix)s, and the fathers, before sending us their boys, will often ask, ‘What for?’ Let us have our answer ready. Let us trace the influences which have irroceeded from Athens, where Socrates and Plato taught — teachers whose words still nurture our statesmen and theologians ; from Bologna aiid Paris, where students dwelt by thousands ; from Oxford and Cam¬ bridge, where so many of the foremost leaders of Anglican literature, politics, and science were fitted for their career ; from the seats of learning in Germany, now sur¬ passing in number of teachers and students the universities of every other state ; from the colleges of New England and the Atlantic sea-board ; let us study such examples, and say with courage and hope that the University of California shall be a place where all the experience of past generations, so far as it is of record, and all that is known of the laws of nature, shall be at command for the benefit of this generation and those who come after us ; that here shall be heard the voice of the wisest thinkers, and here CALIFOENIA. 23 slaall be seen the examples of the most diligent students in every department of sci¬ ence. Let us say that here high-minded youth, while they train their powers as in a gyiunasium, may also lit themselves with armor for the battle of life, and may study examples of noble activity. Let us see to it that here are brought together the books of every nation, and those who can read them; the collections from all the kingdoms of nature, and those who can interpret them; the instruments of research and analy¬ sis, and those who can employ them ; and let us be sure that the larger the capital we thus invest, the greater will be the dividend. “What is the university for ? It is to tit young men for high and noble careers, satis¬ factory to themselves and useful to mankind; it is to bring before the society of to¬ day the failures and the successes of societies in the past ; it is to discover and make known how the forces of nature may be subservient to mankind; it is to hand down to the generations which come after us the torch of experience by which we have been enlightened. “ It is wisdom that the university promotes ; wisdom for individuals and nations, for this life and the future ; a power to distinguish the useless, the false, and the fra¬ gile, from the good, the true, and the lasting. There was a wise man of olden time Avho figured its valne as well as miy of the writers of to-day, when he said: ‘Happy is the man that findeth wisdom, and the man that getteth understanding, for the mer¬ chandise of it is better than the merchandise of silver, and the gain thereof than fine gold;’ and his estimate of post-graduate instruction deserves our assent : ‘Give in¬ struction to a wise man and he will get wiser; teach a just man and he will increase in learning.’” STATE NOllMAL SCHOOL. A magnificent square of nearly 20 acres, in the heart of the city of San Jos6, was do¬ nated to the State as a site for the normal school. The building, when completed, will comi>are favorably with the best school edifices of other States. The arrangements for heating and ventilation are nearly i^erfect. The number of graduates for tire past year was 21 ; whole number of graduates since organization, 253. The legislature has appropriated |?3,000 for the purchase of additional apparatus, and ^GOOO for the imrchase of reference-books, maps, and diagrams. Tuition is free, but pupils furnish their own text-books. Books for reference are supplied by the school. PUIVATE EDUCATIONAL INSTITUTIONS. The total number of colleges and private schools in San Francisco is 71, of which 15 are under the control of the Catholic denomination. Total number of children between the ages of 6 and 15 who have attended private schools during the year, 4,824 ; number under 6 who have attended in infant schools, 950 ; number attending higher private schools and colleges, 1,100. It must, however, be noted that many of the institutions classed under the head of colleges are but iireparatory schools, but they do a good work in fitting pupils for the university, or other high institutions of learning. CALIFOENIA MILITARY ACADEMY. This was the first military institution on the Pacific coast. The course of study em¬ braces the English branches, the classics, the modern languages, and a commercial course. * The military system has been adopted as the best means of securing physical culture and mental discipline, and it is obligatory uxoou every student to attend the daily drill and perform the duties of a cadet. MILLS SEMINARY. The associate iirincipal of this seminary is Mrs. S. L. Mills. This was the first young ladies’ seminary in California. The past year has been one of unexampled prosjieritjL An art room is being added to the building, and a chapel, a short distance from the school, will soon bo comxjleted. UNIVERSITY COLLEGE. This college, in its plan and government and relation to the Presbyterian Church, closely resembles Princeton College, New Jersey. Candidates for the ministry receive instruction in the academic department without charge, and have free access to the medical lectures. Those who have the foreign missionary work in view, whether as. preachers or xihysicians, are received into the medical department without tuition fees. The institution during the past year has been in a very flourishing condition. 24 REPORT OF THE COMMISSIONER OF EDUCATION. PACIFIC METHODIST COLLEGE. Since the last report this institution hasheen removed from Vacaville to its present location, Santa Rosa, Sonoma County. It is under the guardianship of the Pacific annual conference of the Methodist Episcopal Church South. The college is open to both sexes, and about an equal number of each attend. A thorough preparatory training is a feature of this institution ; students leaving it are ready to enter the State universitj^ or eastern colleges. UNIVERSITY OF THE PACIFIC. Tlie number of graduates from this university during the past year was 4. During the year the university has occupied its new and commodious building on the univer¬ sity grounds. The two schools known as the college and the female institute have been consolidated, and equal advantages are now offered to males and females. Rates of tuition have been considerably reduced. Ladies are accommodated with homes in the family of the president. WASHINGTON COLLEGE. This college was opened July, 1872. The building is large and capable of accommo¬ dating 100 pupils. The college is open to both sexes. The course of study is so ar¬ ranged as to accord in its main features with that of the State university. CALIFORNIA COLLEGE. This college was incorporated in 1871. The value of the buildings and grounds is $25,000. Students preparing for the ministry are received free of charge. The college is open to both sexes. A theological department is to be connected with this institution. SAINT JOSEPH’S ACADEMY. This institution, conducted by the Christian Brothers, is a prosperous and well- managed school for boys. HESPERIAN COLLEGE. This college was incorporated in 1869. The average attendance is 193. Cost of col¬ lege building, $20,000. This is a female college, under the control of the Christians or Disciples, but conducted on the broadest principles of religious toleration. SACRAMENTO SEMINARVT. The average attendance at this seminary is 125. The seminary embraces three de¬ partments — juvenile, academic, and collegiate. OAKLAND SEMINARY. In addition to the regular course of study at this seminary, there will be one adapted to that of the State university. The plan for this course has been prepared by the president of the university. With the consent of the faculty and regents, the young ladies are privileged to attend the regular course of lectures in all the natural sciences. NAPA ladies’ seminary. The entire history of this institution has been one of progress. A new and commo¬ dious edifice is in process of erection. Public examinations are held semi-annually. SAINT MARY’S COLLEGE. This college is under the care of the Christian Brothers. Besides the preparafory classes, there are three departments — classical, scientific, and commercial— fully organ¬ ized and in excellent working order. COLLEGE OF SAINT AUGUSTINE. This college has just closed its fourth year under encouraging auspices. SANTA CLARA COLLEGE. This college is under the management of the Fathers of the Society of Jesus. It is reported in a very flourishing condition. The course of study in both the classical and commercial departments is complete. Instruction is given in chemical analysis and assaying; also in telegraphy and phonography. CALIFORNIA. 25 SAINT A^INCEXT’S COLLEGE. Incorporated, 1869. Averao-e attendance, 50. lu fair working order. SAINT CATHAKINE’s ACADE.MY. This institution, conducted by the Sisters of Saint Doniiuio is one of the most suc¬ cessful educational enterprises in the State. SACKED HEART PRESENTATION CONTENT. The building will accommodate 900 pupils. Tlie free school connected with this con¬ vent was organized in 1869. These schools are exclusively for girls. No charge is made except for music. The schools rely entirely on voluntary otferings for their support. SAINT IGNATIUS COLLEGE. The scientific department of this college is furnished with a very extensive and choice collection of apparatus, manufactured to order in Paris. It has also a museum of min- eralog}' and natural philosophy. SAINT MARY OE THE PACIFIC. This is a boarding-school for young ladies. It is designed that it shall ultimately bo cared for by a board of trustees, having for its president the bishop of the diocese. It occupies a whole block of land in the central portion of the village, and the grounds are in a high state of cultivation. SAN FRANCISCO THEOLOGICAL SEMINARY. This seminary is under the management of a board of directors elected ,by the synod of the Paeiiic, and under the care of the general assembly of the Presbyterian Church. Rev. W. A. Scott, D. D., LL. D., is president of the board of directors, and iirofessor of mental and iRoral science and theology. The prospects of the seminary are in every wa^y encouraging. PACIFIC THEOLOGICAL SEMINARY. The seminary is under the care of the Congregational Church. Its property is valued at $50,000. It has two endowed professorships, and a commodious building with eight acres of ground, for which it is still in debt $25,000. Tuition is free. The American Education Society will render aid to needy pupils who take the full course. The amount bestowed will be $80 or $100 a year, in currency. • The Golden Gate Academy is a school for boys, located at the seminary. Young men desiring to prepare themselves for the ministry, but not able to take a full college course, can receive special preparation for the seminary in this school. MEDICAL COLLEGES. There are two medical colleges in San Francisco, the Toland I^Iedical College and the Medical College of the Pacilio. The latter vras, until 1872, the medical department of the University of the Pacific. It is now the medical department of University College. Both institutions have a very able corps of professors. The attendance is not largo, yet both are continued with good assurance of success. CHARITABLE INSTITUTIONS. The oldest institution of this kind in the State is the Protestant Orphan Asylum of San Francisco. During the year it has given a homo to 256 children. Of this number 54 have been removed by their friends, 32 have been placed in families, 11 have been adopted, leaving the present number of inmates 159. Of this number 138 attend scliool. The common English branches are taught, and no child is allowed to leave the asylum until capable of reading, and writing a legible hand, unless removed by friends or adopted. PACIFIC HEBREW ORPHAN ASYLUM AND HOME. This institution was organized in 1871, for the protection of orphan children and for the care of aged Israelites without adequate means of support. During the past year 24 orphan children have been under its care. An active movement is on foot for the erec¬ tion of a line building for the use of the society. mVDIES’ PROTECTIVE AND RELIEF SOCIETY. At the close of last year 175 children remained in this homo at San Francisco. Dur¬ ing the year 128 have been received and 143 dismissed. There are now remaining 160. 26 • KEPOKT OF THE COMMISSIONER OF EDUCATION. The children receive a good common-school education, and are taught to work. At the I'ecent nineteenth annual meeting of the society an examination of the children showed the thoroughness of the insHuction given. The secretary, in a late report, suggests the ingrafting upon the public schools some features of the polytechnic system, so that apprenticeship shall be recognized as part of the system of public instruction ; so far, at least, as to teach boys the rudiments of a trade and the use of tools, that thej^ may be prepared to enter the workshop on small wages, by an arrangement mutually proht- able to master and apprentice. nO:\IAN CATHOLIC ORPHAN ASYLUM. Location, San Francisco. Organized, 1851. Under the care of the Sisters of Charity. Yalue of proi)erty, $45,000. Number of inmates, 320. A building, erected in 1859, ac¬ commodates 550 day scholars. A farm at Hunter’s Point, for the accommodation of very young children, is a branch department of the asylum. SAN FRANCISCO INDUSTRIAL SCHOOL. An earnest effort is being made to secure State aid to iiay off a.debt of $38,000 which hangs over this institution. The a])propriation called for is $100,000. The State super¬ intendent, in his last biennial report, says: ^‘Ycry properly, the State makes liberal pro¬ vision for the wants of those rvho inherit i^hysical disabilities — the deaf, dumb, and blind. Is not a still stronger clhim presented by those doubly unfortunate children atIio inherit moral disabilities and conditions?” The secretary of the prison commis¬ sion, in his last annual report, speaks very highly of the improvement in the school during the last two years. xV new branch of industry has recently been introduced — that of trunk and valise makin.g. About 15 boys are employed in this. AVhole number of inmates, 243. Yvith the present superintendent, Mr. Peltou, the jail idea is subordi¬ nate to the home and school idea, and the institution has more of an industrial than of a i)eual character. INSTITUTION I'OR THE DEAF, DUMB, AND BLIND. This institution was organized in 18C0, by an association of ladies, and opened with four pupils. It received State aid in 1865, and is now entirely under State auspices. The cost of building and grounds is about $180,000. The institution will accommodate about 150 persons. The bcnelits of the institution are free to all resident deaf, dumb, or blind persons of sound mind between the ages of G and 25, The exercises of these pupils before the State Teachers’ Institute on several occasions were fully equal to those of the best grammar and high schools. CALIFORNIA PRISON COMMISSION. From the annual report of the secretary. Rev. James Yfoodworth, we gather the fol¬ lowing inforiiiation concerning educa.tional efforts in the State prison. Divine service is held in the chapel every Sabbath morning, about 300 attending, of their own free choice. After the service about 2C0 of the prisoners remain for school. They are instructed b^^ the more intelligent of the convicts in reading, writing, and arithmetic. Some also study the higher branches, and a few attempt mathematics and languages, ancient and modern. The school exercises are occasionally followed by compositions and essays written by the pupils. The library contains over 3,000 vmlumes. x\bout 1,600 are'loaned every niontli, the more solid works being generally preferred. Of the 400 who have attended the school since its organization, a year and a half ago, 180 have learned to read and write. A significant fact in this connection is that, though many of those who have attended th-e school have been discharged, only two or three have been returned as prisoners. The secretary suggests that the board of managers be, in part, composed of women. mechanics’ institute. Organized March 29, 1855. The objects of this institute are the establishment of a library and reading-room, the collection of a cabinet, scientific apparatus, and works of art, and other literary and scientific purposes. The library contains 19,000 vmlumes, including many rare scientific works. Yhthin the past fourteen years this institute has presented to the State seven exhibitions, all of which were attended with the most complete success. The property of the institute is estimated at $150,000. PUBLIC LIBILVRIES. The statistics of the public libraries of the State will bo found in the apfiropriate table at the end of this volume. Several of the hotels of San Francisco are provided V ith large and interesting collections of books for the use of the guests. One of these libraries contains 7,000 volumes. CALIFOKNIA. SAN FRANCISCO. ESTI.^IATED EXPENDITURES AND BUILDING-FUND. The estimated cost of school-buildings to accommodate the children now seeking ad¬ mission to the schools is $357,000, for which purpose there will remain a balance of $180,721.82. Superintendent Widber remarks; “ The board of education has, there¬ fore, at its disposal only about one-half of the funds required for the erection of school- buildings. But if for a few years in continuance it can have a like amount for a building fund, a sufficient number of school-houses can be erected to at least save the department from paying rent for rooms and buildings, and provide all children attend¬ ing the schools with capacious and well-ventilated class-rooms. The legislature has relieved the school fund of the amount annually transferred to the sinking and interest fund of schoc-l bonds, now amounting to about $80,000, by xiroviding that such transfers shall be made from the general fund of the city and county, instead of from the school fund. It has been owing almost entirely to this heavy draft upon the school fund that a deficit has occurred each year, and the legislature has xierformed a very essential act.” CONSOLIDATION OF PRIMARY SCHOOLS. Until recently the primary system included six grades, each occuxiyiug six months, while the grammar course consisted of four grades, each requiring a^ year. The higliest XU'imary grade, therefore, graduated pupils into the lowest grammar grade twice as often as the latter was ready to receive them. By reducing the number of primary grades, and extending the time of each through one year, the examinations and x>ro- motions are made coincident with those of the grammar grade. COURSE OF STUDY. Upon the recommendation of princixials of the primary schools, French’s First Les¬ sons in Numbers, as a, text-book in mental arithmetic, was added to the primary course. The xtrincipals also indorsed the recommendations of the deputy superin¬ tendent to teach decimals in connection with whole numbers in the lowest grade. In the grammar grades some of the less essential studies have been drox>ped, and a material reduction made of the amount required in those retained. The new course cumbers pupils with fewer tasks, but secures far greater thoroughness and a higher quality of education. CONDITION OS’ SCHOOLS. Deputy Suxierintendent Swett, in his last annual report, says : “ The educational con¬ dition of the schools will best be shown by the results of the thorough and critical ex¬ aminations at the end of the school year. The expectation that the cutting down of the course of study to something like sensible limits Avould be xmoductive of good results has been fully realized. The class of 254 graduates I'roni the grammar schools is the lai'gest and, without doubt, the best fitted class ewer sent ux) to the high schools. In most of the lower grades at least four-fifths of the xmxiils were regularly promoted. But the new course of stmly, though an imiirovement, still has some serious defects. In fact, so long as teachers doxiend mainly on te*s.t-books, and so long as some of the inferior school books forced on the city by the State board are continued in use, it is utterly impossible to adoxit a xiractical and rational course of instruction. It is to be hoped, now that the State uniformity lavr is repealed, that during the next two years some gradual changes may be effected, and that the course of study may be revised and imxiroved.” The examinations in French and German were satisfactory ; but Mr. Swett remarks: “ It is evidently too heavy a burden for a xmpil to learn two languages and carry the English course at the same time.” TEXT-BOOKS. The law compelling cities to adopt the State series of text-books has been repealed. The dexmty suxieriutendent, rvhile favoring the rexieal, advocates local uniformity as indispensable. EXAMINATIONS OF TEACHERS. The quarterlj^ competitive examinations of teachers harm x>i’oved conclusively the utter incon)x>etence of some candidates claiming, and suxiposed to bo thoroughly quali¬ fied, and the imxierative need of thorough examinations by comxietent and imxiartial X>ersons. In an address delivered before the National Education Association, held in Boston in August of the present year, Dexiuty Suxierintendent Swett said that ho considered the 28 REPORT OF THE COMMISSIONER OF EDUCATION. present system of examining teachers, in most cases, a mere farce. ^‘Of the 300,000 school-teachers in this country only one-tenth are professional ; a fact which will re¬ main unchanged so long as communities fail to retain their teachers longer than a single year and refuse to give them proper remuneration.” KEED OF EDUCATION^\X REFOEM. Mr. Swett deprecated the election of school boards by political parties and the fre¬ quent changes caused thereby among school officers and teachers. “ Gradually, but surely, the schools are coming to be considered as legitimate party spoils of the victors.” * * “There has been a great deal of talk about reform in civil-service appointments, but the country stands in greater need of reform in the manner of making educational appointments.” * ^ “There are only a few {States that have an system of profes¬ sional examinations by means of which a xurblic-school teacher can secure a professional life-diploma, and thereafter be exempted from the humiliation of xteriodic examinations by petty school officials. And even if a life-certificate can be secured, as iu a few States, such as Illinois, Ohio, Iowa, or California, it is of no legal value outside of the State in which it is granted. California is the only State that recognizes by law the State diplomas and certificates of other States, by placing them on an equal footing with her own. No State, except California, recognizes by law the normal-school diplomas of other States ; in fact, many of the States fail to recognize by law the diplomas given to graduates of their own normal schools.” LIFE-DIPLOMAS. “ There ought to be, in every State, a State board of examination, made up exclusively of professional teachers, including the State superintendent of public instruction, hav¬ ing power to issue life-diplomas to experienced teachers of the higliest rank, and cer¬ tificates of lower grades to younger teachers ; these diplomas and certificates to be issued only upon actual examination in writing, and the record of examination to be indorsed upon the certificates. There ought, then, to be a system of broad and liberal legislation, iu all the States, by means of wdiich a professional teacher, holding a diploma or certificate in one State, should be^guaranteed a legal recognition in all the other States. In addition to a State system of examinations, an efficient system of city, county, or township examinations is indispensable. The examining boards should be made u^^ of each city, county, or township superintendent, together with from three to five pro¬ fessional teachers, themselves holders of high certificates. They should have power to issue, on actual written examinations, certificates of different grades, valid for periods of time ranging from two to ten years. These boards should be paid for their work; otherwise it will not be well done; and they should be composed exclusively of prac¬ tical teachers, for the same reason that only lawyers can legally examine legal students, only physicians examine medical students, and only clergymen decide the fitness of theological students to enter the ministry. Until there is a reform in this defective point of our school system, there can be no marked and permanent improvement in the public schools as a Avhole. That so little has been done iu this direction, can only be accounted for from the fact that nine-tenths of the men and women engaged in ' keep¬ ing school’ are intending to get out of the business as soon as they can, otherwise they would never submit to the humiliations imposed upon them.” Mr. S.wett concludes his remarks by presenting a series of propositions relating to the examination and appointment of teachers, for the consideration of teachers, educators, and legislators. He was made chairman of a committee appointed to consider the matter of teachers’ examinations, and report at the next annual meeting of the association. EVENING NORMAL SCHOOL FOR TEACHERS. This school, which was discontinued for two years, has been recently revived. It meets one evening each school-week, continues two hours, is conducted by competent teachers, under the direction of the deputy superintendent as principal, is numerously attended, and promises well. INCREASED PAY OF TEACHERS. The p)ay of grammar assistants has been raised from $810 to $840 a year, gold coin ; and the salaries of female head assistants in grammar schools have been raised from $1,000 to $1,200 a year ; and their title changed to vice-principal. E^CENING-SCHOOLS. The boaTd has recently adopted these schools as a permanent feature of the public- school system. They are free to all persons over ten years of age, and are continued CALIFORNIA. 29 the same number of months as the day-schools, with the same vacations. Pupils at¬ tending day-school are not admitted except for instruction in drawing. The classes in architectural and mechanical drawing have been very successful. The schools are graded. ^ COSMOPOLITAN SCHOOLS. In these schools— in which the French and Gorman languages are taught in addition to the regular English course — there are 5,396 pupils. In the primary department the pupils are required to study one language from one to one and one-half hours per day. In the grammar department both languages are pursued, and the time given^ is two hours per day. The demand for instruction in these languages, particularly Ger¬ man, was so great, that when special teachers were appointed in two schools, more than four-lifths of the pupils immediately began the study of one or both languages. Dli AWING. When the study of drawing was introduced into the public schools, instruction was limited to the first and second grades. In the primary schools, though there was a little drawing on slates for amusement, there was no systematic training. A skillful teacher has now been assigned to teach drawing in the primary schools. All grades below the fifth are to use Bartholomew’s cards. Drawing is now regularly taught by specially qualified teachers in all the grades. CO-EDUCATION OF THE SEXES. Of the thirteen grammar schools of San Francisco, three are for girls alone, three for boys alone, and seven mixed. The preference of parents can thus be gratified in the selection of Uj school. Public opinion obviously favors the natural order. Deputy Su¬ perintendent Swett, in his last annual report, makes copious extracts from prominent educators, all favoring the co-education of the sexes, on the ground that economy is thus secured, discipline and instruction are improved, and individual development is tar more sound and healthy. OAKLAND. GROWTH OF PUBLIC SCHOOLS. The first public school in this city was organized in July, 1853, with 16 pupils. The first grammar school was organized in November, 1867. In twenty years the depart¬ ment has increased from one building, with 16 pupils, to buildings containing 36 rooms and 1,500 pupils. , Two additional buildings are to be erected. The board of education estimates the expenses for the fiscal-year of 1872-’73 at $50,000, exclusive of building fund. The course of study is the same as in the San Francisco schools. Vocal music and chawing are taught in all the classes. Annual cost per xmpil for tuition, $23.23. SAN JOSlE. PUBLIC SCHOOLS. In San Jos6, the course of study requires eight years below the high school. The high-school course occupies two years. The course of study is so arranged as to com- X)el semi-annual examinations and x)romotions. The city superintendent recommends the erection of a sxiacious building, t^ bo devoted to a high and cosmopolitan school, in which there shall be a xiractical business and commercial dei)artmeut, where telegraphj" and jihonography shall be taught ; also the principal modern languages, and where a sufucient knowledge of Latin and Greek can be acquired to enter the college of letters in the State university. He recommends the sux)])ort of the public schools, on the ground of economy. ‘‘It costs, on an aAmrage, $1,200 to convict and xmnish each criminal, while the schools can be maintained at a cost of not more than $200 for each child. School-houses are cheaxier than jails or xieniteutiaries.” Value of school X)roperty, $86,450 j cost of tuition x)er puxfil, $21.80. DEATH OF HON. EDWARD T0:MPK1NS. Hon. Edward Tompkins, of OakLand, California, v/ho gave $50,000 for the endow¬ ment of the xirofessorship of Oriental languages and literature in the Ltniversity of Cal¬ ifornia, died at his residence on the lOth of November, 1872. He was a lawyer by x>i'o- fession, and a scholar, and had been for some time a member of the State senate, and was always a devoted friend of learning. 30 REPORT OF THE COMJIISSIOXER OP EDUCATION'. FACTS FROM THE UNITED STATES CENSUS. Area and poimlation. — lu 1870 California was tlie tAventy-fonrth State in population, having 560,247 inhabitants within an area of 188,981 square miles ; an average of 2.29 persons to the square mile. This population consisted of 449,424 whites, 4,272 colored, 7,241 Indians, and 49,310 Chinese. Of these numbers 350,410 were natives of the United States, and 209,831 were foreign-born. Of the native residents of the State, 162,093 whites, 1,074 colored, 6,251 Indians, and 486 Chinese were born within its borders, while of the foreign residents 29,701 were born in German}^ 54,421 in Ireland, and 17,699 in England. School «tte)u7a?ice.— According to Table IX, vol. 1, Census Report, 91,176 persons at¬ tended f chool, and of these 3,578 were foreign-born. The Avhite male scholars num¬ bered 46,539, and the w^hite female scholars 44,091, (an aggregate of 90,630 white schol¬ ars.) The colored male scholars numbered 203, and the colored female scholars 170, (an aggregate colored attendance of 373;) 25 Indian males, and 32 females, (an aggre¬ gate of 57G attended school ; also 114 male and 2 female Chinese, (an aggregate of 116.) Illiterates. — The number of inhabitants of all races, 10 years old and over, unable to write was 31,716, including 2,853 Chinese and 1,789 Indians. Of these 22,196 were foreign-born. Age, sex, and race of illiterates. — Of 1,941 white illiterates from 10 to 15 years of age, 1,092 were males and 849 were females ; there Avere 2,018 v^hitc illiterates betAveen the ages of 15 and 2J, of AA'hom 1,179 were males and 839 females, while of 22,199 white illiterates 21 years old andoAmr, 12,362 Avere males and 9,837 females, making an aggre¬ gate of 26,158 Avhite illiterates for the State. Of 45 colored illiterates reported between the ages of 10 and 15, 24 Avere males and 21 females. Of 64 colored illiterates from 15 to 21 years old, 30 vrere males and 34 females; Avhile of 807 colored illiterates of 21 years old and over, 468 Avere males and 339 females. Educational institutions. — According to Table XII, a-o1. 1, Census Report, the total num¬ ber of educational institutions Avas 1,548, haAung 1,054 male and 1,390 female teachers, Avith 45,217 male and 40,290 female pupils. Amount and source of educational income. — The total income of all the educational institutions Avas $2,946,308, of wdiich $59,057 were deriAmd from endowments, $1,669,464 from taxation and ])ublic funds, and $1,217,787, from tuition and other sources. Public schools. — The income apx^ertaiuing to the x>ablio (normal, high, grammar, graded and ungraded common) schools for educating their 75,527 pupils, Avas $1,627,733, of which sum $357 Avere dariAmd from endowments, $1,519,348 from taxation and xAublic funds, and $108,028 from tuition and other sources. Colleges.— The 17 colleges reported, with their 156 teachers and 3,046 pupils, had a total income (d‘ $595,886. Academies. — The 5 academies reported, with 21 teachers and 193 pupils, had a total income of $24,000, deriAmd from tuition and other sources. Private schools.— The 154 (private) day and boarding schools, with 267 teachers and 4,601 xinpils, possessed a total income of $243,589 from tuition and other sources. Xi5raries.— The libraries of the State were: Public, 744, containing 159,625 a'oI- iimes ; priAxate, 873, containing 314,674 volumes, making a total of 1,617 libraries, with 474,299 Amlumes. The press. — The 201 x)eriodicals issued in the State had an aggregate circulation of 491,903 copies, and an aggregate annual issue of 47,472,756. Churches. — Of the 643 church organizations, 532 had edifices, with 195,558 sittings, and the church property Avas valued .at $7,404,235. Pauperism. — The x^^i^^'^^pers ’numbered 991, of Avhom 351 were native whites, 3 natiAm colored, and 637 foreigners. Criminals. — Of the 1,574 x^'isoners 662 w’ere native Avhites, G native colored, and 906 Avere foreigners. Age and sex of population.— Oi the total poxmlation of California, 137,129 persons Avere from 5 to 18 years of age; of these, 71,086 were males and 66,043 Avere females. The number of persons 10 years old and oA^er was 430,444, of Avhom 283,740 Avere males and 146,704 were females. Occupations. — Two hundred and twenty-four thousand eight hundred and sixty- eight males and 13,780 females of these ages Avere engaged in Amrious occup.ations ; of these 238,648 occupied persons, 47,863 were engaged in agricultural x^ursuits, 76,112 in professional and personal serAuces, 33,165 in trade and trausxAortation, and 81,508 in ’manufactares and mechanical and mining industries. Age and sex of working population. — Of the 238,648 employed persons 1,585 males and 629 Ibruales (a total of 2,214 x>ersons) Avere between the ages of 10 and 15 ; 219,777 males and 12,972 females (a total of 232,749 x^ersons) betAA'een the ages of 16 and 59, and 3,506 males and 179 females (a total of 3,685 persons) were 60 years old and over. CALIFORNIA. 31 LIST OF SCHOOL SUPERINTENDENTS. IToi:. n. N. Bolaxder, State superintendent of piihlic instruction, Sacramento. COUNTY SUPERINTENDENTS. Counties. Name. Rev. S. Gt. Briggs . T. 0. Ellis . . Klamath . A. Hartz . Z. N. Spaulding . lyr^Fin Samuel Saunders . David E gen hot!’ . nn J. W. Cov'ington . S. W. P.Ross . J. S. Kikendale . S. kl. Sbeaver . C. W. Ford . — . AVatson . *Pl^r»Pi* . . John T. Kinkade . "Plnrno!^ . . . J. A. Edmaii . Sacramento . . S. 11. Jaekman . So.!! John Brown, ir . Shu B. S. McLaiferty . SfUn T^T’pEiPiRP.n J. 11. AVidber . ppT) .ypciq^niTi AV. R. Leadbcttcr . Pod T.ni.t; nUispo . . P. A. Forrester . Pod D. E. Jewett . . SnntH yipponrn. J. C. Darner . Spiitn D. F. Baker . Santa Cruz . D. E. Makinney . . . • Shasta . AV. L. Carter . Siprrt^. A. Al.Phaliu . Siskiyou D. K. Godfrey . Solano _ ... ..... Av^illiam D. Fry . Sonoma. .. .. .... George AV. Jones . Stanislaus . . James Burney . Sutter . il. C. Clark . Tehama . F. A. Vestal . Trinity . AVilliam C. Lovett . Tiilnre, S. G. Creighton . Tuolnmrie. R. De Haven . Yolo G. N. Freeman . Yuba . Thomas H. Steele.- . Post-olHcc. San Leandro. Silver Mountain. Jackson. Oroville . Colusa. W.aliiut Creek. Placerville. King's Eiver. Eureka. Independence. Linn’s Valley. Savryer's Lai-. Lower Lake. Susanville. Analieim. San Raiaol. Mariposa. Ukiali City. Snelling. Coleville. San Juan. Kapa. Nevada City. Anburn. Meadow Valley. Sacramento City. San Bernardino. San Diego. San Erancisco. Stockton. Cambria. Keuwood City. Santa Barbara. San Jos6. Santa Cruz. Shasta. Port VTine. Treka. Vaca Station. S.anta Rosa. Modesto. Yuba City. Deer CreOt. Weaver villo. Visalia. Sonora. Woodland. Marysville. 32 EEPORT OF THE COMMISSIONER OF EDUCATION. CONNECTICUT. [From report of Hon. B. G. FTorthrop, secretary of State board of education.] *• SCHOOL FUKD. Capital^of school fimcl . . $2,048,375 02 Rc veil no of school fund distributed February 28, 1871 . 128, 468 00 Dividend x>er child from school fund . 1 00 FINANCIAL STATEMENT. Received from school fund . $128, 468 00 Received from town deposit fund . . 45, 167 37 Received from town tax . - . . 1 . - . 641, 837 76 Received from district tax . 410,708 11 Received from local funds . . - . 9, 627 23 Received from voluntary contributions . 11, 012 47 Received from other sources . 256, 798 68 Total receipts for jiublic schools from all sources . 1,503,617 62 Increase over last year . - . . . ' 19, 601 27 Amount for each child . 11 70 Amount expended for teachers’ wages . 833,759 96 Increase over last year . 48,079 92 Amount expended for fuel and incidentals . 98, 238 44 Amount expended for new school-houses . 370, 369 73 Amount expended for repairs . 70,005 64 Amount expended for libraries and apj)aratus . 7, 458 97 Amount expended for other school purposes . 117, 148 21 Total expenditures for public schools . 1, 493, 980 95 Decrease for the year . 124, 406 81 ATTENDANCE. Scholastic population . . . 128, 468 Number of pupils registered in wunter schools . 94, 408 Number of pupils registered in sumnier schools . 83, 095 Whole number of ditferent scholars registered for the year . 113, 583 Increase over last year . 2, 948 Number registered over 16 years of age . 3, 541 Number in other than public schools . . 8, 754 Number between 4 and 16 not attending school . 11, 947 Whole number , in schools of all kinds . 122, 342 Average attendance in winter schools . 67, 018 Average attendance in summer schools - . 58, 349 Percentage of scholastic population registered . 88. 50 Percentage of children in schools of all kinds . . 95. 23 Percentage of scholastic iropulation registered in winter . . 73. 49 Percentage of scholastic population registered in summer . ’ 64. 63 TE.4CHERS AND TEACHERS’ PAY. Number of teachers in winter : males, 699 ; females, 1,721 . 2, 420 Decrease of males for the year, 3; increase of females for the year, 51 ; total increase . - . 43 Number of teachers in summer : males, 186 ; females, 2,194 — . 2, 380 Increase for the year: males, 1 ; females, 53 . . 54 Number of teachers continued in the same school . 1, 434 Number of teachers who never taught before . 595 Average wages per month of male teachers . . . $66 56 Average wages per month of females . .32 69 SCHOOL DISTRICTS AND SCHOOLS. l^w.mber of towns in the State . 166 Nbimber which have made returns. . . *164 " T\ro new towns, Beacon Falls and Newington, formed in 1871, Lave no separate school report till the fellowing year. CONNECTICUT. Number of school districts in the State . 1, 5.35 Decrease for the year . 20 Number public schools . 1, 630 Decrease for the year . 14 Number departments in xjublic schools . 2, 290 Number schools of two departments . 109 Number schools of more than two departments . 116 Whole number of graded schools . 225 lucrease for the year . H Average length of winter schools in days . 100. 78 Average length of summer schools in days . . . 71. 63 ^ verage length of schools for the year . 8mos. 12-^ days increase for the year . 4 days SCHOOL-HOUSES. Number new school-houses erected in the year . 33 Number school-houses reported in good condition . . 893 Decrease for the jmar . 12 Number school-houses reported in fair condition . 502 Increase for the year . 23 Number school-houses reported in bad condition . 256 Decrease for the year . . . 14 SIGNS OF PHOGEESS. During the last ten years the increase in the number of children enumerated was 19,426 ; in the amount raised by town tax, $563,297.56 ; in the amount raised by district tax, $308,765.11 ; in the amount from all sources, $1,101,430.22. Ten years ago the amount raised per child was $3.61 ; now it is $11.70. The amount paid for teacher.s’ services has advanced very rapidly within the past six years. During the jiast year the amount raised by town taxes has largely increased, while the amount raised by district taxes has xiroportionally diminished. The taxes which are now levied by districts are xirincipally for the building or repairing of school-houses. The amount expended for these purposes for the year now reported was about $440,000, a sum greater by over $70,000 than in any other year, excejit the one next previous, when the amount expended was about $.558,000. In consequence of this diminished expenditure for school- buildings, the total expenditure is considerably less-than it was the previous year, though greater by $218,000 than in any other year. LENGTH OF THE SCHOOL YEAR. The increase of four days in the average length of the schools for the last year is a movement in the right direction. The school year now averages 8 months 12.} days, which is longer that that of any other New England State, and, with ope exception, the longest in the country. But while many of the towns maintain their schools as long as is desirable, in others the terms are still too short. Some onl3" meet the- de¬ mands of the law. The majority of the children in the imblic schools are under 12 years of age. This is the best period for school drills, and the one least fitted for farms or factory labor. While as yet they can do least at wmrk and most at school, their teiTns ought to be extended more than thirty weeks, the longest period required by law. ATTENDANCE. During the last three years the number of children enumerated in the State increased by 4,81 8,' or 3.9 xier cent. The gai^^in attendance over that in enumeration was 9,380. “ With an increase of over 3,000 in the enumeration of the past yesiv, it is a matter of congratulation to find an increase of only 60 in the number Un no school.’ Eelativelj'- this is a marked decrease. With an increase of over 6,000 in the enumeration during the last two years, there has been a decrease of over 1,500 in the number Uu no school.’ The majorit}^ of these non-attendants are either under 6 j^ears or over 14 years of age. Our new laws in regard to truants, and to the emxfioyment and schooling of children, have heljied increase attendance at school. The enhanced interest of parents, the quickened educational spirit of the whole peoifie, and the inq)rovement of the schools have ail contributed to this result.” > TRUANCA' AND ABSENTEEI.SM. Indifference, neglect, and truancy still remain. The report shows that there are 11,947 children between 4 and 16 not attending school. After making due allowance for invalid children, and for those between 4 and 6 whom many wise xiareuts deem too 3 E ' 34 EEPORT OF THE COMMISSIONER OF EDUCATION. youDg for school, and for those bet^reen 14 and 16 who are at work in factories or at trades, there remain far too many who are growing up in ignorance. “The truant laws should be more generally enforced. Truancy should be regarded as incipient crime. Facts too numerous and familiar prove it to be a fruitful source of juvenile immorality. It is highly contagious. One bad case makes many more.” “Absentee¬ ism from school may usually be traced to parental indifference, intemperance, or some other evil home inffuences.” . The report of the board of education comments upon the very great irregularity of attendance in many towns ; the average attendance being only about 70 per cent, of the enrollment. The rate of attendance is shown to range in the different towns from 83..5 to less than 56 per cent. No sufficient cause for so wide a diversity among the towns can be discovered. COMPULSORY EDUCATION. The secretary frankly remarks that his former objections to obligatory attendance were fully removed by observations reeently made in Europe; and with growing faith in moral suasion as our main relianee in preventing absenteeism or reclaiming truants, he still contends for the authority of the law, to fall back upon in extreme eases. “ Where parental pride, interest, or authority fail, and juvenile perverseness is other¬ wise incorrigible, legal coercion should be employed.” The principal objections to compulsory law in ’Connecticut are that it interferes Avith the liberty of parents, arrogates new power by the government, is un-American and unadapted to our free institutions; and that it is monarchical in its origin and hi.story. Common as this impression is, it is erroneous. Connecticut may justly claim to bo one of the ffrst States in the world which, established the principle upils and the explanation of a difficulty; but even this should not be frequent nor long. The discussion was pro¬ tracted to a great length, and on taking a vote on the question a large majority pro¬ nounced in favor of detention. An address was then given by Mr. Ariel Parish on “ The relations and mutual duties of parents and teachers.” In this matter, he said, the community is in such a condi¬ tion that x^arents will not take the lead in bringing about a wholesome intercourse between themselves and the teachers. If teachers will endeavor to bring about a mutual understanding there will be gratifying results; there will be fuller school- meetings, better funds, better apparatus, and teachers will be better sustained in their labors. The last session was held in the North Congregational Church, in the evening, at' 36 REPORT OF THE COMMISSIONER OF EDUCATION. which there were several addresses by Hon. Mr. Northrop, Mr. W. B. Dwight, Mr. J. D. Ferguson, Rev. Mr. Brooks, and others. Among the resolutions adopted was one that an effort should be made to secure an increase of the salaries of the lady teachers. The officers elected were, president, Henry C. Davis, New Haven ; secretary, Ralph H. Park, New Haven ; treasurer, D. P. Corbin, Hartford. About five hundred teachers were in atteudauce, and the exercises were regarded as highly profitable. STATISTICS. The statistics of our reports furnish an effective argument in favor of free schools. Aside from this, they exert an important local influence. More than one town has been reminded that it is not creditable to its liberality and public spirit to be last in the county and the lowest in the whole State in every point of comparison. The town which, for some years, held that bad jire-eminence has lately been thoroughly aroused and started on a better career. REVISION OF SCHOOL LAWS. The school laws were revised by the legislature of 1872. The educational committee embodied more than usual culture and school and legislative experience, which in¬ creased their efficiency and influence. This revision should favor great permanency in our school laws. The practice of rotation in the membership of the general assembly has been the leading cause of change in school legislation. New members are most forward to urge new laws. The board of education has favored permanency, and ad¬ vised few changes, exce^it those connected with tree-school law. THE AMERICAN SYSTEM OF PUBLIC INSTRUCTION. The report of the board of education for the year 1868 contained a brief statement of educational principles, termed “ The Connecticut common-school platform.'’ This summary was proposed by Professor Daniel C. Gilman. It occasioned much discussion, and, though unanimously adopted by the State Teachers’ Association, encountered earnest opposition from some then unfriendly to the State board of education. But these questions seem now to be settled. The very principles most opposed have been approved by the jieople, and ratified in the platforms of both political parties. This platform, with some modifications by its author and others suggested by prominent educators in different States, has been indorsed by the presidents of more than twenty of our leading colleges, by the school superintendents of a still larger number of States, and by many other distinguished educators. Out of over one hundred of the promi¬ nent gentlemen addressed, but one dissented and refused his signature. This paper, thus sanctioned by the most eminent thinkers in the land, may properly be called the American system of public instruction. Though in its present form, prepared at the request of,- Mr. Arinori Mori, for circulation in Japan, it has both a present and historic value for Connecticut. EDUCATION AND INVENTION. It is plainly due to the former excellence of the schools, and the universality of edu¬ cation among the people, that Connecticut has always taken the lead in the number, variety, and value of its inventions. Manufactories are relatively more numerous and more diversified in their pr-ocesses and products than those of any other State. The ingenuity and inventive talent of the people have ever been remarkable, as is shown by the statistics of the Patent-Office. During 1871 the number of patents granted to citizens of Connecticut was one to each 806. The nearest approach to this was in the District of Columbia, where there was one to each 770. The pre-eminence of Connec¬ ticut in this matter has continued for many years past. NORMAL SCHOOL. The people now recognize the value of the normal school, and each year multiplies its friends. Its results have turned many honest opponents to warm supporters. The members of the institute class and many others remain but one term. Most of them had been previously engaged more or less in teaching. It is recommended that the salaries of the normal-school teachers be increased. INDUSTRIAL SCHOOL FOR GIRLS. The last has been the most successful year in the history of this important institu¬ tion. The number of girls now in the school is nearly 80. In most of them a marked CONNECTICUT. 37 improvement is noticed, both in conduct and study. Sixty per cent, are orphans. In nine cases out of ten their parents had been criminals or intemperate. Their early associations and surroundings were vicious and corrupting. The results prove the necessity of such au institution. STATE REFORM SCHOOL. The whole number of boys who have been in this school since its oiiening is 1,811. Results show the necessity of the recent enlargement of the buildings. The school work of the year, with improved rooms and additional teachers, has been unusually satisfactory. Financially, the school is very successful. The net earnings of the boys in the chair-shop and on the farm were about $1*2,000 for the last year. This does not include the large amount of work done in the shoe and tailor shops and the various departments of domestic work. While some of the boys after leaving this school have returned to evil ways, the majority have been reformed, and the success of the school is all that could reasonably be expected. THE CONNECTICUT SOLDIERS’ ORPHAN HOME. There have been 68 children in the Home during the year. The branches of study are the same as are taught in the public schools, and, like those schools, it is under the supervision of the school visitors, receiving its share of the public money. SCHOOL FOR IMBECILES. Twenty of the pupils of this institution are beneficiaries of the State to the amount of $3 per week. There are now on hand 63 applications for admission. The school has been prosperous and the work of instruction very successful. It is estimated that there are over 1,000 imbeciles iu Connecticut, and it is urged upon the State to make further provision for the wants of this class. THE AMERICAN ASYLUM FOR THE DEAF AND DUMB. This was long the only institution of the kind in this country. It is now not only the oldest, but the most truly national. It is supported in part by each of the New England States, and during the year has had private pupils from New York, New Jer¬ sey, Pennsylvania, and California. Of the xiupils of the last year, the State of Maine supiio^ted 59; New Hampshire, 22; Vermont, 19; Massachusetts, 109; Rhode Island, 10; Connecticut, 60. Nearly two thousand pupils have been trained in this institution during the last fifty-six years. Instruction iu articulation and lip-reading has been regularly given during the last year to a class of twenty-five semi-mutes. SHEFFIELD SCIENTIFIC SCHOOL OF YALE COLLEGE. This school has never had so large a number of scholars as during the present year. Its funds are gradually increasing; there has also been an increase iu the number of professors, and the library and various collections have been* enlarged. A gift of £5,000 has been received from an English lady, for the chair of dynamic or mechanical engi¬ neering. Mr. Joseph Sheffield has added largely to his previous gifts in money, and has begun the erection of a second building for the use of the school. Its estimated cost, aside from the land on which it stands, is not far from $100,000. A generous gift has been made by Hon. O. F. Winchester, by which an observatory for astronomical and physical researches will be established in connection with Yale College, the advan¬ tages of which will be shared by the Sheffield Scientific School. CONNECTICUT COLLEGES. In the colleges and professional seminaries of Connecticut there are 1,137 students, coming from thirty different American States and Territories and six foreign countries. There are in colleges 791, in theological schools '130, and in other professional schools 196. Only 125 sons of Connecticut are reported in colleges out of the State. In pro¬ portion to its population, no other State is educating so large a number of college students. NEW HAVEN. SCHOOL ACCOMMODATIONS. The territorial enlargement of the school district, by the annexation of Fair Haven, is an important event in our school history, and increases largely the number of pupils. Twenty rooms have been completed during the year, eighteen of which have been occu¬ pied. The increase of seats, however, is hardly equal to the increased number of scholars. 38 REPORT OF THE COMMISSIONER OF EDUCATION, SUPEUVISION. The change made during the year in the system of supervision marks a new era in the administration of the schools. The instruction of the grammar schools has been left chieliy to a female teacher, thus leaving the principal at liberty to devote himself to the duties which he alone can perform, not only in his own school, but in all the schools in his district. The new vigor infused into many of the schools fully warrants a continuance of this arrangement. , , DRAWING. The system of drawing, commenced several years since, has been steadily pursued with most satisfactory results. The upper classes in the grammar school have reached the higher numbers of Bail’s charts. Steadiness of hand and accuracy of eye have been generally noteworthy, and in many cases quite remarkable. Professor Bail has prepared a manual for teachers which makes the method of teaching so plain that one with tho least experience will be able to direct a class. EVENING-SCHOOL. The character of the members of this school for stability, earnestness, and application to their studies appears to improve each year. Some remarkable cases of proficiency have occurred. One man over thirty years of age, who did not know a letter of the alphabet when he began, was able to read with considerable fluency by the end of the term. During the last half of the winter session, Professor Bail gave (without charge) a course of lessons in drawing to the young men engaged in mechanical pursuits. This is the fourth series he has given. UNGRADED SCHOOL. A little more than a year has elapsed since this school was opened, and the results have been such as to leave no doubt of its usefulness. The number of cases which, under former regulations, would have resulted in “sus¬ pension” has been reduced to about half the number of the x^revious year. The num¬ ber of cases of truancy has been less than the previous year, though the daily attend¬ ance was one thousand greater. The number of “ subordinate ” pupils has diminished. A considerable number of boys out of employment have voluntarily come into the school and imxwoved their time, and many who, but for fear of arrest, would never have been seen in school, have attended quite regularly. HARTFORD. CONDITION OF SCHOOLS. The schools are, on the whole, in a very satisfactory condition. The truant law is doing a vast amount of good in the central schools, and in several instances officers have been sent into the rural districts with most beneficial effect. GERMAN. A very earnest wish exists among the German citizens to have the German language made one of the regular studies in the larger schools*. In the Brown School, Ger¬ man has been taught for the past three and a half years, with very gratifying results. During the year 240 children, 92 of whom were American and the rest German children born in this country, have studied German in this school. EVENING-SCHOOLS. An appropriation of $2,000 was made by the town for the expenses of an evening- school. A second school is entirely sux)ported by Messrs. Cheney Brothers. The statistics of these schools show that they are no longer an exx)eriinent. The number in attend¬ ance has been much larger, the average attendance much higher, and the progress greater than ever before. A valuable addition to the studies of the evening-schools would be a class in mechanical drawing. CONNECTICUT. 39 MERIDEN. TRUANCY AND ABSENTEEISM. The school visitors say our schools contiuue to suffer from irregular attendance. Hardly a day passes in which children may uot be seen patrolling the streets iu school hours, wasting their time and preparing thear minds for the growth of those crimes which are the offspring of idleness and evil companionship. Excuses, frivolous and self¬ contradictory, are offered in endless profusion and apparent variety, but most of them indicating the same feeling, that the least important of all duties that may devolve upon childhood is regular attendance at school. DRAWING. This branch has had a place in our programme of studies nearly two years, but its progress has beeu unsteady and unsatisfactory. The inequality of teachers, iu impart¬ ing instruction in this department, is probably greater than in most other studies, because less time has beeu given to drawing, inasmuch as this has not, till recently, been regarded as one of the required branches of school study. Miss Loring came here last year and visited all our schools, and gave a course of practical introductory lessons in drawing, creating considerable enthusiasm among the scholars. Iu February of this year. Miss Mary J. Dyer, an excellent teacher of drawing, visited our schools and explained the Bartholomew system of teaching drawing. In order to make drawing a successful study, it is necessary that we should have a competent drawing-teacher to give instruction to teachers and scholars. SINGING. Singing is taught successfully in some schools ; iu others there are great deficiencies aud a corresponding want of interest. It is so because many of our teachers are ignorant of singing and insensible to the advantages of music. We are convinced beyond a' doubt of the satisfactory inffueuce of music, and strongly recommend its further culture in every school. EVENING-SCHOOLS. The evening-school in the town-hall met sixty evenings, from 7 to 9 o’clock. The aggregate attendance was 75 ; the average, 50 ; the average age of pupils was twenty years. The branches taught were reading, spelling, writing, and arithmetic, to all pupils ; book-keeping to 25, English grammar to 5, and algebra to 1. Perfect order characterized the school. The average attendance at the Pratts ville evening-school was 25. MIDDLETOWN. SCHOOL ATTENDANCE. The board say in regard to this that the idea should constantly be kept before the child that attendance on the school is not to cease until the prescribed course shall be finished, aud that this is just as important as to remain through a whole term, or to be faithful in attendance during a single day. In this expectation the pupil will be less uneasy, more studious and obedient, and will come to regard education as the proper business of youth. The example, once set, will have a powerful influence upon others. Our schools would thus be increased in dignity and excellence, and the money and labor expended in this field would produce a more bountiful harvest. VOCAL MUSIC AND DRAWING. The board renew their expressions of confidence in the study of vocal music and drawing, uot merely as accomplishments, but as furnishing a part of education that can be turned to great profit in after life. It is to be regretted that the past year has not been marked with much success in the study of music, and that no systematic in¬ struction has been given in drawing, but the arrangements now made for the ensuing year promise to give greater opportunities than any before offered for the prosecution of these studies. The board urge parents to give their children all the facilities and encouragement possible for their improvement iu these branches, with the belief that the results will afford them the highest gratification, and prove to be of great value. 40 KEPORT OF THE COMMISSIO^^ER OF EDUCATION. NEW LONDON. ATTENDANCE. The averajjje attendance in the schools has been continually improving. An oppor¬ tunity will be afforded during the present year to note the effect of a compulsory sys¬ tem of education, since the new law provides a penalty for parents and guardians of children between the ages of 8 and 14 years who neglect or refuse to cause such chil¬ dren to attend school at least three months in the year. ORAL INSTRUCTION. In regard to this subject the school visitor says ; “ In a former report I suggested the giving of oral instruction upon subjects other than those of the text-books. Some quite successful attempts have been made by some of the teachers. The objects to be aimed at by the teacher in any such course of instruction are to awaken the percept¬ ive and observing faculties of the children and to put them in possession of valuable information to make them observant and intelligent. ‘‘The teacher must be fully prepared to explain the topics discussed with the scholars, so that they will be completely understood. Visible objects brought in by the scholars, or pictures of objects, should be made use of as much as possible. Compositions ma.\\ bo written upon the subjects by the older scholars. There should be some regular* system adopted by all the teachers. “ I would suggest the use of Hooker’s Child’s Book of Nature, a work that has during the year been put into nearly all the school libraries. A half-hour each week may be thus employed more profitably and more pleasantly than any half-hour now given to the regular studies.” INSTITUTIONS. YALE COLLEGE. The statistics of the college and its various departments will be found in'their ap- ju'opriate tables at the end of the volume. The departments of instruction are comprehended under four divisions, as follows : the faculty of theology, of law, of medicine, of philosophy and the arts. Under the last-named faculty are included the courses for graduate instruction, the under-grad¬ uate academical department, the under-graduate section of the Sheffield Scientific School, and the school of the fine arts, each having a distinct organization. The instruction of graduate and special students having become a marked feature of Abile College, the following summary of these courses of instruction is taken from the last catalogue : College graduates, and other persons of liberal education, are received for longer or shorter periods, with or without reference to the attainment of a degree. An ex¬ ecutive committee, designated by the faculty, has a general oversight’ of the students in this department. Instruction is given partly by lectures, partly by recitations and by oral and written discussions, partly by directing courses of reading, and yjartly by work in the laboratories and with instruments. The fees for instruction in the scientific school are ^150 per annum ; in the other sec¬ tions of the department, $100 per annum. The degree of Doctor of Philosophy is given to those who, having already taken a Bachelor’s degree, engage as students in this department for not less than two years. A satisfactoi'y examination must be passed, and a thesis presented which must give evidence of high attainment in the studies pursued. A good knowledge of Latin, German, and French must be acquired. The courses of instruction given in the department may be grouped as follows : I. — Political science, history, philosophy, and English literature. President Porter will instruct in psychology and philosophy, in the history of philos¬ ophy, and in ethics. Ex-President Woolsey Avill instruct in special cases in international law. Professor Hadley will givm a course of lectures on Roman law. Professor Wheeler will instruct in the constitutional history of England and the United States, and in the general history of Europe in the sixteenth, seventeenth, and eighteenth centuries. Professor Sumner will instruct in political economy. Mr. H. A. Beers will instruct in Anglo-Saxon and the history of English literature. Courses of lectures will be given this year by Mr. David A. Wells, on special topics in political economy, and by Mr. E. L. Godkin, on social science. CONNECTICUT. 41 II. — PhUologii. Professor Thacher -will give iustruction ia Latin antliors not nsnally read in col¬ lege; and, in particnlar, will go over selected plays of Plantns and Terence, with special reference to early Latin forms, constructions, and meters. Professor Hadley will teach the structure of the Greek language, as viewed in the light of comparative philology. Fie will instruct in special Greek authors, as Pindar, Aristophanes, Theocritus, Plato, and Aristotle; also, in Gothic grammar and the Bible version of Ulfilas. Professor Whitney will instruct in the first year in the general principles of linguis¬ tic science, and in the second year in the comparative philology of th6 Indo-European languages. He will also teach the Sanskrit language, in a course of study extending through both years. Professor Packard will instruct in the Greek tragic poets and in the history of Greek literature. Mr. Van Name will teach the elements of the Chinese and Japanese languages. Professor Lounsbury will give instruction in the Anglo-Saxon language, and in the early forms and literature of English. Professor Coe will teach the relations of the modern Romanic languages, especially the Fhench to the Latin, and will give assistance to students of the old French lan¬ guage and literature. The Flebrew and other Semitic languages may he pursued under Professor Day, of the theological department, either in connection with his regular classes or otherwise. III. — Mathematical and physical science. For the iustruction given to graduates and special students in the Shield Scientific School, (see college catalogue, pp. 61, 62.) The courses there specified may be variously combined with those here announced, of* the student may occupy himself in either section exclusively, according to his circumstances and xhans. Professor Loomis will teach meteorology, with especial reference to the making and reducing of meteorological observations. Professor Dana will instruct in crystallography. Professor Newton will instruct, the first year, in the calculus, in analytic statics, and in the dynamics of a particle ; the second year in the lunar and planetary theories and in the higher geometry. Professor Gibbs will instruct in the laws of vibratory and undulatory motion, with, especial reference to light and sound ; in the combination of observations by the method of least squares; in the potential function, with its application to the theories of elec¬ tricity and magnetism; and in capillarity. Professor A. W. Wright will instruct in heat, light, and electricity, with practical instruction in the management of apparatus. IV. — Fine arts. In drawing, painting, and modeling, the school offers a systematic course of iustruc¬ tion. It affords the special art student a thorough acquaintance with the theory and jiractice of art, and combines with this a knowledge of its history and philosophy. Its museum contains a large and increasing collection of casts and paintings, and the collections are open to art students, for purposes of art study, at all hours. In connection with the practical instruction of the school, lectr4res on the theory, prac¬ tice, and history of art will be delivered in regular course by its professors. The noble art building is in every way well adapted to its pur pose. The statement made by the executive committee of the society of the alumni, dated June 1, 1872, shows that in every department there had been xu’ogress during the year, and also that in addition to the special and so far successful effort making by the alumni to raise the “ Woolsey fund,’’ so named in honor of ex-j)resident Theodore D. Woolsey, D. D., LL. D., for which the sum of five hundred thousand dollars is sought, and which is to be aiiplied to the general uses of the college in all its departments, there have been many generous sjiecial gifts to the various departments. To the academical department, Mr. Buchanan Wiuthrop, of New York, of the class of 1860, gave $5,000 as a fund, the income of which is to be given in two jn-izes to the meml^rs of the junior class who, at the annual examination to bo held in the third term of the collegiate year, shall exhibit the most thorough acquaintance with the Greek and Latin jioets, six months’ x>revious notice being given of the authors required, which shall be chiefly selected from those not used in the college course, and particu¬ lar attention being jiaid to elegance of scholarship and appreciation of the spirit of the X>oetry. Mr. Morris W. Lyon, of New York, has made a fourth gift of $1,000, the income to be used for flaying tuition of indigent students. Mr. Samuel Holmes, of Montclair, New Jersey, has given a scholarship fund, the income to be jiaid to students from certain specified towms in Connecticut. 42 EEPORT OF THE COMMISSIONER OF EDUCATION. The chapel fund has been increased by several generous gifts to $80,000. The Sheffield Scientihc School has received toward its endowment fund $151,800. In addition to thiS;^certain gifts to meet current expenses, and in the way of certain spe- cihed annual income for from one to live years, have been received, amounting to $12,113.82, and also, for special purposes, $5,765.10. The Higgin professorship, included in the endowment fund, was endowed with $28,000 by Mrs. Susan K. Higgin, widow of the late Robert Higgin, esq., of Liverpool. Mr. Thomas R. Louusbury, of Ovid, New York, (Yaie,4859,) has been appointed pro¬ fessor of English, and Mr. Oscar D. Allen, Ph. D., of Hebron, Maine, (Sheffield Scientific School, 1861,) professor of metallurgy. Mr. Joseph E. Sheffield has begun the erection of an additional building for the use of the school, at an estimated cost of $100,000. The theological department has celebrated the fiftieth anniversary of its establish¬ ment as a separate department of Yale College. Steps have been taken to procure the erection of an additional building similar to the elegant one erected two years since. A small but beautiful chapel has been erected and finished, at an expense of $27,234, the whole sum contributed by Frederick Marquand, of Southport, Connecticut. Mrs. Mary A. Goodman, a colored v/oman, left her entire proi^erty, from four to five thousand dollars, to the scholarship fund of the school, to aid young men of color to prepare for the ministry, if any such desired; if no colored students are in the school, the income may be used for other students. Valuable donations of books have been made to the library, and also portraits of three deceased professors. Rev. Drs. Taylor, Fitch, and Goodrich. In the law department the faculty has been increased by the appointment of Hon. Francis Wayland. New courses of lectures have also been delivered by Ex-President Woolsey, Hon. Charles McCurdy, LL. D., Professors Hoppin, Hadley, Bacon, and Bailey, which courses'are to form hereafter a part of the regular scheme of instruction in the fiepartnient. Sixteen thousand dollars have been contributed to the library fund for the purchase of new reports and the comp.letion*of sets, which will make it an excellent law library. The college library has received additions by gift of 1,234 volumes and 4,860- pamphlets, and by purchase of 1,224 volumes, the latter mostly from the sums specially donated for particular x^urchases by Professor Salisbary, (the Salisbury oriental collection, .350 volumes,) and by Mr. Charles Astor Bristed, (340 volumes to the department of classical x)hilolog3'.) The class of 1872 contributed $2,000 as a class fund to the library, and two young deceased graduates bequeathed, one $5,000, the other $2,500. The two society libraries were transferred a year ago to the control of the college library. A new catalogue is being prepared and printed of the united libraries. The museum of natural history has received most important gifts, especially from the Yale exploring expedition, undertaken in the summer of 1871 under charge of Professor Marsh, and, like that of the x^revious year, comxjosed of ten recent Yale graduates. They visited Kansas, Wyoming, Idaho, Oregon, and California. Not less than, 15,000 specimens of fossil vertebrate remains were secured, including some seventy-five nndescribed species. Large collections of recent animals and very valuable ethnographical specimens were also obtained. The results of this expe¬ dition may fairly be considered as representing a gift to the museum of not less than $40,000, and the same may be said of that of the previous year. These two collections of extinct vertebrates place the Yale museum in this respect far in advance of any in this country. The collection in osteology has been enriched by more than 200 skeletons of recent animals. A valuable series of fossil animals from Greece has been received in exchange from the University of Athens through Mr. Robert B. Keep, (Yale, 1865,) late United States consul at the Pirieus, Greece. A valuable series of vertebrate fossils from the State of Oregon has been presented by Rev. Thomas Condon, of Dalles City, Oi'ugon. Thirty thousand five hundred and ninety-nine specimens have been added, of which only 2,275 were by purchase. \ In archseology the museum has been enriched by important acquisitions. A large collection of very perfect stone implements of prehistoric age from Scandinavia; 1,200 Indian stone implements from Ohio; vases, statues, images, pottery, and stone¬ ware from Central America; pottery from Peru, and Indian imx^lements and weax)ons from Oregon and Alaska comprise some of the articles. In all, 1,483 specimens have been added. In zoology the Yale museum will receive a complete series of the collections in the Atlantic waters, made in connection Avith Professor Baird and his party dCiriug the sum¬ mer vacation, amounting, it is estimated, to some 15,000 specimens. Many specimens of birds, animals, insects, and reptiles have been received from California, New Zealand and South Africa. In the school of fine arts the chair of the professorship of drawing has been endowed, and Professor Job H Niemeyer has been elected to the x^osition. The > CONNECTICUT. 43 “ Jarves collection” of old Italian paintings lias been pnrchased for the school. Many desirable casts have been obtained. An art library and a collection of “ autotypes ” are very much wanted for this school. Since the publication of the statement from which the above facts have been compiled, professorships of political and social science, of German, of molecular physics, of political economy, have been founded and appointed. A fellowship of |ld,000 has also been added. Finances of ilie college. [From the abstract of the treasurer’s report for the financial year emleil May 31, 1372.] I. — Funds of the academical department : 1. Six endowed professorships, the lowest endowment being $6,500 and the highest $50,000 . . - . . $133,376 72 2. Funds, the income of which is payable as prizes or scholarships . 102,932 44 3. Funds for the increase of the library . 31, 942 33 4. Miscellaneous funds.. . . 10,500 (X) 5. Accumulating, funds, interest of which is not available at present, but is added to the principal . . 70, 626 38 6. General fund, income available for any purpose . 371,275 38 Deduct unproductive real estate . 102, 352 31 Productive portion of general fund . 268,923 07 II. — Funds of Sheffield Scientific School : General and special funds . $267, 225 00 III. — Other funds of philosophical department : Professorships of Sanskrit and comparative philology . . . 50, 000 00 Professorship of botany . . . 24, 000 00 IV. — Funds of theological department : Five endowed professorships, lowest endowment $10,000, highest $27, 049.45 97, 775 49 General fund . .• . 126,576 55 Other funds . 82, 099 47 V. — Funds of medical department : General fund . 21,332 57 In the academical department alone, the income from all sources for the year ending May 13, 1872, was . 113, 196 98 The expenditure was . . . . 131, 444 97 Leaving a deficit of . 18, 247 99 The savings, which at one time amounted to $25,853.55, have been gradually drawn upon, so that there is no further surplus left in the treasury. WESLEYAN UNIVERSITY. This institution permits students not desiring to enter the regular departments of the college to take select courses of study, reciting with such classes as their qualifica¬ tions permit. They thus have an opportunity of pursuing an extended course of English study, in connection with Hebrew or the modern languages. They are subject to the general rules of discipline. The statistics of the university will be found in their ap¬ propriate tables. The geological cabinet has been recently enriched by the addition of Professor Ward’s casts of fossils. TRINITY COLLEGE. It has been proposed to take the beautiful grounds of the college for a public park for the city of Hartford, enabling the college to build larger buildings on a new site. 44 REPORT OF THE COMMISSIONER OF EDUCATION. The libraries of the literary societies have been recently added to the college library. The reading-room is well supplied with American and English newspapers and periodi¬ cals. An announcement is made that, in addition to the studies of the regular course, the professors in the several departments assign more advanced work to such of the students in each class as prove themselves eompetent therefor. BERKELEY DIVINITY SCHOOL. This institution is located at Middletown. All candidates for priests’ orders with fall qualihcations, according to the canons of the Protestant Episcopal Church, are admitted. Tuition is free ; so also are the rooms in the school-building, where provision is made for about thirty students. Aid is extended to persons who need, it, on terms made known by applying to the dean. The alumni of the institution, from 1850 to 1871, number 148. fitch’s home for soldiers’ orphans. This institution, located at Darien, was founded by the liberality of Benjamin Fitch, esq. It supports and instructs thoroughly in the fundamental English branches, Latin, French, and algebra, some fifty children. The Home is in charge of a lady principal. A few day-scholars are received from families in the town, who pay a small tuition. A gallery of fine paintings, many of them by the best European artistsof the modern school, collected by the founder when in Europe, is attached to this institution. WHIPPLE HOME SCHOOL FOR DEAF-MUTES. In regard to this institution, the secretary of the board of education says: “The' family school of the Whipples, in Ledyard, has attained great success in teaching deaf- mutes by articulation. Jonathan Whipple, the grandfather of the present principal, deserves the credit of being the first successful teacher of this method in America. His son, a deaf-mute, is a remarkable illustration of his father’s drill and the value of the system. The grandson, either by inheritance or culture, seems to have rare adaptation for this work. The legislature, at its last session, authorized the governor to contract with this school for the education of deaf-mutes who had been five years residents of the State, under the same general conditions as were already required for the education of indigent deaf-mutes.” • DEATH OF REV. H. M. COLTON. Rev. Henry Martyn Colton, A. M., died of brain-fever at his home in Middletown, June 2, 1872. • He was born at Royalton, New York, November 5, 1826; graduated at Yale College, 1848 ; studied a year in the school of philosophy and the arts, then entered the theo- ogical seminary, and graduated 1852; ordained pastor Congregational Church, Wood- stock, near the close of 1852; established a classical school in Middletown, May, 1857, where he taught eleven years; opened the “Yale School for Boys” in New York City, September, 1868, where he labored with great success until prostrated by the fatal disease. He belonged to a family distinguished for intellectual ability and scholarly culture, four generations of which were clergymen and graduates of Yale. He and his five brothers were directly connected with the college for twenty-eight consecutive years. An enthusiastic, receptive, persevering student through his whole life ; acute, thorough, and logical in his investigations ; fearless and conscientious in the pursuit of truth, a man of positive convictions and independent character ; he sought by constant train¬ ing and drill to induce in his pupils right habits of mental action, and lay the fonnda- tioii for high culture. By devoting himself to the personal training of a comparatively small number for a series of years, he hoped to contribute his share toward elevating the scholarship of the country. Ho was fond of social inteVcourse, and delighted in athletic sports. If his pupils found him in the school-room stimulating, exacting, impatient of idleness and decep¬ tion, and intolerant of meanness,'they knew that in the gymnasium, on the river, or the play-ground, ho was the enthusiastic yet wise leader, the genial and instructive com¬ panion. The beauty of his life in the home circle, his tender sympathy for the sufier- ing, and his labors for the ignorant and the unfortunate, were such as might be ex¬ pected, when one naturally amiable and generous is controlled and animated by Christian faith and love. CONNECTICUT. 45 DEATH OF MR. JOHN P. BRACE. John Pierce Brace, A. M., died in Litchfield, October 18, 1872. He graduated at Wil¬ liams College in 1812, with high honors : was fitted thoroughly in the studies of the three professions, law, medicine, and theology, and could have entered any one with honor; was learned in ancient and modern history ; in mineralogy, botany, entomology, and various other branches; was for several years editor of the Hartford Daily Courant. He never wrote any scientific or scholastic work, such as he easily might, but left his record and work in the minds of thousands whom he educated, and who still love his memory. As teacher in the famous Litchfield Academy, and afterward (1832) as principal of the Hartford Female Seminary, which, under his guidance, became equally celebrated, he trained many young ladies" who have since become leading women in society, chari¬ ties, or literature throughout the land. One of them, Mrs. B. B. Stowe, says : “Mr. Brace was one of the most stimulating and inspiring instructors I ever knew.” The last nine years he spent on the old homestead, in Litchfield, enjoying the treasures of his ample library and the society of friends. DEATH OP PROFESSOR JAMES HADLEY. In the comparatively early death of this great scholar and teacher, not only Yale College, but Amencan scholarship, sufihrs loss. This summary of his life and works is taken from the appreciative notices of Presi¬ dent Noah Porter, D. D., and Professor W'illiam D. Whitney, Ph. D., LL. D.: “James Hadley wms born in Fairfield, Herkimer County, New York, March 30, 1821. His father was at the time professor of chemistry in the flourishing medical college at that place. At seven years of age, young Hadley entered the academy at Fairfield, under the charge of Rev. David Chassel, D. D., and continued until he entered Yale College. When he was nine years old he was afflicted with a white sv/eliing upon his knee, the result of a casual injury, which was followed by a year and a half of severe suffering, and disabled him for life. “From that time his life was that of a systematic and energetic scholar. He did not abandon play. Nothing could repress the exuberance of his spirits or the force of his bodily activity. He soon learned, with or wdtbout his crutch, to perform feats of surprising agility. But his papers show that as early as fourteen he began to map out the work of his days and weeks, and that his scheme of study was most liberal and involved severe effort. He edited a literary newspaper, furnishing the matter for en¬ tire numbers himself, and writingthese out in the fair chirography which he acquired by self-schooling. These papers are still preserved, and abound in various and sprightly^ jenx d’esprit in prose and verse, on topics humorous and grave, such as all boys delight in. At the age of fifteen he picked up a Hebrew chrestomathy, and, with some help, taught himself the elements of the Hebrew language. At about this age he occasion¬ ally heard the recitations of his own class, and the scene is well remembered when this slender and delicate boy sat upon the knee of one of his classmates and heard the les- , son through. None of us can doubt that he hegrd it thoroughly and keenly, and boldly sorutinized the work of his stalwart associates. A little later Dr. Chassel made him , his assistant in hearing some of the classes. The next three years he served acceptably as a regularly elected assistant in the school. At the age of nineteen and a In^lf be entered Yale College. # applied for admission to the junior class. President Woolsey examined him in Greek, and after hearing him read a little and asking him a few questions, expressed his entire satisfaction. When the examination was finished he told him that he could take any position in the class which he might de.sire. Little did he think at that hour wha.t a blessing had come to the college in this modest stranger who knocked at her door at the sixth hour; how this youth should be stimulated and refreshed by his own example and scholarship, and take the torch of Greek and other learning from his own hand to transmit it new-trimmed and replen¬ ished to another generation, so that when he should die he himself should say of him, “ He was a great scholar, great for any part of the world.” While in college, he pur¬ sued special studies in almost every term; in one term German, in another Spanish, in another the calculus, in another Hebrew, but was foremost iii his class, which gradu¬ ated in 1842. He remained a year as resident graduate, deA'oting himself especially to mathematical studies. During this year his attention was drawn to certain difficult problems in the mathematical journal then conducted by Professor Peirce, of Cam¬ bridge. These problems he solved with such ingenuity as to attract the attention of the distinguished professor, who has repeated the remark more than once, that he could not forgive Yale College for making the man professor of Greek who should have been the first mathematician of the country. The year following he entered the theological seminary, and remained two years, except that from September, 1844, to April, 1845, he acted as tutor in Middlebury College. Jn September, 1845, he became tutor in this college, and held that office "tiM August, 1848, when he was appointed assistant lu’o- 46 EEPORT OF THE COMMISSIONER OF EDUCATION. lessor of Greek. In Jniy, 1851, when President Wooisey resigned the professorship of Greek, he was elected his successor, and was married the 13th of August. In 1864 he was called to a severe affliction in the death of his brother, Professor Henry H. Hadley, a man of kindred genius, Avhom he greatly loved. In February, 1865, he was prostrated by an insidious disease which required release from all active service. In September, 1866, a surgical operation became necessary, which was followed by long-continued debility. In January, 1868, he began his college work again, perfectly restored as he thought, but with somewhat lighter labors. Early in the last college year he sutfered from a cold, inducing a partial relaxation of the vocal organs. Early in the present year he sutfered from a similar attack ; but he regarded it as temporary, and still insisted that his constitutional force and capacity for work were unabated. A few weeks since a more active disease assailed him, to the repeated onsets of which he at last yielded, and on Thursday morning, November 14, he gently breathed away his life. ■These are the brief records of a most honored and useful career, in which has been matured and manifested a character of marked eminence and peculiarities. “As a scholar, Professor Hadley was remarkable for the extent of his acquisitions. The enumeration of the many languages which he completely mastered, and the many others with which he was more or less familiar, is decisive of this. In the Greek and the Hebrew he was an adept. He was familiar Avith the Latin, and the principal mod¬ ern iauguagues, including the Swedish; with Arabic amd Armenian; with several Cel¬ tic languages, as Welch, Gaelic, and Irish’; with the Sanskrit, and the dihereut forms of the Gothic. Of late years he has given special and continuous attention to the sources and early forms of the English. It was no uncommon thing with him to devote a few weeks to the special study of the grammar and Amcabulary of a language before unknown, andJhus appropriate valuable material for his general studies in comparative philology. To most scholars the complete mastery of a single language is the work of many years and distinguishes the life. To it every other study is auxiliary at least, if not secondary. But for Professor Hadley to acquire a language was so easy, and the ends for which he studied language were so broad and comprehensive, that he seemed to be equally at home in many tongues, and to appropriate from many others all that was required for his purposes. In' respect to eA^ery language which ho commenced, he was inclined, however, not to stop Vvdth the amount of knowledge which would sufflce for any immediate object, but to proceed to the mastery of whatever could be known. We hardly need add that in this extent of linguistic study he was uniformly exact. “The variety of his knowledge vras as remarkable as its extent. He Avas not only equally at home in several languages, each of a different family and type, which in itself is uncommon, but he Avas equally master of other branches of knowledge, some of them remote from language and x>Filology. In the x)ure mathematics he had a sxiecial delight — being as a learner and teacher singularly ra]3id in his insight, clear in his discriminations, and ingenious in invention. At an early period of his public life, as we have seen, it was almost a matter of question whether he was not as well fitted for this science as for x)hilology. In the multitude of his linguistic studies, he neA^er abated his interest in the mathematics, and ncAnr forgot any problem which he had mastered. Pie watched with close and interested attention the j)rogTess of mathe¬ matical x^hysics, and kept himself familiar with the decisive movements Avhich have marked the x^rogress of each of the sciences of nature. In chronology and history he was singularlj^ This was not surprising in view of his preA'ailing tastes and actWities. * * * “T>f the American Oriental Society he Avas an acknoAAdedged x^iHar from the first, and for the last tAVO years has been its president. In the Philological Association the Anriety of his acquisitions and the reach and sagacity of his reflections in dWerse spheres were most cousxiicuous. \VhateAmr pax>er might be read, Avhether on the Semitic tongues or any of the ludo-Euroxiean languages, ancient or modern, whether on Anglo-Saxon or the later English, whether the x^axier concerned matters of fact or attemjited ambitious and fanciful speculation, Avhether the subject was known to harm been familiar to him for years, or seemed remote from the range of his special studies, wheneArer Professor Pladley sxioke, he spoke Avith authority, and was listened to with deference, because he spoke from certain knoAf ledge and. mature thought. * # » “Variety of knowledge does not always indicate breadth of mind. Not a few men have extensive, exact, and various kuoAvledge, who' are narrow-minded men, inasmuch as their well-grounded x^ositiveuess within certain sxoheres seems to disqualify them from appreciating the facts or truths Avhich lie beyond. Men of erudition and men of science are equally liable to this consequence of special studies, even Avhen such studies cover a. wide range. That Professor Hadley v/as in every sense a wide-minded man is evident from his equally sagacious comprehension of scientific truth, and sympathetic appre¬ ciation of literary x)erfection and beauty. His mind responded as readily to the splen¬ did achievements of Faraday as to the refined sentiment and the finished diction of Tennyson. Plis knowledge of English literature in its most recent phases and x^roduc- tions, including the best works of fiction, was exhaustive. In critical judgment, exact memory, and appreciatiAm enjoyment of modern English writers, he was sarx^assed by CONNECTICUT. 47 few to whom literature is a specialty. His powers of poetic composition were of no mean order. His judgment on questions of common life, and his sympathies with men of humble acquisitions, both illustrated the same breadth of character. His knowledge of the many-sided and many-shaded tendencies of modern speculation, as well as of the grave questions of theological truth and practical duty, and his wise and well-con¬ sidered conclusions in regard to these topics, were all signihcant of the same. His ca¬ pacity to decide upon the proprieties of controversial discussion and his selection of felicitous diction were equally conspicuous. if » vf “ Had Professor Hadley been brought in contact or comparison with European philolo¬ gists he would have taken rank among the foremost sciiolars of his generation. We infer this from what we know of the acquisitions and works of philologists, living and dead, from his unquestioned competency to appreciate and criticise these works, and from the honor which he received from those American scholars who have achieved a Euro¬ pean reputation. * * * * * ^ ^ * Professor Hadley, moreover, did riot follow the German method of introducing him¬ self to the world of scholars. He wrote no book for many years, and his grammar is avowedly based upon that of Professor George Curtius. Brief essays and papers, how¬ ever able, do not readily attract the attention of foreign readers. Professor Hadley, like many of the scholars of England, preferred to acquire the knowledge which he desired to possess, rather than to recast it for the few English-speaking readers who were scarcely advanced enougli to receive it. Moreover, he wms so pressed with his duties in training his classes in elementary Greek, anci now and then directing the re¬ searches of a more advanced pupil, that for years he had not the leisure to write a treatise. * **jf*^*->f^ “ Much was expected from him in the work of revising the New Testament, to which he applied his hand m a few pencilings as the last work of his life. Great importance ‘ wms attached to his comprehensive knowledge of Hebrew and Greek, his scholarly in¬ sight, his candid and comprehensive judgment, and his mastery of compact and lucid diction. The suggestions which ho would have made in the progress of this work Avould have testilied to the scholars of the Old World that at least one great scholar and critic had been furnished by the New. “ The special field of his usefulness and of his fame has been as an wsfruefor. In this field he has expended his best energies for others, and impressed himself strongly and permanently upon many thousands of young men. This was his chosen field, not merely because he w^as distinctly called to it as the appointed work of his life which he accepted as laid upon himself by his great task-master, hut because he embraced it as the noblest calling to which ho might aspire. The remark has often been made — what a pity and what a waste that a man like Professor Hadley, one of the foremost scholars of the couritry, should be doomed to teach elementary Greek to successive freshmen classes, when, if things were as they should be, he might have expended the treasures of his wisdom upon a few appreciative students, and the rest of his time in making fresh acquisitions. Not so judged Professor Hadley, dearly as he would have prized the leisure, and heartily as he w'ould have enjoyed tire appreciative sympathy and the forward zeal of maturer scholars. He knew the needs of y-oiing students and the defects of their elementary training too w'ell ; he estimated the power of his own personal faithfulness and influence too justly to be willing to forego this opportunity of usefulness as long as his strength would allow him to do elementary work. It was a great thing for this college that year after year, so long as he was the only professor of Greek, so many young men in the first term of their college life were brought in contact with ff teacher of such splendid gifts and such exemplary thoroughness ; a teacher who, though he might seem hard and exacting at first, was soon seen to be no more rigid than the truth of the science which he taught, and in whom the most exemplary fairness was always conspicuous; a teacher who was himself a copious fountain of exact knowledge, and whose dealings with his pupils exemplified the imperial attractions of impartial justice. As these pupils knew him better from week to week, their impressions of his wholesome rigor faded away, and love and honor took their place. When they came a second and a third term under his instructions, those v/hose esteem was worth possessing honored him as all ingenuous and earnest souls honor gentle wisdom. The few who, from time to time, enjoyed his special intimacy by reason of their advanced studies, sat at his feet with admiration and delight. Among these were some of our most eminent philologists, who weep with tears which they woiild not restrain, that be who was to them both brother and friend is snatched from their sight. “ Not only have his fidelity and patience been most useful to his pupils, but they have been wholesome in their inclirect bearing ujjon his fellow-instructors, who could not but bo reproved by his exemplary thoroughness, if they w'ere not inspired by his unselfishness. Directly and indirectly they have taught the graduates of this college one of the most important lessons for this generation, that in the institutions of learn¬ ing, patiently and skillfully to teach the elements of knowledge is a service to wfeich distinguished genius aqd learning may be wisely and honorably devoted, and that to 48 REPORT OF THE COMMISSIONER OF EDUCATION. disdain such service, or to seek to escape it, may indicate a spirit which is as super¬ ficial as it is selfish. Professor fladley gave the sanction of his example most fully to the precept, ‘ He that is greatest among you, let him be your servant.’ In this he showed both his greatness and his goodness. * * He was a practiced student of history j ho was a consummate philologist. He was familiar with all that had been written by the most learned and the: most acute of the modern antagonists of Christianity. He had been a student of theology, and was at home among the speculative objections of those who would assert or insinuate that no sensible man, w^ho is abreast with modern thinking, can accept the supernatural Christ of the Christian history. I shall never forget, on an occasion when there was sub¬ mitted to him an argument for his revisal, how emphatically and positively he assented to the position taken, that modern criticism must force the historic student to say ; The Christian history is genuine or, at least, enough of it to oblige the critic to accept the alternative that the Christ of history, if not supernaturalh'^ commissioned, was either a conscious deceiver or romantically self-deceived. -h- it * ^•The loss is indeed irreparable. None can feel this more sensitively and bitterly than myself, in the manifold responsibilities to which I have been called. I speak for my colleagues as ■well, who feel as keenly that one of the wisest and kindest of our eircle has been taken from the sphere of activity which we had hoped he miglit hll for a score of years. It will be long before we forget him, or cease to remember him with tender and reverent affection. He has been with us for more than thirty years as a student and instructor. His is one of the brightest names among all those -which this college has enrolled upon its annals. May his example and spirit remain with us for another generation i ****** ^ “ Such a loss is not one to be passed with a brief word of notice. Professor Hadley was one of the very foremost men in this community, of whom it had most occasion to be proud, and whom it has most reason to mourn ; indeed, he was one of the foremost “ intellectual men of the time. In the departments where his strength lay he has not left his equal in the whole land, or anywhere among people of English speech. In every branch of mental labor to which he had turned his attention ho excelled. In mathematics, which was the first subject of his college teaching, (at Middlebury,) he showed abilities which would have put him in the front rank of mathematicians; his studies in Roman law bore fruit in a series of lectures which were given with the high approval of educators here and at Harvard, and had been made part of the regular course m our law school; and he was under engagement to discuss the foundations of j urisprudeuce in one of the. other schools of post-graduate study. But upon philologj’ he had concentrated most of his labor, and here he was without a rival among Americans. His range of study was of the widest. Outside the ordinary circle of the classical and modern languages, Hebrew, Arabic, Sanskrit, Celtic, and Armenian were among those which he had acquired; in Hebrew, especially, he was a profound scholar. And these were with him no merely nominal aucl barren acquisitions. He was master of the methods and the main results of comparative philology, and he brought all his varied learning to bear upon any point in language that he would discuss, with a facil¬ ity and philosophic power peculiarly his own. He had a most capacious, retentive, and ready memory, in both great and small; nothing he had once put away seemed ever to become lost or mislaid. Nor were his critical sagacity and his coolness and soundness of judgment less conspicuous; no man’s opinion on a doubtful or controverted matter could carry greater weight with those who knew him. All this richness of learning and power of mind he brought to the aid of his specialty, the teaching of Greek. It is no disjDaragement to the many other excellent works of its class to say that his Greek grammar was the best and greatest ever produced in this country, if not in the world. As an instructor, he won the deep respect and affection, often the reverence, of those who came under his care; and not more for his extraordinary scholarship than, for his kindness of heart and real interest in the improvement of his pupils. it a a “ The loss to the public of such a teacher and thinker, cut off in the very fullness of his manhood, is great indeed ; to the college it is immense and irreparable. He was a main support and ornament of the institution to which his labors had been given for more than a quarter of a century. a * * * * “In connection with the schools of post-graduate study, to which he was more and more .devoting himself, he seemed to be entering upon a new and higher sphere of work, which would give his ability and acquirements a scope worthy of them ; and there was not a university in the world that might not have envied Yale its Greek pro¬ fessor. He will be hardly less missed in the Philological Association, of which he was a vice-president, and at whose meetings his voice was heard among the oftenest and listened to with the most respect; and in the Oriental Society, of which he had been for two years the president.” CONNECTICUT. 49 FACTS FKOM THE UNITED STATES CENSUS. Area aiidpopuJatioR —Iii 1870 Connecticut was the twenty-fifth State in Y)opnlation, hav¬ ing 537‘454 inhabitants within an area of 4,750 square miles, an average of 113.15 persons to the square mile. This population consisted of 527,549 whites, 9,668 colored, 235 In¬ dians, and 2 Chinese. Of these 423,815 were natives of the United States, and 113,039 were foreign-born. Of the native residents of the State, 344,254 w'hites, 6,091 colored, and 153 Indians were born within its limits, while of the foreign residents, 12,443 were horn in Germamy, 70,630 in Ireland, and 13,001 in England. N School attendance. — According to Table IX, vol. 1, of Census Eeport, 99,663 persons attended school throughout the State, and of these 4,282 were foreign-born. The white male scholars nnm.bered 50,696, and the white female scholars 47,792, an aggregate of 98,488 white scholars. The colored male scholars numbered 580, and the colored female scholars 564, an aggregate colored attendance of 1,144 ; 14 Indian males and 17 females (an aggregate of 31) also attended school. Illiterates. — The number of inhabitants of all races, 10 years old and over, unable to write was 29,616, (including 28 Indians,) and of these 23,933 were foreign-born. Age, sex, and race of illiterates. — Of 2,530 white illiterates reported, from 10 to 15 years of age, 1,339 were males and 1,191 females; there were 2,710 white illiterates, between the ages of 15 and 21, and of these 1,266 were males and 1,444 were females; of 22,673 white illiterates, 21 years old and over, 8,990 were males and 13,683 were females, making an aggregate of 27,313 white illiterates for the State. Of 131 colored illit¬ erates reported, between the ages of 10 and 15, 69 were males and 62 wore females ; of 213 colored illiterates reported, between the ages of 15 and 21, 83 were males and 130 were females; of 1,331 colored illitei’ates, 21 years of age and over, 627 were males and 704 were females; giving an aggregate of 1,675 colored illiterates for the State. Of the 28 Indian illiterates, 2 females were between the ages of 10 and 15, 2 males and 2 females between 15 and 21, 7 males and 15 females, 21 years old and over. Educational institutions. — According to Table XII, vol. 1, of Census Report, the total number of educatiwnal institutions was 1,917, having 695 male and 2,231 female teachers to instruct their 51,307 male and 47,314 female pupils. Amount and source of educational income. — The total income of all the educational in¬ stitutions was $1,856,279, of which $140,887 were derived from endowment, $1,227,889 from taxation and public funds, and $487,503 from tuition and other sources. Public schools. — The income ajjpertaining to the public (normal, high, grammar, graded and ungraded common) schools, for educating their 88,449 pupils, was $1,426,846, of which sum $409 were derived from endowment, $1,216,789 from taxation and public funds, and $209,648 from tuition and other sources. Colleges. — The three colleges rexiorted, with their 46 teachers and 765 x^uxnls, had a total income of $134,643. Private schools. — The 265 (xirivate) day and boarding schools, with 430 teachers, 7,292 Xmpils, xiossessed a total income of $164,220, from endowment, tuition, and other sources. Libraries. — The libraries of the State were, xmblic 63, containing 285,937 volumes ; no return of the private libraries was made. The press. — The 71 periodicals issued in the State had an aggregate circulation of 203,725 copies, and an aggregate annual issue of 17,454,740 coxfies. Churches. — The 826 church organizations reported in the State possessed 902 edifices with 338,735 sittings, and the church x>roxierty was valued at $13,428,109. Paupei'ism. — The x^aupers reported numbered 1,705, of w'hom 1,123 wmre native whites, 114 native colored, and 468 foreigners. Criminals. — Two hundred and fifty x^ersons rvere convicted during the year ended June 1, 1870, and 430 x^ersons w^ere in x^i'ison, June 1, of whom 278 were native and 152 foreign. Age and sex of population . — Of the total x^oxmlation of Connecticut, 69,807 males and 69,155 females (138,962 aggregate) were from 5 to 17 years of age, (inclusive.) The number of persons 10 years old and over was 425,896, of whom 209,120 w’erc males and 216,776 were females. Occupations. — Of these ages, 159,460 males and 33,961 females (193,421 in all) were engaged in various occupations. Of these 193,421 occupied persons, 43,653 were engaged in agricultural pursuits, 33,704 in xn’ofessional andxiersonal services, 24,720 in trade and transxiortation, and 86,344 in manufactures and mechanical and mining industries. Age and sex of tcorking population. — Of the 193,421 emxdoyed persons, 3,6.57 nudes and 1,993 females (5,6.50 in all) were between the age^'of 10 and 15; 144,239 males and 31,014 females (175,253 in all) wu.gq betweeq The ages of 16 and ,59 ; and 11,564 males and 954 females (a total of 12,51^8 person's) were 60 years bid and uxrward. MEM, BEES '01' THE STATE BOAllD OF ED'U^IATION. Ex officio. His excellency Marshall Jewell, Hartfo d. His lionor Morris Tv'’ cr, Xew Haven. 4 E 50 REPORT OF THE COMMISSIONER OF EDUCATION. By appointmeni of general assenibly. George M. 'Woodruff, Litchfield. Thomas A. Thatcher, New Haven. Elislia Cariientcr, Hartford. William H. Potter, Mystic Eiver. Secretary of hoard. Birdsey Grant Northrop, New Haven. CITY SCHOOL OFFICERS. City. Name. Title. HfiT'tfnrd . . Bev. C. B. Fisher . Acting visitor. City superintendent. Acting vi.sitors. Acting visitor. Acting visitor. f^xy TT n.vPT! . Ai'iel Parrish . . Waterbury . C. B. Merrill and C. F. Elliott. . . J. W. Crary . ..... Middletown . Bev. C. H. Fay . DELAWARE. 51 I>E1.AWAHE. This Stcate still remaius without a superiuteudent of education, and there is no State official report of any matters connected with education, except the auditor’s statement, printed in the journal of the house, which gives the details of the distribution of the school-funds to the several school districts. This distribution is still made upon the basis of the census of 1830. The legislature meeting but once in two years, the latest published statement is for the year 1870 ; but as there is little variation in the number of school districts, or the income arising from the fund, the statements are substan¬ tially the same from year to year. The auditor, in his rej)ort of the distribution for 1870, evidently did not regard his account as being of any general interest, as he refrains from giving any totals, so that, whoever wishes to ascertain the facts, must laboriously add up the columns of hgures extending over many images of the report. The school laws of the State, an abstract of which was given in the Report of the United States Commissioner of Education for 1871, leaves to each school district full and entire control of the educating of the children of the district ; the only limitation being that a minimum amount of school tax, or contribution, as it is called, must be voted by the district, in order to entitle it to receive its quota of the State school- fund. All other matters relating to the schools are left absolutely with the inhab¬ itants of the district, who have a school or do without one, as t hey choose, the eifect being, as it is claimed by the progressive friends of public-school education in the State, that in those districts wdiere the standard of education is low and the interest in schools small, there is no possibility of improvement, as there is no way of increas¬ ing the interest of the inhabitants in having better schools ; so that, while Wilmington, a growing city, is making rapid advances in all matters that relate to free i)ublic schools, and while the same is true of other towns and communities, still many of the rural school districts in other parts of the State show little or no improve¬ ment during the past thirty years. The ratio of representation being also based upon the census of 1830, and being equally divided among the three counties of the State, affords little opportunity for the direct influence upon the general legislation of the State by the citizens of any one county, so that, notwithstanding the great in¬ crease in the population of New Castle County, which includes the city of Wilmington, its reijresentation in the State legislature remaius as established forty years ago. Any immediate improvement in the general State laws or system of education seems, there¬ fore, improbable. The city of Wilmington, having procured a charter for a board of education two years ago, has been rapidly developing and ijerfecting its system of public schools. THE SCHOOL-FUND. The school-fund of the State is derived from 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 x^ortion of the proceeds arising from certain State fees and licenses. The auditor’s rex)ort in 1871 gives the following statistics for 1870 : In New Castle County there were raised, by contribution . $84, 639 78 Received from State school-fund . . $10, 142 15 Number of districts . 91 Number of schools in ox)eration . 150 Number of scholars . 7,522 Ill Kent County there were raised, by contribution Received from State school-fund. . Number of districts . . . Number of schools in operation . Number of mouths in oxieration . Number of scholars . . . . $19, 987 25 . $8, 499 57 . 115 . 96 800 months and 27 days. . 5,044 In Sussex County there were raised, by contribution Received from State school-fund . Number of districts . Number of schools in oxieration . Number of months in oxjeration . Number of scholars . . $9,740 13 . $11,500 20 . . 177 . . 156 648 mouths and 22 days. . . '6, 452 52 EEPORT OF THE COMMISSIONER OF EDUCATION. WILMINGTON. EXTRACTS FEOM REPOET OF PRESIDENT OF BOARD OF EDUCATION. The following extracts are from tbe report of Dr. William R. Bullock, president of the board of education, presented to the board March 25, 1872 : “Gentlemen : W^ith the termination of my appointment as presiding officer recurs tlie duty of presenting a brief statement of the condition of the schools and of the oper¬ ations of the iiresent board. SCHOOL STATISTICS. “ The number of school-houses is fourteen, the same as at the last report. “ The number of seats in all the buildings is 4,268, being an increase of 418 ; of these, the number of seats in the grammar schools is 862, and in the primary schools 3, '406. The increased number of seats is due to the greater accommodation afforded by the new building No. 1. The room in the old building, formerly occupied by school No. 1, has remained vacant since the removal of the school. “ The average number of pupils belonging to all the schools is 3,503 ; of these, 566 are in the grammar schools and 2,937 in the primary schools. “ The following statement will afford an idea of the ages of the children attending school — correct for I he time at which the inquiry w^as made : “ From six to twelve years of age, (inclusive,) 2,813 ; from thirteen to fifteen years, (inclusive,) .550 ; from sixteen to eighteen years, (inclusive,) 72. “ The largest monthly average of pupils belonging to all the schools (October) w’as 3,678, and the smallest monthly average for all the schools (June) wms 3,305. ‘•'The average percentage of attendance in all the schools was 90. For the gram¬ mar schools the average percentage of attendance wms 94, and for the x^riraary schools 89. “ The need of more ample school accommodation in the southern and southwestern X^arts of the city continues as at the last report. The board has not, however, been uu- iniudful of these requirements, and has x^ruchased a lot in tlie Second Avard, south of the Christiana, for the sum of one thousand dollars. A building committee is charged with the XM'ovisiou of a x>lan for a building to be erected thereon. A suitable location in the southAvestern x^art of the city has been carefully sought for, but as yet without definite result. This subject Avili remain an imxjortant one in charge of the succeed¬ ing board. “ The new school-house No. 1, on French street, AA^as occux)ied on the 9th of October, 1871. The total cost of the building Avas $28,208.10, and the cost of furniture and ap paratus $2,409.20 ; all of Avhich was defrayed from the x^roceeds of a loan authorized by the legislature at its last session. This building, as the most recent and largest of our school edifices, has attracted general interest. It Avas sought to combine in it as many of the advantages which exx)erience has suggested as conducive to the health of its occupants and the convenience and facility of conducting the exercises as a due regard to economy Avould alloAAL The furniture has been carefully selected with a view’ to durability, comfort, and sightliness. The number of seats provided is 546. The low^er floor is occuioied by a x^rimary school for girls, the second by a grammar school for girls, and the third by a grammar school for boys. Apartments in the front of the building afford a repository for the books and stationery belonging to the board and a convenient office for the suxierintendeut of the schools. GRADING OF SCHOOLS. “ That the board might be informed at all times of the literary status of the children under its charge, the grading of the schools was a matter of xirimary imxiortance. This could not be effected without establishing a definite system of instruction for all the schools. A xirogramme of study was to be made out, demanding careful thought and experience, that no time should be lost while carrying forward the instruction in accordance Avith the best known methods and the requirements of the xiupils. This schedule of study is now in the hands of all the teachers. “Uniformity of studies involves, of course, uniformity in the books and axiparatus of teaching used in the schools. “A knoAAdedge of the attendance of both teachers and scholars, of time lost by late¬ ness, or alisence from sickness or other causes, can lie had only by a detailed and sys¬ tematic record, made iqi from reports furnished by all the schools. The forms for these reports, and the school records to correspond, Avere to be made out and put in opera¬ tion. The monthly reports of the suxierinteudent to the board are the evidence of the successful Avorking of this arrangement. “ Besides the attendance report, statements are rendered quarterly of the x^roperty under the care of the teacher of each school, and of its condition. DELAWARE. 53 teachers’ institute and nor:mal school. “As the success of the school inost depeiul upon the teacher, the improvement of teachers in scholarship and in the art of iustrnction has also received especial attention. A teachers’ institute and a normal school were early established and have continued in successful operation. “ In the former, methods of teaching are discussed in a familiar manner; questions in great variety are proposed and answered, and essays are read on educational subjects. “ In the normal school, opportunity is given for the further prosecution of study in whatever branches may be desired by those who attend it. “ The institute is attended by all of the teachers, and the normal school by a consider¬ able number. “The advantages to be derived from the institute and normal school are already ap¬ parent in the school-rooms of those who attend them: better order, greater interest and attention on the part of the pupils, greater vivacity and efficiency on the part of the teacher. “ I think it may bo truly said that at no time in the history of our schools has there been so great a desire and effort for improvement on the part of a considerable iiropor- tion of the teachers. METHOD OF APPOINTING TEACHERS. “That the schools, and the community through them, should not suffer from the slack¬ ness of teachers, the board very wisely determined to effect a radical change in the mode of appointing them. It is plain that, ajiart from moral fitness, scholarship and aptness in teaching and discipline are the proper criteria in the selection of teachers. It is accordingly ordered that re-appointments shall be made only after examination in the manner prescribed by the rules. Thus the studious and energetic may have the opportunity of obtaining the position to which honest effort and merit entitle them. “ The number of candidates examined for the position of teachers during the past year is seventy-seven. Of these thirty-one passed and eighteen were appointed. Of those appointed twelve were from our own city and six from other places. “When teaching is looked to as a profession, it is the most mistaken economy to enter upon it without a broad and solid foundation upon wffiich to build in the future. This Y)remature action may cause many to remain in the Y>iiiRary departments and leave few to rise to honorable and useful Yiositions in the more advanced grades. It is hoped that the competitive examinations, co-operating with the institute and normal school, will elevate the character of instruction in all our schools. boys’ gra]\imar-school. “The new grammar-school for boys in school-house No. 1, under the charge of a gen¬ tleman (Mr. Barnurn) as principal, is another new feature in the proceedings of the present board. This school, which is xirogressing favorably, is expected to afford, and does afford, an opportunity for studj^ in clepartments beyond the scope of instruction in the other schools for boys. In it may now be pursued a course equal to that fol¬ lowed in most private academies, while it is capable of meeting any requirements likely to be made upon it hereafter. girls’ grammar-school. “The excellent condition of the girls’ grammar-school in school-house No. 4, under the direction of Miss Miller, also calls for a moment’s attention. The studies of the first division of this school are of a grade equal to that adopted in many girls’ high schools and normal schools in our country. I would mention, as worthy of the attention of the next board, the fact that the number of the pupils under a single teacher in this divis¬ ion is greater than in any of the other schools. “I feel that we ought also to bear in mind the responsibility laid upon our superin¬ tendent in arranging the details of the changes desired by the board, and the labor and attention required to execute them, and desire that the hands of the superintendent may be upheld by the sympathy and assistance of the board in the prcqier execution of all the duties imposed upon him. NIGHT-SCHOOLS. “ On the 28th of November, 1 854, a permanent organization of citizens was formed for the purpose of carrying on a night-school, which had for some time YR’e^ffous been in operation. From tlio above date until last fall the association had continued in oper¬ ation, quietly but usefully conducting through every winter a school which has boen 54 REPORT OF THE COMMISSIONER OF EDUCATION. numerously attended by young men whose daily pursuits debarred them from the ad¬ vantages of the public schools. The expenses of the night-school were defrayed from voluntary contributious of benevolent citizens, aided by a small charge made to each pupil, and by a yearly contribution from the board of public education. “ The teachers had at all times been mainly derived from the corps of teachers of the public schools, aided by the personal attendance and assistance of members of the as¬ sociation. The ranks of the generous contributors have, however, been thinned by death, while age, infirmity, and pressing occupations have lessened the number of act¬ ive x>articiiiauts from among the members. It was, therefore, highly opportune that during the past winter a proposition should have originated in the board to establish night-schools in difterent sections of the city, and to assume the control of the one which had been so long in operation. With the growth of the city, and especially its manufacturing interests, increases rapidly the number of those to whom the night-school would prove a blessing, and it is eminently jiroper that the board of public education should extend to them the ad¬ vantages of its means and its organizatiou. “ Of the night-school association the board has always been the generous ally, and will, I doubt not, prove more powerful and efficient as its successor in its field of labor. Four night-schools, under the charge of a special committee, have been conducted for varying periods during the past winter. They were held respectively in the basement of the Wilmington Institute, Pusey & Scott’s building, (corner of Third and Tatnall streets,) Phoenix engine-house, (corner of Twelfth and King streets,) and ATadley Chapel, (south of the Christiana.) It is proper also to recognize in this place the generosity which placed all of these buildings free of expense at the service of the committee. “ The committee report the number of jjupils registered in all the night-schools as 275. Total estimated expense . $685 40 Cash received for use of books . 259 25 Cost per pupil, (approximative) . . 2 49 “The pupils manifested much interest in all efforts to improve their minds, and the teachers deserve commendation for the manner in which they performed their duties. “ The cost of tuition for each pupil, calculated upon the actual number of pupils in our schools at the j)i’esent time, and including cost of books, fuel, repairs, iuterest, &c.,has been for the past year $12.77. The cost of tuition simply, including books, $9.80 ; cost to each pupil for miscellaneous expenses, $2.97. Total value of city school xu'operty, as estimated by the treasurer, $173,395.20.” Dr. Bullock, from pressure of private business, declined a re-election to the board. ORGANIZATION OF THE NEW BOARD OF PUBLIC EDUCATION. The new board of public education elected Colonel Arthur H. Grimshaw president, and Joseph L. Kilgore, escp, secretary. SUPERINTENDENT OF PUBLIC SCHOOLS. When Mr. David W. Harlan w as first appointed superintendent of schools he was re¬ quired, in addition to his duties as superintendent, to act as principal of school No. 1, and as secretary of the board of education. As the members of the board gradually real¬ ized the importance and amount of the work devolving upon the- superintendent, they have relieved him from all other cares, leaving him at liberty to devote his rvhole time to the duties incident to his position. NEW PRIMARA' SCHOOL-BUILDING. During the year the new school-building south of the Christiana, referred to in Dr. Bullock’s report, has been completed, and will be opened for use January 30, 1873. This is a primary school, and will accommodate 300 pupils. This increases the number of public schools to 15. INCREASE OF TEACHERS’ SALARIES. On December 9, 1872, the board voted to increase the salaries of the lower grade of teachers, the salary of 22 being raised from $300 per annum to $360, and that of 9 from $330 to $360. The question of increasing other salaries was postponed for future con¬ sideration. • , , The Saturday normal school has had an average weekly attendance during the year of 33 teachers, the whole number enrolled being 63. The interest and attendance are increasing. DELAWARE. 55 SCHOOL NO. 1. — SCIENTIFIC LECTURES. When the girls’ school No. 1 was moved to the new building in French street, in October, 1871, a boys’ departmeot was added, and the number of teachers increased from 2 to 9. The school possesses new and well-selected apparatus for illustrating physiology, natural philosophy, and chemistry. A series of lectures upon natural philosophy and chemistry was delivered during the winter by Colonel A. H. Grimshaw, president of the board of education, and a series of lectures upon botany was given in the spring by William Cauby, esq. FREE-HAND DRAWING TAUGHT 'iN PUBLIC SCHOOLS. During the past year Bartholomew’s system of free-hand drawing has been taught in all the public schools of Wilmington. MUSIC. Lessons in vocal music have also been given on one day in the week at each school, by Mr. J. N. Clemmei’, who has received from each scholar one cent a week as compen¬ sation. The board have not yet decided to place vocal music upon the list of regular studies, and have made no provision for it other than having permitted Mr. Clemmer to teach in this way the past few months. PRIZES OFFERED TO GRAMMAR-SCHOOL PUPILS. Three prizes in each school, for excellence in scholarship, were offered to the scholars in the girls’ grammar school and in the boys’ grammar school. The value of these are |20, ,$18, and $12. They are awarded at the end of the summer term, and are to be given, for three years, by Mr. J. T. Heald and Mr. H. B. Seidel, citizens of Wilmiugtom The improvement of the schools of the city has been most gratifying during the past year. DOVER. The academy which the Methodist Episcopal conference decided last year to build at Dover, upon land given by some of the citizens, has not yet been built, but the pur¬ pose is still held, and $35,000 of the proposed $100,000 have already been subscribed. A meeting in regard to it is now to be held, and a charter is to bo asked from the legis¬ lature this winter ; the trustees expect to be able to commence building during the coming year. NEW CASTLE. A brief account of the common lands left by William Penn and his heirs to the town of New Castle, for the j)urpose of the education of its inhabitants, was given in the report for 1871. The statement of the trustees of the New Castle common lands, from March 25, 1871, to March 25, 1872, shows an annual income of about $10,000, with direct ex¬ penditures for school purposes during the year ended March 25, 1872, of $3,175. EDUCATIONAL INSTITUTIONS. The statistics of the Delaware College at Newark will be found in the table of college statistics at the end of this volume. There are quite a number of chartered academies, and of private, select, and classical schools in the State ; indeed, except in the grammar schools of Wilmington, there is little other opportunity for the children of the State to obtain any training above that of the district schools. The list of such of these academies and private schools as have been obtained will be found in the statistical tables of institutions of secondary instruction. EDUCATION OF COLORED CHILDREN IN DELAWARE. No provision is made for the education of colored children by either the State or town authorities. A benevolent society, called “the Delaware Association for the Moral Improvement and Education of the Colored People,” whose headquarters are at Wilmington, has been for the past few years aiding the efforts of the blacks to obtain schools for their children. The following account of the work of the society during 1872 has been pre¬ pared for this report by the efficient actuary of the society, Miss Abbie Peckham, of Wilmington. 56 REPORT OF THE COMMISSIONER OF EDUCATION. STATEMENT. The -witlKlrawal of assistance I)y the Freedmen’s Bureau at Washington, as well as by the friends of general education, (including a donation, continued for some years, from the patrons of the cause in England,) has been felt seriously in carrying on our work for the past two years. Almost entirely cut off from all the sources from which our income had hitherto been drawn, we have been obliged to depend, in a great measure, upon localities w-diere schools already existed, or have since been estab¬ lished, for their pecuniary support. We have, however, received an appropriation from the city of Wilmington, through the board of public education, to the amount of |1,000, during 1872. NUMBER OF SCHOOLS IN CHARGE OF THE ASSOCIATION. The past year, eighteen schools, including the Howard School at Wilmington, have been under the supervision of this association. They were located as follows : Wilmington, Seaford, Smyrna, Christiana, Odessa, Milford, Laurel, New Castle, Mil¬ ton, Newark, Summit Bridge, Mount Pleasant, Dutch Neck, Slaughter Neck, Frederica, Fieldsborough, Middleton, and Concord. The length of the school term varied in different localities from two to nine and one- half months, according to the pecuniary ability of the people and their interest in education. Twenty-one teachers w^ere employed, all females except one, and all colored except the principal of the Howard School in Wilmington. WORK OF THE ASSOCIATION. This association has aided in the selection of teachers, provided a supply of suitable school-books at cost prices, and j)aid toward the salaries of teachers, outside of Wil¬ mington, sums varying from $3 to $8 per mouth, according to the need of schools at different localities. In Wilmington, salaries of the teachers of the Ploward School have been paid entirely by the association. NUMBER OF SCHOLARS In the month of .January, 1872, the total enrollment in all our schools was 984, and the average attendance 858. Of the total enrollment, 824 w^ere reading and spelling, 756 writing, 445 studying arithmetic, 445 geography, 63 grammar, and only 160 were in the alphabet and primer. Estimating the changes which have occurred on our rolls, we find that about 1,500 different pupils have been taught in our schools the past year. Of this number, about two-thirds were males, and nearly one-half were over sixteen years of age. Except in a single case, the actuary* has visited each school at least once during the term. Those most convenient have been seen more frequently. The amount collected and expended by the association for teachers’ and actuary’s salaries, rent of office, purchase of school-books, &c., has been about $2,500. The amount collected and expended by the colored people for the board and salaries of teachers, and the purchase of school-books, has been about $2,400, which does not include incidental expenses of fuel, repairs on school-houses, &c. ; the total expendi¬ ture for the year in the j)rosecution of the work being over $5,000. INCREASED INTEREST IN SCHOOLS SHOAVN BY COLORED PEOPLE. The colored people have manifested an increased willingness and ability to assist in the support of their schools, the amounts voluntarily contributed by them toward the salaries of teachers having shown a gradual increase. At the commencement of the association’s labors in 1867, they paid nothing toward salaries, and in some cases not the teachers’ board. They now,5n all cases, pay the board and part of the salary, their contributions having risen from a range of $6 to $9 per school per month in 1870-’71, to a present range of $6 to $15. Throughout the State there is a marked decrease of unfriendliness toward our work exhibited by the white j)eople. This is evident from the more friendly feeling mani¬ fested toward our teachers, and by an increased disposition to assist the colored people in securing their portion of the funds necessary. FACTS FROM THE UNITED STATES CENSUS. Area and population. — In 1870 Delaware was the thirty-fourth State in population, having 125,015 inhabitants within an area of 2,120 square miles, an average of DELAWARE. 57 58.97 persons to the square mile. This population consisted of 102,221 whites and 22,794 colored. Of these 115,879 were natives of the United States, and 9,1:30 were foreign-horn. Of the native residents of the State 74,540 white and 20,214 colored persons were horn within its borders, while of the foreign residents 1,142 were horn in Germany, 1,421 in England, and 5,907 in Ireland. School attendance. — According to Table IX, vol. 1, of Census Report, 19,965 persons attended school, and of these 205 were foreign-born. The white male scholars num¬ bered 9,862 and the females 8,908, (an aggregate of 18,770 white scholars.) The col¬ ored male scholars were 663, and the female 532, (an aggregate of 1,195.) Illiteracy. — Tlie number of inhabitants of all races, lo years old and over, unable to write, was 23,100 ; of these 2,469 were foreign-born. Age, sex, and race of illiterates. — Of 1,878 white illiterates reported, from 10 to 15 years old, 1,045 were males and 833 were females; 1,370 illiterate whites between the ages of 15 to 21 (inclusive) were reported, and of these 718 were males and 6.52 were females ; of 8,032 illiterate whites reported, 21 years old and over, 3,466 were males and 4,566 were females. Of 1,785 colored illiterates, from 10 to 15 years old, 925 were males and 860 were females ; of 2,065 colored illiterates, 15 to 21 years old, 1,054 were females and 1,011 were females ; and of 7,970 colored adult illiterates, 3,765 were males and 4,205 were females. Educational institutions. — According to Table XII, vol. 1, of Census Report, the total number of educational institutions was 375, having 147 male and 363 female teachers, (total, 510 teachers,) and a total of 19,575 pupils, 9,093 males and 10,482 females. Amount and source of educational income. — The total income of ail the educational institutions was $212,712, of which $120,429 were derived from taxation and public funds, and $92,283 from tuition and other scKurces. Public schools. — The 326 public schools, with 388 teachers, (107 male and 231 female,) possessed an income of $127,729 for the education of their 16,835 pupils, (7,694 male and 9,141 female;) of which income $120,429 were derived from taxation and j)ublic funds, and $7,300 from tuition and other sources. Colleges. — The two colleges reported, with their 15 teachers (7 male and 8 female) and 137 scholars, (17 male and 120 female,) had a total income of $18,350, derived from tuition and other sources. Academies. — The 9 academies, with 48 teachers (25 male and 23 female) and 722 pupils, (463 male and 259 female,) had a total income of .$35,200, derived from tuition and other sources. Private schools. — The 14 private (day and boarding) schools, with 24 teachers (4 male and 20 female) and 482 scholars, (223 male and 259 female,) had a total income of $11,572, derived from tuition and other sources. Libraries. — There were 252 public libraries, coutaiuiug 92,275 volumes, and 221 private libraries containing 91,148 volumes, making a total of 473 libraries, contain¬ ing 183,42:> volumes.' The press. — The 17 periodicals issued had an aggregate circulation of 20,860 copies, and an aggregate annual issue of 1,607,840 copies. Churches. — Of the 267 church organizations reported, 252 had edifices with 87,899 sittings, and the church property was valued at $1,823,950. Pauperism. — Four hundred and fifty-three paupers were reported, of wTiom 223 were native whites, 180 colored, (native,) and 50 foreigners. Crime. — Of 66 persons in prison June 1, L870, 13 were native whites, 44 colored natives, and 9 were foreigners ; 145 criminals were convicted during the year. Age and sex of population. — Of the total population of Delaware, 39,807 ])ersons were from 5 to 17 years old, (inclusive;) of these 20,185 were males and 19,622 females ; 92,586 persons were 10 years old and over, and of these 46,274 were males, and 46,312 females. Occupations. — Forty thousand three hundred and thirteen persons of these ages (34,306 males and 6,007 females) were engaged in various occupations; 15,907 males and 66 females (15,973 persons) were engaged in agricultural pursuits; 11,389 persons (6,615 males and 4,774 females) in professional and jjersonal services; 3,347 males and 90 females in trade and transportation ; and 9,514 persons (8,437 males and 1,077 females) in manufactures and mechanical and mining industries. Age and sex of ivorldng population. — Of these 40,313 employed persons (2,181 males and 1,231 females) a total of 3,412 wmre between the ages of 16 and 59, inclusive, and 2,575 persons (2,323 males and 252 females) were 60 years old and over. 58 EEPORT OF THE COMMISSIONER OF EDUCATION. A. [From report of Hon. Charles Beecher, State superintenflent of public instruction, for the year ended September 30, 1871.] PROGRESS OF FREE SCHOOLS. The year between September 30, 1870, and October 1, 1871, may be described as, on the whole, a year of procuress, in spite of checks and hinderances. The system of free schools on its adoption the previous year appeared, in the language of Mr. Chase, then superintendent, “ to have reconciled, for the first time in tlie history of the educational legislation of the South, the extreme views of conflicting parties and interests.’’ PRESENT OUTLOOK OF THE SYSTEM. Instead of fifteen counties that failed the year previous to levy a school tax, we have to report but four. Instead of thirteen counties wanting organized boards of public instruction, we have only one. Instead of eleven counties wanting superintendents, all but two are now supplied. Instead of 250 schools, with 7,500 pupils, we report 331 schools, wi,th 14,000 pupils. Such an advance would be creditable in a year when circumstances were favorable ; much more, occurring in a year when such serious causes of hinderauce existed. The conduct of the people of the State in regard to taxation for schools has been praiseworthy. Although the law limited the rate of taxation to one mill, several counties assessed a tax of one and a half mills, and the people paid cheerfully. Al¬ though the subject of taxation has been misunderstood, though financial embarrass¬ ment, losses, and impoverishment have weighed heavily upon the community, yet there appears to have been a willingness on the part of the people, with comparatively few exceptions, to be taxed for the snx^port of schools. The returns from the several counties are incom^fiete. SCHOOL TAXATION AND REVENUE. , The amount collected is shown to be about 82^ j)er cent, of the amount assessed. Allowing the same rate of loss in collecting the State tax of one mill, or 17^ per cent., we have’ 1^28,510.43 as the ax)X3i'oxiinate amount. Adding this to the amount raised by the counties, we have a total of $70,284.07 raised by taxatioa for the sujiport of schools. In addition to this, much has been done to aid the work by private contri¬ butions among the patrons, of which our reimrts are very meager. In eight counties the sum of $8,777 has been thus given, over and above the taxation— either in laud, rents, board of teachers, or money. SCHOOL POPULATION AND ATTENDANCE. The whole number of youth in the State between the ages of 4 and 21 is 62,869. The number enrolled in schools is 14,000. Four-fifths, nearly, of those between 4 and 21 ’ remain as yet unreached by the system. In a. State like Florida, however, the prox)er school age would be between 5 and 17. On this basis the proi)ortion enrolled in schools would probably be much greater, and considering the newness of the system, the sjiarseness of the x>opulation, and the limited means at our disposal, it is encouraging to have already reached with the benefits of education one-fifth of the children of the State. At the same time the spectacle of four-fifths of the youth of the State growing up in ignorance should spur us on to greater efforts, and demonstrate to all the abso¬ lute necessity of xmovidiug for the payment by the State of the interest on the school- fund. ' LENGTH OF SCHOOL— TEACHERS’ SALARIES. The average duration of schools has been four and two-thirds months. The average salary of teachers, $30 x)er month. SEMINARIES. It would be pleasant to speak of the x>rosperous condition of. the schools now in operation, especially of the East and West Florida seminaries, now so ably conducted by exxierienced instructors, and numerously attended. We are comx)elled, however, to FLORIDA. 59 defer these until our next report. The attention of the legislature is called to the fact that the seminary at Tallahassee is now under the care of the Leon County hoard of public instruction, while the other, at Gainesville, is independent of the State system. It is also to be stated that when the West Florida seminary closed, previous to plac¬ ing itself under the county board of public instruction, the trustees were uuablo, from causes beyond their control, to pay the instructors’ salaries. Much incouvcii- ieuce and suffering have been the result, to a corps of teachers of high character, who had faithfully discharged the duties assigned them. It is recommended that an ap¬ propriation be made to ])ay these claims in full. SCHOOL LAW, WITH PKOPOSED AMENDMENTS. The school law, as a whole, has worked well, and has commended itself increasingly to the couffdence of the people. A few slight amendments have been suggested as de¬ sirable to obviate defects and xierfcct the system. 1. It is recommended that county boards of public instruction be limited to three members. Thus their efficieney will be increased and expense diminished. 2. It is recommended that the census of youth be taken by the superintendent of schools once in five years. This will fall in with the regular duties of the superintendent, leadiim him to a more thorough visitation of the county, and will diminish the expense, while giving more reliable results. 3. It is recommended that the clerk of the court be re¬ quired to report quarterly all fines to the superintendent of schools, and in case of neglect or refusal, be made to pay a fine equal to the whole amount. TEXT-BOOKS. Great difficulty has arisen from the want of a uniformity in the text-books used. The regulations provided for the use of a graded series of text-books, but the trouble has been that many families were too poor to provide their children with suitable books. The consequence has been that the pupils bring to school a most miscellaneous collec'- tiou. There is no uniformity observable in the use of any work, except perhaps Web¬ ster’s Elementary Spelling-Book. The question arises whether, in this condition of affairs, it is not incumbent upon the State to furnish the text-books for the use of pupils in need of such aid, leaving those who desire to do so to furnish their ovrn books. The following additional facts are from the report of the Hon. Charles Beecher, superintendent of public instruction, for the year ended September 30, 1872; INCREASING INTEREST IN SCHOOLS. “ During the past year many circumstances have existed unfavorable to the progress of education. The failure of the crops, the imperfect collection of revenue, the inade¬ quacy of legislative appropriations, the excitement of the presidential and State elec¬ tions, with other causes which need not be mentioned, have tended in some degree to embarrass the efforts of the friends of common schools. It is an evidence of the inherent vitality of the system, and of the increasing hold it is gaining upon the popular mind, that, in spite of these obstacles, a manifest advance has been made, both in the number of schools, the aggregate of pupils, and in the number and qualifications of the teachers employed. SCHOOLS AND ATTENDANCE. In my last report, the whole number of schools in the State was given at 331. The establishment of 113 additional schools raises this number to 444, an increase of more than one-third. The aggregate of pupils has also increased from 14,000 to 1G,258. The ratio of pupils enrolled in the common schools last year was about one-fifth of the youth between 4 and 21. This year it is over one-fourth. If it is saddening to reflect that three-fourths of the youth of the State are yet unreached by the educational system, it is surely encouraging to know that the ratio is so rapidly changing. A sim¬ ilar rate of increase, could it be secured, w'ould in less than twenty years enroll every child in the State in the public schools. SCHOOL-FUNDS. “The interest on the common-school fund apportioned among the several counties the past year amounted to $15,784.53. It is impossible to say what the warrants for this amount have realized. If GO cents on the dollar bo taken as the probable average Viilue, the amount would be $9,470.80. From the extremely defective character of the returns, it is impossible to state with precision the amount raised by taxation in the 60 EEPORT OF THE COMMISSIONER OF EDUCATION. several counties. Including the one mill constitutional tax the amount may he esti¬ mated at about . . . $75,000 00 Add to this x)iivate contributions, about . 10, 000 00 Rcceiv('d from the Peabody fund . . . 7,350 00 Interest on school-fund - 7 . 9,470 80 And the total amount is . . . 101, 820 80 ‘‘This divided among all the children of the State is at the rate of $1.64 per head. AID FROM THE PEABODY FUND. “The aid derived from the Peabody fund is of peculiar value, because it is so distrib¬ uted as to sustain schools for about ten months in places where they become models of what good schools ought to be. The following is a list of places so benefited : Saint Augustine . $1, 300 Tallahassee . 1,000 Gainesville . 1,000 Key West . 1,000 Monticello . 700 Pensacola . 600 Lake City . 500 Tampa . 450 Quincy . 300 Ocala . 300 Appalachicola . ^0 7, 350 STATE AGRICULTURAL COLLEGE. “On the 20th day of March, 1872, in accordance wfith the law' establishing the Florida State Agricultural College, approved February 17, 1872, Hon. Charles Beecher, Hon. J. T. Walls, Hon. W. D. Bloxham, Hon. Robert Meacham, Hon. John Varnum, and J. S. Adams, of the corporators named in said act and constituting a majority thereof, as¬ sembled in the office of the superintendent of public instruction, in the capitol, at Tallahassee, and perfected the organization of said corporation by electing officers as follow's : “ Hon. Charles Beecher was chosen president, Hon. W. D. Bloxham was chosen vice- president, J. S. Adams was chosen secretary and treasurer, and J. 8. Adams, John Var¬ num, Robert Meacham, J. T. Walls, and Peter Knowles were chosen to serve as an ex¬ ecutive committee.” EAST FLORIDA STATE SEMINARY. This seminary comprises three departments — primary, preparatory, and collegiate. Tuition in ail the departments is free. The male department is arranged with a view of giving young men a practical education, and preparing them to enter the freshman, sophomore, or junior class in any college or university. PEABODY FUND. The sixth report of the agent of the fund contains the following with regjird to Florida : “ The public-school system of this State, during the three years of its history, has had unusual difficulties to contend with. The simple fact that it survives these hinderances, and even makes steady advances, is in itself a proof of its excellence as w'cll as vitality. The number of pupils is nearly twice as many as it rvas the previous year. The number of counties which failed to levy a school tax is only four, whereas it w'as fifteen the year before. Some counties taxed themselves two or three times as much as the law required, yet there was no complaint. The total amount of taxes actually collected wnis a little over $70,000. Besides this, about $60,000 interest on the school-fund have been nominally distributed to the counties, but it was in the State bonds, which are worth only 33 cents on the dollar. Attendance. — The number of children of school age is 67,869, of whom a little more than one-fifth are enrolled in the public schools. The average length of these schools, 331 in number, is 4f months. “ Expenditures. — During the past year something over $7,000 was expended from the fund in aiding the schools of twelve cities and towns.” The superintendent of Key West writes: “The schools have done much tow'ard eradicating the prejudice formerly existing among the better classes against the sys¬ tem of free schools.” FLOKIDA. G1 WASHJNGTOX COUNTY. A letter from W. Lumpkin Ruly, of Vernon, Wnsliington County, contains the fol¬ lowing statements in regard to education in that county : ‘‘The board of public'instruction for this county was organized in July, 18G9, and a county superintendent was appointed by the govel’nor. This officer trav'eled over the county and reported sixteen sites where schools could bo located. The board then attempted to start schools under the direction of Mr. C. T. Chase, then State superin¬ tendent. It however proved impracticable, until the board of county commissioners announced that they would raise money to pay one-half the tuition for the lirst three months, leaving the patrons to pay the other half. The next impediment was a want of teachers, (something yet needed.) About half the schools in the county started under these auspices. ‘‘ No public money was received for distribution during i^he next year — 1870— and the course of the schools dragged heavily on. Mr. Chase died, and public schools began to be spoken of as a farce. Only two or three schools were kept up in this county, and they by the patrons alone. “In the spring of 1871, after the Rev. Charles Beecher entered upon the duties of his office as State superintendent, the board again met, new inducements and reasons for encouragement were held out, and the educational interests of the county assumed a new aspect. “Up to the time at which this account commences, there had never been anything meriting the name of academy or normal school. The schools were kept in small cabins, out-houses, and sometimes in dwellings, by itinerant teachers, v/ho scarcely ever professed to teach anything higher than Webster’s si)elliug-book, and arithmetic as far as compound numbers. In 1869 the first frame school-house in Washington County was built, near Vernon, the county seat, and another at the village of Orange Hill. In these schools arithmetic, geography, and kindred branches are taught. Two academies are now in process of erection. Several young men, natives of the county, who have obtained an education in neighboring counties, expect to teach in the schools of our county.” FACTS FROM THE UNITED STATES CENSUS. Area and popidaiion. — In 1870 Florida was the thirty-third State in population, hav¬ ing 187,748 inhabitants within an area of 59,268 square miles, an average of .3.17 per¬ sons to the square mile. This population consisted of 96,057 whites, 91,689 colored, and 2 Indians. Of these, 182,781 were natives and 4,967 were foreign-born. Of the native residents of the State, 52,594 whites, 56,960 colored and Indians were born within its borders; while of the foreign residents 597 were born in Germany, 399 in England, and 737 in Ireland. School attendance. — According to Table IX, vol. 1, of Census Report, 12,778 persons attended school, and of these 21 were foreign-born. The white male scholars numbered 4,195, and the females 4,059 — total, 8,254. The colored male scholars numbered 2,241, and the females 2,283 — total, 4,524. Illiteracy. — The number of inhabitants of all races, 10 years old and over, unable to write, was 71,803, of whom 568 were foreign-born. Aye, sex, and race of illiierates. — Of the 18,904 Avhite illiterates reported, 5,083 (2,691 males and 2,392 females) wmre from 10 to 15 years old; 4,345 (2,146 males and 2,199 females) were from 15 to 21 years of age; and 9,476 (3,876 males and 5,600 females) were 21 years old and over. Of the 52,894 colored illiterates reported, 7,703 (4,190 males and 3,513 females) were from 10 to 15 years old; 10,333 (4,957 males and 5.376 females) were from 15 to 21 years of age ; and 34,858 (16,806 males and 18,052 females) were 21 years old and over. Five male Indian illiterates, 21 years old and over, were also reported. Educational institutions. — According to Table XII, vol. 1, of Census Report, the total number of educational institutions was 377, having 482 teachers, (2.54 males and 228 females,) and a total of 14,670 pupils, 6,788 being males and 7,882 females. Amount and source of educational income. — The total income ( f all the educational institutions w^as $154,569, of which $6,750 were derived from endowment, $73,642 from taxation and public funds, and $74,177 from tuition and other sources. . Fuhlic schools. — The 226 public schools throughout the State, with 265 teachers, (169 males and 96 females,) possessed an income of $76,389, for the education of their 10,132 pupils, (4,674 males and 5,458 females,) and of this income $4,000 were derived from endowment, $61,552 from taxation and public funds, and $10,837 from tuition and other sources. Academies. — The 10 academies reported, with 32 teachers (16 male and 16 female) and 580 pupils, (318 males and 262 females,) had a total income of $11,005, of which $2,100 were derived Irom endowment, $4,870 from taxation andj^public funds, and $4,035 from tuition and other sources. G2 REPORT OF THE COMMISSIONER OF EDUCATION. Private schools. — The 135 private day and boarding-schools, with 167 teachers (67 males and 100 females) and 3,493 pupils, (1,633 males and 1,860 females,) had a total income of $61,015, of which $7,220 were derived from taxation and public funds, and $53,795 from tuition and other sources. Libraries. — There were reported 75 public libraries, with 25,374 volumes ; also 178 private libraries, with 87,554 volumes, making a total of 253 libraries, containing 112,928 volumes. The press. — The 23 periodicals issued had an aggregate circulation of 10,545 copies, w'ith an aggregate annual issue of 649,220 copies. Churches. — Of the 420 church organizations, 390 had edifices, with 78,920 sittings, and the church property was valued at $426,520. Pauperism. —One hundred and forty-seven paupers were reported, of whom 80 were native whites, 62 native colored, and 5 foreigners. Crime. — Of 179 persons in prison June 1, 1870, 20 were native whites, 156 native col¬ ored, and 3 foreigners; 335 persons were convicted during the year. Age and sex of pwpulation. — Of the total population of the State, 63,897 persons were from 15 to 18 'years of age, and of these 32,873 were males and 31,024 females; 131,119 Avere 10 years old and upward, and of these 65,673 were males and 65,446 were females. Occupations. — There were 60,703 persons of tlaese ages engaged in various occupations, and of these 50,877 were males and 9,826 females ; 42,492 persons were engaged in ag¬ ricultural pursuits, and of this number 36,944 were males and 5,548 females; 10,897 were engaged in professional and personal services, 6,892 males and 4,005 females ; 3,023 were engaged in trade and transportation, 3,016 male and 7 females ; 4,291 were engaged in manufactures and mechanical and mining industries, of whom 4,025 Avere males and 266 females. Age and sex of working population. — Of these 60,703 employed persons, 4,107 males and 1,100 females (5,207 in all) were from 10 to 15 years old; 44.262 males and 8,450 females (52,712 in all) Avere from 16 to 59 years old; and 2,508 males and 276 females (2,784 in all) were 60 years old and OAmr. SCHOOL OFFICIALS. Hon. Charles Beecher, State superintendent of schools, Tallahassee. COUNTY SUPERINTENDENTS. County. Superintendent. Post-office ad¬ dress. County. Superintendent. Post-office ad¬ dress. Alachua . Baker S. F. Hallidav . Gainesville. Lew . AY. A. Shands . Bronson. J. W. Howell . Sanderson. Liberty _ _ _ Niel Black, jr ... Blue Creek. Bradford . J. R. Richard . Providence. Madison .... D. Eagan . Madison. Brevard . James Paine, sr. . . . Indian River. Manatee ..... John Bartholf. . . Manatee. Calhoun . H. J. Yearty . Abe’s Springs. Marion . A.W. Locke. . Ocala. f '1:1 y 0. Buddincton . Green Cove. Monroe . James AY. Locke. . . Ke^’ TYest. Fcrnandina. Orlando. Columbia .... A. H. Hutching.son . Lake City. Nassau . J. C. Emerson . Bade . Octavius Aimar . .. Miami. Orange . Polk . N. AY. Prince . Duval AY. H. Christy . A. J. Pickard . Jacksonvilc. AV. B. Varn Bartow. Escambia .... Pensacola. Putnam . E. R. Chadwick _ Pilatka. Erauklin . PA B. AYakefield _ Apalachicola. SanfaRosa.. 0. Bronson . St. Augustine. Gadsden . Samuel Galloway . . Quincy. Saint John’s. James A. Chaffin. . . Milton. Hamilton .... Samuel Mclnnis . . . AVhite Spi'ing. Sumter . A. P. Roberts . Leesburgh. Hernando.. .. T. S. Corgler . Brooksville. Suwannee . . . M. M. Blackburn. . . Live Oak. Hillsborough. AY. F. AYhite . Tampa. Taylor . J. H. AA^entworth. .. Shady Grove. TTnlmea AY. AY. Brown. ... Cerro Gordo. Volusia . C. H. Spencer . Port Orange. Crawfordsvilie. Jackson . D. L. McKinnon . .. Marianna. AYakulla .... J. S. Morin g . .Jefferson .. .. R. C. Loveridgo - Monticello. AYaltou . Duncan G. McLeod. Uchee Anna. La Fayette . . Leon . AAA D. Sears . J. Anderson . New Ti'oy. Tallahassee. AYashington. Thomas Hannah. . . Vernon. GEORGIA. 63 OE OKGIA. [From the report of the State school commissioner, Hon. Gustavos J. Orr, made July 17, 1872.] CONDITION OF EDUCATION. The commissioner says: “The utter lack of school-funds and that provision of the school law, passed at the last session, which postpones the decision of the (piestion of local taxation till the fall term of the respective superior courts, have prevented the in¬ auguration of schools very generally throughout the entire State.” SCHOOL lAW. The commissioner, after a statement of the condition of the school finances of the State, proceeds to consider the defects of the present school law. Some of the changes in the school-law recommended by the commiss'iouer are as follows: “Let a new sec¬ tion be prepared, giving to the county board of each county the power to authorize the lev/of a tax upon the property of the county, for the support of primary schools, that is schools in which there shall be taught the following branches of learning : spelling, reading, writing, English grammar, arithmetic, and geography, and making it their duty to authorize the levy of said tax, whenever they are satisfied, by having submitted the question to a popular vote, or in any other way, that the people of the county desire the tax to be levied. ' “For supporting a system of graded schools ranging. from the primary to the classical and mathematical high school in any sub-district of a county, let the same board have the right of authorizing the levy of a tax upon the property of the sub-districts, to be exercised when satisfied, by the same means as has already been suggested in the case of the primary schools, that it is the wish of the people of the sub-districts. And when pupils residing without the limits of the sub-district may attend such a school let them be required to pay such rates of tuition as may be fixed by the county board. “ This provision will fully meet the wants of the villages and larger towns, and render special legislation unnecessary, except in the case of the large cities. “ Let the same section provide also for the building of school-houses, giving the county board authority to have them built, either by the voluntary labor of the citizens of the sub-district to be served, or by a tax on the property of the sub-district. “ And when the latter method is adopted, let the law provide that any tax-payer may work out the amount of his tax, if he desires to do so, at such rates of compensation for his labor and under such supervision as the county board may prescribe. “As indicated in the foregoing recommendation, I am firmly persuaded that to make our public-school system successful, it must be mainly sustained by local taxation, levied by the voluntary action of the people. A GENERAL PUBLIC-SCHOOL SYSTEM. “ I think it our true policy to make the public-school system as general as possible throughout the State, and am not inclined to recommend anything that would militate against that policy. If the general assembly should think that there are localities in the State where it is altogether impracticable to establish imblic schools, it would per¬ haps be advisable to give the county board the power to levy a tax in such counties for the education of the indigent; to decide, from the best sources at their command, who shall be the beneficiaries of this fund, and to fix the compensation which the teachers shall receive for their services. It would also be well to require private teach¬ ers in such cases to stand the same examination and have their accounts accredited in the same manner as the law prescribes in the case of the teachers of the public schools belbre they shall bo entitled to receive compensation for their services. PREJUDICES TO BE REMOVED. “I know that there are prejudices in the minds of many of the people of our State against the public-school system. Yet I feel confident, if the general assembly will frame and adopt a new law, retaining whatever is good in the old, and incorporating the improvements herein suggested, that we shall be able gradually to introduce and establish a system which will be found practicable and adapted to the condition of our people. Organization, supervision, and the advantage arising from grading pupils, will make the public schools so much better and cheaper than any system of ])rivate schools can be, that they will assuredly, by their intrinsic merits, work their own way to successful establishment, if we can only have the patience to give them a fair trial. 64 REPORT OF THE C03IMISSI0NER OF EDUCATION. Objections have been made, and will still be made, on the ground of the taxation neces¬ sary to sustain the system ; but when men are brought to understand that in the great increase in the value of jmoperty in all communities where good schools are established; in the diminution of crime, and the consequent lessening of the cost of providing the appliances for its punishment and sui^pressiou ; in the increased security of the rights of property wherever intelligence is generally ditfused ; in the vastly increased productiveness of every kind of labor, resulting from educated skill in the laborer, and in the stability and perpetuity of political institutions resting upon the basis of virtue and intelligence in the people, the property-holder is interested, and in exact proportion to the amount of property owned, these objections will cease to be raised.” PEABODY FUND. Of this State the agent of the fund writes as follows: “The school laws have been modified the present year, but they are still imperfect. A competent judge said in a letter written soon after the change was made : ‘ Our legislators were much behind the general sentiment of our people on the subject. But we shall have a good law and good schools soon.’ The commissioner, in an official paper issued April 17,1872, represents the school fund as in a very unsatisfactory state. Of the $327,000 which had been paid into the treasury October 1, 1871, $242,000 were diverted from the legiti¬ mate object. The policy of incurring a debt of more than $300,000 to establish schools was adopted. ‘ The counties,’ he says, ‘ may rest assured that there is no hope of aid in school operations the present year from the State.’ “ We reported last year that the public schools of Savannah had become self-sup¬ porting. 'We can now say the same of Columbus. Such examples show that the Pea¬ body fund does not tend to perpetuate the Avaut which it seeks to relieve. The schools of Atlanta, Augusta, and Brunswick have been assisted with $5,600 ; the sura of $800 has been given to the colored normal school at Atlanta ; and two districts have received $300 each ; making $7,000 in ail.” PUBLIC SCHOOLS OF LINCOLN COUNTY. The first impression of public opinion in this county was decidedly favorable to the cause of public education. But when it was discoA'ered that the State only proposed to mai’utain the schools three months in the year, with the probability of not being able to do even that, many were disposed to deprecate the meager allowance and to treat the whole system with contempt. A change, favorable to the system, is taking place among the people in reference to taxation by the county, and the county board has recently levied a tax of 50 per cent, on the State tax. The first and most important reform needed is good and comfortable school-houses, which are wanted in nearly all the districts. The difficulty of procuring sufficient competent teachers will be for some time an impediment to the success of the system, and this fact should urge the legislature to establish one or more normal schools in the State. The necessity and obligation of extending the means of education to the black race are beginning to be very generally appreciated, and in most of the districts the trustees are xu'eparing to open schools for their benefit. AA'ESLEYAN FEMALE COLLEGE. This institution was formerly known as the Georgia Female College. In 1844, under a reorganization, the name was changed to Wesleyan Female College. The Avhole number of graduates since organization is 912. GREENESBOROUGH FEMALE COLLEGE. The course of instruction includes four deparfments — primary, preparatory, academic, and collegiate. Young ladies not desiring to graduate may pursue an eclectic course. LE VERT COLLEGE. Le Vert Female College has been in successful operation since 1856. It is endov^ed wdth authority to confer degrees, and x)ossesses all the rights and jjrivileges of the most favored female institutions. SOUTHERN FEMALE COLLEGE. This is one of the oldest institutions of its class in the South. There have been 250 graduates since the first organization. The college buildings Avere destroyed by fire in 1663, but the organization of the college Awas kept up, notwithstanding serious embar¬ rassments, till 1871, Avheu the present college edifice Avas erected. This institution is conducted as a priA'ate enterprise. GEORGIA. 0 65 MOORE’S ATLANTA ACTUAL BUSINESS COLLEGE. The object of this institution is to qualify young men for the duties of actual busi¬ ness life. The time required for the complete business course is from eight to sixteen ■weeks. . GEORGIA INSTITUTION FOR THE DEAF AND DUMB. The progress of the pupils is highly satisfactory, and the institution is in a flourish¬ ing condition. Limit of age of pupils, 7 to 27. Time allowed for course of instruction, six years. It is recommended that where pupils display special ability, they be allowed an additional course of four years. ATLANTA MEDICAL COLLEGE. The trustees and faculty announce that this institution enters upon its fourteenth annual session under the most flattering auspices, and its success and permanency are now assured. Under the provision of a law of the State, by which a donation was made toward the building and apparatus of the college, one student from each con¬ gressional district of the State is admitted free of charge for professors’ tickets. The faculty has determined to extend this gratuity to one additional young man from each congressional district of Georgia, and to one from each congressional district of other States. SAVANNAH MEDICAL COLLEGE. The charter of this college is most ample in its provisions, and will confer on its graduates every privilege which any institution is capable of granting. MEDICAL COLLEGE OF GEORGIA. The trustees and faculty, in announcing the commencement of the forty-first session of the college, refer with pride to the high status attained by the class of last session. There has been a large annual increase in the number of students since the war. The college museum is one of the most extensive and valuable in the United States. EMORY COLLEGE. Emory College is the joint property of the North Georgia, South Georgia, and Florida conferences of the Methodist Episcopal Church South. While it is Methodist in its organization, it is not exclusive or sectarian. The interest of the Williams fund of $5,00U -will be used in paying the tuition of young men of limited means who are prer paring for the Christian ministry. UNIVERSITY OF GEORGIA. This nnirersity has four departments— preparatory, academic. State college depart¬ ment, (embracing agriculture, engineering, and chemistry,) and the law department. The preparatory department, organized as the university high school, is designed for the purpose of training the younger pupils for the academic department of the uni¬ versity. A professorship in the school of agriculture has been endowed by Ur. Terrell, of Georgia. Feeling that the great interest now pervading the public mind on the subject of an improved agriculture calls for special efforts in this dcqiartment of the university, the trustees have adopted such measures as seem calculated to meet the public wants. Agreeably to the terms of the Terrell endowment, these lectures will be free to the public. It is proposed to establish, in connection with the State t-oilege of agriculture and the mechanic arts, which constitutes a part of the University of Georgia, an industrial museum, representing as far as possible all industrial interests. Young men of limited means, to the number of 50 annually, are admitted without pay¬ ment of tuition fees. As a remuneration to the State they will be expected to engage in teaching in some school in the State for a term of years equal to the time they may have enjoyed the advantages of the university. ADDRESS BEFORE THE UNIVERSITY OF GEORGIA. The annual address before the Uemosthenian and Phi-Kappa literary societies of the University of Georgia was delivered by Emory Speer, esq., who presented iu a most able and convincing manner “ The duty of the State to educate the People.” To the inquiry, “ Should the State educate the people?” he replies : “ To deny this is to mistake the very object for which government was designed. What is the object of 5 E EEPORT OF THE COMMISSIONER OF EDUCATION. G6 the social bond ? Protection to life, liberty, and property ; organized encouragement to morality and virtue. Does ignorance further these objects ? If not, then surely gov- ermneut, the constituted guardian of society, should tvage an eternal warfare with ignorance. EDUCATION VERSUS CRIME. “ The State should educate the people as a preventive of crime. The statistics of all countries show that the majority of criminals are entirely uneducated. Those countries where there is the least education among the masses show the greatest degree of crime; and in proportion as the people are educated they are free from crime. Sin invari¬ ably follows ignorance, while thrift and morality are the iusexrarable companions of in¬ telligence. INTELLIGENT PRODUCTIVE POWER. “The state should educate the people, to increase its agricultural and mechanical productive power. The increase of irroductive power is a problem of the most gigantic importance. An intelligent man can do more work than an ignorant man. Intelli¬ gent minds are more inventive than ignorant minds. Increase intelligence and you multiply inventions. Almost every industrial pursuit is now dependent upon science. If government will ditfuse knowledge among the people, it x^ours into their laps a coruucoxjia of substantial blessings. EDUCATION THE PRESERVATIVE OF LIBERTY. “The state should educate the people, that they may preserve inviolate the holy rights of civil liberty. The necessity of popular education to destroy the despotism of ignorance is nowhere so manifest as in that State where the peoxile enjoy what are called free institutions, based upon the right of universal sutfrage. Intelligence and virtue are, of all things, the most indispensable to the success of rexiublican forms of government, and since education is the only universal means of imparting these, the necessity of general education will be admitted. The admission is very well, but it amounts to nothing if it gives birth to no action in the cause of education. INTELLIGENT JURIES. “The State should educate the people, to preserve that ancient bulwark of per¬ sonal right and freedom — trial by jury. Lord Brougham tells us government itself depends upon twelve good men in a box. It is an inherent right of the citizen to be tried by his peers. Let the law, then, make all men peers in the noble aristocracy of intellect, and we will hear no more of ignorant juries and unfair trials. EDUCATION IN GEORGIA. “What has Georgia done for the cause of education ? The State has attempted great things, but has accomx)lished very little. Systems of public instruction have incum¬ bered our statute-books. They have been abandoned and forgotten. Apx)ropriation8 have been made for educational purxioses, and county officials have not thought enough of the cause to apply to the treasury for the county funds. In 1849, a law existed giving $20,000 to be divided among the several counties of the State, to estab¬ lish schools for x>oor children. Thirty-two counties failed to make any return of their X^oor children, thereby voluntarily relinquishing their claims on the State. COMPARATIVE ILLITERACY. “ The Bureau of Education has published a map showing the comparative degrees of illiteracy in the States of the American Union. On this map the State of Georgia pre sents a very somber apxoearance. In 1850, 20 per cent, of the white adult x^opula- tiou were unable to read and write. In 1860 the population had increased, and the illiterates were reduced to about 18 per cent. The State has, at times, approxniated sums of money to this cause ; but the smallness of the appropriations ami the indiffer¬ ence of the peox)le have hitherto confounded the designs and abashed the hopes of the friends of education, and we have had no systems of common schools. The school law is now in the hands of the legislature for revision, and we, with justice, may hope that the time wdll soon come when every child in Georgia will enjoy the priceless boon of free education. GEORGIA. 67 THE RULE OF IGNORANCE. The University of Georgia furnishes an example of the disa.strons results of the gov¬ ernment of ignoranee. In the year 17ci4, the revolutionary statesmen and soldiers of Georgia set apart 40,000 acres of land as a permanent endowment to this university, and declared that these lands should never be appropriated to any other purpose what¬ ever. In 1795, the college was chartered. In 1798, the constitution of the State made it the imperative duty of the legislature to provide for the permanent endowment of the university and for the permanent security of its funds. These duties have never been performed, and the university to-day only receives from the State_ the interest on certain funds loaned to the State by the college. In 1815, the legislature sold the college lands for $150,000. They took $50,000 of this to reimburse themselves for their advances to the college. The remaining $100,000 were invested in bank stock, which the legislature took and bound themselves to pay the interest to the university. This has been done. Had the lands remained in possession of the university, the "chances are that she now would have rejoiced in an endowment of $1,000,000. Is this the liberality toward the cause of education which our fathers intended? Yet this is the ‘Empire State’ of the South. THE POWER OF EDUCATION. “Listen to the words of an illustrious son of Georgia, the Hon. Herschel V. Johnson: ‘ Education is the friend .of the State. It will elevate the people. It will diminish crime and the expense of executing the law. It will dignify and open new channels for capital. It will disinter the mineral wealth of the State, and add millions to the productions of agriculture. Away, then, with that narrow stinginess which begrudges a dollar to such a cause, while it is often wastefnl of thousands upon objects that possess little or no merit.’ ” ATLANTA. INAUGURATION OF THE PUBLIC-SCHOOL SYSTEM. An act iiassed the legislature of Georgia September 30, 1870, empowering the mayor and council of the city of Atlanta to establish and maintain a system of jiublic schools within said city, and to impose and collect the requisite taxes, and to issue and nego¬ tiate the requisite bonds, or otherwise employ the resources of the city to raise revenue for the establishment of the system of public schools. In accordance with this act, an ordinance passed the council of the city of Atlanta November, 1870, by which the entire control of the whole system of public schools within the city was placed in charge of the board of education. For providing the requisite school-houses, furniture, and apparatus, the sum of $100,000 in 7 per cent, bonds of the city was appropriated. Said bonds were made payable twenty years after the 1st of January, 1871, with interest payable semi-annu¬ ally in January and July. Under the provisions of these acts, the board appointed B. Mallon,esq., superintendent, and on the 15th of November, 1871, he entered upon the duties of the oftice. THE CHANGE TO THE PUBLIC- SCHOOL SYSTEM. At this time there were in operation in the city thirty-five or forty private schools for white children, in which were taught, as nearly as can be ascertained, 1,200 scholars. These schools were all more or less ungraded, and wanting in proper buildings, and appliances, and supervision, and permauency of character. These continued till J'.m- uary, 1871, when, after an interval of one month, they were superseded by the public schools. The suddenness and completeness of the change from the voluntary schools of the past year to the public schools of the present are unprecedented in the history of the public-school movement in this country. ^ EXAMINATION OF TEACHERS. The examination of applicants for the position of teacher in the public schools was held on the 6th and 7th of December. Eighty-three applicants — sixty-six ladies and seventeen gentlemen — were examined, and of these, twenty-three ladies and six gen¬ tlemen were elected. The applicants for the place of assistant teacher in the gram¬ mar schools were examined in grammar, arithmetic, geography, reading, spelling, writing, and the theory and practice of teaching. In addition l,o these subjects, ap¬ plicants for the high schools and principals of grammar schools were examined in Latin, algebra, and geometry. 68 EEPORT OF THE COMMISSIONER OF EDUCATION. ESTABLISHMENT OF SCHOOLS. Between January 31 and February 29 seven public schools were opened, viz, two high schools and tive grammar schools for white children. On the 1st of February the board assumed charge of two colored schools, hitherto supported chiefly by, and under the control of, northern missionary societies. This made a total of nine schools under the control of the board. The schools were continuously in session, with the exception of a vacation of one week in May, until the last Friday in June. NORMAL INSTITUTE. A teachers’ institute was held in the rooms since occupied by the girls’ high school, commencing Monday, January 8, and continuing every day during the week. The morning sessions were devoted chiefly to the methods and x)rinciples of education and to direct instruction. During the evenings lectures and addresses were delivered by distinguished gentlemen. This was the first teachers’ institute ever held in Georgia. About fifty teachers were in regular attendance, besides many visitors. NORMAL CLASS. The weekly meetings of the teachers on Saturday mornings in the normal class, as it is called, have been kept uj) without interruption since the opening of the schools. All the subjects taught in the schools are discussed here, with special reference to the best method of teaching them. The influence of these meetings has been felt through¬ out the schools. COURSE OF STUDY. The course of study for every grade of school is clearly defined. The course in the grammar schools embraces reading, writing, spelling, arithmetic, grammar, geogra¬ phy, elementary physics, history of the United States and England, elementary draw¬ ing, and the reading of simple music. In the boys’ high school the course is: In mathematics, algebra, geometry, and arithmetic reviewed ; in language, Latin, (usual preparatory course,) Greek, (optional,) and German; in science, physical geography, natural philosophy, chemistry, and astronomy; in English, rhetoric, composition, and English grammar reviewed. In the girls’ high school the course is similar to that in the boys’ school, except that Greek is wholly omitted and French added— a choice being given to the scholars be¬ tween French and German. The course is also considerably extended in the direction of English literature and literary criticism. FUND. The city council agree to furnish to the board of education $75,000 in cash, in place of the $100,000 of bonds which the legislature had authorized the city council to issue, for the purpose of building school-houses and inaugurating the public-school system. This amount has been expended, but has been iusutficient to provide the school-houses immediately needed. A new grammar school and an additional school for colored children are wanted at once. EFFECT OF PUBLIC SCHOOLS. The establishment of the public schools has directly affected the interests of all classes of citizens, and it cannot be expected that all should be at once satisfied. It is essential to the highest success of the public schools that the entire community should be united in their support. Divided as the peojfle are in social life, in politics, and in religion, we need just such a bond of union as the public schools will form and perpetuate. It is almost the only ground that can be made common to all classes. SAVANNAH. EDUCATIONAL LEGISLATION. An act “ to establish a XTermanent board of education for the city of Savannah, and to incorporate the same, and for other purposes,” passed the legislature of Georgia, and was approved by the governor March 21, 1866, An amendment, extending all the rights and powers vested in this board to the county of Chatham, was assented to, De¬ cember 18, 1866. The purpose for which the board is created is stated to be “ to devise, establish, and modify from time to time a jilan and system of education for white chil¬ dren between the ages of six and eighteen years.” The Catholic schools were also placed under the supervision and charge of this board 4 GEORGIA. 69 COURSE OF STUDY. The course of study or the city schools is liberal, embracing (for the common schools) geography, reading, spelling, writing, arithmetic, English grammar, and history ; to which are added in the high schools, Latin, Greek, physical geography, rhetoric, En¬ glish literature, natural philosophy, chemistry, algebra, geometry, French, and German. GROWTH. At the inception of the school system, the board was fortunate in being able to avoid the great expense of erecting school-buildings. In the infancy of the wmrk in Savannah, two buildings, constructed for educational purposes, were placed at the dis¬ posal of the board; subsequently, Chatham Academy, afiording fourteen large rooms for schools, office for the meeting of the board, and comfortable quarters for the janitor, was again transferred to the board. When the Catholic schools were consolidated with the public, two large and well-appointed buildings came into the possession of the city. In the original construction of these buildings little attention was paid to ventilation, and this defect is now exciting the attention of the proper authorities. HOME TEACHERS. The board also congratulate themselves that they are independent of any foreign aid both as to modes and means of teaching. This is chiefly attributed to the fact that the changed condition of the southern people at the close of the war led many well- educated ladies in their midst to seek positions in the schools. A normal class has been sustained through the year, which has had the effect of increasing the efficiency of the teachers and inspiring them with zeal in their work. WRITTEN EXAMINATIONS. The experience of these schools has demonstrated the great importance of written examinations as a test of the true attainments of scholars. Such written examiua- tions are made the basis upon which the diploma of graduation is awarded. The annual public examinations afford parents an opportunity for showing their interest in the schools. The examinations for 18/2 were largely attended ; indeed, so great was the pressure at the closing exercises of the girls’ high school that it was found necessary to adjourn to the theater. OBSTACLES TO SUCCESS. Irregularity in attendance, too frequent recurrence of holidays, and the want of that elevating influence which comes from excellence and elegance in the appurte¬ nances of the school-room, are the chief hinderances to the perfection of the schools of Savannah. COUNTRY SCHOOLS. The schools in the country do not compare favorably with those of the city. They are retarded by the sparseness of the iDopnlation and the distance of many cLiildren from the school-houses, the impossibility of gradation, the bad condition of the school-rooms, and the fact that the meager compensation of the teachers is made to depend upon the number of their scholars. It is a matter of congratulation that for the last two years no aid has been needed from the Peabody fund. COLORED CHILDREN. The subject of schools for colored children in the city has long excited the interest of the board, but as the State has as yet contributed no funds to the county for educa¬ tional purposes, the board has been utterly unable to accomplish anything in this direction. FACTS FROM THE UNITED STATES CENSUS. Area and population. — In 1870 Georgia was the twelfth State in population, having 1,184,109 inhabitants within an area of 58,000 square miles, an average of 20.42 to the square mile. This populatioq consisted of 638,926 whites, 545,142 colored, 1 Chinese, and 40 Indian jiersous. Of these 1,172,982 were natives, and 11,127 were foreign-born. Of the native residents of the State, 539,577 whites, 494,364 colored, and 21 Indians were born within its limits, while, of the foreign residents, 2,761 were born in Germany, 1,088 in England, 5,093 in Ireland. 7 0 REPORT OF THE COMMISSIONER OF EDUCATION. School attendance. — According to Table IX, vol. 1, of Census Report, 77,493 persons attended school, and of those 143 vrere foreign-born. The white scholars numbered 67,142, of whom 33,796 were males, and 33,346 females. The colored scholars numbered 10,351, of whom 4,898 were males and 5,453 females. Illiteracy. — The number of inhabitants of all races 10 years old and over unable to write, was 468,593, of whom 1,090 were foreign-born. Age, sex, and race of illiterates. — Of the 124,939 white illiterates reported, 36,497 were from 10 to 15 years old, and of these 19,843 were males, and 16,654 were females ; 26,012 were from 15 to 21 years of age, of whom 13,101 were males and 12,911 were fe¬ males ; 62,430 were 21 years old and upward, and of these 21,899 were males, and 40,531 were females. Of 343,637 colored illiterates reported, 64,617 were from 10 to 15 years old, and of these 33,364 were males, and 31,253 were females ; 66,108 were from 15 to 21 years old, and of these 31,295 were males and 34,813 were females ; 212,912 colored illiterates were 21 years old and over, and of these 100,551 were males and 112,361 females ; 7 male and 10 female Indian illiterates were also reported. Educational institutions. — According to Table XII, vol. 1, of Census Report, the total number of educational institutions was 1,880, having 2,432 teachers, of wliom 1,517 were males, 915 were females, and a total of 66,150 pupils, of whom 32,775 were males, and 33,375 were females. Amount and source of educational income. — The total income of all the educational in¬ stitutions was $1,253,299, of which sura $66,560 were derived from endowments, $114,626 from taxation and public funds, and $1,072,113 from tuition and other sources. Public schools. — The 24 6 public schools throughout the State, with their 327 teachers, 180 of whom were males and 147 were females, were attended by 11,150 pupils, 5,700 of whom were males, and 5,450 females. To educate these they possessed a total income of $175,844, of which sum $7,128 came from endowments, $59,293 from taxation and public funds, and $109,423 from tuition and other sources. Colleges. — The 28 colleges reported, with their 133 teachers, of whom 77 were males and 56 were females, were attended by 2,593 students, of whom 973 were males and 1,620 were females. For the education of these students they possessed a total income ot $148,866, of which sum $36,350 were came from endowment, $75 from taxation and public funds, and $112,441 from tuition and other sources. Academies. — One hundred and twenty-three academies were reported, having 226 teachers, of whom 152 were males and 74 females ; they were attended by 6,558 scholars, of whom 3,384 were males and 3,174 females. They possessed a total income of $161,301, of which $3,950 were derived from endowments, $1*4,648 from taxation and public funds, and $142,703 from tuition and other sources. Private schools. — The 1,452 day and boarding schools had 1,670 teachers, of whom 1,060 were males, and 610 females ; and 44,548 scholars, 21,965 being males and 22,583 females. They possessed a total income of $662,933, of which $9,630 were derived from endowment, $21,610 from taxation and public funds, and $631,639 from tuition and other sources. Libraries. — There were 545 public libraries, containing 162,851 volumes; also, 1,190 private libraries, having 304,381 volumes ; making a total of 1,735 libraries, containing 467,232 volumes. Thejrress. — The 110 periodicals issued had an aggregate circulation of 150,987 copies, with an aggregate annual issue of 15,539,724 copies. Churches. — Of the 2,873 church organizations 2,698 had edifices with 801,148 sittings, and the church property was valued at $3,561,955. Pauperism. — One thousand eight hundred and sixteen paupers were r-eported, of whom 1,270 were native whites, 507 native colored, and 39 foreigners. Crime.— Of 737 persons iji prison June 1, 1870, 126 were native whites, 597 native col¬ ored, and 14 foreigners ; 1,775 persons having been convicted during the year. Age and sex of population. — Of the total population of the State, 407,516 persons were from 5 to 18 years old, 206,026 being males and 201,490 females; 835,929 were 10 years old and upward, and of these 401,547 were males, and 434,382 females. Occupations. — There were 444,678 persons of these ages engaged in various occupa¬ tions, of whom 329,185 were males and 115,493 females ; 336,145 persons were engaged in agricultural pursuits, of whom 262,152 were males and 73,993 females ; 64,083 in pro¬ fessional and personal services, of whom 27,435 were males and 36,648 females ; 17,410 in trade and transportation, of whom 17,336 were males, and 74 females ; 27,040 in man¬ ufactures and mechanical and mining industries, of whom 22,262 were males and 4,778 females. Age and sex ofworhing population.— Of these 444,678 employed persons, 79,365 persons (53,524 males and 25,841 females) were from 10 to 15 years old ; 339,182 were from 16 to 59 years old, of whom 253,458 were males and 85,724 females; 26,131 were 60 years old and over, of whom 22,203 were males and 3,928 females. GEORGIA. 71 LIST OF SCHOOL OFFICIALS. Hon. Gustavus I. Orr, State school conunissioner. COUNTY SCHOOL COMMISSIONERS. County. Name. Post-office. Appling Baker . - E. M. Kennedy. T. W. Fieming Baldwin . Banks . Bartow . Berrien . Bibb . Brooks . Bryan . Bullock . Burke . Butts . Calhoun . Camden . Campbell . Carroll . Catoosa . Charlton . Chatham . Chattahoochee Chattooga . Cherokee . Clarke . Clay . Clayton . Clinch . Cobb . Coffee . Columbia . Colquitt . Coweta . Crawford . Bade . Bawson . Becatur . Be Kalb . Bodge . Booly . Bougherty - Bouglas . Early . . Echols . Effingham . Elbert . Emanuel . . Fannin . Fayette . Floyd . Forsyth . . Franklin . Fulton . . Gilmer . . Glascock . . Glynn . . Greene . . Gordon . Guiunett . Habersham .... Hall . Hancock . Haralson . Harris . Hart . . Heard . Henry . Houston . . Irwin . Jackson . Jasper . . . Jefferson . . Johnson . Jones . . Laurens . Lee . Liberty . Lincoln . John Hammond . T. C. Chandler . E. C. S.axon . . James F. Goodman . . W. B. AVilliams _ Eev. C. B. Campbell . Br. George W. Sean. A. A. H. Bell . E.E. Pound . . J. J. Beck . J. M. Arnon . J. W. Beck . . S. A. Brown . T. B. Fox . . E. C. McKinney - C. FT. Howard . W. T. Irvine . . M. Puckett . Emory F. Anderson J.C. Wells . . Eobert Logan . . H. 1). O’ Quin . William F. Groves. E. S. Florence . Br. B. S. Watkins - E. E. Pitman . J. W. Ellis . J.T. Sells . J. J. Bishop . E. W. Bavis . W. H. Strickland . Bavid M. Buchan _ O. P. Sweariuger . L. E. Welch . John C. Bowden . Joel W. Perry . J. P. Prescott . Samuel S. Pitman - H. J. Goss, jr . Josephus Camp . J. B. McBoniell . C. G. Fall . M. A. Kevin . Jsaac S. Clement . T.T. Borough . Jethro W. Manning . K. L. Osborn . . G. G. Hyman . Br. J. j'. Harris . d ohn H. Seals . H. C. Hunt . J. K. Glenn . Thomas J. Hughes . . . Br. H. S. Bradley . W. H. Bass . William J. Walton. .. Joel T. Johnson . Bi-. C. A. Webb . John J. Bledsor . Q. E. Kolan . . T. J. Carter . William O. McEae... G. J. N. Wilson . . - Birner . Eev. Bavid G. Philips James Hicks . B. W. Lester . W. S. Eamsey . W. H. Baldy' . JohuB. Mallard . C. 'E. Strother . Holmesville. Kewtou. Milledgeville. Homer. Carters ville. Kashville. Macon. Quitman. Statesborough. W aynesborough. Indian Springs. Morgan. Saint Mary’s. Fairburn. Bowdon. Eiuggold. Trader’s Hill. Cusseta. Summerville. AVoodstock. Watkinsville. Fort Gaines. Jonesborough. Lawton. Marietta. Saw Bust. Moultrie. Sharpsbnrgh. Knoxville." Trenton. Bawsoiiville. Bainbridge. Becatur. Eastman. Vienna. Albany. Salt Spring. Blakeley. Stantonville. Springfield. Elbertou. Swainsborough. Morganton. Leonia. Home. Gumming. Careusville. Atlanta. Ellijay. Gibson. Bi’unswick. Greeusboi'ough. Calhoun. Lawrencevilleu Clarksville. Gainesville. Bevereaux. Buchanan. Hamilton. Hartwell. Franklin. McBonough. Perry. Irwinville. Jefferson. Monticello. Louisville. Wrightsville. Clinton. Bublin. Starkville. Walthourville. Lincolnton. 72 KEPORT OF THE COMMISSIONER OF EDUCATION. County. Name. Post-office. Valdosta. Dahlonega. Montezuma. Paoli. Buena Vista. Thompson. Danen . Greenville. Colquit. Alpharetta. Camilla. Forsyth. Mount Vernon. McDuffie . M. S. Poore . G. M. T. McLeod . Madison. Spring Place. Columbus. Dr. H. T. Shaw . Oxford. W^interville. G. G. Denton . Dallas. Jasper. Blackshear. L H. Greenleaf . Pike . Milner. Polk . . Cedar Town. Hawkiusville. Putnani . . W. W. T'nrner . . . Fatonton. Hatcher’s Station. Quitman . Joel E. Smith . liabuu . F. A. Bleckley . Clayton. Cuthbert. Pandolph . Thomas A. Colman . . . . Piclimond . Beniamin Neelv . . . Augusta. Pockdale . - Summers . . . Conyers. Ell aville. Schley . J. N. Hudson . . . Scriven _ _ _ _ _ _ _ _ .... W. L. Matthews . Ogcechee. Griffin. Spalding . H. E. Morson . Stewart . W. H. Harrison . Lumpkin. Americus. Sumter . . William A. Wilson . Talbot . W. P. War then . . . . . . Talbotton. Taliaferro . Henry D. Smith . . Craw ford ville. Tatnall . Dr. Hobert F. Lester . Eeidsville. Taylor . A. M. Hhodes . . . Butler. Telfair . Alex. McDuffie . McVille. Terrell . L. M. Lennard . Dawson. Thomas . W. E. Hubert . . . Thomasville. Towns . W. E. McConnell . Hiawassee. Troup . .lohn E. '^Poole . . . . La Grange. Griswoldville. Blairsville. Thoraaston. Twiggs . . . A . R. Nash . . . . XJnion _ .... _ ... .......... Rdwa.i'd D. Eno'ers . . TTpson . J. C. McMichael . . . Walker . D. C. Sutton . . . La Fayette. Monroe. Walton . G. A. Nunnally . Ware . Burrell Srnot . Waresborough. W arren . E. S. Morgan . Warreuton. Washington . Dr. H. N. Hollifield . Sandersville. 'VYayne . A. B. Purden . Scriven. \V elister . . . Eev. J. H. Cawood . Preston. White . J. J. Methrin . Cleveland. Wilcox . Stephen Bowen . Abbeville. Wilkes . Ecv. F. T. Simpson . . . AVashington. ^Yilkinson . . . F. Chambers . Irwinton. Whitfield . W. C. Eichardson . . Dalton. Worth . J. M. C. Holamon . . . Isabella. ILLINOIS. 73 ILI.INOIS. [From the ninth biennial report of Hon. Newton Bateman, State superintendent of public instruction- comprising the years 1871 and 1872.] COMMON-SCHOOL FUNDS. Scbool fund proper, being 3 per cent, upon the net proceeds of the sales of the public lands in the State, one-sixth part excepted . . Surplus revenue, being a portion of the money received by the State from the General Government, under an act of Congress providing for the distribution of the surplus revenue of the United States, and, hj act of legislature, made a part of the common-school fund . . . College fund, being one-sixth part of the 3 per cent, fund, devoted to the establishment and maintenance of a State college or university . Seminary fund, being the proceeds of the sales of the “ seminary lands,” originally donated to the State by the General Government for the fouuding and support of a State seminary . County funds, created by an act of the legislature, February 7, 1835, which provided that teachers should not receive from the public fund more than half the amount due them for services rendered the preced¬ ing year, and that the surplus should constitute the xirincipal of a new fund, to be called the county school fund..., . . Townslnp funds, being the net proceeds of the sale of the sixteenth sec¬ tion in each congressional township of the State, the same having been donated to the State for common-school purposes, by act of Congress, in 1818 . $613, 362 96 335,592 32 156,613 32 59,838 72 348,285 75 4, 868, 5.55 01 Total common-school funds of the Sthte, September 30, 1872 . 6, 382, 248 08 Increase on total since 1870 . 225, 185 68 FINANCIAL STATEMENT. Beceijpts. Received from two-mill tax . i . Received from interest on school, college, and senanary funds . Received from ad valorem tax . Received from interest on township funds . Received from district bonds . Received from rents . . . Received from sales of school property . Received from fines and forfeitures . Received from interest on district funds loaned . Received from other sources . Total receipts . 1871. $900,000 00 54,564 93 4, 895, 396 92 420,218 36 917,541 29 58,602 14 16,131 17 10,733 02 197, 493 72 7,470,681 55 1872. $900,000 00 54,564 93 5,292,942 65 528,811 47 294, 332 90 11,207 86 12,946 06 82, 352 37 322,964 52 7,. 500, 122 76 Expenditures. Salaries of male teachers.. Salaries of female teachers 1871. 1872. $2, 073, 666 94 $2, 182, 641 75 1, 995, 946 94 2, 156, 614 56 Total paid teachers . Sites, buildings, furniture, apparatus, &c Fuel and incidental expenses . . Miscellaneous expenses . 4, 069, 613 88 1, 536, 998 54 509,827 10 1,0.36,847 89 4,339,256 31 1,. 521, 343 81 613,244 61 1,007,044 51 Total expenses for school purposes 7, 153, 287 41 7, 480, 889 24 SCHOOL STATISTICS. Attendance, 4'C. Population, according to United States census of 1870 . 2, .539, 891 Estimated present population . . 3,000,000 Legal school age, 6-21. 74 REPORT OF THE COMMISSIONER OF EDUCATION. 1871. 1872. Number of white persons of school age . 870,703 874,526 Number of colored xiersons of school age . 7, 714 8, 167 Total scholastic population . 878, 417 882, 693 Total in 1870 . 862,624 Increase . 20, 069 Number of male pupils enrolled . 353, 643 345, 623 Number of female pujiils enrolled . . . 319, 144 316, 426 Total enrollment . 672, 787 662, 049 Total enrollment in 1870 . . 652, 715 Increase . . . . 9, 334 Average daily attendance . . . . 341, 686 329, 799 Average daily attendance in 1870 . 339, 540 Decrease . 9,741 Ratio of total enrollment to scholastic population . .766 .75 Ratio of average daily attendance to scholastic population . . 388 . 374 Ratio of average daily attendance to total enrollment . . 508 . 498 Average number of days’ attendance for each pupil enrolled . 74. 5 75. 3 Average number of pupils enrolled in each school . 60 58 Costlier scholar. 1871. 1872. On school census . $5 21 $5 61 On enrollment . 6 81 7 48 On average daily attendance . 13 40 15 02 Teachers and teachers’ pay. 1871. 1872. Number of male teachers . . . . 8, 826 9, 094 Number of female teachers . \ . 11, 459 11, 830 Whole number of teachers . 20, 285 20, 924 Whole number of teachers in 1870 . 20, 081 Increase . . . 843 1871. 1872. Highest monthly pay of male teachers . $250 00 $250 00 Highest monthly pay of female teachers . . . 120 00 120 00 Lowest monthly pay of male teachers . 15 00 12 00 Lowest monthly pay of female tedchers . 8 50 9 50 Average monthly pay of male teachers . 49 00 50 00 Average monthly pay of female teachers . 37 00 39 00 Examination of teachers. 1871. 1872. Number of x>laces where held . 435 400 Number of examinations held during the year . 3, 663 3, 681 Number of examinations held in 1870 . 2, 729 Increase . 952 Number of male applicants . 8, 548 10, 045 Number of female ax)plicauts . 10, 875 12, 202 Total number of applicants examined . 19, 423 22, 247 Total number of applicants in 1870 . 17, 233 Increase 5,014 ILLINOIS. 75 Number of male applicants rejected . . Number of female applicants rejected . . 2, 141 2, 974 1,997 2, 869 Total number rejected . 5,115 4, 866 Certificates issued. In 1871. To gentlemen . . To ladies . 1st grade. . 1,024 2d grade. 5, 164 6, 936 Total. 6, 578 7,960 Total . . . 2,438 12, 100 14,538 In 1872. To gentlemen . . . . To ladies . . 1,810 . 1, 349 6, 361 8, 231 8,171 9, 580 Total . . . 3, 159 14, 592 17, 751 Total for the two years . . . 5, 597 26, 692 .32,289 Examinations in the natural sciences up to October 1, 1872. Number of teachers examined : Males . . . . Females . 1,989 1,984 3, 973 Number successful : Males . - . Females . . . 1,5.57 1,557 3, 114 Number unsuccessful : Males . . . 432 Females . , 427 859 Number of provisional certificates issued : To males . . . 1,018 To females . . . . . . . 563 1,584 The number of teachers who have successfully passed the examination in the elements of natural science since the preceding table was made up is very large. At the present rate of progress, 90 per cent, of all the teachers in the State will hold full certifi¬ cates under the new law, by the opening of the schools in the autumn of the ijresent year, 1873. State teachers’ certificates. 1871. 1872. Total. Number issued to gentlemen . 3 5 8 Number issued to ladies . 1 1 Total 6 9 Teachers’ institutes. Number of institutes held Number held in 1870 . . 1871. 119 1872. 160 119 Increase . . . 41 Aggregate days’ continuance . 476 866 Aggregate in 1870 . 463 Increase 403 76 REPORT OF THE COMMISSIONER OF EDUCATION. Average days’ continuauce . 4 5.4 Average iu 1870 . 3. 9 Increase . 1. 5 Number of lecturers and instructors engaged . 585 532 Number iu 1870 . 515 Increase . 17 Whole number of teachers attending . 7,494 7,771 Whole number in 1870 . 5, 868 Increase . 1, 903 Visits of county superintendents. 1871. 1872. Number of different schools visited . . 9,708 9,243 Number in 1870 . 8,360 Increase . 883 Number visited more than once . . . 2, 365 2, 250 Number in 1870 . 1, 885 Increase . 365 Number not visited at all . 1, 189 1, 105 Number in 1870 . . 2, 026 Decrease . - . 921 Number of days employed in visiting schools . 9, 237 8, 378 Number in 1870 . 7, 681 Increase . ^ . 697 Average number of days spent in school visitation . 91 84 Average number in 1870 . 75 Increase . 9 School districts and schools. 1871. 1872. Number of school districts . . — . 11,112 11,231 Number iu 1870 . . . 11, 006 Increase . 225 Number having school six mouths or more . 10,538 10,767 Number iu 1870 . 10, 179 Increase . 588 Number having school less than six months . 356 275 Number in 1870 . 551 Decrease . 276 Number having no school . 218 189 Number in 1870 . 276 Decrease . 87 ILLINOIS. 77 PuhliG schools. Number of public bigb schools . Number of public graded schools.. Number of public uugraded schools 1871. 1872. 91 88 051 on 10,414 10,0J7 Whole number of free public schools . 11, 150 11, :W0 Whole number in 1870 . 11, 011 Increase . - . 385 Private schools. 1871. 1872. Number of private schools . . . 400 430 Number in 1870 . 53>0 Decrease 94 Number of pupils in private schools . 34, 883 34, 7j^4 Number in 1870 . . . 41,001 Decrease . 0, 217 Duration of schools. 1871. 1872. Average number of months of schools sustained, . 0. 7 0. 9 Average number in 1870 . 1 . 6.7 Increase . .2 Number of districts having libraries . 1,092 830 Number of volumes bought for same during year . 3, 047 2, 351 Whole number of volumes in district libraries . 51, 133 54,286 Financial condition of districts. 1871. 1872. Number of districts having outstanding debts . 3,017 2,621 Number in 1870 . . . 3,808 Decrease . . . 1,187 Number of districts having surplus in hands of treasurer . 6, 512 6, 963 Number in 1870 . 6, 354 Increase . 609 School-lands. 1871. 1872. Number of acres remaining unsold . 14,087 13,489 Township funds. 1871. 1872. Aggregate principal of township funds . .$4,776,444 92 $4,868,555 01 Aggregate ijrincipal in 1870 . 4, 043, 044 52 Increase . 224,910 49 Amount of same loaned . Amount of same loaned in 1870 . Increase . . . Whole amount of interest received . Whole amount of interest received in 1870 $4, 707, 239 31 $4, 806, 024 94 . . 4, 583, 080 86 . . 222, 938 08 $420,218 36 $528,811 47 . 381, 102 93 . . 147, 708 54 Increase 78 REPORT OF THE COMMISSIONER OF EDUCATION. School-houses. 1871. Number of school-houses built during the year . 470 Total cost of the same . $758,564 69 Average cost . . 1,613 97 Average cost iu 1870 . 1872. 528 $761, 622 39 1,442 46 1,517 65 Total number of school-houses . 10, 979 Total number in 1870 . 11,289 10,773 Increase 516 Total approximate value of school property . $18, 373, 882 $19, 876, 708 Total reported value in 1870 . 16, 859, 300 Increase . 3, 017, 408 THE NEW SCHOOL LAW. The twenty-seventh general assembly made more and greater changes in the school law than had been made by all i^receding legislatures since the free-school system of the State was first established. One fact is worthy of notice — the changes were not made iu a separate amendatory act, as had always previously been done, but incorporated with the respective sections of the old law, thus bringing the whole into one act. The convenience of this will be appreciated. The number of supplementarj’^ and amenda¬ tory acts had so increased as to make it difficult to keep them all in mind, and give to each its proper modifying effect, while reading the body of the law. Considerable perplexity and frequent errors of construction resulted. The new law is a codifica¬ tion of the common-school legislation of the State, complete and entire in itself. The changes iu the law may be considered under two general heads : Modifications, or changes made iu the provisions of the old law, and new provisions. The new law went into effect July 1, 1872. MODIFICATIONS. Apportionment of funds. — All the school funds are now distributed in proportion to the number of children under 21 years of age, and all children are included without distinction of race or color. Formerly, one-third of the school funds was apportioned on territorial area, and white children only were included in the basis of distribution. Visitation of schools. — County superintendents, instead of being required to visit every school in their respective counties at least once a year, as heretofore, are to make such visitation only when so directed by the county board. School elections. — The special requirements of voters on questions of raising money are removed, and any person having the qualifications of a voter at a general election may vote on all school questions. Elections of trustees and directors are to be held on Saturday instead of Monday. The object of this was to utilize the Western custom of making Saturday a sort of holiday, or half-holiday. It is believed that the change will, upon the whole, very much subserve the public convenience, and insure a larger attendance and a fuller vote at school-district elections, especially iu tlfe agricultural districts. Tenure and residence of toumship treasurei's. — These now hold their office for one year instead of two, and are required to be residents of their respective townships, which was not required by the old law. Altering district houndaries.— Boards of trustees are deprived of all discretionary power !u this matter, and obliged to make only such changes as a majority of the voters may desire. Use of school-houses. — Boards of directors are authorized to grant the temporary use of school-houses for religious m.eetiugs and Sunday-schools, for evening-schools and literary societies, and for such other meetings as they may deem proper. Custodg of district funds. — The township treasurer is declared to be the only lawful depositary and custodian of ail district school funds, as well as of all township funds, a point upon which the old law was not explicit. Distnet school tax. — Directors are not allowed to levy an annual tax of more than 2 per cent, for the support of schools during the period fixed by statute. The old law imposed no restriction, but authorized directors to levy whatever tax was found to be necessary. ILLINOIS. 79 Bistriot londs. — The amount that may be borrowed on district bonds is limited to 5 per cent, of the taxable property of the district, iucludin<>- previous indebtedness. Duration of schools. — As a condition of receiving a share of the public funds, every district must support a free school for at least live mouths in the year. The old law required six mouths. Heretofore directors could not extend schools by taxation beyond six months, without a vote of the district; the present law allows them to tax for a nine months’ school, provided the rate does not exceed 2 ijer cent. Pajpnent of schedules. — The new law declares teachers’ schedules to be payable monthly; and when not so paid, after having been duly certilied and tiled with the township treasurer, interest accrues at the rate of 10 per cent, per annum from date of filing till paid. The school month. — This, it is provided, “shall comprise twenty-two school days, actu¬ ally taught.” This provision has caused great confusion throughout the State, with no appareut compensating advantages. Four weeks, of five days each, or twenty school days, should constitute the common-school month. A change" in this provision of the law is urged on the general assembly. Compensation of school-officers. — Under the old law county superintendents received 3 per cent, upon the amount of sales of school-lands, 2 per cent, upon the amount of all sums distributed, paid, or loaned out by them, and |5 a day for other official services actually rendered. Township treasurers received 2 per cent, upon all sums distributed, paid, or loaned out by them. The new law xu’ovides that county superintendents shall hereafter receive, in full for all services performed by them, such compeusatiou as may be fixed by law; and that township treasurers shall receive, in full for their services, a compensation to be fixed, j^rior to their appointment, by the board of trustees. There are several other modiheations of minor details. NEW PROVISIONS. In addition to the foregoing modifications of the old law, the law now in force con¬ tains the following new provisions: Consolidation of fractional toienships. — This provides for the consolidation, for school purposes, of fractional townships with any adjacent townshiji. Toicnship hie/h schools. — Such a school may be established in any towmship desiring it, by a majority of the votes at an election called for the purpose, upon xietition of fifty voters of the towushix). Statistics of illiteracy. — School directors are required to collect and report the number and names of persons between the ages of 12 and 21, residing in their respective dis¬ tricts, who are unable to read and write, and the cause of the neglect to educate them. Special powers and duties of school directors. — It is made the imperative duty of boards of diiectors to prescribe what branches of study shall be taught, and what text-books and apparatus shall be used, in their respective schools, and strictly to enforce uuiform- ity of text-books ; but text-books are not to be changed ofteuer than once in four years. They may suspend or expel pupils for bad conduct, and no action shall lie agaiust them for such expulsion or suspension. They are also authorized to x)rovide that children under twelve years of age shall not be confined in school more than four hours daily. New branches. — Teachers are required to be examined in the elements of the natural science's, physiology, and the laws of health, in addition to the branches previously prescribed. But, on the request of directors, certificates may be granted to teachers who are not able to pass an examination in the additional branches. Vocal music and drawing may also be taught in the public schools, when deemed expedient by the di¬ rectors or requested by the voters of the district. Removal of delinquent directors. — Auy director failing to perform his duties according to law may be removed by the county suxierinteudeut, and an election ordered for a new director. Perversion of school-funds. — The approxniation of any part of auy school-fund for any sectarian or denominational purpose is forbidden in most emphajbic language. Traffic in school-books. — No teacher or school-officer shall be interested in the sale or profits of auy book, apxiaratus, or furniture used in auy school in the State with which he may be connected. A fine of from $25 to $100 and imprisonment for a period of from one to twelve months is the penalty attached. Election of boards of education. — In all districts having a population of not less than 2,000, boards of education with sjjecial jiowers shall be substituted for the ordinary boards of school directors. Re organization under the general school law. — This provides the manner in which schools now managed under special acts may be re-organized under the free-sehool law of the State. Schools in the city of Chicago. — A new provision of special importance is that ])re8crib- ing the powers, rights, and duties of boards of education in cities of over 100,000 inhab¬ itants, or, in other words, in the city of Chicago, since no other city in the State cou- 80 EEPORT OF THE COMMISSIONER OF EDUCATION. f-ains even one-half that number of inhabitants. The provision is general in form, though specially designed for Chicago, in compliance with the requirements of the con¬ stitution which forbid special legislation on the subject of common schools. It pro¬ vides that in such cities the board of education shall have control of the public schools, and shall have power, with the concurrence of the city council, to erect or purchase build¬ ings suitable for school-houses, and keep the same in repair, to buy or lease sites for school-houses, to issue bonds for the purpose of building school-houses and purchasing sites, and to provide for their payment, and to borrow money for school purposes upon the credit of the city. In all other matters connected with the schools, the board of education shall have full control, independently of the city council. THE NATURAE SCIENCES. It is yet too soon to speak of the practical results of the measure requiring that the el-ements of natural science be made a part of the common-school course, as the plan has but just been entered upon, but there are good reasons for anticipating from it large and substantial advantages. It is believed that the measure will prove beneficial to teach¬ ers; to the schools, as such; to the pupils; to the public at large, and to the general cause of popular education and free schools. EFFECT ON TEACHERS. Public-school teachers — particularly the teachers of common district schools, who comprise more than three-fourths of the whole number— need the spur and inspiration of these new studies. The tendencies of the system under which they teach are toward mental enervation. All the famous seven branches of the old Illinois law may be taught in a mechanical, text-book manner, and there is almost no necessity for etfort on the part of the teacher. The law making the study of natural science a condition of licen¬ sure produced a great awakening in the host of torpid and lethargic teachers. The common-school elements of society, so to speak, were profoundly stirred everywhere, and a free-school revival, of extraordinary extent and power, was inaugurated. From the time the new law was fairly promulgated in April last till the schools opened in the autumn the whole State became, as it were, one great camp of instruction. Special institutes were convened for the purpose, and the annual session of the State Teachers’ Institute was chiefly devoted to the same work. Up to October 1, 1872, the number of teachers examined in the elements of the natural sciences was 3,975, of whom 3,114 were successful; so that, in three months from the day the new law went into effect, nearly one-sixth of the whole number of teachers iu the State had been examined and duly licensed to teach the new branches. If those be added who were previously qual¬ ified to teach the rudiments of science, the whole number capable of teaching the new branches the first day of the present school year would be about one-fifth of the entire teaching force of the State. The number is rapidly increasing, as old certificates ex¬ pire, so that by the close of the school year the elements of natural science will be taught in nearly all the common schools of the State. Nearly every county in the State has already taken some part in the movement. It is the testimony of the superintend¬ ent of public schools of Saint Louis, Missouri, that the effect, in a single year, of pre¬ paring and giving one exercise of an hour per week in natural science had been to in¬ crease the general efficiency and power of the teachers iu that city at least 50 per cent. This is believed to be no exaggeration. Something of the same effect has already been noticed in many of the Illinois schools. EFFECT UPON PUPILS. Nearly all the causes that have operated to depress and paralyse the energies and aspirations of teachers are equally effective iu the same direction upon scholars. These new studies are in harmony with the instincts and tastes of children, and awaken their interest. In declaring that the elements of the natural sciences shall be taught in the public schools, the legislature has recognized, and sought to utilize, the fact that the senses are the pioneers of all knowledge, and that their cultivatinu and training should be made, for several years, the chief work of education. The value of a habit of quick, sharp observation ; the extent and certainty of its develoi)ment by proper training in early youth; the impossibility of fully securing it in after life, and the manifold bene¬ fits and pleasures accruing all through life from its exercise, are among the forcible arguments in favor of the method of primary training which, it is hoped and believed, will be introduced into our schools iu connection with the natural sciences. WIDER INFLUENCES. The country, with all its interests and industries, is deeply concerned in whatsoever tends to increase the efficiency and power of the public schools. The statistics of Euroxie and America demonstrate the sujierior value of educated or skilled labor. It ILLI^^^OIS. 81 tas been proved that in tbis country tbo educated laborer is worth one-fourth more than the uneducated laborer, and that in most of the States this increase amounts to mauy times the entire cost of the support of the public schools. Every wise measure of education, every incentive to mental activity, is, therefore, a direct contribution to the productive resources, and so to the wealth, property, and aggrandizement of man¬ kind. COMPLAINTS AGAINST PUBLIC SCHOOLS. It is considered an undeniable fact that the confidence of the people in the public- school system is in danger of being disturbed. Questionings and murmurs of discon¬ tent, direct opposition, or appeals for reconstruction, are coming from every (piarter of the Union, and these not alone from theorists, abstractionists, misers, and chronic fault¬ finders, but from men who are actuated by noue but the worthiest motives, and who have no personal or selfish ends to subserve. There are allegations of iuefiicieucy and failure which, if true, affect not merely the form but the substance of the school sys¬ tem. A fact worthy of notice is that while there is the greatest variety of opinions among the representatives of different classes, there is, nevertheless, a substantial and surprising agreement in' a few important particulars. Among the points which a com¬ parison of statements shows to be held in common are the following: (1.) That the course of study in the common ungraded schools of the country needs revision, both as to the branches of study embraced therein, and as to the relative amount of time de¬ voted to each one. (2.) That many of these schools are not doing their elementary work well; that the pupils rarely become good and sure spellers, or easy and fluent readers, and are deficient in penmanship, and especially in a knowledge of the primary rules pertaining to punctuation, the use of capitals, and the common proprieties of letter-writing and English composition. (3.) That the teaching is too bookish, narrow, and technical, being largely defective in method, dull in manner, and therefore devoid of attractiveness, inspiration, and zest. (4.) That there is too much isolation in schools and school-work ; too little sympathy between the world within and the world without the school-house; too little apprehension of the fact that schools are places of appren¬ ticeship, wherein to learn the use of a few necessary tools and implements, wherewfith to fight the battles of life and duty in the world. (5.) Finally, that the attention paid to the morals and manners of the pupils is unsatisfactory. THREE IMPORTANT INQUIRIES. The foregoing facts and strictures seem to start three inquiries, viz: What should the public schools accomplish ? What are they accomplishing f How may they accom¬ plish more ? WHAT SHOULD BE ACCOMPLISHED? In giving a standard of acquirements, reference is had chiefly to the ordinary district school. Proficiency, not simply mechanical, but intelligent, in the elementary branches is insisted on, and, in addition, that pupils should be able, in conversation and writing, to express their own thoughts in good English; that thej^ should understand the rudi¬ mentary principles of drawing and perspective, of vocal music and of natural history, and should know enough of their own physical and mental organization to enable them to take proper care of both their bodies and brains. The influence, example, and pre¬ cepts of the school-room should all tend to the formation of good manners and the encouragement of a high tone of morals. WHAT IS ACCOMPLISHED? Testimony from various sources renders it painfully evident that the practical results, in some instances, at least, come short of the moderate and reasonable standard that has been indicated. It is true the iustauces cited are exceptional, but it is also true that such facts ought not to be possible in any case ; and it must bo admitted that the tendencies have been and are too much in that direction. HOW CAN MORE BE ACCOMPLISHED? Four suggestions are made in reply to this important inquiry : There must be a large increase of well-qualified teachers, a closer and more intelligent supervision, improved methods of instruction, and improved text-books. HOW ARE QUALIFIED TEACHERS OBTAINED? The superintendent says, “first, by simply demanding thein.” A teacher of at least fair abilities and qualifications can be had for every school in the State, if only he is G E 82 EEPORT OF THE COMMISSIONER OF EDUCATION. wanted. But the fact is, such teachers are not wanted, because a slight additional salary must be paid to secure them. A demand for good teachers, with suitable sal¬ aries, would at once bring into service the large number of such teachers who are now nu(nnployed, inferior and lower-priced teachers being engaged in their stead ; and it would induce large numbers of capable young men and women to enter upon a course of preparation and training for common-school work. FACILITIES FOR TRAINING TEACHERS INSUFFICIENT. The normal schools are doing much to qualify teachers for the public schools, and they are doing their work well. Normal departments and classes in the universities, colleges, and high schools, are helping all they can. But not 10 per cent, of the teach¬ ers of the State have had the benefit of any of these facilities, even for the shortest time ; and not 5 per cent, have taken the full course in those institutions. To reach the mass of teachers with the means of inq)rovement, the main reliance has been, and still is, upon the iocal institute. The value of this instrumentality has been very great. But all the available means of professional instruction combined are wholly insufficient to supply the urgent needs of the common schools. While the number of persons qualified to fill positions in the high and graded schools of cities is still insufficient, the most pressing need is in the ordinary ungraded district schools of the country. Information at hand warrants the statement that not more than one in three of the teachers in these schools is fit for the place he occupies. THE STATE MUST AID. To the work of qualifying teachers for these elementary schools the State should reach forth a helping hand. It can do this by undertaking, to a limited extent, the management and control of local institutes of instruction through the agency of com¬ petent and suitable persons appointed or commissioned in such manner as may be pre¬ scribed by law, who shall be directly responsible to the State for their acts and be paid by the State lor their services. It should be the duty of these men to organize and conduct a series of institutes for the instruction of teachers, and to instruct the people, by public addresses and otherwise, in respect to the nature and necessity of free schools. The sum of $10,000 per annum would secure the services of four or five picked men for this work, men of ability and culture, thoroughly acquainted with systems of pub¬ lic education, and experienced in the supervision, management, and instruction of com¬ mon schools who would give to it their whole time. This plan would remove the elements of weakness and inefficiency from our present scheme of institute operations. In wdiat other way can the district schools be so soon and so effectually supplied with qualified teachers or with teachers of improved qualifications ? How otherwise can the body of the people be so well iustructed in regard to the claims of public educa¬ tion, the principles of teaching, the evils of miseducatiou, the elements and conditions of successful instruction, and the general economy of schools and school management ? Is it seen in what other manner the comparatively trifling sum named could better be made to subserve the purposes for which the State, in compliance with the require¬ ments of the constitution, has established the system of free schools “? HORACE MANN IN MASSACHUSETTS. It seems to me that the plan should be adopted and fairly tried. It is not new. If one commonwealth more than another has laid the American people under obligations for valuable lessons in the theory and art, the means and methods, of public education, that commonwealth is Massachusetts. And long before there wms a free-school system in Illinois, the hills and valleys of that State were traversed, year after year, by strong, gifted, and eloquent men, engaged in the very work that has here been described — instructing the teachers, addressing the people, organizing and conducting institutes, holding educational conventions, and mightily awakening and stirring the inhabitants everywhere. The voice of Horace Mann was heard, from Cape Cod to the Berkshire Mountains, warning, entreating, expostulating, beseeching the people, with the vehemence and power of one of the old prophets, to look to the education of their children. Hear him : We all bear witness that there is but one salvation for the State— the knowledge of duty, and the will to do it, among t]>e people. But what measures are we taking to cause that knowledge to spring up, like a new intellectual creation, in every mind ; and to cause that will to be quickened into life in every breast? We all agree — the universal experience and history of mankind being our authority — that, in nineteen cases out of every twenty, if the human mind is ever to be expanded by knowledge, and imbued with virtuous principles, it must be done during the susceptible years of childhood and youth. But when we come to the sine qua non — to the ivork — to the ILLINOIS. 83 point where volition must issue forth into action, or it is valueless ; when we come to the taxing, to the building, to the books, to the apparatus, to the whole system of pre¬ paratory and contemporaneous measures for carrying on* and perfecting the work of education, where wishes, and sympathy, and verbal encouragement are nothing with¬ out the effective co-operation of those muscles which perform labor and transfer money ; when we come to this point, then excuses teem, and the well-wishers retire from the stage, like actors at the close of a drama. I gladly acknowledge that there are honor¬ able exceptions, in all ranks and classes of men ; and in no State in the Union are there so many of these exceptions as in Massachusetts ; and yet even here, is it not most ex¬ tensively true, that when we appeal to the different classes and occni)atious of men, we meet with indifference, if not with repulse ? # “Will the great political and financial problems which now agitate the Union ever be rightly solved and permanently adjusted, while they are submitted, year after year, to voters who cannot even read and write? Can any additional intelligence and integrity be expected in our rulers, without additional intelligence and integrity in the constituency that elects them ? Complain of President or Congress as much as we will, they are the very men whom we, the people, have chosen. If the country is an active volcano of ignorance and guilt, why should not Congress be a crater for the outgushing of its lava? Will Providence interfere to rescue us by a miracle, while we are voluntarily pursuing a course which would make a speedier interference, and a more stupendous miracle, necessary for our subsequent rescue? How much of time, of talent, and of wealth, we are annually expending — in legislatures, in political con¬ ventions, through newspapers — to gain adherents to one system* of policy, or its oppo¬ site, to an old party or to a new one ; but how little to rear a people with minds capa¬ ble of understanding systems of policy, when developed, and of discerning between the right and the wrong in the parties which beset and would iiiveigle them. What honors and emoluments are showered upon successful politicians ! What penury and obscurity are the portion of those who are molding the character of a rising generation of sov¬ ereigns! And here let not the truth be forgotten, that the weightiest obligation to foster and perfect the work of education lies upon those States which enjoy the most; for to whomsoever much is given, of them shall much be required.’’ With such words of truth, eloquence, and power, that mighty apostle of common schools spoke to the people of Massachusetts, making of every village-crowned emi¬ nence in the State a very Mars Hill to echo his grand appeals, onward through vale and hamlet, till every ear should hear and every heart be moved ; while a select corps of accomplished men followed up the march of the orator, utilizing the profound im¬ pressions left by his addresses upon the minds of the people, by gathering the teachers into institutes and conventions, unfolding to them the principles of education, and instructing them in the true scimice and art ot teaching. The voice of the orator died away among the hills of New England— his noble presence vanished forever from the shores of time, long ago; but the results abide— the common schools of Massachusetts, taken all in all, are the best in the Union and in the world. That the men and the agencies mentioned were among the most potential factors of this noble consummation, none can deny, and distant will be the day when the school-children of that good old commonwealth will cease to honor the name and revere the memory of their good and gifted friend. Several other States have pursued the same course, with like beneficial results. Indeed, ours is the only leading State making, practically, no provision for the sys¬ tematic prosecution of institute work. The public sentiment of tlie State needs to'bo stirred to a more earnest and intelligent appreciation of the wants of common schools; of their faulty local management, and especially the very serious effects of the low standard of scholastic and professional qualifications required of the teachers in un¬ graded district schools. It is believed that the plan pro^iosed will do for Illinois what it has done for other States. INSTRUCTION IN THE NATURAL SCIENCES. The time has come when the experiment of introducing the study of natural science into the common schools of the State must be entered upon. It is assumed that school directors and teachers are acquainted with the requirements of the new law in this respect, and that they intend, in good faith, to endeavor to comply with those require¬ ments to the best of their ability. * # * What were the chief ends contemplated, the main results hoped for, by these changes in the school la,w? If I correctly interpret these new provisions of the statute, and rightly understand the sentiments of those members of the legislature who were chielly interested in securing their enactment, the great end sought was to lift the schools of the State out of the grooves of a bookish routine; to redeem them from barrenness and leanness; to pour into them and through them the fresh breezes of life and nature ; to enrich and fertilize them by the infusion of new ideas derived from the study of the protean forms and marvelous phenomena of the material world; to vitalize and strengthen them by 84 KEPORT OF THE COMMISSIONER OF EDUCATION, exercises requiring more inteiligent observation and less mere memory; to turn them more from words to things, from books to nature, from the unintelligent iteration of dead forms and phrases to a wide-awake observation and keen-sighted scrutiny of the multitudinous objects of living interest, grace, and beauty with which the outer world is hlled. In this way it was hoped that the schools would be quickened and vivified, the boundaries of useAil knowledge enlarged, and the youth of the State be familiarized with the elements, at least, of those sciences which are in themselves so ennobling and which are so closely related to the great industries of this commonwealth. What is the best method of teaching the elements of natural science in the public schools ? No doubt is entertained that it was the intention to put the elements of the natural sciences into all the public schools of the State, of every kind and grade, to make the study of them as common, as universal, as the study of the seven elementary branches previously required. It wms assumed, correctly, I think, that any child of suitable age, and of sufficient mental nud physical health and strength to attend a public school, might as well be set to learning about plants and animals, about the things on the ground beneath its feet, in the air above and around its head, in the waters of familiar streams and brooks, and in forests, orchards, meadows, and gardens, as about the inanimate letters of the alphabet, the dry processes of word-making and spelling, the mysteries of pronunciation, accent, and emphasis, and the abstractions of ^the multiplication table. In the light of what has been said, it must be very obvious to all that the benefits of these new^ studies will be best secured by the method of oral lessons instead of recita¬ tions from text-books. Indeed, if the teaching of the natural sciences is to fall into the old ways, merely so many lines or pages of a book to be memorized and recited daily, the law might as well be repealed, for it will only enhance the very evils which have so long benumbed and stupefied the schools. Then with these new and iivii:ig themes, let there be also new and living methods. Leaving and forgetting the beaten paths of book-answers to book-questions on bookish abstractions, enter the new path that leads out amid the manifold works of God and there gather treasures of knowledge at first hands. If the subject of the lesson is a particular flower, do not have the pupil read or recite what somebody else has said about that flower, but make the flower itself your text-book. It was written by the finger of God himself, and is without blemish or mistake. Its lines are more perfect than were ever drawn by human hands; its colors have a richer and warmer flush than brush of artist can impart. Take the beautiful thing in your hand, inspect its won¬ derful structure, note its component parts, point out the rare delicacy and grace of its form and finish, tell its attributes and qualities, show' wherein it is like and wherein it is different from other flowers of its class. Do all this in the presence of your pupils — before their eyes ; do it with the gentle enthusiasm and loving inspiration that ever touch the heart and pervade the soul of him who w'ith honest purpose puts himself in communion with nature. Do this, and dull, indeed, must the little ones be if they do not respond with joyful interest to such instruction. Pursue the same course with each of the other sciences, so far as practicable. Teach orally’^; discard text-books almost w'holly^ in all the earlier stages of the pupiPs course. Above all, don’t attempt too much at a time. This is the danger to be specially^ avoi;ied. Teach systematically' and methodically, but go little by little, step by' step. Lay out the work beforehand for each week or month, and be sure to complete what is thus pre¬ scribed, but don’t lay out too much. Let each lesson be short, very short, but give it w ith all the spirit and force y'ou possess. Illustrate with natural objects in all possible cases. Test the pupil’s knowledge by frequent reviews, not by asking them to repeat w'hat you have said, but by' requiring them to exhibit and illustrate objectively what they have learned. Keep them close to visible, tangible, appreciable, material things all the time. Make it impossible for them to advance a step without using their own senses and powers of observation. Cause it to be understood that mere words are of no value ill themselves any' more than the figures or letters on a bank-note or- on the face of a w'atch or on the scale of a thermometer; that it is, in each case, what is represented or sfinified by' the w'ord or letter that constitutes its value ; that as a parrot or an autom¬ aton may lie made to utter words of grandest import and be but a senseless parrot or automaton still, so a child may memorize and give trippingly on the tongue the w'hole nomenclature of a science and yet be utterly ignorant of its simplest facts and princi- liles; and that, on the other hand, the little boy or girl who w'orks up to the exact meaning and import of a few words and terms, through the study and comprehension of the things, ideas, or relations of which those words and terms are but the sy'mbols, is in the straight path to true knowledge and learning. Standing at the bar of Nature, the children, in this respect, are all equals. Her richest treasures are for those of closest inspection, keenest insight, and most patient and intelligent study, not for those who are merely the quickest to memorize words. Every observant teacher know'S how' disproportioned is the nominal standing of many a pupil tq, his actual industry and vigor of intellect, owing to the iiossession of this power of rajiid and easy memorizing, and all such will appreciate the value of a truer and juster test of scholarship and rank. ILLINOIS. 85 A (load and suitable text-book, in the hands of a teacher who knows how to use it, and how "to direct its use by iiupils, is always a help— one never to bo undervalued. And for udtfluccd classcvS in the natural sciences, text-books arc almost indispensable, even with the best teachers. But it cannot be denied that too close and servile an adher¬ ence to what is put down in the book, no more and no less; mere text-book teaching, if teaching it can be called, is a prevalent and enormous evil in our common schools. It both iK'gets and fosters indolence and dullness in the teacher, and eliminates all life and interest from the recitation, reducing the work of the p.upil to a mere (;xerciso of memory. The effects of this practice in primary classes are particularly deplorable, repressing the child’s inquisitive nature at the very outset; giving its faculties of observation and perception nothing to do, at the period of their greatest activity and alertness, and wdien the exercise of them is most atti active and beneficial. To break up this lamentable practice, and to bring a new life, a healthful and inspir¬ ing element into our primary schools, if possible, I make this plea for oral instruction in the natural sciences. If earnestly and wisely pursued, it will not only awaken and animate the little school-children, redeeming the weary hours from dullness and apathy, but iff will quicken and vitalize the teachers as well, infusing fresh power and vigor into all their work. Force is also added to this plea from the fact, elsewhere adverted to, that there is, as yet, a conspicuous lack of text-books adapted to these elementary stages of the work to be done, except perhaps in botany. The oral method will impose additional labor upon the teacher. No greater mistake could be made than to suppose it an easy thing to prepare and present an oral lesson in natni-al science; that is, if it is done as it ought to be, and as it must be to be of any worth. The loose, immetbodical, aimless, and desultory school- room twaddle that too frequently passes for oral instruction, cannot be too strongly condemned. It is the refuge of indolence, ignorance, and presumption, and has done much to bring the whole system of object-teaching into contempt. The most abject servility to text-book routine is better than such vapid, incoherent swash, for even the poorest books are constructed with some regard to order and method. I repeat, then, that if tc^achers hope to succeed in oral instruction, they must mark out for themselves a clear and definite plan, in accordance with which each science, and every part of each science, shall be worked up and presented ; and they must understand that nothing whatever can take the place of hard study and unflinching determination on their own part. Anything short of this will inevitably result in confusion, discouragement, and failure. TIME WASTED. From eight to ten years are devoted to spelling and reading, in school. That is, the pu¬ pil is expected and required to prepare and recite one or more daily lessons in each of those things during nearly or quite the whole period of his common-school pupilage. About one-tenth of the extreme allotted span of human life, to learn to read, pronounce, and spell a few hundred words of the English tongue, in wdiich he wms born ! Does it not seem absurd ? The treasure is indeed precious — every child must jiossess it, cost what it may. But is it necessary to pay such a price ? No; notthehalf of it. dt is confidently affirmed that, wuth proper iustrnction, every child of good health and fair natural abilities can and should, infouryearsorless,ofsixschoolmonthseach,beginuiuginuttcr ignorance of the alphabet, acquire such a practical kuowdedge of reading and spelling in his uarive English, that he may thereafter lay aside and dispense with both of those studies, so far as formal lesson-getting and recitation therein is concerned, and devote his time to other things. This opinion is expressed w ith deliberate confidence, as the result of experience and observation, both of wdiich abundantly confirm the conclusions previously derived from a careful study of the nature and elements of the problem itself. Indeed, I could conscientiously put the case in still stronger terms. A COMMON EIlKOn NOTED. It is a mistake to suppose that improvement in reading is to be measured only by lessons in the text-books, and that progress must cease wdth the class exercises. Those are not the only, nor even the chief, means of advancement, exce[)t at the outset. Every text-book in school, arithmetic, geographj^, history, or grammar, as portions of each may be read by the pupil from day to day, should be utilized for his im})rovement in reading ; that is, every sentence that he has occasion to read aloud in school, from whatsoever book orpaper, he should be required to read correctlij, and assisted in doing so wdieu necessary. Thus, practice in reading, which is all the child needs after hav¬ ing made the supposed proficiency, is kept ii]) and carried along incidentally, in and through all the "other exercises and text-books of the school, on to the end of tlie course — wdiile, meantime, he is not reading at all, but giving his wdiole lime to other things. 86 EEPORT OF THE COMMISSIONER OF EDUCATION. THE CASE OF ARITHMETIC BRIEFLY EXAMINED. Much precious time is also wasted upon arithmetic. It is believed that the average commou-school text-book in that science contains double the amount of matter neces¬ sary or advisable, and hence that half of the time spent thereon, if not wasted, could be much more profitably devoted to other studies. * There lies before me a popular school arithmetic, of about four hundred pages. It is de- servedhj jiopular, one of the best of which I have any knowledge — in some important iiar- ticulars, the very best. It is in use in hundreds of our common district schools — probably in thousands. It was made for common schools, the title-page so declares. Turning the leaves of this book, I note, at random, among the topics discussed at considerable length, the following asefid and in'actical matters: Least common multiide of complex fractions ; duodecimals ; repeating decimals ; average of accounts ; conjoined proportion ; alligation, medial and alternate ; square root and cube root; arithmetical and geomet¬ rical progression; casting out the 9’s in multiplication and division; the metric system; commutation of radix, &c., &c. Now, no fault is found Avith these topics, per se. Some of them are necessary to a knowledge of higher mathematical studies; others may be of use once or twice in a life¬ time, perhaps, to one business man in ten thousand; others are mere arithmetical curi¬ osities; while of two or three, it may be said, that their being put into & practical arith¬ metic at all, (or any other, indeed,) cannot be accounted for upon any rational prin¬ ciples. But the mai’Aml is that such an extraordinary list of arithmetical abstractions and wonders should pass unchallenged in this practical age— that they should haAm and hold an honored place in thousands of common ungraded district schools, from which Latin or logic, and eA'erythiug of that nature, would be peremptorily excluded, and properly, as uusuited to the needs of the masses, and useless. How many boys and girls, whose pu])ilage terminates with the commou-school course, ever make the small¬ est jAractical use of one of those formidable things — eAmr care for them, or think of them again, except with utter indifference or unavailing regret, in vieAV of the time so fool¬ ishly and irreparably Avasted? The list given of topics which are of no actual, if imaginable, benefit to one common- school pupil in ten thousand — viewed from the utilitarian stand-point — might be more than doubled. They abound in all t\\c> practical arithmetics of the country. They have come down to us, some of them, by a kind of iueAntable literary descent, from a period I know not how remote. And these are the A^ery subjects that require the most time. Among those enumerated, there are seA^eral the mastery of any one of which demands more time and effort than all the fundamental principles and operations of arithmetic put together; and, for any practical use, ninety-nine district school children out of eA'ery hundred might as well be set to guessing conundrums. I knew a boy Avho spent all the spare time he could command for an entire term — more than an hour each day — upon circulating decimals and alligation ; and when he had mastered them, the poor child thought he knew something! and so he did, but whatf He completed the district- school course, shouldered his implemeuts of toil, and Avent bravely out to earn his bread by the sweat of his face. Of Nature and her works, her protean changes, her laws and forces, her glories and harmonies, he was ignorant : the “ Primrose by the river’s brim A yellow primrose was to him, Aud it was notbiog more.” But then, he knew all about repeating decimals, and alligation, medial aud alternate! EFFECTS OF ELIMINATION AND REVISION. How shall these schools find time for the natural sciences? By a careful revision, reconstruction, and abbreA’iation of their courses of study ; * * thus briugiug together and compressing into a brief, rational space, those things, and those things only, which are indispensably necessary to be knowm and understood. Applied to the arithmetic before me, this process would reduce its pages from 400 to not more than 150, and, for district-school purposes, enhance its practical value in the same proportion, iuAmrsely. Applied to most of the geographies in common use, it would brush away the rubbish of petty details, which cumber and disfigure them, leav¬ ing those things only Avhich district-school children have time to learn, really need at this stage of their education, and may reasonably hope to remember. Applied to the leading text-books in English grammar, it would so winnow them of chaff, surplusage, amplification, aud inconsequeutialities, that their authors aud makers would scarcely kuoAY them, while teachers aud pupils would rejoice. With equal or similar advantages, the eliminating process might be applied to nearly every other branch of the commou-school course, aud the result would be a set of books adapted to the great body of the ungraded district schools of the State, books free from useless redundancies, CAmry page of which would contain relevant matter x^roper to be learned, and suscexAtible of being learned within a reasonable time — books, in short, ILLINOIS. 87 arlapted to tlio first stages of instruction, the object of which is to secure to all the youth of the State the elements of a good coniinon-school education. ^Yith such books, and teachers competent to nse them, there would be tune enough, and to spare, for the elements of the natural sciences, and the rudiments of vocal music and drawing, with¬ out neglecting any of’ the old branches, but, on the contrary, with a clearer and more enduring general knowledge of each one of tliem, Tlie need of such a revised and (dim- inated set of handbooks for the use of this great body of elementary schools, is so apparent that it will doubtless soon receive the attention of educators and authors. In the mean time, teachers in these schools must eliminate and revise for themselves. SPHERE OF THE STATE IN EDUCATION. How far should a State undertake to provide for the> education of its children at public cost? Is the high school a proper and legitimate part of a general free-scliool system? To these questions I answer, yes; my judgment approving, and my whole soul most joyously assenting thereto. I believe that the very best and grandest thing a commonwealth can do for its children is to educate them — that no otlier expendi¬ tures of the pmblic revenue yield such rich and sure returns— that the question for en¬ lightened statesmanship to ask is, not how little, but how much can be done for uni¬ versal education. I would see every American State add to the elementary school the grammar-school ; to the grammar-school the high school; to the high school the State university; and to the State university, I would see the American Congress add a grand national university, as the fitting top-stone to the wiiole magnificent edifice. And I would have the whole free — every door flung wide open, and the invitation re¬ peated along the whole line, from one end of it to the other : “Whosoever will, let him come.^’ For every dollar given by the State or the nation to railroads, a hundred should be given to common schools; for every acre of land bestowed in subsidy upon gigantic co-rporations, square miles should be granted to universities for the ])eople. A fraction of the public domain surrendered during the last ten years to the insatiable rapacity of monster monopolies, whose formidable power already enables them to ])lun- der the'people with impunity, and even to defy the Government itself, would have reared in every State of the Union a free university, with princely endowments, to bless the people, honorthe Government, and ennoble the nation forever. These remorse¬ less oligarchies have filched from the nation its richest domain, and from the people and posterity their just inheritance — and yet they clamor for more. Meantime tlie little that was saved in better days, and consecrated to the education of the i)eo})le, is often grudgingly allowed ; the free universities and colleges are cilppled for means, and a determined effort is made to force the States to call in their advanced free-school outposts, close their high schools and colleges, and retire within the elementary lines of fifty years ago. Against all this I protest in the name of the people, and of the mill-^ ions of youth whom these men would remand to the beggarly rudiments of knowl¬ edge. How can the laws of a State be known or understood by all unless they can be read by all its citizens ? Here, then, begin the duty and, of course, the right and power of the State in the matter of public education ; upon this broad foundation abides, and will ever al)ide, the initial prerogatives of a commonwealth in respect to the instruction of its i)eople. It must teach its children to read. It must see that this key to almost all aeajuisit ion (ability to read) is in the hands of all its youth. It is a primal necessity of its organic life, viewed from the stand-point of political philosophy ami of history. And as the achievement of this object is vital to the State, and therefore cannot l)e left to the ca¬ prices and contingencies of iiidividnals, or even of associated effort or enterjuase, the State itself must undertake and carry on the work. It is too gigantic for ])rivate capi¬ tal, too momentous for the mischances of [>rivate judgment. The commonwealth, in its strong and benign sovereignty, must stretch forth its arm and do this thing. Hence, the common district school, wherein a knowledge of the orthograpliy and of the reading and writing of the vernacular language of the counti-y is the i)rineipal thing, to which are added the science and art of calculation and the few otlnn- rudi¬ mentary branches properly related to the central stiuKq and usually incliuh d in the common district schools of our country. Up to this ])oint there is no essential differ¬ ence of opinion that I know of among those who believe in })ublic education at all. This much, it is conceded, the State can and should do for the education of her chil¬ dren at public cost. The State provides for all, at public cost, the rudiments of an English education, be¬ cause it is to her interest to do so; because so much, at least, of knowledge is essential to the welfare, if not to the existence, in the long run, of a popular form of govern¬ ment'; and because experience proves that such provision cannot safely be left to the voluntary action of the individual citizen. By ])aiity of reasoning, the claims of i)ul)lic high schools to a settled place in the educational provisions of the State are also estab¬ lished. 88 EEPORT OF THE COMMISSIONER OF EDUCATION. BENEFITS TO THE STATE. The commonwealth needs, through all her manifold industries and enterprises, many thousands of persons who have more than the rudiments of knowledge. The supplj^ of persons of such advanced culture, through the private institutions of the country, is not equal to the public need, and hence the State should interpose to supplement the work. The same may he said, with even greater truth and emphasis, of that pro- founder learning, that higher and wider culture, wJiich it is the province ©f the uni¬ versity to bestow. The loss w'hich nearly or quite all the commonwealths in this re¬ public sustain, because so few of their young men are qualified to act as leaders in the discovery, development, and utilization of their wonderful natural resources, and in lamping the people onward and upward toward a worthier and grander civilization, is, I believe, simply incalculable. To do this on the grand scMe of the whole hody-politic, hy providing common schools for all, and high schools and universities for as many as desire to enter them, vrere sound policy for the State. But, in addition to the argument derived from the nature and functions of the State as a supreme political corporation, the view that public education should not stop with the common district school is supported hy other considerations. EFFECT UPON THE COMMON SCHOOLS. The common schools themselves are the better for the public high schools, and the high schools for the university. The high school is to the eiemeiitary what the upper classes of a graded school are to the lower — a sharp and perpetual in¬ centive to assiduity and effort. I will not say that without the spur of the high school the common schools could not be kept up to a paying standard of excellence, but it is very safe to say that they would deteriorate in spirit and efficiency,- even with greatly increased energy and vigilance on the jiart of the teachers, j^s quickeners of thn common schools, down through all their various gradations, high schools are of very great value. THE RIGHTS INVOLVED. As to the rights involved, I do not see how the State can logically or equitably limit its provisions to the rudimentary schools. To do so is to stop at precisely the point where, to the poor man, the question of expense obliges him to arrest the further prog¬ ress of his children. The cost of tuition and accessaries, in good private institutions, corresponding in grade to public high schools, is, to the masses of persons in indigent circumstances, simply prohibitive; so that to them the public high school is the only means of bestowing upon their cbildreu anything more than a mere elementary educa¬ tion. And when we come to the college and university courses, the doors are still more closely barred against them. And, then, the poor wdio have a little property pay their share of the taxes. The amount may be small; but, in proportion to their means, it is equal to that paid by the wealthiest. But there the analogy ceases. To the rich, the public high school is a matter of comparative indifference; the best private institutions are within their reach. But to the poor, the boon which comes with that pittance of tax is treasure indeed. Close the iiublic high school, and they are almost wholly without recourse. There is practically no danger that the number of high schools demanded will increase 80 rapidly as to alarm the economist and the tax-payers. It is remarkable how steady the ratio remains between the number of high-school pupils and the w hole number of scholars in a given city or State. Despite the exhaustless attractions of the higher walks of learning, and the increased opportunities of pursuing them, the percentage of those w’ho choose to enter them does not materially vary from year to year, taking as a basis the entire enrollment. But the point is that a very large proportion of high- sclmol attendance is clear gain to the cause of learning, and to the country. That is, without the public high school, at least one-half (I believe three-fourths) of those at¬ tending would have stopped with the rudiments ; some from indifference, the most from inability to enter private institutions. OTHER BEISEFICLVL EFFECTS. There is another consideration bearing upon this question : The effect of public high schools upon the cost of tuition in private schools of like grade, and more especially upon their character and standard of excellence. This influence is very great, in both of those directions; much greater than is generally imagined. In fact, I am not sure that the retention of the public high school might not be successfully argued as a measure of j)ublic economy and utility, on those two grounds alone. ILLINOIS. 89 The cost, per capita, of education in the public schools is often criticised, and the smallness of the difference in cost between public aud j)rivate schools is remarked upon to the disi:)aragement of the former. But abolish the public schools, and note the eliect. An immediate aud enormous advance of tuition aud other ex|)euses would certainly follow. Take away the ubiquitous aud gigantic competition of the public schools, and the old monopoly prices would be restored as sure as that human nature will remain unchanged. But even more potent and imperative has been the effect of public schools, especially public high schools, upon the literary character of private schools of like nominal grade. It has swept through them like a hurricane, blowing the chaff and pretense to the four winds. Every good public high school takes the breath clean out of half the sham academies and select private schools for miles around, and forces the rest of them to “ new departures’’ in scholarship and thoroughness, with all speed. This is a great and positive public benefit — one with which w^e are all familiar, aud which can not be ques¬ tioned. VALUE AND NEED OF SCHOOL SUPERVISION. I am persuaded that county supervision can not be dispensed with without serious detriment to the free-school interests of the State. I believe that its benefits are so obvious and manifold, that it ought to have aud will have a permanent place in the final adjustment of the wmrkiug forces in every State school law — that ex})erience has abundantly demonstrated its claim to be regarded as an indispensable part of the true American system of school supervision. As stated by Mr. Wells, the late national educational convention, in which the Government itself w'as represented by its able aud efficient Commissioner of Education, and three-fourths of the States of the Union by their most intelligent and experienced educators, distinctly affirmed its concurrence in this viewq by its approval of the report on school supervision, presented by an eqii- neut teacher of Massachusetts, in which the place and value of the county superin¬ tendency in every well-devised scheme of State education were clearly shown and forcibly argued. The tendency of the best thought and ripest judgment of educational men in this country is unmistakably in the same direction. It can hardly be doubted that the model system of school supervision, the ultimate system of the future, will embrace, as its essential parts, the State, the county, aud the town. NORMAL SCHOOLS. In view of the recent enlargement of the sphere of common-school studies, and the consequent extraordinary demand for more teachers of improved qualifications, the steady growth aud prosperity of professional training-schools are noted wdth satisfaction. The school first established for the specific purpose of fitting teachers for the common schools rests firmly upon assured foundations, and from its past ever-brightening his¬ tory of fifteen years looks forward to a long and useful future. Another institution, devoted to the same objects, has been provided for by act of the general assembly, and the substantial aud beautiful edifice designed for its use is rapidly advancing toward completion. Its early opening is demanded by the educationai needs of Southern Illinois. The training-schools in Cook aud Peoria Counties are doing their appropriate wmrk with enlarged facilities and increasing success. No additional organizations, under the county normal-school act, are reported, but the conviction of the need and value of such schools remains unchanged, and it is expected that they will gradually be estab¬ lished in other counties. STATE NORMAL UNIVERSITY. The condition and results of this institution are y)resented in an address by President Edwards, delivered June 27, 1872. After mentioning with praise the various persons wffio have been employed as instructors in the university, also the menjbers of the board of education, he speaks cheerfully of the evidences of the permanence of tlie institulion, and of its aims and purposes in the culture of teachers, both in the knowledge of the subjects to be taught and in the science or art of imparting instruction. teachers’ institutes. President Edwards, in this address, gives an account of what has been done in pro¬ moting aud conducting educational institutes. Most of the counties in the State liave been visited by some of the normal faculty for the purpose of lecturing upon educa¬ tional topics and giving instruction at institutes. The aggregate of this work is 349 institutes and 503 addresses. There have been several sessions of the Illinois State teachers’ institute, at Avhich instruction has been given by the normal faculty and others. The example has been 90 REPORT OF THE COMMISSIONER OF EDUCATION. followed by many of the counties, and brief “normal schools’’ have been held in various })laces, to the great improvement of the profession. The last State institute numbered about 300, and was chiefly devoted to the natural sciences. THE UNIVERSITY DIPLOMA. This has no legal force, and any graduate who has received it is liable to be examined and rejected by a county superintendent. In this way the power of the university certificate is made to depend upon real worth, and not upon the compulsory provision of a legal enactment. COST OF THE INSTITUTION. There have been received from the State S279,740.63. But the property now belong¬ ing to the institution, and owned by the State, is worth $312,000. ' Therefore, the enterprise may be considered a profitable one. The amount of current expenses since 1857 has been $203,591.32. On this basis the average cost per pupil has been only $45.81 to the State. THE MODEL SCHOOL. In addition to the foregoing facts, as submitted in President Edwards’s address, his semi-annual report, in December, 1872, shows especially the amount of practice-teach- ng done by the pupils of the university, and the strict methods of its inspection, in order to determine the progress and improvement. Each pupil-teacher is required to keep a diarjy detailing each day’s work, the subject of recitation, the difficulties en¬ countered, and the methods employed in surmounting them. The writer is liable to be called on to read this record at any of the weekly meetings of the teachers, and the plan is found to be useful in many ways. SOUTHERN ILLINOIS NORMAL UNIVERSITY. The act to establish and maintain this institution was approved March 9, 1869, and funds are now asked from the general assembly to finish and furnish the new building. The amount required is estimated at $85,088.23, and if this is granted, the school can be opened for the fall term of 1873. COOK COUNTY NORMAL SCHOOL. The prosperity of the Cook County Normal School is very marked. The success of its graduates in teaching is indicated by the fact that the demand exceeds the supply. The school has a complete and thoroughly organized training department. The pupils are required to spend the first term receiving instruction in methods of present¬ ing the elements of common-school studies. The second term they enter the training department, and each is required to teach from five to twenty days, having entire charge of a room of about fifty pupils. In the evening the pupil-teacher is required to give to the training-teacher a full account of the day’s work done and a rehearsal of that of the next day. In this way all the pupil-teachers keep u]3 the same course of instruction. A preparatory department is connected with the school, where pupils are admitted by declaring their intention to enter the normal school when qualified. The jHiblic schools of the district are organized in connection with the normal school- aud are graded into high and grammar schools, with a model department. A club boarding-house is connected with the school, where pupils may board at cost. The whole number of pupils since organization is 376 ; of graduates, 95. PEORIA COUNTY NORMAL SCHOOL. The whole number of pupils of this school for the four years since established has been 300. In January, 1872, it took possession of its new building, in which both the normal and training departments are accommodated. The pupils of the latter belong to the primary department of the public schools of the city, and receive instruction from the normal-school pupils, under the direction of the training-teacher. The course of study embraces both common-school and higher branches, also methods of instruction and school management, and practice in the training department. The beneficial results of the school are seen in the greater desire of teachers to fit themselves for their work ; in the enlarged proportion of normal-school teachers ; in the permanency of teachers, and in the better acquaintance among teachers. ILLINOIS. 91 EDUCATIONAL RIGHTS OF CHILDREN. The superintendent treats of the subject of compulsory education at lens^th, ahly advocating' its ada])tion. In support of his views he (piotes fully from the ar;rument of Hon. B. G. Northrop, secretary of the board of education for the State of Con¬ necticut. Want of space compels the briefest abstract of Commissioner Bateman’s aro'uments. In answer to the question how the youth of the State shall be brought inro the schools, the ground is taken that the fault of absenteeism and, hence, the evil of illit¬ eracy lie at the doors of parents and guardians, and that a reformatory statute should be “"not an act to compel the attendance of children at school, but an act to secure to children their right to a good common-school education.” This right is not only nat¬ ural, but coustitutioual and legal. It is “ enumerated in the divine bill of rights in God’s own gracious magna cliarta — the moral constitution and conscience of the race.” The right of all children to the panoply of knowledge rests upon the high law of love and humanity, for they are all defenseless and impotent. “ To send them forth without this preparation is cruelty ; to neglect this duty is inexcusable ; to refuse to i)erforin it is a crime.” In Illinois these rights are guaranteed by constitution and law, and in conformity with these provisions there is a free-school system in successful operation. The ma¬ chinery is complete. If those who have the custody of children neglect to avail them¬ selves "of these provisions, let them be required by law to discharge their duty. It is competent for the general assembly to pass such laws, and it is also necessary and expedient. The admitted right of the State and of the community to tax all citizens for the sup¬ port of schools for the free education of all children, is held to be liable to the charge of uujustness unless it carries with it the duty of the State, after taxing its citizens for the education of the children, to see to it that the children are educated. That when the property of the citizen is taken for this purpose of education, on the plea that in this way the State best provides for the protection of the citizen’s jiroperty, the citizen has the right to claim that this pretended protection shall be made real. That to edu¬ cate but a part of the children, leaving the children of the most dangerous classes to grow up in ignorance, is to fail utterly. The right to tax for free common schools car¬ ries with it the duty of compelling all parents to send their children to some school. He argues that this right is not tyrannical or anti-rej)ubiican, but that it is based on the American idea of the best good of all. POPULAR MISAPPREHENSIONS OF THE SUBJECT. It is not proposed to drag children to school vi et armis, as some seem to imagine. That is but a goblin of the fancy, and, like all other phantoms of the brain, vanishes into thin air when closely confronted and interrogated. The proposed legal incentives to attendance, unfortunately called compulsion, belong to the simplest and most familiar category of legislative provisions. They are mildness itself compared with the penalties affixed to each of a hundred other statutes, to wffiich the people have been accustomed all their lives, and which, though really so, they do not think of as com¬ pulsory at all. To illustrate, I quote the material sections of a bill, on this subject, introduced into our legislature last winter : Section l. Be it enacted by the people of the State of Illinois, represented in the general assembly, That every person having under liis control a child between the ages of eight and foui teen years, shall annually, during the continuance of his control, send such child to some public .school in the school dis¬ trict in'which lie resides, at least twelve weeks, if the public school of such district so long continue.s, six weeks of which time shall be consecutive; and for every neglect of such duty the party olfcnding shall forfeit to the use of such school district a sura not exceeding twenty dollars. Sec. 2. The penalty provided for in section one shall not be imposed in cases where it appears, upon the inquiry of the directors of any school disti'ict, or upon 1 he trial of any prosecution, that the party so neglecting was not able, by reason of poverty, to send such child to school, or to furnish him or her with the necessary clothing and books, or that such child has been kept in any other school for said period of time, or has already acquired the branches of learning taught in the ])ul)lic schools, or that his or her bodily or mental condition has been such as to prevent his or her attendance at school, or appli¬ cation to study for the period required. I cite these portious of that bill merely to sliowtheutter— almost ludicrous— ground¬ lessness of thepoxmlar notions about the nature and extent of the xiroposed couqjulsion. AN OBJECTION EXAMINED. It is said that .such laws can not be enforced; that imblic sentiment is against them ; that for a legislature to take a xiosition a thousand moral leagues in advance of public opinion, and attempt to pull the people forward by a legal tow-line, is as chimerical as for a man-of-war to essay to take one of the- islands of the sea into ^lort with cable 92 REPORT OF THE COMMISSIONER OF EDUCATION. and liawser— tliat iu the one case as surely as in the other, the lines will he snapped asunder hy the strain, leaving the mass unmoved. That is partly a truism, and partly a begging of the question. So much of it as affirms that laws (admitting there may he such) to which a majority of the people are actively opposed can not be executed, is a truism ; like saying that a pyramid can not stand upon its apex. So much as as¬ sumes that public sentiment is hostile to such legislation, begs the question. But when a great public issue, intrinsically vital, far-reaching, .and aggressive, invit¬ ing criticism and assault, is separately and distinctly set before the people for exami¬ nation and discussion — when that issue is discussed, thoroughly and exhaustively, and the whole body of electors are made familiar with it, and choose their delegates to the legislature with reference to it — and when a clear majority of the known friends of that measure are elected, and the contest is transferred from the hustings to legislative halls, aud is again fought triumphantly through, and promulgated as the law of the laud — iJiat law is the will of the people ; intrenched in their convictions, representing their moral sentiments, aud challenging their respect and support — and it xvill he en¬ forced. . PERTLXENT QUERIES. Now, has this great question of securing to all children the rights of education ever been thus canvassed before the people ? Has it ever been discussed in all its bearings, in conventions and mass meetings, iu the press aud on the “ stump,” from city to city, town to town, aud school- house to school-house, as other exciting public questions have been? If so, when and where? If not, how can it be said that imblic sentiment is opposed to it, or is not ready for it ? Mere politicians, as a class, know little and care less about public education, or its place down among the profouudest elements of national life. The utterance of a few graceful platitudes, now and then, where personal thrift may be served thereby, is about all that the average professional politician attempts, or is equal to, indeed. There are conspicuous aud even illustrious exceptions, but they are exceptions. The indifference, apathy, aud downright ignorance of the great body of partisan politicians, in respect to the nature, needs, operations, and possibilities of our systems of popular instruction, and of the paramount claims of the problem of universal education to the most thoughtful study of every one who would know even the rudiments of true states¬ manship, are facts as conspicuous as they are lamentable — facts that astonish aud bewilder the publicists of enlightened nations in Europe, aud which are a just oppro¬ brium to us in the eyes of the world. In confirmation I might here mention instances occurring in high places, in the States and iu the nation, that are simply astounding. Hence, when it is considered how largely American public opinion receives its impulse and trend from political leaders, it is no marvel that the x>oople are so slow to grasp these higher ideas of education, and so ready to doubt and disparage them. HOW’ TO TEST THE 3IATTER. Let the claims of public education be set before the country as they really are in the clear, honest, white light of history, of reason, and of facts ; let it be affirmed, as it ought to be affirmed, that all other political questions are dwarfed in the presence of the supreme inquiry : How shall the youth of the nation be educated— fitted to be the depositaries of the jewel of civil and religious libertj'^ ; the custodians of the nati inal honor in arts and in arms? Let the fact be everywhere proclaimed that the Govera- inent of these United States, with all the delicate equipoises of its Constitution ai-d laws — the momentous questions of peace and wuir, of finance and commeice, of the myriad industries of the ^jeople — that this Government and nation, with its splendid history and traditions, aud its garnered hopes and prophecies for the political future of the nations of the earth, is, in very truth, in the hands and at the mercy of electors unable to read one word of its great Constitution, one word of its laws and their judi¬ cial expositions, one Avord of its illustrious history, one word even of the fateful ballots iu their hands — by whom, at any general election, it may be hurled from the paths of national rectitude and honor, or precipitated into the gulf of anarchy ; let it be shown to what enormous dimensions the evils of non-attendance and truancy have grown, the incredible waste of money and other educational resources thereby entailed, and the alarming fact that even in States w’-hcre the schools are the best, and where the powers of the voluntary principle have been most nearly exhausted, the ratio of ab¬ senteeism has not been materially reduced; let the eyes of the people be turned toward the constantly augmenting hosts'of ignorant young men annually crossing, iu ceaseless procession, the line of manhood and assuming the ballot, and the superadded multk tudes of equally ignorant electors recruited by naturalization from the teeming myriads Iiouring into the country from the Old World from every quarter of the globe; let the inevitable consequences" of the exposure of this unintelligent aud heterogeneous mass of voters to the arts and wfiles of unprincipled demagogues be portrayed; let these facts and impending perils be made the themes of powerful leaders in the great new’s- ILLINOIS. 93 papers of the country, clay after clay, week after week, and month after month, as tho com])aratively paltry and ephemeral issues of partisan politics are; let them lind earnest thinkers and eloquent tongues in conventions, mass-meetings, lycenms, lecture-halls, and i>ulpits, and be thundered forth with vehement caruestness,’ i)ungent appeal, and fieiy rhetoric from every “stump” in the laud, ihen see which way the tide of public sentiment will set! lu less than twelve mouths the people would be thundering at the doors of general assemblies dcamad/af/ compulsory laws, and opposition to their enforce¬ ment would be as ehalf before the storm. Unless we look more to the education of the people, to their intellectual and moral elevation, the time will come when we shall not have a country of which any good man would care to be President. With an educated and upright ])cople, we may defy the worst man whom God will suffer to be elected President — ho cannot do much mischief; while, with an iguoraut and depraved jieople, the best President that ever sat in the seat of Washington would be powerless. It is to be said, too, that the class that would be chiefly reached by compulsory laws are the very ones most in need of the rescue— the chilclren of the "avaricious and de¬ praved, and of the teeming thousands from foreign lauds. THE VERDICT OF STATISTICS. Finally, the expediency and present necessity of legislative interposition to shield the chiklreu of the State from the dangers and the wrong of ignorance .may be urged with unanswerable force from the statistics of absenteeism, truancy, and illiteracy in this country. It is an incontrovertible fact that the voluntary plan is but partially successful. The proof is as overwhelming as it is alarming. The evidence is compre¬ hensive and cumulative. It pours in from every State and Territoiy, and from all the chief cities of the republic. The reports of State and city superintendents, aud of the national Commissioner of Education, are burdened with the sad details. The number of absentees and truants in our chief commercial metropolis was reported, eight years ago, as a mighty army, 100,000 strong, aud subsequent reports show little comparative improvement. Taking all the States from which reports are at hand, and the number who are even enrolled, in any given year, averages less than half the total school- going population, while the average daily attendance is less than one-fifth of that population. But the fact that has most to do with the present inquiry is, that a comparison of the statistics of the last decade shows but slight imjjrovement in the ratio of attendants to non-attendants, taking all the States, Territories, aud cities into the account; while in many the change has even been for the worse— disproving the view that the evil is steadily abating, aud that, with better teachers, better methods, aud better schools, it will continue to decrease till the minimum is practically reached, without the inter¬ vention of law. For in no preceding ten years of our common-school history has prog¬ ress in the science aud methods of teaching, aud in whatsoever makes school inviting aud effective, been so marked and rapid. No; we are not “doing well enough” in this matter, as some affirm and try to be¬ lieve. We must do a great deal better, and make haste about it, too. With the best school systevis, and, upon the whole, the best schools in the world, as I verily believe — certainly the best for us — yet lack we this one thing. And while we palter about im¬ aginary infractions of personal liberty, aud fancied assumptions of ])Ower by the State, and refuse to invoke the only arm that seems to have power to save, increasing myriads of native-born youth are growing up in illiteracy and vice, ami the number is constantly augmented by still more ignorant masses from foreign shores. How long can the country endure this accumulating weight and strain without parting asunder, or settling down into the furrows of the sea ? The laws of cause and effect are inexora¬ ble and sure. The means of safety are at hand ; if we do not use them, no miracle will be wrought to avert our destruction. CONCLUSION. Attention has now been invited to the general condition of the school-system as shown by statistics; to the leading provisions of the new' school-law', and the changes effected thereby ; to the changes believed to be beneficial, and to those from which un¬ favorable results are apprehended; to the large and excellent results anticijiated, and in part already realized, Irom making the rudiments of natural science a part of tho common-school course ; to the condition and prospects of the State and county normal schools ; and to the facts and arguments in favor of legal measures to secure the educa¬ tional rights of children, and thereby to arrest the growing evil of non-attendance. It only remains to gather up, in a few brief sentences, the general results for the period cov¬ ered by the report, and to restate the suggestions and recommendations that have been made w'ith a view to the improvement and increased efficiency of the system. EEPORT OF THE COMMISSIONER OF EDUCATION. D4 The schools. — There are in the State three hundred and eighty-five more public schools than there were two years ago, and, by the reports of county superintendents, 9,334 more pupils in the schools. The increase in the number of scholars is in fact consider¬ ably greater than the abo.ve, probably 10,000 or 15,000 more. For some unknown rea¬ son, no reports of attendance were furnished, for 1872, from one of the largest cities in the State, outside of Chicago, and from three or four large villages. The actual in¬ crease of pupils in the two years is about 25,000. The figures show a decrease of 9,741 in t he average daily attendance in 1872, as compared with 1870. This also, for the rea¬ sons just given, is, in part, apparent only, not real. The missing reports would con¬ siderably increase the exhibit of daily attendance, and possibly show a small increase over that of 1870 and 1871. But a decrease in this decisive test of school-work — aver¬ age daily attendance — may be looked for in the future, under the combined influence of the provision requiring the distribution of funds to districts without regard to at¬ tendance, and the absence of all legal obligations touching the matter of attendance. The former provision was in effect but one month — September — of the school year, 1872, and its existence had not probably become generally knowui at that time. Facts recently brought to notice render it certain that, if not repealed ormodified,itAvillhereafterhave a very depressing effect upon the element of attendance. The other cause of the lament¬ ably small average daily attendance — absence of legislation in regard to absenteeism — will of course contiuueto operate, and it is believed with increasing effect, until the proper correctives are applied. Is it not a very grave fact that of the 882,693 persons of law¬ ful school age, only 662,049 were in the schools at all, in 1872; and that less than one- half even of that number were in daily attendance ? It is noteworthy that the num¬ ber of private schools is shown by the reports to have decreased 94, and the number of pujiils in such schools 6,217, during the last two years. The whole number of private- school scholars reported in 1872 is 34,784, an element of inconsiderable importance in the matter of absenteeism just referred to, when the entire school census of the State is taken into view. The number of districts sustaining schools for the full legal term of six months is 588 greater than in 1870, while the number failing to have any school at all is 87 less than it was two years ago. The increase in the number of teachers has been, ladies, 510 ; gentlemen, 333 ; total, 843. There has also been a slight increase in the average monthly wages paid. There has been no falling off' in the average qualifications of teachers, nor in the amount or quality of the instruction imparted. On the contrary, the period covered by this report has witnessed a marked general advance in the average fitness and at¬ tainments of teachers, in their methods of instruction, and in the average net results of their labors. Improvement in all these particulars has been especially noticeable during the last school year, in which, as the figures show, the number of county insti¬ tutes held, the average length of their sessions, and the number of teachers attending them, have been much greater than in any preceding year since the free-school system Avas established. The report exhibits the very significant facts that 160 of these tem¬ porary county normal schools Avere held in 1872, each one of nearly 54 days’ average duration, or an aggregate of 866 Ai’orking-days, equivalent to the continuous session of one institute for more than three j^ears ; and that nearly 8,000 different teachers Avere in attendance. These facts point significantly in the direction indicated — improvement in qualifications and teaching-force — because attendance upon institutes is not oblig¬ atory, is alAvays attended with more or'less expense to the teacher, and, under the jires- ent law, with loss of the time also. Hence the chief motive to attendance can only be a desire for professional improA^ement. It is asked how these facts and statements con¬ sist with the criticisms and strictures given in the former part of the report. It is re¬ plied that they are both true and entirely compatible. The allegation of grave defects and short-comings is surely not negatived by the admission of improA^emeut and prog¬ ress. While re-affirming in the most emphatic manner the belief that the common schools of the State are not accomplishing Avhat they should, either in the amount, kind, or quality of the instruction imparted, and that thej^ neAmr will or can approach the full measure of their beneficent powers and possibilities until the means that have* been suggested for their greater efficiency are substantially adopted and carried into eff'ect, it is at the same time affirmed, on the basis of known facts and figures, that more and better school Avoik Avas done by the teachers of this State during the last school year than in any preceding one. It is not that Ave are retrograding, nor yet that we are not advancing, but that Ave are not advancing fast enough, that the present exposition of defects and conqilaints, with the plea for immediate and radical measures of improve- ment, has been made. The schools are not feebler and poorer than they were fifteen years ago ; they are stronger and better every Avay ; but a diff'erent people sits in judgment upon them. In that decade and a half the State has passed into a now era of public opinion and intelligence on the subject of education and schools. Much that once passed unchallenged in school philosophy and iiractice is now confronted and interro¬ gated by citizens Avho, having given some thought to the subject, ha A^e opinions of their own, and decline any longer to take everything of that nature on trust. ILLINOIS. THE SCHOOL LAW — AMENDMENTS. County sujyerin ten dents of schools. — In accordance with the views advanced in the pre¬ ceding pages of this rei^ort, I respectfully advise and recouiuiend the ado[)tion and pur¬ suance hereafter of the following course in rc3})ect to county sni»erintcndents of scho()ls : 1. That they be considered and treated as officers or agents of 'the State, in connection with the tree-school system, and not as county officers, in the ordinary sense ; and that they continue to be elected by the people, as now, or appointed by the governor, wiih the advice and consent of the senate, as may, upon due reflection, be regarded as niost conducive to the efficient administration of the school system and to the best interests of public education. 2. That, whether elected or appointed, suitable conditions be imposed, compliance with which shall be necessary in order to render a person eligible to the office of county superintendent of schools ; that the conditions and qnalifleatious so imposed and re¬ quired shall be just and reasonable ; so prescribed and adjusted as, on the one hand, to insure the services of competent, faithful, and upright men, wdiile, on the other hand, no really capable and suitable person shall be excluded from the office by reason of any unwisely arbitrary or inflexible rules. It is believed that such an adjustment of con¬ ditions and qualitications is practicable. 3. That all county superintendents of schools, whether appointed or elected, be re¬ quired to devote their entire time to the educational and general duties of the office in such manner as, in their judgment, the interests of the common schools in their re¬ spective counties, and the general good of the system of public education, may seem to require. 4. That the proper authorities of each county be required to provide and suitably furnish an office for the Uwse of the county superintendent of schools. r>. That authority to examine and license teachers of common schools, under the general school law, in each county, and to renew or revoke certificates, be vested in the county superintendent exclusively ; all examinations to be conducted by him in per¬ son, or through examiners by him appointed, and no county certificate to be valid without his official signature. 6. That all commissions, percentages, and per diem, now allowed county superin¬ tendents of schools, by law, be repealed and abolished, and, in lieu thereof, that each and all of said county suiierintendeuts be paid a fixed and definite annual salary, the amount thereof to be designated and prescribed in the school law^ ; wdiich salary shall be in full for all official services rendered and all official duties performed by them, of whatsoever kind, and sufficient in amount to properly remunerate and support, in each county of the State, a superintendent of schools possessing the before-mentioned quali¬ fications. 7. That with reference to the salaries of county superintendents of schools, the counties of the State be divided into five or more classes, according to population, as shown by the Federal census of 1870, the superintendents in the several counties com¬ prising any given class to receive each the same salary, provided that the lowest salary allowed the several superintendents of any class shall not be less than one thou¬ sand dollars, nor the highest more than three thousand dollars. 8. That the salaries of each and all of said county superintendents of schools, after the same shall have been fixed and determined by law as aforesaid, be paid out of the State treasury quarter-yearly, on the warrant of the auditor of public accounts, from the school fund ; and that the amount so paid to the county superintendent of each county be annually deducted by the auditor from the distributive share of the State school fuuds accruing to such county. The hco-mill State school-tax. — I respectfully advise and recommend that the desig¬ nation of a particular rate of school tax, to be levied by the auditor for the support of common schools, be discontinued and dispensed with, and that, in lien thereof, a spe¬ cific annual sum be appropriated by the general assembly for the support of common schools, leaving the auditor to determine, from time to time, according to the aggre¬ gate assessed valuation of proiDcrty in the State returned to him, the rate necessary to produce the amount so appropriated. There are believed to be many good and suffi¬ cient reasons for this change in the mode of raising the funds necessary for the sup¬ port of common schools, and that the effect would be in all respects favorable to the educational interests of the State. I also recommend that the amount of common- school revenue raised directly by the State be largely increased, so that the local dis¬ trict school taxes may be proportionally diminished, and the burdens and beiiefits of the school system, financially considered, more nearly equalized. I do not think it would be advisable to entirely relieve the inhabitants of the several school districts from the necessity of a supplementary local tax, but there is little probability of that, as it would require the State appropriation to bo increased more than five times the present amount. I am of the opinion, howT.ver, that if the sum now appropriated by the State were doubled, it would prove a wise and beneficial measure. Apportionment of funds to school districts. — I further advise and recommend that the 96 EEPOKT OF THE COMMISSIONER OF EDUCATION. former rule for tire apportionment of funds by boards of township trustees to school districts be restored ; that is, that one-half of said funds be distributed to districts in proportion to the number of children under tw'enty-one years of age in each respective district, and the other half in proportion to the attendance certified in the schedules, as heretofore. The school month. — For the reasons mentioned in the preceding part of the report, I recommend that twenty school days be established as the legal common-school month in this State ; that the phrase “ school days” be held to mean all the days of the week except Saturday, Sunday, and the legal school holidays ; that by “legal school holi¬ days” shall be understood the following, and no others : The first day of January, the fourth day of July, the twenty-fifth day of December, and any day or days appointed or recommended by the governor of this State, or by the President of the United States, as a day of fast or thanksgiving ; that teachers shall not be required to teach on any of such legal school holidays, and that when any such holiday occurs during a term of school, it shall be counted in and as a part of such term of school, whether school be actually holden on said day or not. It is considered important, to prevent misappre¬ hension and confusion, that these several points be explicitly determined and settled by law. Unlawful exclusion of pujnls. — I recommend that more adequate penalties, and surer and speedier inodes of redress, be provided in cases where boards of school directors, or boards of education, unlawfully neglect or refuse to furnish and secure to all children justly and legally entitled Thereto, the right and opportunity to an equal education in the free schools under the control of such boards. Institutes for special and general instruction. — I advise and recommend that a system of institutes of instruction be organized, established, and put in operation during the ensuing two years, under State control, in such form as may be considered wise and expedient, the objects of which shall be to improve the qualifications of teachers and those about to teach, and to enlighten the people in regard to education, and arouse in their minds a proper interest in the subject ; that, in furtherance of these ends, it be provided that instruction shall be given in such institutes, to the teachers, in the art and methods of teaching; special attention being given to the branches of study usually taught in the elementary free schools, and more particularly to the rudiments of the natural sciences recently added to the common-school coiirse of studies ; and that addresses shall be delivered to the people on matters of education, science, the relations of the common schools to the arts, industries, prosperity, and happiness of the commonwealth, and any other subjects, the discussion of which will tend to increase the intelligence of the people, and attach them more closely and wisely to out’ grand system of public education ; and that, to meet the expenses of such institutes, the sum of ten thousand dollars per annum be appropriated, for the next two years, from the State treasury, to be drawn therefrom in such manner, and upon such orders and vouchers, as may Ire prescribed by law. Some of the considerations upon which this recommendation is based may be found in the preceding part of the report. I cannot adequately express my sense of the importance of this measure at this time, nor my estimate of the good results that would follow its adoption. It is again most ear¬ nestly commended to the favorable notice and enlightened action of the general as¬ sembly. Educational rights of children. — And finally, it is respectfully advised and recommended that those who have the control of children be required, by appropriate legislation, to see that such children have the opportunity to acquire a good common-school educa¬ tion, either by sending them to the public schools for the necessary period, or by pro¬ viding for them, and securing to them, some other equal educational facilities. Some of the reasons for believing that such legislation is constitutional, necessary, and ex¬ pedient, have already been given. With these few^ amendments and additions to the school law, and to the working educational forces of the State, it may reasonably be anticipated that the free schools of Illinois will enter ux)on a period of greatly increased prosperity, efficiency, and use¬ fulness. CHICAGO. THE FIRE. The latest history of the schools of this city includes the record of the great fire, a calamity to the educational as well as business interests of the community. Before this misfortune, both private and public institutions of learning were in excellent con¬ dition. The fire destroyed fifteen fine school-buildings, of which ten were owned by the city. The loss of these last amounted to $249,780, and left 10,000 children without school accommodations and 100 teachers out of employment. ^ These were promised places as soon as vacancies occurred, and hence no examinations have since taken place, as no teachers have been needed beyond those already employed. ILLINOIS. 97 PUBLIC SPIRIT OP THE TEACHERS. While yefc in donbt as to the extent of loss by the fire and whether the schools could be sustained, the teachers of the city unitedly oflered to coutinue their work till the close of the year, regardless of compensation. The ofier was accepted, and all the children, on application, were, as soon as possible, re-installed in some school. EFFECTS OF THE FIRE. t The examinations for the year, and especially for admission to the high school, have shown no appreciable difference ; and, although the progress of pupils has been affected by the frequent changes, the instruction has been as thorough as before. The year closed with only 2 per cent, less pupils than it' begun, though the teach¬ ing force had been reduced 20 per cent. The schools have suftered most from irregular attendance, and also in the necessary withdrawal of many of the older pupils ; yet this last is comi)ensated for by the examples of heroism manifested in the struggles of some to complete their course. The evening schools have not been resumed since the fire. Generous relief, both in money and clothing, was forwarded to the teachers and pupils from various sources, and carefully distributed among them. BOARD OF EDUCATION. \ An entire new board, consisting of fifteen members, was nominated by the mayor on the 1st of July. SCIIOOL-BUILDINGrS. Four of the burned school -buildings have been re-erected in the north division, and another, in place of two which were destroyed, was expected to be completed by the 1st of January. Four new buildiugs have also been erected at a cost of $188,454.16 for buildings and lots, and $7,958.85 for furniture. Additional accommodations are needed, especially on account of the increase of the mechanic and laboring population to rebuild the city. INCREASE OF SCHOLARS. There has been an increase of over 100 per cent, in the last seven years, and it was believed that the fall term would open with not far from 35,000 pupils. BRANCHES OF STUDY. Particular attention is paid to music, and at the close of the last year all. the grammar grades were examined for the first time in reading music at sijglit. German is very generally taught, and over 4,500 pupils of the public schools are studying that language. Greek, Latin, and French, in addition, are taught in the high school. THE HIGH SCHOOL. Notwithstanding the disadvantages occasioned by the fire, the closing examinations of this school compare favorably with those of former years. There were iifty-four graduates at the last anniversary. THE NORMAL SCHOOL. The normal department of the high school became an independent school in 1871. The first graduating class of the department consisted of one member ; the school now contributes about twenty-five teachers annually to the service of the city, and these have been almost uniformly successful in their work. All but three of the alumni of the normal school have taught in the public schools. A school of practice, consisting of divisions from one of the district schools, is located in the normal building, and the pupils of the normal school are required to teach in this at least two consecutive weeks before graduation, in order to acquire, under proper supervision, correct modes of, discipline and instruction. They are also frequently called into xu’actice to 8ui)ply temporary absences of teachers in the city schools. All applicants for positions in the public schools, whose qualifications are approved by the board of education, but who are without experience in teaching, are required 7 E 98 EEPORT OF THE COMMISSIONER OF EDUCATION. to spend some time in the departments of the normal school, there to demonstrate their ability for i)ractical -work. A higher standard of scholarship is now required for admission than formerly, which is responded to by enlarged preparation on the part of candidates, and no falling off of numbers. Hereafter two classes will be graduated annually. JACKSONVILLE. THE PORTUGUESE ELEMENT. The few following facts are offered in answer to the many inquiries that have been made in regard to the Portuguese element in the city and schools of Jacksonville : It is about twenty years since a number of Portuguese, driven from their homes in the island of Madeira by religious persecution, fled to the United States. The i)ecu- liar advantages offered by Illinois induced them to settle in that State, dividing their numbers about equally between Jacksonville and Springfield. The first colony num¬ bered about 300. Since then many more have arrived, so that there are now about 1,200 Portuguese in Jacksonville. They were very destitute when they arrived, but through their iudustiy and frugality nearly every family has secured a comfortable home. They have established two Protestant churches, in which service is conducted in their native language. The number of Portuguese children in the public schools is 230. STATE NORAIAL UNIVERSITY. This institution closed its fifteenth year in June, 1872. At the closing exercises of the term, the president, in his address, stated that, since the founding of the institution, there have been in the normal school 2,017 pupils, making the admissions on an aver¬ age 174;^ per year. But for the last two j^ears the admissions have averaged 266f per year. In the model school the total attendance has been 2,626. Over 700impils of the university are engaged in teaching, and of these 75 are acting as principals or superin¬ tendents. The cost of education per puiMl is $91.61. The number of graduates has been 200 in the normal and 17 in the high school. FUNDS DERIVED FROM UNITED STATES GRANTS. The institution has been mainly supported by the interest of the college and semi¬ nary fund. This has usually been spoken of as a State appropriation. But it does not come as a gift from the State. It is the interest on a fund donated by Congress for the maintenance of a State institution of learning. The State is only a trustee of the fund. MODEL DEPARTMENT. The model department is divided into three grades — high, grammar, and primary. The .permanent teachers are assisted by the pupil-teachers from the normal school. The classical course is very thorough. Young men who have taken this course enter Harvard or Yale without conditions. An additional course of study has been arranged to meet the demands of the new “school law.” All the students have an opportunity to take this course. ]\IUSEUM AND LIBRARY. The museum and library formerly belonging to the Illinois Natural History Society are in the university building, and to these the students of the university have access under suitable restrictions. The museum has an exceedingly valuable collection, and the contents are nearly all catalogued in a manner most convenient for reference. PUBLIC EDUCATIONAL LECTURES BY THE FACULTY. President Edwards stated in his address that most of the counties in the State had been visited by some of the normal faculty, for the purpose of lecturing upon educa¬ tional toxiics and giving instruction at institutes. Altogether, 349 institutes have been attended and 503 addresses delivered. The condition of the university in every way leaves nothing to be desired. COOK COUNTY NORMAL AND TRAINING SCHOOL. The number of different pujiils who have belonged to this school since its organiza¬ tion is 316. Of these, 86 have comxileted the course of study and received dixilom as. Normal students are required to practice in the model-school irom five to twenty days each year of their attendance at the school. ILLINOIS. 99 GERM.VN-ENGLISn NORMAL SCHOOL. lu this institution students are prepared to teach in either German orEnglisli schools. Its departments are normal, preparatory, academic, and a model-school, A class in horticulture receives theoretical and practical instruction. There are two libraries — one German and one English. ILLINOIS INDUSTRIAL UNIVERSITY. The grounds occupied by the university embrace about 623 acres. The new uni¬ versity building is one of the most spacious and convenient on this continent. It is 214 feet in length, with a depth on the wings of 122 feet. This building is designed wholly for public use. The library wing is lire-proof, and contains five large halls de¬ voted to the library and various cabinets and museums. The new mechanical build¬ ing and drill-hall is of brick, 128 feet in length by 88 feet in width. The barns and greenhouses are extensive and valuable. Besides these lauds and buildings, which are, with furniture, library, <&:c,, valued at $300,000, the university owns 25,000 acres of well-selected lands in Minnesota and Ne¬ braska. Its endowment funds amount to $.364,000 ; other property is valued at $33,000. The State has appropriated $25,000 to the agricultural department ; $20,000 to the historical department $25,000 for mechanical building and drill-room ; $75,000 for the erection of the main building ; $10,500 to furnish the chemical laboratory ; and $20,000 for library and apparatus. The university embraces the following colleges and schools : 1. The college of agriculture, subdivided into two schools — one of agriculture proper, the other of hor¬ ticulture and fruit-growing. 2. The college of engineering, subdivided into four schools— mechanical science, civil engineering, mining, engineering, arid architecture. 3. The college of natural science, subdivided into two schools — chemistry and nat¬ ural history. 4. The college of literature and science, subdivided into two schools — English and modern literature and ancient languages and literature. There is also a school of commerce, a school of military science, and a school of domestic science and arts. The studies are elective, but the completion of one of these courses, or of the equiva¬ lents allowed in it, will be required to entitle the student to graduate. CO-EDUCATION OF THE SEXES. The purpose of the school of domestic science and arts is to provide a full course of instruction in the arts of the household and the sciences relating thereto. The in¬ struction in this school was to begin with the college year, September, 1872, and to be developed as fast as practicable. Other schools, especially adapted to the wants of women, will be opened as fast as the means in the possession of the university will per¬ mit. Young ladies have free access to all the departments of the university, and sev¬ eral are already pursuing studies in the schools of chemistry, horticulture, architec¬ ture, and commerce. It is expected that the old university building will be thoroughly refitted and devo¬ ted to the use of lady students and to the schools of domestic science and other schools for women, when the new building is fully prepared and occupied. But a year must elapse before the transfer can be eflTected. To meet the xu’esent want, arrangements are in xirogress to o])en near the university a boarding hall for ladies. Labor is not com^julsory, but is furnished, as far as joossiblc, to all who desire it. Students, however, can not count ux)on paying more than one-half their exx>enses by working. UNIVERSITY OF CHICAGO. The small attendance at the law school of this university during the past year is owing to the fact of the law-school building having been destroyed in the lire of Oc¬ tober, 1871, and the students scattered among the other schools. LIBRARY AND MUSEUM. Large additions have recently been made to the library, museum, and apparatus. The Heugstenburg library, containing about 13,000 volumes, and including one of the most valuable theological libraries in the country, is now put up in the university. A collection of 3,500 coins has been x)reseuted to the university by Kev. Miles Sanford, D. D., of Philadelphia. SCIENTIFIC APPARATUS. Among late donations of apparatus, are a EuhmkorflPs induction coil, ono of tho largest ever imported, and a full set of the famous Geissler’s tubes. The Dearborn ob- 100 REPORT OF THE COMMISSIONER OF EDUCATION. servatory, which forms the astronomical department of the university, contains the largest telescope in the country. During the year arrangements were completed for the organization of a course in j)ractical chemistry. The laboratory is quite new, and one of the best equipped in the West. To meet the wants of the ditferent classes of students, •arrangements have been made for instruction in the branches necessary to a commercial education. Students may reside at the university and pursue studies for a longer or shorter time, in any of the classes, at their own election, subject ,to the regulations of the faculty. The site of the university was a gift of the late Senator Douglas. The accommoda¬ tions have lately been increased by the completion of the main building, 136 by 72 feet. The cost of this building was over §117,000. The institution hitherto known as Waylaud University, located at Beaver Dam, Wisconsin, has passed under the control of the university, and will hereafter be con¬ ducted as a preparatory department of that iustitution. The university has also leased the building recently erected at Winnetka, Illinois, 16 miles north of Chicago, for the purpose of maintaining a preparatory department at that place. These schools are open to both sexes. It is intended gradually to develop, in connection with the first named of these schools, a complete collegiate course of studies for young ladies, graduates of which shall receive the dqDloma of the University of Chicago. SnURTLEFF COLLEGE. The departments of. study are theological, collegiate, academic, and preparatory. By a late act of the board of trustees, the preparatory aud collegiate departments are open to both sexes, ^^he wisdom of this action has been successfully tested during the current year. Students who do not propose to pursue a regular course of studies can recite in any of the classes of the preparatory and collegiate departments in which they can maintain an honorable standing. A phonographic department has been es¬ tablished, under the care of a practical x^honographic rex)orter. WHEATON COLLEGE. This institution ofifers a ladies’ course in each of its dexiartments. A normal class and a commercial dex^artmeut are conducted in connection with the college. As at Mount Holyoke and other like institutions, all the young ladies residing in the building, in addition to the care of their rooms, will work one hour each day in the household. The new college buildings, erected at a cost of $50,000, have been comxjletcd, and were opened for students in Sex)tember, 1872. SAINT IGNATIUS COLLEGE. This institution, conducted by members of the Society of Jesus, is regularly char¬ tered and emxiowered to confer all the degrees usual in colleges and universities. There are two courses of study, classical and commercial. There is also a x^rexjaratory department. ILLINOIS WESLEYAN UNIVERSITY. This institution is under the joint patronage of the Illinois and Central Illinois annual conferences of the Methodist Episcox)al Church, which annually appoint com¬ mittees to sux^ervise the examinations aud general management of fbe institution. Ladies and gentlemen are admitted on equal terms. A scientific course has been arranged for those who do not desire the regular college course. There is also a prex^aratory dex^artmeut, ofi'ering the advantage of a first-class academy. The endowment fund of the college is nearly §200,000. A new building, costing over $100,000, has lately been completed. LOMBARD UNIVERSITY. This is open to both sexes. There are two dexiartments of instruction, collegiate and x^reparatory. The collegiate includes three courses of study, classical, scientific, and literary. Each of these courses occupies four years. EUIfEKA COLLEGE. Five courses of study are offered : collegiate, biblical, normal, commercial, and mu¬ sical. The collegiate dex)artment comx>rises four courses: preparatory, baccalaureate, scientific, aud academic. Ladies are admitted to all the dexiartments on the same footing as gentlemen. The number of students has averaged over 200 annually since the organization of the college. 9 ILLINOIS. 101 MONMOUTH COLLEGE. This institution comprises four departments: a collegiate department, (including a classical and a scientific course,) an academical department, a musical doi)artment, and an art department. Ladies are admitted to all the courses of study. Instruction is given in Hebrew sufficient to enable the student to enter an advanced theological class. Students completing the normal course will be entitled to a teache/s diploma. The geological cabinet of the college is one of the finest in the State. WESTFIELD COLLEGE. This institution is under the eoutrol of the Illinois, Central Illinois, and, Lower Wabash conferences of the United Brethren in Christ. In addition to the classical and scientific courses, there is a teachers’ or normal course, so organized as to meet the requirements of the new school law. Teachers’ certificates will be issued to students completing this course. Ladies and gentlemen are admitted on equal terms. EVANSTON COLLEGE FOR WOaiEN. The report of this college contains* the remark, that “ while it is true that many insti¬ tutions are now nominally open to women, it is equally true that, without special pro¬ vision for convenient and economical residence, and for such studies as they may wish to undertake, not found in the university curriculum, the advantage is often more nominal than real.” This institution, under the direction and control of a board of lady trustees, seeks to make these special provisions, and to aid the Northwestern University to accomplish the task it has undertaken — the higher education of women. CONSOLIDATION WITH THE NORTHWESTERN FEMALE COLLEGE. The history of the Northwestern Female College, established at Evanston seventeen years ago, is inherited by the new college, which adopts as its own the alumni of the old college, and will use its building until next year, when its own will be completed. The students of the college receive the greater part of their instruction from the faculty of the Northwestern University. While the classical and scientific courses of the university are open to ladies, who upon completing either will receive the corre¬ sponding diploma, another course has been arranged for those who prefer to give to the modern languages and history greater prominence than to the classics and higher math¬ ematics. This course is shorter by one year than the courses of the university, and gives more scope to the choice of the student. The departments of music and the fine arts offer extraordinary facilities. The library of the Northwestern University, its reading-room and cabinet, are open to the students of the ladies’ college. Evanston is the most important suburb of Chicago, and the location of the college is in every way desirable and advantageous. ILLINOIS FEMALE COLLEGE. In addition to the course pursued in first-elass academies, there are three depart¬ ments: music, art, and business. The college library is large and valuable. ALMIRA COLLEGE. This institution is for young ladies. The collegiate course occupies four years, but pupils are encouraged to add another year to their course, that they may attain a higher culture in the languages, fine arts, and literatiu'e. A preparatory department is connected with the college. ROCKFORD SEMINARY. This institution has four departments: collegiate, (including a classical and scientific course,) preparatory, musical, and the department of drawing and painting. A normal class is formed when desired. The seminary oi’iginated in connection with Beloit Col¬ lege, and its founders designed to make liberal provisions for the thorough collegiate education of young ladies. Its charter gives full college powers. JENNINGS SEMINARY. The name was changed from Clark Seminary in 18G9. There are five courses of study: classical, scientific, preparatory, commercial, and musical. Equal advantages are offered to ladies and gentlemen. % 102 EEPORT OF THE COMMISSIONER OF EDUCATION. TERRY HALL. This institution was organized as the ‘^Ladies’ collegiate and preparatory depart¬ ment of the Lake Forest University.’’ Since its inauguration, three years ago, it has met with the most gratifying success. Tlie plan xwovides for a preparatory course, a collegiate course of four years, and thorough instruction in music, drawing, and painting. A university course, for the further pursuit of classics and the arts, will be provided foi\those who desire it. RUSH MEDICAL COLLEGE. This* college announces its thirtieth annual course of lectures. The buildings of the college were destroyed in the fire of October, 1871. Temporary lecture and dissecting rooms are erected on the Cook County Hospital grounds. The Cook County commis¬ sioners having decided to erect permanent buildings, the trustees of the medical col¬ lege have concluded to erect a new building in connection with the county hospital. The proximity to the county hospital, which is the largest in Chicago, offers superior advantages for clinical instruction. This is considered as more than a compensation for the great loss sustained by the destruction of the splendid college building. BENNETT COLLEGE OF ECLECTIC MEDICINE AND SURGERY. Among the advantages of this institution is a capital of $50,000, free from all taxa¬ tion. The old college building was destroyed in the fire of October, 1871. A new and commodious building has since been purchased. The course of instruction is complete and thorough in every department. The system of practice taught is genuinely eclec¬ tic. A free dispensary is established at the college, which affords opportunity for prac¬ tice to students, and they have access to Cook County Hospital, one of the largest and best arranged in the country. THEOLOGICAL SEMINARY OF THE NORTHWEST. This seminary is conducted under the auspices and in the interests of the Presbyte¬ rian Church. The course of study occupies three years. The requisites for admission are, a connection with some evangelical churcli, and a regular course of collegiate study. GARRETT BIBLICAL INSTITUTE. This institution was first established for the benefit of young men of the Methodist Episcopal Church, but is now open to all evangelical denominations. It is aided in the instruction of its students by the Northwestern University and its j)i’eparatory school. These institutions and the biblical institute are located together on the same grounds. For those students who can study only a limited time, a partial preparatory and theological course has been arranged. Both the institute library and the university library are open to students of the institute. Tuition is free. ILLINOIS INSTITUTION FOR THE EDUCATION OF THE BLIND. The biennial report for 1869-70 states that the number of pupils had increased to 80, and the building was crowded to its utmost capacity. In April, 1869, the building was destroyed by fire. Another one was erected on the same site, but with only about half the capacity of the former one. The school is continued in all its departments, with as much advantage to the pupils as the limited room permits. Many apiilicants have to be refused for want of accommodation. On this ground a strong appeal is made to the legislature for funds to enlarge the building. HOME FOR THE FRIENDLESS. This benevolent institution, located in Chicago, makes its thirteenth annual report: The number of inmates at the beginning of the year was 77. The number admitted dur-, ing the year was 1,582, of whom 1,008 Avere adults and 574 children; the number left 1,440. Of the children, 58 have gone to permanent homes and 31 have died. The av¬ erage attendance in the school-room has been about 48. In the industrial department twenty-five girls between the ages of 13 and 17 have received instruction. Three- fourths of the income of the Home was cut off by the ravages of the fire of October, 1871. Enough is left to pay the running expenses of the school and mission, and this is largely increased by donations. ILLINOIS. 103 CHICAGO EEFORM SCHOOL. The guardians of this institution make their last report : While regarding with satisfaction the good that has beeu accomplished and expressing profound regret at the combined circumstances which necessitated the discontinuance of the institution, they fully indorse the action of the legislature in passing the ‘‘ transfer bill,” reliev¬ ing" the city of Chicago from the expense of maintaining “convicted” juvenile otfoulers when the State has provided a school for that puri)ose. As the law now stands, the school, since the beginning of 1871, has been used as a prison, the commitments and dis¬ charges being in accordance with prison rules, and though the reformatory measures were not relaxed, the guardians could not consistently carry out all the duties imposed on them by the law. The total number in school during the year was 212; number discharged, 42 ; granted tickets of leave, 127 ; returned to care of parents, 12 ; escaped, 14 ; died, 1 ; transferred, 15; whole number sent out, 212; the whole number of inmates received into the in¬ stitution since its opening, November, 1855, is 1,284 ; number sent out, 1,254 ; died, 30. Of the whole number received only 217 were of American parentage ; the average age of admission was 12 to 13. Since the change in the law, during 1872, the average age of commitment has been 14 to 15. As a reformatory institution the Chicago Reform School has been a grand success. It well repayed the outlay of time and money until the adverse decision of the supreme court, by which the law giving the power to care in this way for the ignorant and des¬ titute was declared null and void, and the institution was restrained from continu¬ ing to perform the work for which it was called into existence. In other words, the ignorant, idle, and destitute had to become criminals before they could legally bo placed in the reform school. This left the board of guardians almost powerless to carry on the work of reformation to a successful issue, for on the very day that a boy’s sentence expired, then guardianship over him ceased. In 1871 the city agreed to remove the institution and deliver the grounds and im¬ provements to the county for the sum of $50,000, and a bill was passed in the legisla¬ ture providing for the transfer of the sentenced inmates to the reform school at Pon¬ tiac. ILLINOIS INSTITUTION FOR THE EDUCATION OF FEEBLE-MINDED CHILDREN. This institution, which was inaugurated as an experimental school for the education of feeble-minded children, has been so successful in training this unfortunate class that at the last session of the general assembly it was organized upon an indej)endent basis, and was incorporated as one of the permanent charitable institutions oi‘ the State. The education furnished by the institution will include not only the simpler elements of instruction nsually taught in the common schools, when that is practica¬ ble, but will embrace a course of training in the more practical matters of every-day life. The improvement and progress of the pupils have been very encouraging. This is a State institntion ; board and tuition are free during the school year of ten months. CHICAGO ACADEMY OF SCIENCES. The board of trustees has determined,to rebuild the academy on the old lot on Wa¬ bash avenue. Work has been commenced upon the bnilding, and it is progressing rapidly. It is expected that the library-room of the academy will be ready for nse very soon, and it will be promptly occupied. The officers of the board for the present year are. Colonel J. W. Foster, president; Dr. Norman Bride, ri^corder. DEATH OF REV. S. FOSTER.. Rev. Samuel Foster died at Washington Heights April 1, 1872. Pie was born at Hartlaud, Connecticut, 1799 ; graduated at Yale College, 1828 ; studied theology at New Haven, and was licensed to preach 1830 ; commissioned by the Amer¬ ican Home Missionary Society, and started for Illinois in a buggy September 5, 1832; arrived at Springfield, over 1,200 miles, in just thirty traveling days ; labored in difier- ent places in the State, forming churches and establishing schools, with great devotion and success till death. DEATH OF F. A. LORD, M. D.. Frederick Augustus Lord, M. D., Professor Physiological and Medical Chemistry, in Hahnemann Medical College, Chicago, died of fever, Septemlmr 13, 1872. He was born at Lyme, Connecticut, 1837; graduated at Beloit College, Wisconsin,. 1857 ; studied medicine with Dr. George E. Shipman, of Chicago, and attended the usual course of medical instruction at Ann Arbor, Michigan ; graduated with high honors, and: 104 REPORT OF THE COMMISSIONER OF EDUCATION. returned another year to take a special course in chemistry ; practiced four years suc- vcessfiilly at Sycamore, Illinois ; elected professor at Hahnemann Medical College, where he again distiuguished himself by his industry, zeal, and thoroughness; also conduct- ting an extensive and growing practice. His attainments as a scholar, his careful and thorough culture, his skill as ax)hysician, his accomplishments as a gentleman, and his perfect integrity as a man, all combined to render him one of the brightest ornaments of the profession. ILLINOIS STATE TEACILERS’ ASSOCIATION. The eighteenth annual meeting of this association was held at Dixon, December 26, 27, and 29, 1871. President J. H. Blodgett, of Rockford, gave a general account of school matters in his portion of the State ; J. Wilkinson, of Lincoln, Jephtha Hobbs, of Shelbyville, and Matthew Andrews, of Macomb, gave statements of progress in educational work in their respective neighborhoods, after which the president gave his annual address. He spoke of the free public-school system as unknown in Illinois twenty-five years ago, and, after reviewing the progress in this and various other directions during that period, he urged that personal consecration to his work on the part of the teacher was the most imxiortant prex)aration for his dutias. The times demand the multiplication of men and women devoted to exalted principles, with faith enough to work on in con¬ sciousness of right, without impatience to see the results which are sure to come. Colonel L. H. Potter, of Soldiers’ College, Fulton, spoke on “ Religion in the public schools.” On the second day the association was divided into sections — high-school, interme¬ diate, and primary. In the high-school section a paper was read bj?^ Edwin P. Frost on Natural sciences; to what extent shall they be taught ?” A discussion of the subject followed, which was generally participated in. In the intermediate and primary sections “Analysis in reading,” “Course of study in geography,” “ Oral instruction,” and “ Method in reading,” were atnong the topics presented and discussed. “ The school law of Illinois ” was the subject of an address by Hon. Newton Bateman ; and the “New dejiarture in education” was presented in an address by D. L. Leonard, of Normal. Ofiicers elected : President, J. B. Roberts, Galesburgh ; secretary, William Jenkins, Ottawa; treasurer, P. R. Walker, Crestou. FACTS -FROM THE UNITED STATES CENSUS. Area and poimlation. — In 1870 Illinois was the fourth State in population, having 2,53'9,891 inhabitants, within an area of 55,410 square miles — an average of 45.84 per¬ sons to the square mile. This population consisted of 2,511,096 whites, 28,762 colored, 1 Chinese, and 32 Indians. Of these 2,024,693 were native, and 515,198 foreign-born. Of the native residents of the State 1,181,106 whites, 8,387 colored, and 10 Indians were born within its borders ; of the foreign-born inhabitants, 203,766 were born in Germany, 5,387 were born in England, and 120,162 in Ireland. School attendance. — According to Table IX, vol. 1, of Census Report, 548,225 persons at¬ tended school, of whom 25,286 were foreign-born. The white scholars numbered 545,897, of whom 284.084 Avere males and 261,813 females. The colored scholars num¬ bered 2,324, of whom 1,169 were males and 1,155 females. One female and 3 male Indians wmre also reported. Illiteracy. — The number of inhabitants of all races, 10 years old and over, unable to write, was 133,584, of whom 42,989 were foreign-born. Age, sex, and race of illiterates. — Of the 123,624 Avhite illiterates, 11,865 were from 10 to 15 years old, of Avhom 6,562 Avere males and 5,303 females; 14,^01 were from 15 to 21 years of age, of Avhom 7,208 were males and 6,893 females ; 97,658 were 21 years old and OA^er, of v»liom 40,801 Avere males and 56,857 females. Of the 9,950 colored illiter¬ ates, 660 Avere from 10 to 15 years old, of Avhoni 335 were males and 325 females ; 1,239 Avere from 15 to 21 years old, of whom 620 were males and 619 females ; 8,051 were 21 years old and upAvard, of whom 3,969 were males and 4,082 females. Five male and 5 female Indians Avere also reported, 21 years old and over. Educational institutions. — According to Table XII, vol. 1, of Census Report, the total number of educational institutions was 11,835, having 24,056 teachers, of whom 10,411 Avere males and 13,645 females ; and 767,775 x)upils, of Avhom 389,955 were males and 377,820 females. Amoun t and source of educational income. — The total income of all the educational in¬ stitutions was $9,970,009, of which $252,569 were derived from endoAvments, $6,027,510 from taxation and public funds, and $3,689,930 from other sources, including tuition. Public schools. — The 11,050 public schools had 20,097 teachers — 8,971 males and 11,306 females, with 677,623 pupils, of whom 343,445 Avere males and 334,178 females. They possessed a total income of $7,810,265, of which $5,858,249 were derived from taxation and public funds, and $1,952,016 from tuition and other sources. ILLINOIS. 105 Colleges— Tha 26 colleges had 223 teachers, 190 males and 33 females, and 4,657 stu¬ dents, of whom 3,930 were males and 727 females. They had a total income of 0271,065, of winch 0109,210 were derived from endowment, 025,000 from taxation and public funds, and 0136,8.55 from tuition and other sources. Academies. — The 32 academies had 225 teachers, 61 males and 161 females, with 4,690 pupils — 1,394 males and 3,296 females. They possessed an income of 0257,643, of which 020,421 were derived from endowment and 0237,222 from tuition and other sources. Private schools. — The 531 private day and boarding schools had 1,.526 teachers, 491 males and 1,035 females, with 41,456 pupils, of whom 21,414 were males and 20,044 females. They possessed a total income of 0966,262, of which 05,000 were derived from endowment and 0*961,262 from tuition and other sources. Libraries. — There were 3,705 piiblic libraries, with 924,545 volumes, and 9,865*pri- vate libraries, with 2,399,369 volumes; making 13,.570 libraries, containing 3,324,914 volumes. The press. — The 505 i^eriodicals had an aggregate circulation of 1,722,541 copies, and an aggregate annual issue of 113,140,492 copies. Churches. — Of the 4,298 church organizations, 3,4.59 possessed edifices with 1,201,403 sittings, and the church property was valued at 022,664,283. Pauperism. — Of the 2,363 paupers, 1,213 were native whites, 41 native colored, and 1,109 foreigners. Crime. — Of 1,795 persons in prison Juno 1, 1870, 1,229 were native whites, 143 native colored, and 423 foreigners ; 1,552 persons were convicted during the year. Age and sex of population. — Of the total population, 818,766 })ersons were from 5 to 18 years old, of whom 414,547 were males and 404,219 females; 1,809,606 persons were ten years old and over, of whom 946,717 were males and 862,889 females. Occupations. — There were 742,015 persons of these ages engaged in various occupa¬ tions, of whom 678,732 were males and 63,283 females ; 376,441 persons were engaged in agricultural pursuits, of whom 375,407 were males and 1,034 females ; 151,931 in personal and professional services, of whom 99,337 were males and 52,594' females ; 80,422 in trade and transportation , of whom 79,876 were males and 546 females ; 133,221 in manufactures and mechanical and mining industries, of whom 124,112 were males and 9,109 females. Age and sex of worLing population. — Of the 742,015 emfdoyed persons, 25,551 were from 10 to 15 years old, of whom 21,742 were males and 3,809 females; 687,303 were from 16 to 59 years old, of whom 628,593 were males and 58,710 females ; 29,161 were GO years old and over, of whom 28,397 were males and 764 females. SCHOOL OFFICIALS. Hon. New'TOjST Batemax, State superintendent of public instruction, Springfield. COUNTY SUPERINTENDENTS. « Counties. Superintendent. Post office address. Adams . John H. Black . Ouincy. Alexander . John C. tVhite . Cairo. Rond ... - - - . _ . Bev. Thomas AV. Dynes . Greenville. Roone . William n. Durham . Belvidere. Brown . Don. John P. Richmond . Mount Sterling. Bureau . Rey. Albert Ethridge . Princeton. tin lb on n Solomon Lammy . Dardin. Cni’roll James E. Millard . Lanaik. Cflss Daryey Tate . A'^irgini.a. Champaign . Thomas R. Leal . 17 r liana. Christian . AYilliam E. Gorrell . Taylorville. Clark . William T. Adams . Marshall. Clfl.y . . Charles D. Murray . I.ouisyille. Clinton _ . . Solomon B. AY yle . Trenton. Coles . Rev. Stephen j. Bovell . ' Ashmoi'e. Cook . Albert G. Lane . Cliicago. tlrnwlorrl Samuel A. Burner . . Rohiii.sou. Cnniberlanfl AA^illiam E. Lake . Alajority Point. TIpi TC h 1 HoriiCG I^. UqII . - . - . Sycamore. Do Witt . Eraucis M. A^aulue . Clinton. Douglas . . Samuel T. Callaway . Tuscola. Du Page . Charles W. Richmond . Naperyillo. Edrrnr. _ Andrew J. Manes . Paris. Ed wfiTfls Levinus Darris . .. _ _ _ ... . . Albion. Effingham . Sylvester E. Gilmore . Effingham. En.yetto liayid D. Mays . A^aiulalia. Eoid . William L. Conron . Piiier City. Evant'lin Robert R. Link . Ben toil. Fulton Doratio J. Benton . Lewistown. Gallatin . 1 Nathaniel P. Dolderly . Ridgway. 106 REPORT OF THE COMMISSIOJsER OF EDUCATION. County superintendents— Continued. Greene . Giundy . Hamilton . .. Hancock.... Hardin . Henderson. . Henry . Iroquois _ Jackson . Jasper . Jeflerson.... Jersey . Jo Daviess. . Jolinson .... Hane . Kankakee .. Kendall . Knox . Lake . La Salle . Lawrence... Leo . Livingston. . Logan . Macon . Macoupin. .. Madison . . . . Marion . Marshall.... Mason . Massac . McDonough. McHenry . . . McLean .... Menard . Mercer . Monroe . Montgomery Morgan . Moultrie. . . . Ogle . Peoria . Perry . Piatt . Pike . Pope . Pulaski . Pntnam . Pandolph . . . Picblaud. ... Pock Island. Saline . Sangamon... Schuyler.... Scott . Shelby . Stark . Saint Clair. . Stephenson . Tazewell . . . . Union . ■Vermilion... "Wabash .... Warren . Washington Wayne . White . Whitesides . Will . Williamson . Winnebago . Woodford... Counties. Superintendent. Post-olfice address. Caleb A. Worley . Carrollton. , Morris. McLeansborough. Carthage. Elizabethtown. Olena. R. P. Pandall . Cambridge. Oakalla. Murphysborough. Kewton. P. S. McLaughlin . Mount Vernon. Jersey ville. • W arren. Robert M. Pisher . Vienna. Aurora. Kankakee. Yorkville. Abingdon. Wauconda. Charles G. Tarbell . . . La Salle. Lawrenceville. Amboy. Pontiac. H. H. Hill . Lincoln. Decatur. Carlinville. EdwardsviUe. Salem. Varna. Henry H. Morse _ _ _ Havana. William H. Scott . Metropolis. Macomb. Lloyd H. Copeland. . . Gardner S. Southworth . . . W oodstock. John Hull . Bloomington. Petersburgh. William H. Berry . Frederick W^. Livingston . Keith sburgh. Joseph W. Rickert . Waterloo. Rev. Hiram L. Gregory . Irving. Samuel M. Martin . Jacksonville. David F. Stearns . Sullivan. Edward L. Wells . Oregon. K. E. Worthington . . Peoria. B. G. Roots _ _ _ _ Tamaroa. Caleb A. Tatman . Monticello. John K. Dewell . Pittsfield. Theodore Steyer . Golconda. James H. Brown . Mound City. Hennepin. Chester. A. W. Durley . Robert P. Thompson . John C. Scott . Olney. Rock Island. Mansfield M. Sturgeon . Frederic F. Johnson . Harrisburgh. Warren Burgett . Springfield. Rushville. Jonathan R. Keill . . ........ _ _ James Callano . . . . . . . . . Winchester. Anthony T. Hall . 1 . Bartlett G. Hall . S&elbyville. Toulon. James P. Slade . . . . . Belleville. Isaac F. Kleckner . Freeport. Tremont. Stephen K. Hatfield _ _ _ _ Pliilij) H. Kroh . Jonesborough. Danville. John W. Parker . J ames Leeds _ _ _ ... _ ..... Friendsville. James B. Donnell . . . . . . ... Monmouth. Alden C. Hillman . . . ...... _ Nashville. William A. Vernon . Riuard. James J. McClintoe. _ _ _ _ _ Carmi. Michael W. Smith . Morrison. Salmon 0. Simonds _ _ _ _ Joliet. iAi 'NT TyOflo'A -- __ Marion. Archibald Andrew . . Rockford. William H. Gardner . Panola. INDIANA. 107 I N D 1 A IV A . [From report of Hon. Milton B. Hopkins, State .siiperiutendent, for the scholastic years endin'^ An-mst 31,1871, and August 31, 1872.] o = SCHOOL FUNDS. These are of three classes— productive, contingent, and non-productive. The pro¬ ductive or interest-bearing fund comprises — The congressional-townshij) fund . $2,281 076 69 The saline fund . ’ ^5’ OOO 00 The surplus-revenue fund . 573,502 96 The bank-tax fund . . 80, 000 00 The sinking-fund . 4, 767,’ 805 89 Total . 7, 787, 385 54 These are classified as productive funds, because the entire amount of e.ach fund, or nearly so, is now bearing interest in favor of the schools. The contingent fund comprises the iiroceeds of fines, forfeitures, escheats, swamp¬ lands, and taxes on corporations. The non-productive fund is comxiosed of the sixteenth sectioijs (17,882 acres) that re¬ main unsold. These different funds form the principal of the COMMON-SCHOOL FUND. Non-negotiable bonds . $3,591,316 15 Common-school fund . 666, &’24 50 Sinking-fund, (distributed,) at 8 per cent . . . 569, 139 94 Cougressioual-townshix) fund . 2, 28l|076 69 Value of unsold congressional-townshix) lands . 94, 245 00 Saline fund . 5, 727 66 Bank-tax fund . 1,744 94 Escheated estates . I7’ 866 55 Sinking-fund, (last distribution) . 67, 067 72 Sinking-fund undistributed . 100,165 92 Swamp-land fund . 40, 418 40 Total . 8, 437, 593 47 The total gives a school fund larger by two millions of dollars than that of any other State in the Union. The fund was increased during 1872 by the distribution of $569,139.94, sinking-fund. There was a delay of about twelve months in the distribu¬ tion of this money, caused by an application to the courts for an injunction restrain¬ ing the distribution. The loss to the schools by the attempt is not less than $53,000. SCHOOL REVENUE. Taxes . Interest on common fund . Liquor licenses . Unclaimed fees . Interest paid by State on bonds Interest on congressional fund . Amount of delinquencies . 1871. $1,051,438 .57 112, 650 23 99,809 17 985 46 223,740 96 144,781 06 .35,750 00 1872. $1,070,301 69 160,840 10 108,280 00 500 38 223, 740 96 146,980 21 n;, 800 00 Total receipts for schools 1,669,155 45 1,717,443 34^ This does not include the amount of delinquency for October, 1872. 108 REPORT OF THE COMMISSIONER OF EDUCATIOK. ATTENDANCE. Legal school age . 6-21 White males of school age . ^21, 289 White females of school age . 301, 141 Colored males of school age . 4, 670 Colored females of school age . . . . 4, 449 Total scholastic population . . 631, 549 Number enrolled iu iirimary schools . . . 445,993 Number enrolled in high schools . 13, 458 Total enrollment . 459, 451 Average attendance in white primary schools . 286, 301 Average attendance iu colored primary schools . * . . . 2, 931 Average attendance iu high schools . 8, 824 SCHOOL DISTRICTS AND SCHOOLS. Number of districts in which schools were taught . 9, 030 Number of districts in which no schools were taught . 70 Total number of districts . . . 9, 100 Number of districts in which colored schools were taught . 89 Number of district graded schools . . . 64 Number of towushixi graded schools . . . . 81 Average length of schools in days . . . 116 TEACHERS AND TEACHERS’ PAY. White male teachers in xirimary schools, 1872 . . 7, 188 White female teachers in x>rimary schools, 1872 . 4, 675 Colored male t<;achers in xirimary schools, 1872 . 42- Colored female teachers in x^i'imary schools, 1872 . 28 Male teachers in high schools, 1872 . 200 Female teachers in high schools, 1872 . . . 115 Whole number of teachers, 1872 . 12, 246 Whole number of teachers for 1871 . 11, 833 Pay of male teachers in x>riinary schools per day . ^1 95 Pay of female teachers in x>rimary schools x^er day . . . $1 47 Pay of male teachers in high schools x^er day . . . $3 77 Pay of female teachers in high schools per day . |2 46 Number of teachers attending institutes, (32 counties) . 4, 038 SCHOOL-HOUSES AND SCHOOL PROPERTY. Number of new school-houses built iu 1871 . 415 Cost of new school-houses built in 1871 . $609, 105 67 Whole number of school-houses in 1871 : stone, 125; brick, 834 ; frame, 7,517 ; log, 513 . . . . 8,989 Total valuation of school property for 1871 . . . , $7, 381, 839 73 Number of new school-houses built in 1872 . 393 Cost of new school-houses built in 1872 . . . $561, 813 55 Whole number of school-houses iu 1872: stone, 88; brick, 877 ; frame, 7,568 ; log, 547 . 9, 080 Total valuation of school x)rox)erty for 1872 . $9, 199, 480 15 MEANS OF INCREASING SCHOOL REVENUE. There is now in the custody of the different counties, as loaning agents, $4,519,- 041.13. Of this a xjortion is loaned at 7 x>er cent, and the remainder at 8 X'er cent. It is recommended that the entire fund held in trust by the counties be xilaced at 8 per cent. This would give an annual increase of $39,479.01. •It is also recommended that the legislature x>ass a law providing for the payment, in installments, of the entire debt, $3,719,016.10, due the school fund by the State. The interest ($226,140.96 x^er annum) of this debt is xiaid out of the taxes. “ It leaves " the xieoxile as taxes, it returns as school revenue. What is this but xirexiayment of tu¬ ition by the peoxile?” It is recommended that the money applied to the purpose of paying this debt be distributed to the counties as other funds, and loaned by them at 8 per cent. This will increase the school revenue $74,380.32. In suxiport of this rec¬ ommendation is quoted the opinion of the State, auditor, who “does not believe it wise INDIANA. 109 for the State to adopt a policy looking to a permanent indebtedness; and recom¬ mends legislation looking to the early payment of this debt and other investments of the proceeds.” The auditor presents a plan of payment, an important and valuable feature of which is that “ not one dollar will be withdrawn from any county in the State for even a single day.” Summed up, the whole matter presents itself in the sim^de question as to whether the people of the State shall pay about 10 cents per $100, or $620,409.66 per year for six years, and thus entirely free the State from debt, or pay nearly half that amount, $301,521.24 yearly, for interest, and leave the debt as a perpetual burden of $301,521.24 per annum. UNCHANGED PER CAPITA. It is considered a cheering fact that, while the scholastic population has increased 8,821 in numbers, such has been the corresponding increase in the revenue that the per capita remains unchanged ; and the average duration of the schools has increased 17^ days. SCHOOL-HOUSES, ETC. Two provisions have been made by the legislature for the erection of these. The first authorizes the school trustees of the townships, incorporated towns, and cities to levy a special tax in their respective corporations, not exceeding 25 cents on each $100 of taxable property, and 50 cents on each poll, in any one year. The second authorizes the trustees of incorporated towns and the city councils of incorporated cities to issue bonds to the extent of $30,000. Under the operations of these two provisions ofthe law, school-houses have sprung up in all parts of the State. The stone, brick, and frame houses are gradually increasing both in number and value. Within eiglit years the rate of increase of the number of brick houses has been 99 per cent. ; of frames, 31 per cent. ; of stone, 35 per cent. ; while log houses have decreased 51 per cent. The whole number of school-houses has increased 23 per cent, in eight years, and the value of school property has increased 140 per cent, in the same time. The average cost of the school-houses built in 1872 was $1,429 ; but in some of the larger cities buildings were erected at a cost of from $30,000 to $60,000 each. The superintendent feels compelled to notice the fact that, “ in the location, construc¬ tion, furnishing, warming, lighting, and ventilating of many of the school-buildings little attention has been paid to the comfort, convenience, or even health of the xm- pils.” In particular, the importance of thorough ventilation is strongly urged. Under the xiresent limit of taxation there are many townships that are not able to Iirovide themselves with good school-buildings. The same evil is experienced in the largest cities. There is a demand for more room, but since the law limits the issuing of bonds to $30,000, it is impossible to provide the necessary accommodation. There is also an increasing demand for the erection of township school-houses for the use of graded schools, where a higher and better order of education may be obtained than is usually furnished in district schools. As a remedy for these evils, it is recommended that the present limit of issuing bonds be extended to $60,000, and that a law be x^assed authorizing township trustees to issue bonds to the amount of $20,000, subject to the apx^roval of the county commissioner. SCHOOL TRUSTEES. In the townshixis, school trustees are elected by the people, at the biennial elections, and are trustees for civil as well as school imrposes. In incorporated towns and cities they are appointed by town boards and city councils, and take charge of the educa¬ tional affairs exclusively. It is recommended that the office be made elective through¬ out the State, that it shall be for school X)urx)oses only, that it shall bo held for a term of three years, and that there shall be no comx^ensation beyond the x^ayment of actual and necessary exxienditures incurred in the discharge of a trustee duty. The tenth section of the school law, defining the duties of trustees, requires them to Xirovide “.a sufficient number of schools for white children.” It is recommended that the word “white” be stricken out. Also that the section bo so amended as to give the trustees power, “at their discretion, to enqiloy competent superintendents for the thorough organization and efficient management of their schools.” COUNTY EXAMINERS. These are apxiointed triennially by the county commissioners. The compensation is $3 per diem for the time actually emxhoyed, and $1 from each applicant for license. The result of their work has been most satisfactory. They have demonstrated con¬ clusively that the “one thing needful” in our school system is to exxiand the xmwers, duties, compensation, and even name of school examiner to that of county suxierin- tendent. This conclusion has been reached by the educators of the State with remark- 110 REPORT OF THE COMMISSIONER OF EDUCATION. able unanimity. There is a deep-felt necessity for this change. Labor is misdirected, and much money is squandered for want of it. From every part of the State comes a request that this change be made at once. EXAMUSTATION OF TEACHERS. In these examinations heretofore there has been great diversity. Each of the ninety- two examiners fixed the standard of examination for his own county. Consequently there was no common standard. At the session of the State board of education, in June, 1871, steps were taken for unifying these examinations, and it was ordered that a series of twelve sets of examination papers be x>Unted and sent monthly to the ex¬ aminers of the several counties, with instructions to use them in the examination of teachers for public schools. This has been done, and examiners have very generally accepted the questions, and, acted upon the instructions. The effect has been the ele¬ vation of the general average of these examinations, and the influence has been felt throughout the schools. The number of teachers licensed since the last report is 8,293. COUNTY INSTITUTES. These are growing in popularity, efficiency, and usefulness, and are better attended every year. They cost the people about $4,000 per annum ; but they are amply repaid in the improved work of the teachers. Teachers who attend institutes regularly com¬ mand a premium. Some trustees refuse altogether to employ teachers who do not at¬ tend. The law does not require reports of these institutes, and they have been sent from only thirty-two counties. Those report sessions varying in length from 3 to 30 days, and a total attendace of 4,038. It is recommended that attendance upon an institute five days in the year be made a condition of license to teach. EVANSVILLE. SCHOOL ACCOMMODATIONS. The superintendent states that the school accommodations are entirely insufficient. Two new school-buildings, one with ten and the other with four rooms, have been com¬ pleted, but it is feared that these will not supply all the room that is needed. BRANCHES OF STUDY. German has been taught in the schools with most satisfactory results. The chief dif¬ ficulty lay in the organization of the classes. The pupils consist of two classes, Amer¬ ican children who either speak or read German, and German children who already speak the language and desire to read and write it also. It is evident that these two classes cannot be taught profitably together, and that any classification which com¬ bines the two must be very faulty. The difficulty in the case is the want of separate rooms. The introduction of drawing into the schools is strongly recommended. COLORED SCHOOLS. The colored schools exhibit a marked improvement, not only in scholarship, but in neatness, cleanliness, and self-respect of the pupils. SHELBYVILLE. CONDITION OF SCHOOLS. All the statistics show an improvement over last year. The graded course, adopted last year, has been thoroughly tested and gives universal satisfaction. In the high school, especially, its beneficial effects have been noticed. For the first time in ten years there was a graduating class from the school. German is taught in the schools with satisfactory results. ELKHART. SCHOOL PROGRESS. At the beginning of the year the schools were thoroughly re-organized and graded, and the year has been one of uninterrupted progress. The greatest hinderance to the prosperity of the schools has been irregular attendance. Increased accommodations are needed, and the erection of a ]iew building is recommended. INDIANA. Ill STATE NORMAL SCHOOL. This school is achieving the very best results for the State. There has been a regu¬ lar and healthy increase in the number of its students each year. It sent forth its first class of graduates at the close of last year, and a large (;lass will graduate the present year. By an omission of the legislature, the board of normal trustees was unable to confer professional degrees upon the late graduating class. It is recommended that this power be conferred. In compliance with the law, $5,000 have been deducted semi-annually from the school revenue of the State for the payment of tuition in the normal school. The labor has so increased that it has become necessary to procure additional teachers. This will require a corresponding increase in expenditure for tuition in the institution. It is recommended that it be made the duty of the superintendent to deduct $7,500 semi¬ annually from the State’s school revenue for this purpose. The usefulness of the in¬ stitution would be greatly enhanced by a library, apparatus, and the completion of the building. The institution is commended in these respects to the earnest attention of the legislature. During the period from September 7, 1870, to December 17, 1872, the number of stu¬ dents enrolled was 238, of whom 103 were males and 135 females. The average age was twenty years and two and a half months ; youngest, 16 years ; oldest, 35 years. Of these there were educated in common schools, 173; in high school or academy, 47; in college, 18. Of the whole number, 68 per cent, held teachers’ certificates on entering. The number of graduates, including the present class, is 19. The superintendent of schools of Saint Louis, in a letter to the State superintendent of Indiana, speaks in the highest terms of the quality of the work and of the discipline of this school. INDIANA UNIVEESITV. This institution was opened in 1824 and created a university in 1839. Number of alumni, 600. The university comprises a collegiate department, a medical department, a law department. Tuition is free in all the departments of the university. Ladies are admitted to the collegiate course on the same terms as gentlemen, and are entitled to the same rights and privileges. A department of military science and civil engineering is connected with the collegiate department. «Special attention is given to modern languages. Extensive additions have recently been made to the apparatus and cabinet. The latter has been increased by the collection of the late Dr. David Dale Owen, contain¬ ing over 85,000 specimens. Additional room is needed for the display of this collec¬ tion, and for the accommodation of the law department. The university is in a most flourishing condition. The last year has been the most successful in its history. The largest number of students has been in attendance, and the greatest xirogress has been achieved. This is the result of the liberal xiolicy recently inaugurated by the State toward this institution, and that the same policy should be continued is of the highest importance. WABASH COLLEGE. This college comprises an academic dexiartment, a collegiate department, and a sci¬ entific deiiartment. A mercantile course is connected with the academic dex>artment. Several scholarships have been established for young men intending to enter the min¬ istry ; also several intended to aid young meu, without respect to their choice of profession. Several soldiers’ scholarshixis have been established, by which returned soldiers, their sons, and the sons of such as may have died in the Army, can have free tuition to the extent of these scholarshixis. Additions have recently been made to the buildings. In one of the new buildings X)rovision is made for military instruction and gymnastic exercises of all kinds, and for instruction in topography, architecture, bridge-building, and the advanced branches of applied mechanics. Donations have also been received of valuable drawings, books, and models. HANOVER COLLEGE. This is, with the exception of the State University, the oldest college in Indiana, and it is the first denominational college. It is the immediate outgrowth of the neces¬ sities and action of the Presbyterian Church in 1825. The “little grammar school ” then established under the name of Hanowr Academy was the nucleus of both Hano¬ ver College and Indiana Theological Seminary, now the Northwestern Theological Seminary, at Chicago, Illinois. In 1833 the academy was chartered as Hanover Collego. 112 REPORT OF THE COMMISSIONER OF EDUCATION. It has had over 3,500 students, over 800 of whom have entered the ministry ; and 373 graduates, ahont one-half of whom became ministers, and 50 others teachers. The college property is worth $110,000. Its funds and endowment amount to $140,- 000. The debt of the college is being rapidly paid, and its income meets its current ex¬ penses. It is desired to increase the number of the faculty, and to make additions to the buildings. For this there is needed an addition of $100,000 to the endowment fund. The tuition is free to all, without denominational distinctions. The courses of study offered are preparatory, classical, and scientific. The classical course is in substance the same as the undergraduate course of the best colleges. The students comprise representatives of nine States and Canada. UNIVEESITY OF NOTEE DAME. This university was founded in 1842 by the congregation of the Holy Cross, and char¬ tered by the State legislature in 1844, with x^ower to confer all usual degrees. The courses of study are collegiate, scientific, and commercial. Preparatory departments are attached to the collegiate and scientific courses, making the full term of study in each course six years. The commercial course occux)ies two years. There is also a law department ; also, a minim department, to which are admitted boys under ten years of age. Special advantages are offered for the study of the modern languages, music, X)ainting, and drawing. An astronomical observatory has been erected, in which is placed the fine instrument xoresented by the Emperor Naxooleon. NOETHWESTEEN CHEISTIAN UNIVEESITY. This institution includes four colleges : the college of literature, embracing classical, scientific, and academic departments ; the college of law ; the college of business ; and the musical department. Ladies are admitted to all the xirivileges of the institution. The law dexiartment has been re-organized during the XJast year, and has gained an envi¬ able reputation for the thoroughness of its lectures. An axipcal is made to friends of the university for funds to complete the buildings and to finish the general endow¬ ment. HOWAED COLLEGE. This institution ijaakes its third annual report. The courses of study' are classical and scientific; and there is also a normal department. The college is open to both sexes. A female boardiiig-house is conducted for young ladies. The whole number of students the x^ast year is a gain on the xirevious year of nearly 50 x^er cent. The pres¬ ident being State suxierintendent for xmblic instruction, his duties will be x)erfornied by the vice-president, John O. Hopkins, A. B., during his term of office. DE PAUW COLLEGE. This college for young ladies is the x^roperty of the Indiana conference of the Meth¬ odist Episcopal Church. It is free from debt and is sell-sux^porting. The buildings have within a few years x^ast been enlarged and remodeled, at an* exxiense of $20,000. EAELIIAM COLLEGE. This institution was established by the Society of Friends of Indiana yearly meeting, and is managed by that body. Ladies and gentlemen are admitted on equal terms, and receive similar testimonials or degrees. The course of study is arranged in three dexiartments — classical, scientific, and x^rex^aratory. Special attention is given to modern languages. The funds for the xuirchase of the ground and the erection and furnishing of the college building were raised by the Society of Friends. The interest of the amount thus invested is apxdicd to lessen the x^rice of board and tuition of Friends’ children, who, consequently, are charged less than those not members of the Society of Friends. UNION CHEISTIAN COLLEGE. Ladies are admitted to this college on the same terms, and receive the same honors, as gentlemen. Soldiers who were disabled in the Union Army during the rebellion receive tuition free. There are four departments, academic, classical, scientific, and music. Tlie latter dexmrtraent is in a very flourishing condition. A prominent feature of the institution is vocal music, which* is taught gratis. INDIANAPOLIS FEMALE INSTITUTE. This institution, most advantageously located in the center of the city, has lately been re-organized. The course of study now comprises three departments, xirimarjq prexiaratory, and collegiate. The collegiate course occupies four years. Ample facili- INDIANA. 113 ties are offered for instructions in music and x^aintiug. The internal management of the school is intrusted entirely to ladies. INDIANA INSTITUTE FOR THE EDUCATION OF THE BLIND. The superintendent reports both literary and musical branches of the school depart¬ ment in the most satisfactory condition. The only drawback to progress in the musi¬ cal department is the deficiency in facilities for piano-forte practice. The school is classified under six divisions or grades. Each of these divisions has its appropriate teacher, who not only teaches all the branches assigned to it, but likewise performs for its several members any needful extra service in the way of reading, letter-writing, &c. In addition to the regular school exercises, the entire school, in two divisions, at¬ tends evening readings by the teachers. The x)upils also receive daily drill in Dio Lewis’s system of light gymnastics during the more inclement ]iortiou of the year. The musical department is under the charge of two graduates of the institution. " The industrial department continues to yield the most satisfactory results. The trustees call the attention of the legislature to the necessity of enlarging the buildings. The number of j)upils who can be accommodated is not probably half of those in the State entitled to the benefits of the institute. It is urged that while liberal provision is made for the general education of children, the State should not be less generous to its blind wards. THE CONVENTION OF INSTRUCTORS OF THE BLIND. This convention, held in Indianapolis August 8, 9, and 10, 1871, was the result of a circular-letter, addressed by the suxierintendent of the . Indiana Institute to the heads of the other institutions for the blind. Seventeen years had elapsed since the holding of the first and only previous convention of the kind in this country, if not in the world, and during that time many questions had arisen of great moment, as connected with the education and general welfare of the blind. Thirty-three officers of blind institu¬ tions attended the convention. One of the leading xiroblems jiresented to the convention for solution was that of simplifying and cheapening the production of books and school axiparatus for the use of the blind. The convention recommended books x^rinted in tyxie known as the Bos¬ ton letter, and also those printed in the combined system of the caxiital and angular lower-case letter ; also that the New York horizontal x^oiut alxihabet, as managed by Mr. Wait, should be taught in all institutions for the education of the blind. Eesolutions were x^assed declaring “ it is not expedient to instruct the blind in the same institutions with deaf mutes that “ blind deaf-mutes should be xu’ovided for in blind institutions that for the prox)er organization of institutions for the blind three departments are co-essential, viz; literary, inuvsical, and mechanical that “ the aggre¬ gate results warrant the great attention bestowed on the musical education of the blind.” Eesolutions were also passed disapproving of the plans for the establishment of a university and printing-house for the blind in Washington, District of Columbia; the convention regarding it as unnecessary, and recommending that “ the efforts and contri¬ butions of x^ersous who desire to benefit the blind be turned in some direction more likely to x^romote their welfare.” A committee of five was apxiointed to confer with S. P. Euggles, esq., of Boston, Massachusetts, who proposed, conditionally, to devote a Xiortion of his time and capital to the benefit of the blind by furnishing books and school apparatus for their use. As the concluding measure of the convention, a permanent association of American instructors of the blind was formed and officers for the same were elected. FACTS FROM THE UNITED STATES CENSUS. Area and population. — In 1870 Indiana was the sixth State in x^opulation, having 1,680,637 inhabitants, within an area of 33,809 square miles — an average of 45.84 xier- sons to the square mile. This x^opulation consisted of 1,655,837 whites, 24,560 colored, and 240 Indians. Of these 1,539,163 were natives and 141,474 foreign-born. Of the native residents of the State, 1,038,542 whites, 9,811 colored, and 222 Indians were born within its limits. Of the foreign-born inhabitants, 78,060 were born in Germany, 9,945 in England, and 28,698 in Ireland. School attendance. — According to Table IX, vol. 1, of Census Eeport, 395,263 xiersons attended school, of whom 3,739 were foreign-born. The wdiite scholars numbered 392,140, of whom 206,363 were males and 18.5,777 females. The colored scholars num¬ bered 3,089, of whom 1,620 were males and 1,469 females. Thirteen male and 21 female Indians also attended school. Illiterac}/. — The number of inhabitants 10 years old and over unable to write was 127,124, of which 13,939 were foreign-born. Age, sex, and race of illiterates. — Of the white illiterates 10,361 were from 10 to 15 years of age, of whom 5,582 were males and 4,779 females; 14,418 persons were from 15 to 21 years old, of whom 7,325 were males and 7,093 females ; 93,932 were 21 years old and over, of whom 36,331 were males and 57,651 females. Of the colored illitorates 695 were from 10 to 15 years old, of whom 347 were males and 348 females ; 1,200 were 8 E 114 EEPORT OF THE COMMISSIONER OF EDUCATION. from 15 to 21 years old, of whom 550 were males and 650 females ; 6,363 colored illiU erates were 21 years old and over, of whom 3,182 were males and 3,181 females. There were also 42 male and 73 female Indian illiterates. Educational institutions. — According to Table XII, vol. 1, of Census Report, the total number of edncational institutions was 9,073, with 11,652 teachers, (6,678 males and 4,974 females,) and 464,477 pupils, (237,664 males and 226,813 females.) Amount and source of educational income. — The total income of all the educational institutions was $2,499,511, of which $50,620 were derived from endowment, $2,126,502 from taxation and public funds, and $322,389 from tuition and other sources. Puhlie schools. — The 8,871 public schools had 11,042 teachers, of whom 6,402 were males and 4,640 females. They had 446,076 pupils, of whom 228,189 were males and 217,887 females. To educate these pupils they possessed a total income of $2,063,599, of which sum $2,002,052 were derived from taxation and public funds, and $61, .547 from tuition aud other sources. Colleges. — Sixteen colleges were reported, with 143 teachers, of whom 115 were males and 28 females, and having 3,102 pupils, of whom 2,431 were males and 671 females. They x)ossessed a total income of $162,250, of which $48, .520 were derived from endow¬ ment, $17,700 from taxation and public funds, aud $96,030 from tuition and other sources. Academies. — The 16 academies reported had 125 teachers, of whom 26 were males and 99 females. They had an attendance of 3,580 pupils, of whom 1,305 were males and 2,275 females. They x:>ossessed a total income of $73,990, of which $1,000 were derived from endowment, $8,050 from taxation aud public funds, and $64,940 from tuition and other sources. Erivate schools. — The 124 day and boarding schools had 201 teachers, of whom 58 were males and 143 females. They were attended by 6,296 pupils, 2,802 of whom were males aiid 3,494 females. To educate these, the schools possessed a total income of $47,427, derived from tuition aud other sources. Libraries. — There were rex^orted 2,333 xonblic libraries, containing 627,894 volumes ; also, 2,968 private libraries, having 497,659 volumes ; a total of 5,301 libraries, con¬ taining 1,125,553 volumes. The press. — The 293 periodicals issued had an aggregate circulation of 363,.542 coxnes, with an aggregate annual issue of 26,964,984. Churches. — Of the 3,698 church organizations, 3,106 had edifices with 1,008,380 sit¬ tings, and the church property was valued at $11,942,227. Pauperism. — Three thousand six hundred and fifty-two paupers were reported, of whom 2,583 were native whites, 207 were native colored, arid 862 were foreigners. Crime. — Of 907 persons in x^rison June 1, 1870, 691 were native whites, 64 were native colored, and 152 were foreigners ; 1,374 persons were convicted during, the year. Age and sex of population. — Of the total x'>ox:)ulation, 567,175 x^ersons were from 5 to 18 years old ; 287,357 males and 279,818 females; 1,197,936 were 10 years old aud up¬ ward, of whom 612,832 were males and 585,104 females. Occupations. — Four hundred aud fifty-nine thousand three hundred and sixty-nine persons of these ages were engaged in various occux^ations, of whom 428,259 were males aud 31,110 females ; 266,777 were engaged in agricultural x^nrsuits, of whom 266,349 were males and 428 females ; 80,018 in x^ersonal and professional services, of whom 53,466 were males and 26,552 females ; 36,517 in trade and trausx^ortation, of whom 36,371 were males, aud 146 females ; 76,057 in manufacture and mechanical and mining industries, of whom 72,073 were males and 3,984 females. Age and sex of working population. — Of these 459,369 emx^loyed person's, 13,966 were from 10 to 15 years old, of whom 12,399 were males aud 1,567 females ; 422,603 persons were from 16 to 59 years old, of whom 393,455 were males and 29,148 females ; 22,800 per¬ sons were 60 years old and over, of whom 22,405 were males and 395 females. SCHOOL OFFICIALS. Hon. Milton B. Hopkins, State superintendent. SCHOOL EXAMINERS. Counties. Names. Post-office. D D niller . Decatur. Ill'll J n Smart . - . Fort Wayne. Columbus. q r f 1i nl p.w John M M^allace . Frank C Cassell . Oxford. iVirrl Lewis Williams . - . Hartford City. Thorntowu. lioone . - . A. E. Buclilev _ 1 . . William 1) Roberts . Nashville. L E McRcynolds . Delphi. Losjansport. J etfersonville. Reter A. Berry . - . . r^, 1 H ■ - . A. C Goodwin . Clny _ - . W^illiam Travis . Bowling Green. Frankfort. Cliiiton . J. N. Armautrout . INDIANA. 115 School officials — Continued. Counties. Names. Post-office. Grantsburgh. Clit ty. Waterloo. Muncie. Ireland. 0. M. Todd . Bristol. Connersville. Now Albany. Covington. rioyd . P. V. Albright . Brookville. Pochester. Foi't Branch. Marion. Newberry. Thomas D. Thorp . Noblesv’ille. P. C. mibrun . Newberry. Noblesville. S. S. Nye! . Corydon. Greenfield. Danville. Spiceland. Kokomo. Huntington. Brownstown. Pensselaer. Mount Pleasant. Brooksbury. Vernon. Trafalgar. Vincennes. W arsaw. La Grange. James H. Ball . Crown Point. La Porte . William P. Phelon _ ’ . La Porte. Lawrence . William B. Chisler . Bedford. Madison . Howell D. Thompson . Anderson. Marion . William A. Bell ... ludi.anapulis. Marshall . . . Thom.ns McDonnld . Plymouth. M.artin . . Samuel M. Peeve . Shoals. Miami . W. N. Dunham . Peru. Monroe . James H. Pogers . Bloomington. Montgomery . J. F. Thompson . Crawfordsville. Morgan . H.N. Short . . . Martinsville. Newton . John B. Smith ... _ Ken tland. Noble . T. Morgan Ells . Albion. Ohio . John Buchanan . Rising Sun. Orange . . Tlieo. Stockhouse . Orangeville. Owen . W. B. Wilson . Spencer. Parke . . Ared F. White . Rockville. Perry . Theo. Courcier . . Pono. Pike . • . T. C. Milburn . Winslow. Porter . Timothy Keene . . Val])araiso. Pidaski . S. Weyiind . Winamac. Posey . . . James B. Campbell . . Mount Vernon. Putnam . . . W. S. Branham . Cloverdale. Pandolph . Andrew Stakebake . Winchester. Pipley . J. II. Drake . Delaware. Push . D. G-raham . Pushville. Scott . Jacob Hollenbeck . Lexington. Shelby . Pichard Norris . Shelbyville. S))eTicer. - . J. D. Armstrong . Pockport. Starke . U. Kline . Knox. Steuben . John W. Cowen . Angola. Saint Joseph . Elisha Sumption . South Bend. Sullivan . : . G. W. Pe'^'ister . Paxton. Switzerlnud _ Will M. Smith . . ^ . . . Y evay, Tippecanoe . John E. Matthews . La Fayette. Tipton . B. M. Blount . Tipton. Union . H. K. W. Smith . Liberty. Vanderburgh . T. W. Peck . Evansville. Vermillion . W. L. Little . . . Newport. Vigo . John W. Jones . . - . Terre Haute. W abash . . . Alvah Taylor . ^ . Wabash. W arren . Henry Pitenour . Poolsville. "Warrick . C. W. Armstrong . Boonville. Washino'ton . Aron A. Cravens . Salem. Wayne . James McNeil . Richmond. Wells . John S. McCleery . Blutiton. White . Gilbert Small . . Idaville. Whitley . Alexander J. DouHass . Columbia City. M16 REPORT OF THE COMMISSIONER OF EDUCATION. IOWA. An abstract of the biennial report of the superintendent of public instruction for 1870-’71 was given in the last Annual Report of the IJnited States Commissioner of Education. The following account of various educational institutions in the State is taken from the catalogues and reports furnished to this Bureau : IOWA STATE UNIVERSITY. This university comprises four separate departments — the academic^ ( or collegiate, ) the normal, and the departments of law and medicine. Ladies are admitted to all. The full course of instruction in the academic department occuiiies 5 years. The studies of the last two years are elective, and arranged under the heads of literary and scientific, constituting two courses of equal grade. The course of study in the law de¬ partment is so arranged as to be completed within a single year. The normal de¬ partment has an advanced, an intermediate, and a shorter course. The two last named will be continued until their necessity is removed by the establishment of normal schools throughout the State ; thereafter only such instruction will be given as is appropriate to an institution of the highest grade. CENTRAL UNIVERSITY OE lOW'^A. The courses of study are academic, scientific, collegiate, and theological. It is in¬ tended to form a normal class and give especial attention to the fitting of teachers for common schools. UPPER IOWA UNIVERSITY. Two regular courses of study, classical and scientific, are offered to gentlemen and ladies. Particular advantages are afforded for the study of the modern languages. A preparatory department and business college are connected with the institution. IOWA WESLEYAN UNIVERSITY. This was organized in 1850 by the Iowa annual conference of the Methodist Episcopal Church, which body gave it its jiresent name. The design of the university is : .first, to provide a thorough collegiate coui se for both ladies and gentlemen ; secondly, by means of other departments, to provide a thorough scientific basis for the iirofessions, and also for the general industrial pursuits of the country. The departments already organized are those of science, literature, theology, law, apd pharmacy. Others will be added as demands and means may justify. The department of literature includes a commercial course and a course of modern languages. GRISWOLD COLLEGE. This college comprises four departments — preparatory, collegiate, scientific, and theo¬ logical. In the latter department tuition is free. IOWA COLLEGE. This college comprises a normal and English department, an academic course of two years, a ladies’ course of three years, and a college course of four years ; the latter in¬ cluding a classical and a scientific course. The course of study is arranged with siiecial reference to the thorough education of ladies and their iireparation for the work of teaching. Twenty-six scholarships have been established. Extensive apparatus has been manufactured in Germany especially for the college. The chemical apparatus is the donation of Henry Lee, esq., of Manchester, England ; the philosophical that of citizens of Iowa. CORNELL COLLEGE. Founded in 1857, and located at Mount Yernon, Iowa. The departments of the college are collegiate, scientific, and preparatory. Commercial and normal courses are IOWA. 117 also provided. Ladies are admitted to all the departments. Free tuition is given to soldiers and soldiers’ orphans. This institution possesses one of the largest and best collections of minerals and fossils in the West. Five scholarships have been endowed with |500 each for the benefit of students preparing for the ministry. The institution occu[>ies two fine brick buildings, one of which is devoted to the music department and boarding-hall for ladies. TABOR COLLEGE. This comprises a collegiate, preparatory, and ladies’ department. The increasing de¬ mand for well-qualified teachers in public schools has led the trustees to provide a “ teachers’ course ” of two years. From 40 to 60 graduates of this course engage in teach¬ ing each year. Special facilities are offered in the department of music. Students desir¬ ing to lessen their expenses are furnished with remunerative labor. IOWA INSTITUTION FOR THE EDUCATION OF THE DEAli' AND DUMB. An addition to the teaching force allows a better classification than has ever before been attained. Au experiment in the teaching of articulation has not been entirely sat¬ isfactory, though a few of the pupils have made marked improvement in the use of their vocal organs. The efficiency of the institution would be greatly increased by addi¬ tional accommodations and" an appropriation for apparatus, of which there has been heretofore a very insufficient supply. The age of admission is from 10 to 25. IOWA REFORM SCHOOL. The second biennial report states that the whole number received since the opening of the school has been 137 — boys 133, girls 4. The average number for the past two years has been 63f. The average age of admission is 14 to 15. Most of those who have been discharged are doing well, and in many cases evidence is afforded of com¬ plete reformation. The great want of the school is proper accommodations for girls. The law provides for the reception of girls as well as boys, but for the want of suitable accommodations they have to be sent away when brought to the institution. The pres¬ ent building will accommodate about 50 boys comfortably, and there are now 85. Another want of the school is a library. An urgent appeal is made to the legislature for increased appropriations. FACTS FROM THE UNITED STATES CENSUS. Area and popnlation.—lM 1870 Iowa was the eleventh State in population, having 1,194,020 inhabitants within an area of 55,045 square miles, an average of 21.69 per¬ sons to the square mile. This population consisted of 1,188,207 whites, 5,762 colored, 3 Chinese, and 48 Indians. Of these, 989,328 were natives of the United States and 204,692 foreign-born.. Of the native residents of the State, 427,224 whites, 1,383 col¬ ored, and 13 Indians were born within its borders, while of the foreign residents, 66,162 were born in Germany, 16,660 in England, and 40,124 in Ireland. School attendance.— According to Table IX, vol. 1, of Census Eeport, 306,353 persons attended school, and of these 13,000 were foreign-born. The white male scholars num¬ bered 160,269, and the white female scholars 145,421, an aggregate of 305,690 whites. The colored pupils numbered 661, of whom 348 were males and 315 females. Two In¬ dians were also attending school. Illiteracy. — The number of inhabitants of all races, 10 years old and over, unable to write, was 45,671, of whom 20,692 were foreign-born. Age, sex, and race of illiterates. — Of the 44,145 white illiterates, 5,858 were from 10 to 15 years of age, and of these 3,401 were males and 2,457 females ; 3,680 were from 15 to 21 years old, of whom 2,044 were males and 1,636 females ; 34,607 were 21 years old and over, of whom 14,782 were males and 19,825 females. Of the 1,524 colored illiter¬ ates, 70 were from 10 tod5 years old, of whom 32 were males and 38 females ; 146 were from 15 to 21 years old, of whom 71 were males and 75 females ; 1,308 were 21 years old and over, of whom 635 were males and 673 females. Two female Indian illiterates were also reported. Educational institutions. — According to Table XII, vol. 1, of Census Report, the total number of educational institutions was 7,496, having 9,319 teachers, of whom 3,656 were males and 5,663 females. They had 217,654 i)upils, of whom 105,665 were males and 111,989 females. Amount and source of educational income. — The total income of all the educational ♦ institutions was 13,570,093, of which $63,150 were derived from endowment, $3,347,629 from taxation and public funds, and $159,314 from tuition and other sources. Public schools. — The 7,322 xiublic schools, with their 8,866 teachers, •f whom 3,381 118 EEPORT OF THE COMMISSIONER OF EDUCATION. were males and 5,485 females, were attended by 205,923 pnpils, of whom 100,308 were males and 105,615 females. To educate these they possessed a total income of $3,245,352, of which $3,100 were derived from endowment, $3,241,752 from taxation and l)ublic funds, and $500 from tuition and other sources. Colleges. — The 21 collej^es, with their 139 teachers — 109 male and 30 female— were at¬ tended by 3,061 students, of wliom 1,635 were males and 1,376 females. To educate these they possessed a total income of $101,950, of wliich $54,000 were derived from en¬ dowment, $10,000 from taxation and x>riblic funds, and $37,950 from tuition and other sources. Academies. — The 34 academies, with their 103 teachers — 46 male and 57 female — had an attendance of 2,333 pupils — 1,019 males and 1,314 females — for the education of whom they possessed an income of $55,880, derived from tuition and other sources. Private schools. — The 100 day and boarding schools had 136 teachers, of whom 64 were males and 72 females. Tliey were attended by 4,872 pupils, 1,741 of whom wmre males and 3,131 females. These schools x^ossessed an income of $38,550, derived from tuition and other sources. Libraries. — There were 1,153 public libraries, containing 377,831 volumes; also 2,387 private libraries, having 295,749 volumes, making a total of 3,540 libraries, containing 673,580 volumes. * The press. — The 233 periodicals issued had an aggregate circulation of 219,090 copies, with an aggregate annual issue of 16,403,380. Churches. — Of the 2,763 church organizations, 1,446 had edifices, with 431,709 sit¬ tings, and the church property was valued at $5,730,352. Pauperism. — Eight hundred and fifty-three jraupers were reported, of whom 486 were native whites, 56 native colored, and 311 foreigners. Crime. — Of 397 persons irnxnisoned June 1, 1870, 273 were native whites, 14 were native colored, and 110 were foreigners. Six hundred and fifteen persons were con¬ victed during the year. Age and sex of population. — Of the total population 394,696 persons were from 5 to 18 years old— 201,531 males and 193,165 females ; 837,9.59 were 10 years old and up¬ ward, and of these 44.5,064 were males and 392,895 females. Occupations. — Three hundred and forty-four thousand two hundred and seventy-six persons of these ages were engaged in various occujiations, of whom 321,150 were males and 23,126 females; 210,263 were engaged in agricultural xmrsuits, of whom 209,907 were males, and 356 females ; 58,484 in personal and x)rofessional services, of whom 38,531 were males and 19,953 females ; 28,210 in trade and transj)ortatiou, of whom 28,151 were males and 59 females ; 47,319 in manufactures and mechanical and mining industries, of whom 44,561 were males and 2,758 females. Age and sex of ivorlcing population . — Of these 344,276 emxdoyed persons, 13,232 were from 10 to 15 years old, of whom 12,188 were males and 1,044 females; 316,627 were from 16 to 59 years old, of tvliom 294,739 were males and 21,888 females; 14,417 were 60 years old and over, of whom 14,223 were males and 194 females. KANSAS. 119 M A M S A S [From the eleventli animal report of the department of public instruction. — II. D. McCarty, superin¬ tendent.] SCHOOL PROSPERITY. It is a source of very great pleasure aud gratificatiou to be able to state that the past year has been one of unusual activity and greatly increased prosperity in the public- school work throughout the State. The teachers have been more faithful, their work in the school-room more successful, and better results have been achieved. The num¬ ber of teachers’ institutes, both county and judicial district, held, aud the attendance on the same, both by teachers and patrons, have been much larger than during any other year in the history of the State. A large number of costly aud commodious school-edifices has been erected and furnished with all the means aud appliances of heating, ventilation, aud seating, that modern art can devise. SUMMARY OF STATISTICS. Number of school districts . . Increase for the year . Number of reports from district clerks . . . Number of persons of school age . . . . Number of jiersous enrolled in public schools of the State . Average daily attendance . Average duration of schools . Number male teachers employed . . . . Number female teachers employed . . . Average monthly wages paid male teachers . . Average monthly wages paid female teachers . Number of log school-houses . Number of frame school-houses . . . . . . Number of brick school-houses . Number of stone school-houses . Total number of school-houses . . . Total value of school-houses . . Total amount of interest-bearing securities of permanent school fund deposited with the State treasurer . 2, 647 579 _ 2, 438 142,3.58 _ 89, 777 _ 52, 891 . . 5. 8 months . 1,453 . 1,625 . $41. 54 . $31.75 . 266 . 1, 197 . 61 _ 263 _ 1,787 $2, 024, 594. 33 $550, 575. 00 COURSE OF STUDY AND CLASSIFICATION FOR DISTRICT SCHOOLS. The difficulties encountered in the classification and management of our district schools are exceedingly annoying and perplexing. But though these and many more difficulties are in the way, we must grapple with them manfully, and, under existing circumstances, make the best of them. LACK OF UNIFORMITY IN TEXT-BOOKS. One of the most embarrassing and perplexing things a teacher has to encounter in the school-room is the multifarious aud endless variety of text-books found in the hands of the children. The time of the teacher is so much divided among such a mul¬ tiplicity of classes that his best efforts are little else than time wasted. No evil con¬ nected with our public-school system calls more imperatively for immediate correction than the great variety and frequent changes of text-books. The superintendent urges stringent measures for the suppression of this evil. COMPULSORY EDUCATION. Upon this subject the superintendent, in the course of a long argument, quotes largely from the most eminent friends of education both in the Old World aud the New. He urges strongly upon the State the counteraction of truancy and absenteeism, aud the iiromotion by all iiossible methods of an increase in attendance. 120 REPORT OF THE COMMISSIONER OF EDUCATION. CO^'GRESSIONAL TOWNSHIP SYSTEM OF DISTRICTING. This is one of the great reforms essentially necessary to secure a harmonious and uniform operation of the public-school system in Kansas. No State which has once tried it is willing to go back to the old indexiendeut district system. Various consid¬ erations in its favor are xRosented. PERMANENT SCHOOL FUND. At the last session of the legislature a law was passed making it the duty of the school-fund commissioners to consolidate all State bonds now belonging to, or here¬ after coming into the xiossession of, the xiermauent fund. These consolidated bonds are made payable to the permanent school fund of the State of Kansas, and have imprinted on their face the words “ not transferable.’^ KANSAS STATE TEACHERS’ ASSOCIATION. Not being able to give an abstract of the doings at the annual meeting of this asso¬ ciation this year, we xdace on record the officers elected, as follows : President, General John Fraser, State University, Lawrence; vice-xiresideuts, county suxierinteudeuts ; cor¬ responding secretary, President John Denison, agricultural college, Manhattan ; record¬ ing secretary, C. P. Isham, Council Grove; treasurer. Miss P. D. Bullock; executive committee, John A. Boufield, Topeka ; J. N. Lee, principal ladies’ seminary, Topeka ; J. A. Barrows, superintendent Osage County, and Professor James B. Smith, of Hum¬ boldt. KANSAS EDUCATIONAL JOURNAL. Since the first issue of this periodical it has been doing an excellent work in inciting teachers to greater efforts in their chosen xirofession, in disseminating a sxiirit of true devotion to tlie cause of education, and in diffusing among the xieople that educational enterprise and energy found cropxiing out all over the State in the form of so many good schools and school-buildings. It is fully believed that no other instrumentality has been more influential in develoxiing our educational institutions. ATCHISON. PUBLIC-SCHOOL IMPROVEMENTS. The rapid growth of this city has greatly increased the demand for school accom¬ modations. Grading has occuxiied the last year. This work is still far from comple¬ tion, yet all feel that very much has been accomplished, and that the year has been a successful one for our schools. The city voted bonds to the amount of $10,000 to be exx)ended in the erection of two new school-houses, one to be located in West Atchi¬ son, and one for the colored children of the city ; and also in the enlargement of the South Atchison building. These improvements will all be made during the coming year. Taking everything into consideration, the outlook of our schools betokens a prosperous future. LAWRENCE. CONDITION OF SCHOOLS. The suxierintendent reports an increase of seven per cent, in the daily attendance, which speaks well ior the poxmlarify of the schools. It shows that the ]>eox)le are interested, and unwilling to dexu'ive their children of educational advantages. The superintendent made, during the year, four hundred and sixty-two school visits. This year there were no changes of teachers, excexrt those caused by death, resigna¬ tion, or transfer. The results, as compared with those of last year, when six or seven changes were made, x^rove that xrermanency is a desirable object to be attained. Additions . have been made to the school-buildings, rendering them comfortable, pleasant, and complete in their accommodations. EXAMINATIONS FOR GRADATION. The system of gradation lately adoxited has imxiroved the condition of the schools and stimulated the teachers to a just emulation. There are ten grades, and the school year has been changed from thirty-six to forty weeks. The grading includes an exam- KANSAS. 121 ination at the close of the school and all passing the fixed standard of proficiency are promoted, while those falling below it are retained in the former grade, or, if failing entirely, are sent to still lower grades. Cards of standing are issued which entitle the pupil to enter the grade indicated at the opening of the school. “ This examiuatiou has been an awakening, and aroused many from a state of lethargy, causing them to realize that to advance means work, aud to build a noble superstructure the founda¬ tions must be laid broad and deep.” ELEMENTARY LESSONS. The superintendent recommends for primary schools a definite system of object les¬ sons. This course of teaching has been carried out to a great extent during the year, and thus both teachers and pupils obtained not only a broader culture but a broader idea of culture, resulting in better teachers and more thorough scholars. GERMAN. This language has been successfully taught during the past year, and all doubt of the expediency of introducing that study into the public schools has been removed by the results of the experiment. At the examinations held it was demonstrated that, though the pupils of German parentage excelled the others in conversational powers, the Anglo-Americans had learned the action and, grammatical construction as well as the children of German parents. THE HIGH SCHOOL. This professes to be a first-nlass school, with thoroughness for its aim and motto. The courses of study are classical and scientific, each comprising three years. Lessons in drawing, music, composition, and elocution are given throughout the entire course. Greek and German are optional. It is recommended that pupils who graduate with honor should have the preference for positions as teachers in the primary schools. It is said that some of the schools of the city are as good models as those connected with the best normal schools, and those of the graduating class desiring to teach can obtain a training there in methods of instruction, under the supervision of those hav¬ ing the matter iu charge. Philosophical and chemical apparatus, cabinets of specimens illustrating geology and natural history, and better furniture and conveniences, are needed to increase the usefulness of the high school. STATE NORMAL SCHOOLS. The report of the normal school at Emporia states that 80 per cent, of the students enrolled during the year are preparing for the work of teaching. Under a late regu¬ lation, no one is admitted to the normal class under 14 years of age, except on the pay¬ ment of tuition at the rate of $30 per annum. This has had a most salutary effect upon both the normal and x)ublic schools of Emporia. The rapid growth of the school has made additional buildings a necessity. The lack of room has compelled complete suspension of the model school. It ie^^ ecommended that the legislature make an ap¬ propriation for an additional buildinf| ’ The faculty unite iu recommending a double course of study — one of two years ar le of four — and the conferring of degrees in ac¬ cordance with the same. A two year;- course can be made to include all the branches taught in the rural districts and smaller towns, while a four years’ course will satisfy the demand from the larger cities for attainments of a higher grade than can be given in a three years’ course. Under the head of wants, the president names additional teaching force, additional apparatus, and a library. In the Leavenworth normal school, the last graduating class numbered twelve. The course of study embraces an elementary English course of two years aud an advanced course of three years. The pressing want of the school is an appropriation sufficiently great to secure first-class teachers. Appropriations are also needed for text-books aud a library. The report of the board of visitors speaks in unqualified commendation of the conduct of the school. UNIVERSITY OF KANSAS. Of the several departments contemplated in the act of incorporation, only one has been as yet organized, viz, the department of science, literature, aud the arts. This de- * partment at present comprises three courses of instruction : A classical course, a sci¬ entific course, and a course in civil and topographical engineering. Other courses of instruction will be added as the growth of the State and of the university may ren¬ der advisable. A preiiaratory department has been organized to supply the existing want of suitable preparatory schools iu the State, but will not be made a permanent feature of the university. 122 EEPORT OF THE COMMISSIONER OF EDUCATION. During the year, more than 200 volumes have been added to the library. To tbe col¬ lection of apparatus the following additions have been made, viz, a self- registering barometer, a self-registering anemometer, and a self-registering rain-gauge for the de¬ partment of meteorology ; a prismatic comet-seeker, with a six-inch object-glass, and a reflecting telescope — mirror 12 inches in diameter, focal length 5-^ feet — for the use of students in astronomy ; a large number of iustrumeuts for the use of students in lab¬ oratory practice ; and 250 graduated models for the use of students in free hand and mechanical drawing. The university is open to both sexes. The number of acres of land owned by the institution is 46,130. The estimated value of the property, including buildings, library, and apparatus, is $164,024.63. STATE AGKICULTURAL COLLEGE. The aggregate of pupils, by terms, for 1871 was 293, a gain of 9 over the aggregate of 1870. The number of ditierent pupils was 183, a gain of 28 over the number of 1870. These students represent 27 counties of the State, and seven other States and Territo¬ ries. During the year a class of live has graduated — four young ladies in the literary course and one gentleman in the agricultural and scientific course. The difficulty complained of by institutions in the older States is specially felt here, viz, that of keeping students regularly through their full course. The larger number of students at present is in the x)reparatory department, and in selected studies of the agricultural course. While the institute, by its present method of loaning its funds, is greatly aiding in the formation of new school districts and the buikling of school-houses, thus preparing the way for graded schools that may in time do the work now done by its i)rex)aratory dexjartment, it can not for the i)reseut, nor perhaps for some time to come — if it does the greatest amount of good to the State — abolish this dex)artment, or raise the standard of admission to it. During the year the people of Manhattan voted $12,000 in bonds for the purchase of 'additional lauds for the college farm. This gift has enabled the board to juirchase 315 acres of land, making the farm 415 acres ; 315 acres of which are under cultivation. The farm includes the three varieties of land common to the State, viz, high rolling prairie, creek bottom, and second bottom. The addition to the farm has caused some changes, not only in the curriculum of study but in the titles of the several chairs. It necessitated, also, several additions to the faculty. The regents ask for State aid to the amount of $70,000. The present value of the en¬ dowment is $378,542. WASHBUmft COLLEGE. This institution is under the general aus^iices of the Congregational churches of Kansas. The course of study embraces a collegiate dexiartment, a xireiiaratory depart¬ ment, and a scientific department. During the year $25,000 have been added to the permanent endowment, and $30,000 of a building fund secured. The permanent endowment now amounts to $55,000. The Xiroperty of the institution, including buildings, library, &c., is valued at $132,000. Tuition is free to the following classes of stu ffints : Children of home missionaries of all denominations; x)ersous who served twd vears in the Union Army; children of Union soldiers who were killed or died in the se vice ; students fitting themselves for the ministry ; students of limited means desirous of obtaining an education. HIGHLAND UNIVERSITY. This institution belongs by charter to the General Assembly of the Presbyterian Church. It is an outgrowth of foreign missionary work, and begun in 1846, with tbe first settlement of the country. It remained an academy until 1870, but now offers the usual college course. Ladies are admitted to all the xirivileges of the institution. SAINT benedict’s COLLEGE. This institution was founded in 1859, incorporated in 1868, and is under the superin¬ tendence of the Fathers of the Order of Saint Benedict. The plan of instruction em¬ braces two courses, classical and commercial. There is -also a preparatory depart¬ ment. COLLEGE OF THE SISTERS OF BETHANY. This was formerly known as the Episcoxial Female Seminary. The college is the property of the Protestant Exiiscopal Church, and is designed for the exclusive instruc¬ tion of girls. Full college powers are granted by the charter. KANSAS. 123 BLIND ASYLUM OF KANSAS. The trustees, in their fourth annual report, state that thenninher of pnpils at present in school is 20. There is room hnt for two additional pnpils. The iirogrcss during the past year is entirely satisfactory. The boys are instructed in broom-making. The New York two-line point system of writing, recommended by the convention at Indianapolis, has been adopted. The trustees call the attention of the legislature to the wants and necessities of the institution and ask for an increased appropriation. The hope is expressed that, should the institution be removed from Wyandotte to the State capital, the error of locating it in the suburbs of the city will not" be rexieated. KANSAS ACADEMY OF SCIENCE. This society aims at a thorough scientific exploration of the State, and hopes in time to build up a museum, cabinet, and library, where may be found all the necessary material for a complete scienfttic knowledge of the State of Kansas. The society was organized in 1807, and held its first annual meeting in September, 1868. At the dif¬ ferent annual meetings fourteen papers have been read, mainly based on original in¬ vestigation. Collections have been made for the museum, but these remain in the hands of the collectors for want of room to arrange them properly. W. E. RUBLE— OBITUARY. W. E. Ruble, teacher in Fairmount, died of typhoid-pneumonia at Topeka, while at- tending the State teachers’ association, January, 1872. He removed from Indiana in the summer of 1871, and is s^Joken of by the Indiana SchoolJournalas “ one of our most earnest teachers.” FACTS FROM THE UNITED STATES CENSUS. Area and 'population. — In 1870 Kansas was the twenty-ninth State in population, hav¬ ing 364,399 inhabitants, within an area of 81,318 square miles, an average of 4.48 per¬ sons to the square mile. This population consisted of 346,367 whites, 17,108 colored, and 914 Indians. Of these, 316,007 were natives of the United States, and 48,392 foreign-born. Of the native residents of the State, 59,062 whites, 3,797 colored, and 462 Indians were born within its borders ; while of the foreign residents, 12,775 were born in Germany, 6,161 in England, and 10,940 in Ireland. School aiiendanee.— kcGoxdmg to Table IX, vol. 1, of Census Report, 63,183 persons at¬ tended school, and of these 1,752 were foreign-born. The wliite male scholars numbered 31,568, and the white female scholars 29,223, (an aggregate of 60,791 whites.) Tho colored xmpils numbered 2,127, of whom 1,011 were males aud 1,116 females ; 265 Indians also attended school. Illiteracy. — The number of inhabitants of all races, 10 years old and over, unable to write, was 24,550, of \Vliom 4,101 were foreign-born. Aye, sex, and race of illitej'ates. — Of the 16, 97^ white illiterates, 2,590 were from 10 to 15 years of age, and of these 1,491 were males aud 1,099 females; 2,219 were from 15 to 21 years old, of whom 1,311 were males and 908 females ; ,12,169 were 21 years old and over, of whom 5,994 were males aud 6,175 females. Of the 7,213 colored illiterates, 656 were from 10 to 15 years old, of whom 342 were males and 314 females ; 946 were from 15 to 21 years old, of whom 449 were males and 497 females ; 5,611 were 21 years old and over, of whom 2,772 were males and 2,839 females. Educational institutions. — According to Table XII, vol. 1, of Census Report, the total number of educational institutions was 1,689, having 1,955 teachers (of whom 872 were males and 1,083 females) to educate their 59,882 pupils, of whom 30,493 were males and 29,389 females. Amount and source of educational income. — The total income of all the educational institutions was $787,226, of which $19,604 were derived from endowment, $678,185 from taxation and public funds, and $89,437 from tuition and other sources. Public schools. — The 1,663 public schools throughout the State with their 1,864 teach¬ ers, of whom 829 were males aud 1,0.35 females, were attended by 58,030 pupils, of whom 29,632 were males aud 28,398 females. To educate these they possessed a total income of $660,635, of which $645,.532,were derived from taxation and public funds, and $15,103 from tuition aud other sources. Colleges. — The 5 colleges reported, with their 27 teachers, 24 males, aud 3 females, were attended by 489 students, of whom 260 were males and 229 females. To educate these they possessed a total income of $61,731, of which $2,604 were derived from endow¬ ment, $11,670 from taxation and public funds, and $47,457 from tuition and other sources. Academies. — The 6 academies, with their 36 teachers, 6 male and 30 female, had an at¬ tendance of 415 x>upils, 159 males and 256 females, for the education of whom they pos- 124 REPORT OF THE COMMISSIONER OF EDUCATION. sessed a total iucome of $14,900, of which $9,000 were derived from endowment, and $12,900 from tuition and other sources. Private schools. — The 4 day and boarding schools had 4 female teachers. They were attended by 115 i)npils, 44 of whom were males and 71 females. These schools jiossessed an income of $225, derived from tuition and other sources. Lihraries. — There were 190 public libraries, containing 92,425 volumes ; also 384 pri¬ vate libraries, having 126,251 volumes ; a total of 574 libraries, containing 218,676 vol¬ umes. The press. — The 97 periodicals issued had an aggregate circulation of 96,803 copies, with an aggregate annual issue of 9,518,576. Churches. — Of the 530 church organizations, 301 had edifices, with 102,135 sittings, and the church property was valued at $1,722,700. Pauperism.- — Three hundred and thirty-six paupers were reported, of whom 105 were native whites, 85 native colored, and 146 foreigners. Crime. — Of 329 persons imprisoned June 1, 1870, 202 were native whites, 60 native colored, and 67 were foreigners. One hundred and fiftji-one persons were convicted during the year. Age and sex of populaiion. — Of the total population, 109,710 persons were from 5 to 18 years old — 55,669 males and 53,041 females ; 258,051 were ten years old and upward, and of these 148,152 were males and 109,899 females. Occupations. — One hundred and twenty-three thousand eight hundred and fifty-two persons of these ages were engaged in various occupations, of whom 117,343 were males and 6,509 females; 73,228 were engaged in agricultural pursuits, of whom 72,918 were males and 310 females ; 20,736 in personal and professional services, of whom 15,286 were males and 5,450 females; 11,762 in^trade and transportation, of whom 11,736 were males and 26 females ; 18,126 in manufactures and mechanical and. mining indus¬ tries, of whom 17,403 were males and 723 females. Age and sex of worhing population. — Of these 123,852 employed persons 3,216 were from iO to 15 years old, of whom 2,830 were males and 386 females ; 117,235 were from 16 to 59 years old, of whom 111,227 were males and 6,008 females ; 3,401 were 60 years old and over, of whom 3,286 were males and 115 females. KENTUCKY. 125 KENTUCKY. [From report of Hon. H. A. M. Henderson, State superintendent of public instruction, for the scho¬ lastic year ended June 30, 1872.] GENERAL CONDITION OF SCHOOLS. There has been an evident increase of educational activity during the year, and the schools generally have made good progress. Of the 5,381 schools in the commonwealth, 5,308 have been taught. The whole number of children of school age reported is 416,763, an increase of 10,923. The fact that the number of children reported exceeds that of any preceding year, taken in connection with thesuuprecedented number of schools taught, is sufficient to demonstrate that the system is growing in the regards of the people. SCHOOL REVENUE. The total amount of estimated receixits for the year ended June 30, 1872, was $968,- 176.80. At the beginning of the x>resent school year there was a balance on hand of $26,872.77. The available fund for ibis year, inciudiug the balance on hand, is $912,- 425.82. The appropriation for each child last year was $2.30. For the jiresent year, ending June 30, 1873, it is $2.20. SUSPENSION OF PAYMENT. A large proportion of the schools this year were half or entirely “taught out” by the 10th of January. This created such a run upon the treasury that the school ex¬ chequer became exhausted, and numbers of matured claims had to lie over. The law for the collection of taxes allows the sheriffs until the first day of A]3ril to pay the revenue, while the school laws make the 10th of January the day for disbursing the larger amount for school xiur^ioses. The lack of harmony in these two provisions is the cause of infinite trouble and discontent. PAYMENT OF TEACHERS. As at present provided, no teacher can get any portion of his pay before the 10th of January. This provision makes it difficult in many districts, where it would be most convenient to have the school taught in the fall, to secure the services of a teacher. The bill now before the legislature provides a remedy for this. It contains also an amendment, providing for the direct ])ayment of teachers by the commissioners. The existing law jirovides that the money due the teachers shall be paid to the trustees of the several districts. Numbers of cases have been rexiorted where trustees ha^e held back the school money from the teachers or bought their claims at a discount. To make the commissioner the disbursing officer to the teachers would remedy these evils, and w'ould greatly increase the confidence of teachers in qu’omiitly receiving their pay. DISTRICT TAXATION. The opinion is expressed that “the common-school system cannot be enlarged excejit by granting to the xieople of the several districts the right of taxing themselves to ex¬ tend the time and improve the character of the xmblic schools.” The endowment of the State and the general school-tax are, xierhaps, sufficiently large. What is now needed is, that a law should be passed permitting the peoxile, without the necessity of securing special legislation, to supplement it by local enterprise and direct taxation. “ Counties that would probably vote against any increase of the general tax, because more than two- thirds of it would be disbursed outside the county, would bcAvillingto submit to a tax in their several districts of twenty cents more, if the money was to be used within their own boundaries. All the States that have a well-developed common-school system have this xmovision. Our system can not develop the highest results until it is given room for growth.” THE RATE AMENDMENT. Of this the superintendent says: “A wider observation -and more thorough in¬ formation of its workings make me more firm in my opinion that it works damage, abridges the freedom of the system to the very class that most need the aid of a pub¬ lic school, and that it ought to be repealed.” 126 REPORT OF THE COMMISSIONER OF EDUCATION. TRUSTEES. The chief difficulty esperieuced hy the commissioners is in securing the reports re¬ quired hy law from the trustees. Where there are three to a district, the responsi¬ bility is shifted from one to the other. The existing law provides for three 5 but the superintendent is strongly of the opinion that the work would be better done by one, teachers’ institutes.’ Many more teachers’ institutes have been held during the year than ever before. General institutes were held in each of the congressional districts, and several of these w'ere largely attended. The school law now before the legislature makes forfeiture of certificate the penalty for non-attendance on the part of teachers, unless satisfactory excuse is rendered. The superintendent considers this the only means of securing a full attendance at the institutes, and expresses the hope that it may become a law. STATE teachers’ ASSOCIATION. The State teachers’ association was held in Frankfort, August 12 to 16, inclusive, and was attended by many of the most accomplished educators in the State. The ex¬ ercises were of a higher character than formerly. The contingent expenses of the asso¬ ciation had to be defrayed by the superintendent. The State formerly appropriated $300 to publish the x>i-oceedings of the association and pay its incidental expenses. This has been withdrawn, in the exercise of undiscriminating economy toward every agency for good connected with the school system. SCHOOL-HOUSES. » The superintendent speaks strongly of the necessity existing throughout the State for better school-houses. He has seen many school-houses without a single window- glass ; numbers of them are unchinked log-houses, and in very many the seats are with¬ out backs. The comfort and health of the children demand better buildings, and if they are to be properly taught there must be improved facilities. The suggestion is made that good school-houses be immediately built, upon a uniform plan furnished by the State board of education, under compulsory legislation, in every district in the State. The tax necessary to aceomx^lish this would be small and temporary, and the result incalculably good. NORMAL SCHOOLS. The superintendent calls attention to a scheme for the establishment of a State nor¬ mal school, which he considers indispensably necessary to the success of the common- school system. It is estimated that, the buildings once furnished, the annual cost of such an institution would not exceed $12,000. This would support a faculty of eight professors, wffio could teach 400 pupils, and gradually XR’ovide a corps of trained in¬ structors adequate to the wants of the schools. It is urged that such a school be im¬ mediately organized, or that a normal j)rofessorshix), sustained by the State, be estab¬ lished in each of the congressional districts. EDUCATIONS OF THE COLORED PEOPLE. The superintendent declares himself uncompromisingly opposed to mixed schools, or to any invasion of the school-fund raised by the taxation of the whites; but he favors the inauguration of a separate system, sux)X3ortedby taxes, ad valorem Sbud. poll, im¬ posed u]3on the colored X3eox)le themselves. NATIONAL EDUCATION BILL. This bill is considered entirely free from objection. “There is nothing in it which looks like concentration of power. It yields to the Federal Government no control over the free schools in any State or Territory.” “The only feature which conditions the benefit of the funds is that any State or Territory must provide for the free education of all its children between the ages of six and sixteen and make an annual report to the Commissioner of Education in order to entitle itself to its ijortion of the national bounty.” * * * * * * # “Of course if Kentucky x>ersists in making no provision for the education of the colored people she can not hojie to receive any of the benefit of this fund.” A letter from the Commissioner of Education states that “the distribution of $1,000,000 annually, as now KENTUCKY. 127 provided, will give Keutucky $58,695/’ It is suggested that if this amount bo devoted to the education of the colored people, two things will he accomplished, viz, the fuiula for the support of such a system will be provided, and “the white system will be kept so thoroughly independent of obligation to the National Government that upon no pretense can Congress interfere therewith.” Attention is called to the fact that “the distribution of this fund for the first ten years is upon the basis of iliiteracv ; and, on account of the large ignorant colored population, Kentucky’s share is greater than that of any State north of the Ohio River.” CHANGES IN THE SCHOOL LAW. The- principal changes proposed in the bill now before the legislature are brieflv as follows : It provides for the disbursement of what is known as “ the bonded surplus of the coninties,” and for the prevention of its future accumulation. It makes four payments to teachers instead of three, as now, and chano-es the time thereof. It gives the privilege to any common-school district desiring to improve the charac¬ ter or extend the time of the common schools in the State, upon the clearly-ascertained will of the people, to levy a tax not to exceed twenty cents on the $100 worth of tax¬ able iiroperty in the district. It gives cities and towns the privilege of levying a tax, not exceeding forty cents in any one year, on the $100 worth of taxable property, for the purpose of establishing a system of graded free schools. It introduces two professional educators to the State board of education in addition to the secretary of state, attorney-general, and superintendent of public instruction, as now constituted, and makes these experts, in conjunction with the superintendent, a standing committee to prepare rules, by-laws, and regulations for the government of the common-schools of the State. It provides for the building of school-houses ; it provides for the superintendent’s holding congressional institutes ; and attendance of teachers upon the county insti¬ tutes is made compulsory. Various minor points are touehed upon in the bill, but the efficient reconstruction of the school-system is embraced in those already mentioned. OWENSBO ROUGH. PUBLIC SCHOOLS. The public-school system has only been in operation one year in Owensborough. The report of the superintendent is very satisfactory. The study of German has already been introdueed into the schools. Before the organization of these schools, a strong lirejudice was entertained on the part of the citizens against the co-education of the sexes. This has now been entirely destroyed, and the practice has become exceedingly popular. Objections have been made to the high rate of taxation for the support of schools — 30 cents on the $100 — and a disposition is manifested on the part of many citizens to vote it down, and thereby manifest a refusal to sustain a system of public education. INSTITUTION FOR THE BLIND. This institution not only receives those who are totally blind, but those wffiose eye¬ sight is so defective that they can not see to read are, when of suitable age, received and educated at the expense of the State. In eases of extreme poverty, inmates of the institution are clothed by the State. They are instructed in the branehes usually taught in public schools, and in music. The boys are also taught mechanieal trades, and the girls to use sewing-machines and to do various kinds of fancy work. INSTITUTION FOR DEAF-MUTES. The age of admission to this institution is from 10 to 30. Pupils supported by the State are considered under, obligation to remain five years; if they display talent and industry, they may remain seven. Applicants must be in good health, of sound mind, and good moral character. INSTITUTE FOR FEEBLE-MINDED CHILDREN. This is a sehool for the intellectual training of imbecile children, and not an asylum for the hopelessly idiotic. The State pays all expenses for the indigent children received, except transportation. The course of physical training unremittingly em- 128 REPORT OF THE COMMISSIONER OF EDUCATION. ployed is one of the chief instrumentalities for strengthening the mental faculties, and is productive of most beneficial results. This institution has fully demonstrated the possibility of improving the minds of imbeciles, and of making them comi)etent for self-provision. KENTUCKY UNIVEESITY. The plan of the Kentucky University presents some peculiar features. It embraces several colleges, each under the immediate government of its own faculty and pre¬ siding officer. The general supervision of the university is committed to the regent, who is elected from among the curators, is ex-officio chairman of the executive commit¬ tee, and is the representative of the institution before the x)ublic. The colleges of the university are the college of arts, with 9 professors and 173 students; the agricultural and mechanical college, with 10 professors and 217 stu¬ dents ; college of the Bible, with 3 professors and 104 students ; commercial college, with 5 professors and 67 students; college of law, with 3 professors and 26 students. The number of graduates for 1872 was 52. It is in contemplation to organize a normal college and a college of medicine. In 1865 the agricultural and mechanical college, established upon the grant by Con¬ gress of 330,000 acres of land, was made a part of the university, and t^he citizens of Lexington having raised $100,000 for the purchase of an experimental and model farm and the erection of buildings for the agricultural college, the university was removed to that place. The tract of land occupied by the agricultural college contains 433 acres, and embraces ‘‘Ashland,” the homestead of Henry- Clay. The endowment and real estate of the university now amount to about $800,000. Students wishing to reduce their expenses can labor at a reasonable compensation on the farm or in the shops. During the year about 75 students have availed them¬ selves of the “ compensated labor system,” working four to five hours a day, and have received compeusation at a rate exceeding that paid by any other industrial institution in the United States. UNIVEESITY OF LOUISVILLE. The medical department of the University of Louisville announces its thirty-sixth annual session. The university dispensary, which is upon the university grounds, and under the exclusive control of the faculty, affords desirable facilities to students. The law department of the university makes its twenty-sixth annual announcement. The number of graduates for 1872 was 19. Students in this department are entitled to attend, without charge, the lectures in the medical department on medical juris¬ prudence. LOUISVILLE MEDICAL COLLEfeB. The most gratifying success has attended the management of this college. The graduates have the privilege of becoming candidates for the position of resident grad¬ uate at the Louisville marine hospital. These positions are secured by competitive examinations. The number of graduates last year was 59. KENTUCKY MILITAEY INSTITUTE. This institute is under the direction of a board of visitors appointed by the governor. The report of the board shows the institution to be in a most nourishing condition. The number of graduates for 1872 was 8. BETHEL COLLEGE. This institution was organized by the Bethel Baptist Association of Southwestern Kentucky as a high school, and was incorporated as a college ifflSSG. The endowment fund is $85,000, the beneficiary fund about $6,000, and the real estate, exclusive of the college grounds and buildings, is valued at $85,000. The institution is free from debt. A theological dejiartmeut is connected with the college. EMINENCE COLLEGE. This college is open to both sexes. The number of graduates for 1872 was 13. HOCKEE FEMALE COLLEGE. The course of study is that usually pursued in colleges for young men. CECILIAN COLLEGE. This college was chartered in 1867, and is conducted under the auspiees of the • C.itholic Church. It is for the instruction of boys, and includes a scientific and a commercial dexiartment. KENTUCKY. 129 SAINT MARY’S COLLEGE. This iustitution is exclusively for the education of hoys, and is under the care of tlie Roman Catholic Church. It is divided into two departments, classical and commercial. KENTUCKY STATE TEACHERS’ ASSOCIATION. This association met at Frankfort, Monday, August 12, and the sessions continued through the week. Dr. Henderson, State su]oerintendent, was elected president, and B. N. Greliam, sec¬ retary. Besides the regular address of Dr. Henderson, an essay on “ Natural punish¬ ments ” was read by G. E. Roberts ; “ Technical education in our schools,” was treated of by J. A. Brown ; “ Great men wdio do nothing,” by B. N. Greham ; ‘‘Philosophy of composition,” by Noble Burter ; “Primary schools,” by Hiram Roberts ; “Professions and professors,” by E. M. Murch ; “Jacob Brown,” a poem, by H. S. Stanton ; “ Natural science in public schools,” by W. H. Lockhart ; “ Mental science,” by Mrs. N. S. Roberts ; “ Sunliglit and starlight,” by W. J. Davis ; “ Sphere of the educated woman,” by tlie State superintendent, Hon. H. A. M. Henderson ; “ Liberal education,” by Noah K. Davis ; “ Malaria and ozone,” by John Darby ; “ Geology of Kentucky,” by J. B. Rey¬ nolds. W. H. Bartholomew gave lectures on penmanship. “ Plow to win and retain the confidence of children,” was a topic by T. J. Phsh ; Professor Jones demonstrated the law of falling bodies ; Daniel Hough gave a practical exercise in reading. About seventy-five teachers were present, representing all parts of the State. teachers’ institutes in KENTUCKY. During the past summer twelve institutes were held in the State of Kentucky under the general direction of the State superintendent of public instruction, Hon. H. A. M. Henderson. In the work of each institute. Dr. Henderson wms assisted by Professor P. A. Towue, of Paris, Kentucky, and by such local force as was available. At each insti¬ tute, except two. Dr. Henderson gave lectures on “ Popular education” and on “ PLe sphere of the educated American woman.” The object of these institutes was to secure the permanent establishment of a strong organization for each county in the State. The superintendent reviewed the present school law of the State and indicated amendments that he hoped to see enacted. He advocated the establishment of at least one great normal school for the State. These institutes were called congressional institutes, because they, theoretically, at least, were supposed to rexiresent the congressional districts in the State. At Mayfield, June 3, Dr. Thompson, commissioner of McCracken County, presided. Five counties were rex)resented by their commissioners and by forty-five teachers. At Plenderson the first institute for the second district was held June 10 ; R. P. Thorn- berry, commissioner of Webster County, presided. The second institute for this district was held at Hopkinsville, June 17 ; G. A. Champ- lin, commissioner of Christian County, presided. At Glasgow, June 24, the institute for the third district was held; Richard P. Collins, commissioner for Barren County, iiresiding, with over fifty teachers in attendance from five counties. The institute for the fourth district wns at Elizabethtowm, July 1 ; J iu1ge Bush, of Larue County, presiding, with more than seventy teachers in attendance from six counties. Professor Heagan, of Hamilton College, took an active x>art in the meet¬ ings of the institute. The institute for the eighth district was at Stanford, July 8 ; R. C. McBeatte, commis¬ sioner for Wayne County, in the chair. D. W. Coleman, commissioner of Casey County ; J. K. We.st, of Garrard County ; and R. F. Cold well, of Boyle, represented those coun¬ ties. S. S. McRoberts, commissioner of Lincoln County, was xu'eseut. L. G. Barbour, of Danville; Professor J. B. Meyers, of Stanford; and B. N. Greham, commissioner of Fa¬ yette County, rendered valuable service. The institute for the ninth district was held at Manchester, July 15; J. E. White, commissioner of Clay County, xHesiding ; twenty-five teachers were x>rcsent, and several commissioners from adjoining counties. The institute for the seventh district was held at Carlisle, July 22; J. M. Chism, commissioner of Nicholas County, presiding. All the sessions of the week were attended by the citizens en masse, and there were more than four hundred x)ersous i)resent at the adjournment. Besides the addresses of Dr. Plenderson, I’resident Argobast, of the \\ es- leyan College at Milleusburg, read an essay on “What and how to read;” Dr. Rey¬ nolds, of Louisville, read one on “ The mission of the teacher.” The institute was regarded as a very xu’ofitable one. The institute for the tenth district was held at Maysville, July 29 to August 2, in¬ clusive; Judge E. Whitaker presided. Professor H. R. Blaisdell and Professor Smith, of Maysville, took an active part in the work of the week. Professor Yancy, of Augusta College, gave his method of teaching history. At Cynthiana, August 5, the institute for the sixth district was xiresidcd over l>y J. 9 E 130 REPORT OF THE COMMISSIONER OF EEUCATION. F. Lebns, commissioner of Harrison County. More than a hundred teachers were in attendance, being numerically the largest institute of the summer except that at Louis- 'ville, and the work accomplished was very satisfactory. Tdie first institute for the fifth district was at Eminence, August 20 ; Hon. Z. F. Smith, late State superintendent, presiding. The second institute for the district was at Louis¬ ville, W. H. Bartholomew iiresiding. This was a very important meeting. KEY. EGBERT JEFFERSON BRECKINRIDGE. — OBITUARY. Rev. Robert Jefferson Breckinridge, D. D., LL. D., died at his home, in Danville, December 27, 1871. He was a son of Hon. John Breckinridge, author of the Kentucky resolutions of 1798, and United States Attorney-General under President Jefferson ; born at Cabell’s Dale, March 8, 1800 ; studied at Princeton and Yale ; graduated at Union College, New York, 1819 ; admitted to the bar 1823 ; practiced law in Kentucky until 1831 ; member of the State legislature in 1825, 1826, 1827, and 1828 ; united with the Presbyterian Church in 1829, and was soon after elected ruling elder; studied a few months at Princeton, and was ordained pastor Second Presbyterian Church, Baltimore, Maryland, 1832 ; president or principal of Jefferson College, Canuoiisburgh, Pennsylvania, and pastor of the church, 1845 ; pastor First Presbyterian Church, Lexington, Kentucky, and State superinteml- ent of public instrnction, 1847 ; x>rofessor of exegetic, didactic, and polemic theology in the Presbyterian Theological Seminary at Danville, 1853. Dr. Breckinridge was a man of commanding influence in both church and state. His intellect was quick, piercing, powerful, with a grasp of thought, a closeness of reasoning, and a fertility of illustration which few could rival, rendering him equal to any emergency, whether to fill a theological chair, to address a x)romiscuous audience, to join in an extemporaneous debate, to preside over a literary institution, or sway the councils of a xiolitical convention. From his first public apx>earance in ecclesiasti¬ cal matters in the Cincinnati convention, 1830, he was one of the leading minds in the Presbyterian Church, and in his later as well as earlier years took an active part in civil affairs. As a preacher, he was scriptural, doctrinal, and closely argumentative; he was great (and greatly) in controversy, but it was in deliberative bodies that his x^owers ap- Xieared to the greatest advantage. His acquaintance with judicial x>roceedings, his self-reliance, his peculiarly gentle but x^enetrating voice, his unsuiqiassed command of approxu'iate language, and his ability to bring his full strength to bear upon the ques¬ tion at issue, made him a most xiowerful advocate or a most formidable opponent. He was a voluminous vrriter; published Pax^ism in the Nineteenth Century in the United States, 1841 ; Travels in France, Germany, &c., 1841 ; Memoranda of Foreign Travel, 1845 ; Internal Evidence of Christianity, 1852; two large volumes of theology, 1857 and 1859, and innumerable x^amxihlets on slavery, temperance, Pox)ery, Universal- ism, Presbyterianism, education, agriculture, politics, besides editing several x^eriodi- cals. The value of his six years’ service as sux^erintendent of x^ublic instruction is grate¬ fully acknowledged by his successors in that office. One of them, in his annual rexiort for 18.59, says that “to Dr. Breckinridge, above all others, the x^eoxfie of Kentucky owe the establishment of our system of common schools. He found that system a ruin ; he left it a majestic fabric ; he found it a x>i’ey to the timidity of legislation and the x>luu- drers of party; he left it beyond legislation and beyond x>arty, fixed immovably among the x^owers of government in the organic law of a great commonwealth.” FACTS FROM THE UNITED STATES CENSUS. Area and poimlaiion. — In 1870 Kentucky was the eighth State in poxmlation, having 1,321,011 inhabitants, within an area of 37,680 square miles, an average of 35.33 xmrsons to the square mile. This x'>opnlation consisted of 1,098,692 whites, 222,210 colored, 1 Chinese, and 108 Indians. Of these 1,257,613 were natives of the United States and 63,398 were foreign-born. Of the native residents of the State 875,415 whites, 205,583 colored, and 83 Indians were born within its borders, while of the foreign residents 30,318 were born in Germany, 4,173 in England, and 21,642 in Ireland. School atiendance. — According to Table IX, vol. 1, of Census Rexiort, 181,225 persons attended school, and of these 1,162 were foreigu-bofn. The white male scholars num¬ bered 91,225, and the white female scholars 82,278, an aggregate of 173,503 whites. The colored xiupHs numbered 7,702, of whom 3,520 were males and 4,182 females. There were also 20 Indians — 7 males and 13 females. Illiteracy. — The number of inhabitants of all races, ten years old and over, unable to write, was 332,176, of whom 7,231 were foreign-born. AgCj sex, and race of illiterates. — Of the 201,077 white illiterates, 57,766 were from ten to fifteen years of age, and of these 31,752 were males and 26,014 females ; 36,760 were KENTUCKY. 131 from fifteen to twenty-one years old, of whom 18,724 were males and 18,036 females; 106,551 were twenty-one years old and over, of whom 43,820 Avere males and 02.725 females. Of the 13i,050 colored illiterates, 24,958 Avere from ten to fifreen years old, of whom 12,891 were niades and 12,007 females ; 24,920 wei’e from fifteen to twenty-one years old, of aa’Iioui 12,157 were males and 12,709 females; 81,100 Avere tAA'enty-one years old and over, of whom 37,889 were males and 43,277 females; 12 male and 37 female Indian illiterates were also reported. Educational institutions. — According to Table XII, Ami. 1, of Census Report, tlie total nnmber of educational institutions was 5,149, having 0,346 teachers, of Avhom 3,972 were males and 2,374 females, to educate the 245,139 impils, of AA^hom 125,734 AA cre males and 119,405 females. Amount and source of educational income. — Tlie total income of all the educational institutions was $2,538,429, of which $393,015 were derived from eudoAvment, $674,992 from taxation and public funds, and $1,470,422 from tuition and other sources. Public schools.— Th-Q 4,727 public schools throughout the State, with their 5,351 teach¬ ers, of whom 3,468 were males and 1,883 females, were attended by 218,240 pupils, of whom 111,802 were males and 106,438 females. To educate these they possessed a total income of $1,150,451, of which $24,885 were derived from endowment, $604,905 from tax¬ ation and public funds, and $520,661 from tuition and other sources. Colleges.— TI\q 42 colleges, with their 223 teachers, 119 male and 104 female, were attended by 5,864 students, of whom 3,395 were males and 2,469 females. To educate these they possessed a total income of $431,437, of which $180,831 were derived from endowment, $3,999 from taxation and public lauds, and $246,607 from tuition and other sources. Academies. — The 95 academies, with their 286 teachers, 146 males and 140 females, had an attendance of 6,224 pupils, 3,049 males and 3,175 females, for the education of Avliom they possessed a total income of $254,498, of which $4,000 were derived from eiidoAAnnent, $9,i48 from taxation and public funds, and $241,350 from tuition and other sources. Private schools. — The 195 day and boarding schools had 302 teachers, of Avhom 128 were males and 174 females. They were attended by 7,948 pupils, 3,170 of whom Avere males and 4,778 females. These schools possessed a total income of $335,865, of Avhich $730 were derived from endowment and $335,1.35 from tuition and other sources. Libraries. — There were 1,172 public libraries, containing 318,985 volumes ; also 4,374 private libraries, haAnng 1,590,245 volumes — a total of 5,546 libraries, containing 1,909,3.30 volumes. The press. — The 89 periodicals had an aggregate circulation of 197,130 copies, with an aggregate annual issue of 18,270,160. Churches. — Of the 2,969 church organizations, 2,696 had edifices with 878,039 sittings, and the church property was valued at $9,824,465. Pauperism. — One thousand seven hundred and eighty-four paupers were reported, of whom 963 were native whites, 704 natirm colored, and 117 foreigners. Crime. — Of 1,067 persons in prison June 1, 1870, 525 were natiAm whites, 443 nathm colored, and 99 foreigners ; 603 persons were convicted during the year. Age and sex of population. — Of the total population, 454,539 persons were from 5 to 18 years old, 230,491 males and 224,048 females ; 930,136 Avere ten years old and upward, and of these, 466,762 were males and 463,374 females. Ocevpations. — Four hundred and fourteen thousand five hundred and ninety-three persons of these ages were engaged in Auirious occupations, of whom 364,300 were males and 50,293 females; 261,080 were engaged in agricultural pureuits, of whom 257,426 were males and 3,654 females; 84,024 in personal and professional serA'ices, of whom 41,974 were males and 42,050 females; 25,292 in trade and transportation, of whom 24,961 were males and 331 females; 44,197 in manufactures and mechanical and mining industries, of whom 39,939 were males and 4,258 females. Age and sex of ivorhing population. — Of these 414,593 employed persons, 42,085 were from 10 to 15 years old, of whom 34,283 were males and 7,802 females; 348,190 were from 16 to 59 years old, of whom 307,718 Avere males and 40,472 females; 24,318 were 60 years old and over, of whom 22,299 Avere males and 2.019 females. 132 KEPORT OF THE COMMISSIONER OF EDUCATION. I.OUISIANA. [From report of Hon. Thomas W. Conway, State superintendent of instruction, for the year 1871.] SCHOOL FUND. ' The school fuHcl for the scholastic year 1871, (from January 1 to December 31,) as far as can he determined from data received, was as follows : Balance due from former school hoard . $35,173 13 Balance due from parish treasurers . ; . 23, 266 08 Amount from State apportionments . . . 420,574 74 From corporate authorities . 51, 572 47 From interest on sale of school-lands . 24, 387 28 Total . 554,973 70 DISBURSEMENTS. Previous indebtedness . . . . . . . $9, 502 27 Teachers’ wages . . . . . ,, 448, 023 7S Rent of school-houses . . . 35,653 20 Repairs . . . 2, 940 47 School furniture . . . . . 2,733 65 Fuel and incidentals . 18,597 33 School aiiparatus . . . . . 1,356 53 School-house sites . - . 690 00 Building school-houses . . . . . 12, 337 02 Total . 531,834 25 NUMBER OF PLT’ILS. The state is divided into six school divisions. The number of pupils enrolled is as follows : First division . 3,591 Second division . . . 6, 200 Third division . 10, 107 Fourth division . . . 5, 845 Fifth division . No report. Sixth division . . . 19, 091 Total . 44,834 AVERAGE DAILY ATTENDANCE. First division . . 2, 856 Second division . 1 . 4, 396 Third division . No report. Fourth division . No report. Fifth division . No report. Sixth division . 13, 335 Total . 20,587 NUMBER OF TEACHERS EMPLOYED. First division . 104 Second division . 121 Third division . 221 Fourth division . 130 Filth division . ..No report. Sixth division . 381 Total . 957 Average rated pay of teachers per month, $60.60 j average duration of schools, 6 months 10 days. LOUISIANA. 133 NEW SCHOOL LAW. The school act of 1870 was not open to serious ohjections in its general features, hut the agencies for carrying out its provisions were so cumbrous and complicated that amendments were necessary. In January, 1870, the State board of education, at its annual meeting, proposed such modifications of the school act as would remove the most formidable of the difficulties. These views were submitted to the standing committee on public schools, and by them in the main approved and formally reported. The proposed amendments were adopted by both houses of the legislature, and on the 16th of March the act was approved by the governor and became a law. By these amendments the former ward boards of school directors were abolished and the places of the old directors of jiarish school boards were vacated. The State board of education was oalled together and, as promptly as possible, new parish boards were appointed, together with boards of directors for the various incorporated towns and cities of the State. The re-organization of the school work absorbed time, but the delay Avas amply compensated for by the increased effi¬ ciency of the amended law. teachers’ institutes. Under section 10 of the act approved March 16, 1870, the division superintendents are required to hold once in each year a teacliers’ institute in their respective diAusions. In conformity with this regulation, and under the direction of the State superintend¬ ent of public education, four institutes Avere held during the year — at Amite in June, at Carrollton June 8, 9, and 10, at Franklin June 16 and 17, and at New Orleans May 31 and June 1 and 2. These first teachers’ institutes ever convened in the State excited the deepest inter¬ est. In eAmry case there was a full attendance of teachers and members of the school board, and the exercises were varied and instructive. Papers on methods of teaching and discipline were read, and Miss Hattie M. Morris, from the Oswego training-school, gave in all ^he institutes lectures on the best methods of instructing in arithmetic, geography, grammar, and botany, and in the course practically illustrated the benefit to be derived from the proper use of the blackboard. The institute in the city of Noav Orleans was perhaps the most interesting. Three hundred and fifty-one teachers answered to the roll, and the addresses of Mr. Conway, the State superintendent, and of Mr. Carter, the division superintendent, were listened to with marked attention. The harmony of the meeting was somewhat disturbed by a few persons in evident sympathy Avith that portion of the community hostile to the school system ; but in the face of these ill-timed and senseless exhibitions, Mr. Carter testified to the increasing confidence felt in the schools, instancing several gentlemen who had fought against the Government during the late war, and who might at least be expected to be luke¬ warm toward the school system, but who are ready to declare that the “closing of the public schools would be one of the greatest calamities that could happen to the State.” STATE teachers’ ASSOCIATION. The first germ of this valuable auxiliary to teachers’ institutes is found in the second division, where the teachers of two x)arishes formed a society for mutual imj)ro\’ement. THE STATE UNIVERSITY. A communication received by the State superintendent from Colonel Boyd, superin¬ tendent of the university, gives a concise and comprehensive view of the Avauts and prospects of the institution. The AAmnts as enumerated are : First, plenty of money to pay our debts ; second, more room for academic and other purposes, or an immediate reduction of Ihe number of cadets ; third, more apiiaratus, a larger library, and fiAm new professors, auz, of moral and mental philosophy, Greek, agricultural chemistry, and natural history; fourth, for purposes of discipline and better order, muskets for the corps of cadets. In connection with these wants. Colonel Boyd remarks that “ the iiuiycrsity must not depend on warrants; that if the State cannot pay its quota of university expenses in United States Treasury notes, then the uniA^ersity niust cither give up the State or beneficiary cadets, or stop altogetjier ; and that the tuition should be made absolutely free.” He also heartily indorses the action of the Tennessee State legislature, asking Congress to pass the land%raut scheme for the benefit of one, and only one, college or university in each State. Accompanjfing the communication was a form of scheme for donation, or rais*ing an endowment for the un'wersity : For $100 the university pledges itself, through attached 134 EEPORT OF THE COMMISSIOEEE OF EDUCATION. coupons, to give four years’ tuition. As the regular tuition fee is $80 per annum, the advantages of the offer are manifest. The total number of matriculates since September 1 is one hundred and fifty-one; ten ai)plicauts were refused admission for inability to pass the entrance examination ; and the total number of cadets now, present and absent, is one hundred and thirty- two. AGP.ICULTUKAL AND INDUSTELiL SCHOOLS. The report calls attention to the fact that the scrip issued by the General Govern¬ ment for the establishment of an agricultural college has been secured, and urges im¬ mediate action in this direction ; and further hopes that the legislature may not adjourn without making j)rovision for the establishment of industrial and evening schools. PEABODY FUND. The agent. Dr. Sears, in his sixth annual report, says: “Our mode of distribution in this State is the same as it was last year. We still have the valuable services of Hon. E. M. Lusher, as local agent, without salary. On his recommendation donations have been made to schools as follows : $7,550 distributed among twelve towns, in sums varying from $900 to $300 ; for 50 pupils in New Orleans normal school, $1,600 ; for model school attached to it, $300 ; for pupils in other normal schools, $300 ; in all, $9,750. Of this amount $750 belong to the ai^propriation made for last year.’’ PECULIAR CONDITION OP CERTAIN RURAL DISTRICTS. In the parish of Livingston, in the first district, there are rei)orted 18 male a,nd 3 female teachers. This disparity arises from the wilderness nature of the country, a great portion being covered with dense undergrowth, through which run bayous, creeks, and swamps; in many instances teachers and pupils have to traverse several miles through marshes and brush to reach the school-house ; the school-buildings are generally log-huts, with the rudest furniture and apparatus. Within seventy-five miles of the Queen City of the South, you find a population cbieffy of French extraction, mostly descendants from the exiles of Acadia, with an ad¬ mixture of Spanish, Portuguese, and Italian elements. Their language is a corruption of French, hardly intelligible to an educated Frenchman, and their manner of living’ is that of a hundred years ago. If they build a house to-day, though in a land abounding in cypress lumber, it is invariably the “ adobe” cabin, mud walls thatched with pal¬ metto leaves. The district inspector states that ho visited a community of over 1,200 inhabitants, where a Christian minister had never been, except a Catholic priest, and he but once a year. He further asserts: “I do not believe six persons could be found (excepting three persons who had been sent in charge of schools) who could read or write in any language, or that a particle of printed matter, even a Bible, could be found in one of their houses, except the school-books that had been recently sent for the use of pupils. Bear in mind that this j)eople understand not a word of English, and that their chil¬ dren never hear it save from their teachers, and it will be understood how the colored children have so much the advantage over them.” MIXED SCHOOLS. Mixed schools exist in every division in the State. In the first division 1,510 white children attend public schools to 4,690 colored. This disproportion arises from the fact that the poor whites will not apply for the admission of their children into schools at¬ tended by colored children ; the few white children found in the schools of this division are universally the children of intelligent parents. Among the Acadiaus, in the second division, very few colored people reside, and these, with generous toleration, prefer to send a great distance, often from four to six miles, rather than ai)ply where they know they would be unwelcome. The schools, then, in these localities become by the uaturo of things white schools. In the third division the subject of mixed schools has caused no embarrassmenjb whatever. The majority of the schools are separate, from the choice of parents of ail classes; but in some localities children of both races are found in the same school. In the city of New Orleans, as a general thing, pupils have preferred schools vr here their associates are of their own race; but in the instances where the schools have be¬ come to some extent mixed schools, no difficulty has been experienced. In the Bienville school, under the irassionate impulse of the moment, the whole number of white cliiklren was withdrawn upon the admission of colored pupils. All, however, subsequently returned, and the school proceeded harmoniously. LOUISIANA. 135 NEW OIILEANS. THE BOARD OF EDUCATION. Under the amended law the power of appointino- school directors for the city of New Orleans was vested in the State hoard of education. It was hoped that the amended law, hy bringing the board into harmony with the State authorities, wmuld enable those who succeeded to the control of the schools to remedy the evils resulting from the neglect of the former authorities, and end the dissensions with regard to the con¬ trol of the schools which had existed for the two years previous. The work of the board was distributed among the following standing committees : On teachers, on school-houses, on finance, on high and normal schools, on text-books and apparatus, on library, on rules and regulations. An estimate of the amount of money needed for the current year Avas made, as follows: For pay-roll of teachers proper and for ordinary expenses, $360,000; for school-books aerintendent of education, two of the pub¬ lic-school buildings of the city, auz, the Washington girls’ school and the Fisk boys’ school, were placed at his disposal for the purpose of establishing model schools. NORMAL SCHOOL AND COLLEGE. In conclusion, the rexiort earnestly urges the establishing, in the city, of a normal school for tlie training of teachers, and a free college in rvhich graduates from the high schools may complete their education. LOUISIANA STATE UNIA'ERSITA'. This institution is vmry unfortunate in its pecuniary embarrassments and incomxfiete means of instruction. ‘‘The financial condition,” says the siqierintendent, “is as bad as it can be when fifty cents must do the work of a dollar.” Notwithstanding these drawbacks, the past year has been in many resx)ects a successful one. The standard of scholarshixi, both for admission and graduation, has been raised; important additions have been made to the apparatus, cabinets, ai«d library, and the number of graduates Avas unusually large. The course of study embraees a iireparatory and an academic department, a special school of ciAul engineering, and a commercial course. The academic dex)artment com¬ prises a literary, scientific, and oi)tional course. The x)i'cparatory department is d(i- signed to be temx^orary, and will be disxiensed Avith as soon as the x)ublic and juivate schools throughout the State are sufficiently organized to become constant feeders to the unWersity. The discixfiine is military. By act of the legislature, the professors of cnginceriug, chemistry, mineralogy, geol¬ ogy, and botany are required to make, jointly, a toj)ograi)hical, geological, and botani¬ cal surA’ey of Louisiana. To this duty they devote not less than four mouths of every 136 REPORT OF THE COMMISSIONER OF EDUCATION. year. The third animal report of these professors has been published, and has attracted considerable attention in the scientific world. The survey is now nearly completed. Until the rebuilding of the college edifice near Alexandria, (destroyed by fire Octo¬ ber, 1869,) the institution is temporarily located at Baton Rouge. Of the 175 cadets, 131 are State beneficiaries. POLYTECHNIC AND INDUSTRIAL INSTITUTE OF LOUISIANA. This movement received its initial impulse in the New Orleans Academy of Sciences, on the 12th day of February, 1872. Resolutions were unanimously adopted recogniz¬ ing the necessity for technical training in the physical sciences, and instruction in the mechanical arts, recommending the founding of a polytechnic school in the city of New Orleans, and inviting the New Orleans Mechanics’ Society to co-operate with the academy for the promotion of the enterprise. A convention was subsequently held at which about fifty delegates, representing the diversified interests of the State, were present. A committee appointed to prepare a plan for a polytechnic and industrial school submitted their report in the ensuing May. A charter has been obtained, and steals will soon be taken by the board of man¬ agers for carrying out the plan adopted. SAINT CHARLES COLLEGE. This institution, incorporated in 1852, is conducted by the members of the Society of Jesus. The plan of instruction is the same as that of first-class academies, with the addition of a commercial course. NEW ORLEANS DENTAL COLLEGE. This college announces its sixth regular course of lectures. The projectors sought in its establishment to meet the great necessity, made more urgent by the impoverishing result of the late war, for such an educational institution in the South ; and its success has fully answered their expectations. The aim of the college is to give the highest order of instruction, not only in the dental art, but in its collateral sciences. The cur¬ riculum is so arranged as to compel each student to spend a large proportion of every day in actual practice in the infirmary and laboratory. Twenty-two lectures are deliv¬ er^ each week, occupying about an average of four hours a day. ' REV. CHARLES S. DOD — OBITUARY. Rev. Charles 6. Dod, born in Elizabeth, New Jersey, 1814, graduated at Princeton, 1833, died in the Presbytery of New Orleans, November 23, 1872. His father, Daniel Dod, was a master-builder of steam-engines, and, being distinguished for mathematical learning, was offered, but declined, a professorship in Rutgers College in 1811. In 1834 his son became classical tutor in the University of Georgia, and afterward principal of the Darien (Georgia) Male Academy; from 1838 to 1840, professor of mathematics in Jefferson College, Cannousburgh, Pennsylvania ; 1840 to 1844, xirincipal again of Darien Academy, when he entered the ministry, in which he labored at i)eriods as pastor of Presbyterian churches at Augusta, Georgia ; Holly Springs, Mississipjji ; Plaquemine, Lou¬ isiana ; chaplain in the confederate army, with sux)erintendence of the Macon, Georgia, hospital, and finally as an evangelist in the Teche (Louisiana) country. Between these intervals he was principal of the Roswell High School, Cobb County, Georgia, 1847 to 1849; x^i'csident West Teiinessee College, 1854 to 1861 ; xirincijial of Plaquemine Pres¬ byterian Seminary, 1869 to summer of 1872. The continual demand for his services as an educator is the best testimony to his eminent worth and usefulness in that field. FACTS FROI^I THE UNITED STATES CENSUS. Area and population. — In 1870 Louisiana was the twenty-first State in jiopulation, having 726,915 inhabitants within an area of 41,346 square miles, an average of 17.58 persons to the square mile. ^ This population consisted of 362,065 whites, 364,210 colored, 71 Chinese, and 569 Indians. Of these 665,003 were natives of the United States and 61,827 were foreign-born. Of the native residents of the State 237,453 whites, 263,956 colored, 453 Indians, and 2 Chinese were bora rvithin its borders ; of the foreign resi¬ dents 18,933 were born in Germany, 2,811 in England, and 17,068 in Ireland. School attendance. — According to Table IX, vol. 1, of Census Report, 51,259 persons at¬ tended school, and of these 571 were foreign-born. Of the 40,183 white scholars, 20,542 were males and 19,641 females. Of the 11,076 colored scholars, 5,467 were males aRd 5,609 females. > Illiteracy. — The number of inhabitants of all races, 10 years old and over, unable to write, was 276,158, of whom 7,.385 were foreign-born. 11 LOUISIANA. 137 sex, and race of illiterates. — Of the 50,749 white illiterates, 13,525 were from 10 to 15 years of age, and of these 7,130 were males and 6,395 females; 9,636 were from 15 to 21 years old, of whom 4,710 were males and 4,926 females; 27,588 were 21 years old and over, of whom 12,048 were males and 15,540 females. Of the 224,993 colored illiterates 33,353 were from 10 to 15 years old, of whom 16,978 were males and 16,375 females; 35,591 were from 15 to 21 years old, of whom 15,873 were males and 19,718 females ; 156,049 were 21 years old and over, of whom 76,612 were males and 79,437 females. Educational institutions. — According to Table XIT, vol. 1, of Census Report, the total number of educational institutions was 592, having 1,902 teachers, of whom 926 were males and 976 females, to educate their 60,171 pupils, of whom 29,854 were males and 30,317 females. Amount and source of educational income. — The total income of all the educational in¬ stitutions was $1,199,684, of which $34,625 were derived from endowment, $564,988 from taxation and public funds, and $600,071 from tuition and other sources. Public schools. — The 178 public schools, with their 459 teachers, of whom 122 were males and 337 females, were attended by 25,832 pupils, of whom 12,095 were males and 13,737 females. To educate these they possessed a total income of $473,707, of which $445,683 were derived from taxation and public funds and $28,024 from tuition and other sources. Colleges. — The 8 colleges, with their 100 teachers, 84 male and 16 female, were attended by 1,567 students, of whom 1,139 were males and 428 females. To educate these they possessed a total income of $150,194, of which $31,750 were derived from en¬ dowment, $82,300 from taxation and public funds, and $36,144 from tuition and other sources. Academies. — The 28 academies, with 276 teachers, 33 male and 243 female, had an attendance of 2,690 pupils, 852 male and 1,838 female, for the education of whom they possessed a total income of $198,525, of which $2,525 were derived from endow¬ ment, $2,300 from taxation and public funds, and $193,700 from tuition and other sources. Private schools. — Tbe 293 day and boarding schools had 548 teachers, of whom 297 were males and 251 females. They were attended by 16,332 pupils, 7,324 of whom were males and 9,008 females. These schools possessed a total income of $193,692, of which $350 were derived from endowment, $2,905 from taxation and public funds, and $190,437 from tuition and other sources. Libraries. — There were reported in the State 480 x^ublic libraries, containing 263,266 volumes; also 1,852 private libraries, having 584,140 volumes— making a total of 2,332 libraries, containing 847,406 volumes. The press. ~T\i& 92 periodicals had an aggregate circulation of 84,165 copies, with an aggregate annual issue of 13,755,690. Churches. — Of the 638 church organizations, 599 had edifices, with 213,955 sittings, and the church x)roperty was valued at $4,048,525. Pauperism. — Five hundred and seven x)aupers were reported, of whom 279 were native whites, 130 were native colored, and 98 were foreigners. Crime. — Of 845 persons imprisoned June 1, 1870, 460 were native whites, 358 native colored, and 27 foreigners ; 1,559 persons were convicted during the year. Age and sex of xwpulation. — Of the total x)opulatiou, 226,114 joersons were from 5 t© 18 years old — 112,520 males, 113,594 females ; 526,392 were 10 years old and upward, and of these 261,170 were males and 265,222 were females. Occupations. — Two hundred and fifty-six thousand four hundred and fifty-two persons of these ages were engaged in various occux)atious, of whom 198,168 were males and 58,284 females ; 141,467 were engaged in agricultural ijnrsuits, of whom 114,5.30 were niales and 26,937 females ; 65,347 in personal and professional services, of whom 36,883 were males and 28,464 females ; 23,831 in trade and transportation, of whom 23,496 were males and 335 females ; 25,807 in manufactures and mechanical and mining in¬ dustries, of whom 23,259 were males and 2,548 females. Age and sex of ivorking jjopulaiion.— these 256,452 cmifioyed persons, 18,632 were from 10 to 15 years old, of whom 11,600 were males and 7,032 females ; 222,890 were from 16 to 59 years old, of whom 174,150 were males and 48,740 females; 14., 930 xtersons were 60 years old and over, of wh'om 12,418 were males and 2,512 females. 138 REPORT OF THE COMMISSIONER OF EDUCATIOJT. MAINE. [From report of ^Varren Johnson, State snperiutendent of instruction, for the scholastic year ended October 31, IbTl.] riNANCLVL STATEIMENT. Raised I)y direct taxation . . . $743,328 New school-liouses . . . 117, 364 Private tuition in and out of the State . 60, 326 To prolong schools . . . . - - 12, 966 iTo pay superintending school committees . . . 23, 623 Appropriation for county supervision . . . 16,000 Appropriation for teachers’ institutes . 8, 000 Appropriation for normal schools . 25, 000 Expense of annual report, (7,000 copies) . . ' . . 3,500 Superintendent’s salary, clerk, traveUug expenses, &c . 3, 800 Interest of permanent school fund . . . . 15, 444 Derived from local funds . . 14, 639 Aggregate expended for educational purposes . 1, 043, 988 Total valuation of State property . . . $224, 585, 325. Rate of aggregate school expenditure to valuation . - 43.5 mills. Rate of direct taxation . . . . . 3.3 mills Excess of taxation above amount required by law . $132, 213 00 Amount raised per scholar hy direct taxation . . . 3 29 Expenditure for each census scholar . . . 4 62 Expenditure for each registered scholar . 8 89 Expenditure for each average attendance . * . 11 07 public instruction. If a saving could he effected in other cleiiartments, and the same diverted into the common-school channel, a vast change for the better would ensue. ATTENDANCE. Whole number of scholars between 4 and 21 years of age . 225, 508 Number registered in summer schools . 120,295 Average attendance . 193, 066 Number registered in winter schools . . . 134,065 Average attendance . . . . . . 07, 717 Per cent, of average attendance to whole number . 60 Per cent, of average attendance to scholars registered . 79 Per cent, of average attendance to summer schools registered . 78 Per cent, of average attendance to winter schools registered . 80 Probable number of truants or absentees . 1 . 18, 989 Average length of summer schools, 5^ days per week, 9 weeks , 3 days. Average length of winter schools, 5^ days x>er Aveek, 10 weeks. Average length of schools for the year, 19 weeks, 3 days. DISTEICTS AND SCnOOL-HOUSES. Number of districts . 4, 003 Number of parts of districts . 350 Number of districts Avith graded schools . . . . . 420 Number of school-houses . . 3, 917 Number of school-houses in good condition . 2,234 Number of school-houses built last year . 119 Cost of the same . $117,364 Estimated value of all school-property . _ : . . $2, 488, 500 TEACHEES AND TEACHEES’ PAY. Number of male teachers employed in summer . 119 Number of male teachers employed in winter . . . . 1, 801 Number of female teachers employed iji summer. . . . 3, 790 MAINE. 139 Number of female teacliers employed in -winter . 2, 180 Number of teachers graduates of normal schools . ’ 204 Average pay of male teachers per mouth, excluding board.... . $32 44 Average pay of female teachers i)er week, excluding board . 3 43 Average cost of teachers’ board per -week . 2 30 MODIFICATION IN SCHOOL LA-SV. Since January, 1871, the following acts have been passed, modifying the educational legislation of previous years : Any city or town may annnally make provision for giv¬ ing free instruction in industrial or mechanical drawing, to persons over hfteen years of age, either in day or evening schools. Towns may empower the school district agents to employ the teashers, instead of the superintending school committee. A tax of one mill per dollar is to be annually assessed upon all property in the State accord¬ ing to valuation, to be known as the mill tax for the support of common schools. The first distribution of this fund shall be made January 1, 1873. All of this fund not dis¬ tributed or expended during the financial year shall, at the close of such year, be added to the permanent school fund. The amount to be raised by towns and plantations for the support of schools is changed from one dollar to eighty cents for each inhabitant, according to the State census. Savings-banks shall be required to pay to the State one-quarter of one iier cent, on all deposits, to be appropriated for the use of common schools. The act creating the ofiice of county supervisor of schools has been repealed. SCHOOL REVENUE. The “school mill tax” will amount to $224,530. This will be disbursed to the sev¬ eral towns according to the number of scholars, in the same manner as the interest of the permanent school fund. Apart from the school moneys raised by the town, the above sources of revenue will give about $1.60 for each person in the State between the ages of 4 and 21. In her school expenditure per capita of school population, Maine ranks the lowest of the Northern States. In this respect she holds the twenty-first position, while in wealth per capita of total j)opulation her rank is the thirteenth. The gross ex^ienditure is now about $1,000,000. It should be increased to $1,500,000 at least. Although not yet quite up to the full measure of duty and ability, the long stride made by the last legislature toward an even rank with sister communities is an en¬ couraging- fact to the friends of education. The school revenue has been in a measure equalized, and increased more than one-third. In 1871, the school income required by law was about $625,000. In 1872, this sura has been increased by legislation to $840,000. This affords an average of $3.75 (nearly) to each person in the State be¬ tween 4 and 21 years. SCHOOL CENSUS AND ATTENDxSNCE. During the past ten years there apiiears to have been a gradual decrease in the num¬ ber of youth between the ages of 4 and 21. The school poinilation of 1861 was 243,171. For 1871 it is 225,508. The school age begins too early and ends too late, and this presents our average attendance in an unfavorable and unjust light. The profitable limit of school age would be between six and eighteen, inclusive. If this term were adopted by a majority of the States, the comparative school statistics would present a nearer approximation to the truth than they do at present. The total school attendance has been less this year than last, while the average at¬ tendance has nearly equaled that of last year. The average city attendance, .42, is much below the average in the State, .50. While we can not expect to gather into the public school over 65 or 70 per cent, of the total number of youth, with the school age as at present established, we ought to secure a better attendance than at present, both in the total registered and in constant presence. A loss of 15 i)er cent, in attendance is equivalent to a waste of $150,000 aunnalljn The almost 20,000 truants reported should be brought into the school-room by the compelling power of the State. School committees throughout the State are almost unanimous in urging the importance of some legislative enactment to secure the education of all the youth m our State. LENGTH OF SCHOOL TERMS. The summer schools for 1871 were the same as 1870 ; the winter schools one day shorter. Yv'itli two exceptions (New Hampshire and Nebraska) Blaine has the shortest schools of any of the Northern States. The school terms are of unequal length in dil- ferent communities, the cities and villages enjoying much larger school privileges than the rural districts and remote towns. This can not be perfectly balanced, but a grand approximation to it may be made by the al.>olitiou of the district system, by an equable school revenue, and by the free high-school system. 140 EEPORT OF THE COMMISSIOJnH^R OF EDUCATION GRADED SCHOOLS. The nnmher of graded schools reported in 1870 was 230. The numher reported this year is 420, showing a large advance in the efforts of committees and supervisors to evolve order from the chaos of the ‘‘mixed schools” and to classify school-work. The general result has been far above the possibilities of the old ungraded schools. The principal weak point now is the conrse of study. This problem is, however, receiving so much attention that we may hope soon to have a fixed order of instruction from the primary upward. The graded system exhibits better results where the single superintendent holds i^ositive sway "than where the various schools are intrusted to the divided rule of sub-committees. Next to a school system and to graded schools comes system in the school. The re¬ ports of county sux^ervisors show a jDromising advance in this respect. The returns from some teachers, however, still show an excessive number of daily recitations, run¬ ning in some instances as high as thirty-five. This, while occasionally due to a lack of executive ability on the part of the teacher, is more largely owing to the variety of text-books in use. TEXT-BOOKS. Our people are greatly burdened with the variety of text-books and the frequent changes made, and many, in consequence, are entirely deprived of school privileges. The school- officers very generally suggest uniformity off text-books by legislative en¬ actment, and in this the superintendent fully concurs. DRA^VING IX SCHOOL. The privilege granted towns to provide for industrial drawing is an omen of good promise. It behooves school officers to anticix)ate this branch of the work lying back of all our mechanical industries, by introducing elementary and free-hand drawing into all our x>rimary and mixed schools, both in the country and in villages. The im- IDortauce of this branch can not be too strongly urged. TEACHERS. The comparative ratio of male to female teachers remains nearly the same as last year. The number of male teachers employed in summer-schools is larger than last year, due to the fact that the principalships of high and grammar schools are sought for by young men who propose to continue in the business of teaching. The number of normal-school graduates reported as employed last year in our schools was 193 ; this year the number is 264. In 1869 the number was only 136. Sux)ervisors and committees sx)eak in the highest terms of the labors of our normal graduates. The salaries of teachers have steadily increased in the State the last three years, j)articu- larly in the high-school division of the graded schools and in the superior schools of the larger villages. The law of school economics is simx)ly this : As is the teacher so will the school be ; as the wages, so the teacher ; as the community, so the wages. In the light of this princix)le the advance — small but steady — in teachers’ wages is a significant fact and an encouraging promise, though Maine still pays the lowest wages for teachers’ services of any State. Our teachers, under the stimulating and suggestive influ¬ ences of the normal school and the institute, are making rapid advanees in the art and science of teaching. The tendency in this direction augurs well for the future of teaching as a profession, and for the high rank which Maine teachers will undoubt¬ edly take. teachers’ INSTITUTES. The same division of institute work has been made this year as last, namely, town institutes of one and two days’ duration, and county institutes of five days each. The town institutes have been of great value, reaching not only teachers but parents and scholars. More than forty county institutes have been held during the year, with an attendance of nearly 4,000 teachers. These institutes have been conducted entirely by our county supervisors. The connty institute work commenced August 1, and continued without interruption until November 24. Each week of this period, one to three institutes were held in various parts of the State. The written examination on the closing day of the institute has constituted one of the chief featui'es in the in¬ stitute work of the past two years. There can be no doubt about the value of this ex¬ amination and the accomx»anying issue cf graded certificates. More than 1,500 graded certificates have been issued "during the year. School agents and committees are now beginning to ask teachers to exhibit their record at the institute examination. The amount ax)X3ropriated for institutes by the last legislature was ^8,000^ Less than half this sum has been expended. A re-appropriation of the unexpended sum is recommended. \ MAINE. 141 EDUCATIONAL ASSOCLVTION. The state teachers’ association held its annual meeting this year in Portland, in the mouth of November. Over 200 teachers wore present, representing nearly every part of the State. The session was one of the most interesting ever held in the State. It was voted to hold the next session in July or August, in the eastern part of the State. The association has no funds. An appropriation of $.500 for this purpose is recom¬ mended. NEW SCHOOL-HOUSES. One hundred and nineteen new school-houses are reported as having been built last year, at an average cost of about $1,000 each. The city of Auburn erected eight for rural districts and primary schools, at a cost of $6,000. Gardiner completed a very neat and convenient high-school edifice, costing $20,000. Skowhegan, consolidating four village districts into one, still further harmonized school interests by erecting on a lot donated for the purpose an elegant high-school building, at a cost of about $17,500. SCHOOL DISTRICTS. The number of districts and parts of districts remains the same as last year. The better judgment of the “ reasoning” portion of our peoxde is decidedl^^ favorable to the reduction of the present multiplicity of school districts, and even to the abolition of the system. The excitement kindled a year ago, by an apprehension of loss of “ ancient rights” in the restriction of school-district privileges, has largely given place to consid¬ eration of the superior value of the town plan. Lewiston, Auburn, Lisbon, Orono, and a few other towns, have abolished the district system and adopted the municipal form, with the happiest results, and with especial advantage to the outlying rural districts. Such has been the consequence wherever the change has been made — better school- houses, superior teaching, longer schools. DISTRICT AGENTS. The district agents are generally co-operating with committees and supervisors in the selection of teachers, in advancing the salaries of the best instructors, in endeavors to secure good rather than long schools, and in promoting the general school interests. The apprehension of “loss of rights,” the dread of “ autocracy,” &c., have yielded to the fact that in this country the people are always masters of the i)osition. It is to be regretted that agents can not all agree that teachers shall be examined by proper au¬ thorities prior to an engagement for school service. TOWN SUPERVISION. The town committees and supervisors have generally discharged their duties the past year with more discrimination than heretofore. The plan of fixing responsibility upon one set of ofiicials recommends itself to the common sense of educators and to the approbation of the public. There is a tendency to simplify this responsibility still further, by intrusting the inspectory duties entirely to one member of the board, the committee holding within itself the full authority delegated by the peoxde. This tends to unity of pui'xiose and action, and to harmonize results. CITY SUPERVISION. In Maine, city supervision has not yet received the attention, consideration, or remu¬ neration that it deserves. Of the fourteen cities, Calais, Bangor, and Lewiston are the only ones with recognized city sux)erintendents. Calais pays a salary of $500 ; Bangor $1,000 ; and Lewiston $2,000, and $150 for horse and carriage. In a few cities one of tlie committee is empowered to act as superintendent, but with a very small salary. In general it maybe said that the insx^ection of schools in the cities of Maine lacks thorough¬ ness, unity of idan, definite purpose, and comprehensive grasxi. These deficiencies are the necessary attendants of x^oorly-xiaid services. COUNTY SUPERVISION. Among the benefits that have resulted from this agency, new in our State, but well established in other States, are the following : First. An increased interest among the people in regard to x)ublic education. Second. Systematic eflbrts on the part of educators and school-officers. Third. An imxtrovement in the scholarship of teachers and in the quality of their instruction. The institute examinations of the iiast two years xu'cscnt an advance in scholarship ranging from 10 to 25 per cent. Fourth. More intelligent su¬ pervision on the part of town committees. Fifth. A quick aiixireciation and promotion 142 EEPORT OF THE COMMISSIONER OF EDUCATION. of those who are likely to prove our best teachers. Sixth. Increasing indirectly the average attendance of scholars. Three years ago it was 42 per cent, of the census num¬ ber ; the past year it was 50 per cent. Seventh. Raising the compensation of teachers. Eighth. Furnishing the State with a number of competent institute instructors. Three years ago there was not a man in the State who had sufficient experience and confi¬ dence to take the conductorship and instruction of a five days’ institute. During the past year the institutes have been managed chiefly by the county supervisors. Ninth. The whole board of supervisors, from their close contact with the schools, constitute a practical and efficient board of education to confer with the legislative ‘^committee on education,” to suggest modifications of the school-laws, and to aid in the understanding of the same by the j)eople, and in their acceptance. Tehth. In elevating and sustain¬ ing public sentiment, in a higher educational tone, and, in general, quickening the whole body-politic to the mighty necessity of universal intelligence in a republican form of government. The repeal of the act by which county supervision was estab¬ lished is greatly to be regretted. The results desired and anticipated from this agency were ia a fair way to be reached ; were already largely attained, and would liave been more widely appreciated if the agency had been longer continued with such modifications as time and experience might dictate. The annual cost of county supervision was $16,000. This was assessed upon the entire valuation of the State — $225,000,000. If but a tithe of the benefits claimed above as accruing from county supervision was realized, the investment was richly remunerative. It is to be hoped that this agency will be revived in some form acceptable both to educators and to the community. FREE HIGH SCHOOLS. In the report of last year the fact was xiresented that the academy system in this State, as in others, was in its decadence ; that towns were asking for aid to establish high schools in x>lace of academies ; and that it was desirable to meet these apjili- cations on the basis of some general rule or principle. The jplan then recommended has been presented to a number of towns during the jiast year, and it seems to be gen¬ erally accexitable. This affords superior education at the expense of the town and of the State. ACADEMIES. In accordance with act of legislature (1871) inquiries have been addressed from the superintendent’s office to the several chartered literary institutions in the State, in order to ascertain their present condition and xiros^jects for educational work, and consequent claims on the State for substantial aid. Returns have been received from 37 institu¬ tions. The total number of such institutions is 67. An examination of these returns discloses the fact that, while a few of the highest seminaries, fostered by denominational sympathy and aid, have developed to a vigorous and healthy existence, the great ma¬ jority are in a feeble and precarious condition. Their resources are insufficient for the support of the schools, and their constant application to the State legislature for aid is a confession that they are unable to stand alone. The discontinuance of any further appropriation for these institutions is advised, and it is recommended that the academy system be absorbed or disiplaced by a general system of free town high schools. MADAWASKA SCHOOLS. The moneys appropriated to this territory seem to have been iiroperly distributed by the agent, the towns and x>lantations have generally comxflied witli the terms required, the number of schools has been more than doubled, two flourishing high schools for the education of teachers and for advanced pujiils have been well sustained, while the people are not only grateful for the gratuities of the State, but express them¬ selves as determined to do all in their power to reap the highest educational advantage from them. An axiproxiriation of $1,300 is recommended for this district; $1,000 as a 11 roper appropriation, and $300 to reimburse the people for an equal sum of which they were unjustly deprived last year. PORTLAND. CONDITION OF SCHOOLS. The school committee of this city announce that the condition of the public schools is, in the main, prosperous, and not inferior to tha,t of any past period of their history. They acknowledge the earnest efforts which many of the teachers have made to elevate the standard of scholarship, and to render their instruction more efficient and practi¬ cal. The teachers, as a body, take high rank in intelligence and culture, and many of them manifest an enthusiasm for their work which is an earnest of future success. MAINE. 143 METHODS OF TRIMARY TEACHING. The primary schools have always heen the refuge of incompetent teachers. In no department of imhlic instruction has there been such an advance in the theory and practice of teaching within the last twenty years as in the lower primary grades. Object-teaching has been introduced into the primary departments. Keading is taught by the word-method, resulting, according to the principal of what is con¬ sidered the best school, in a gain in time of at least 40 per eent. Spelling is taught by the sounds instead of the names of the letters. Oral instruction is followed to a great extent, and text-books are postponed till a later period. All these improvements in methods of teaching mark a new era in j)opular education, and demand a higher grade of talent in x^rimary-school teachers. SCHOOL ACCOMMODATIONS. Prominent among the questions deserving attention is the necessity of improved school accommodations. The condition of many of the school-houses is unfavorable to the health of pupils, and their internal arrangement is ill-adapted to the wants of the schools. The means of heating and ventilation are radically defective, and some rem¬ edy for these and other evils is im.peratively demanded. A new school-house is also needed in the upper portion of the city. SUPERVISION. A great want of the schools is more constant and intelligent supervision, which would be best secured by the employment of a competent city superintendent ; but as this meets with disapprobation, an approximate result might be attained by uniting several schools in one building, under the control of a head-master and as many assistant teachers as are necessary. POPULARITY OF PUBLIC SCHOOLS. The liberal policy pursued toward the public schools of the city has been justified by the high esteem in which they are held by all classes of citizens. They have not been regarded as schools for the poor alone, but as schools for the education of all the youth, which should be maintained at any sacrifice. It is believed that whatever money is needed for their proper sustenance will be freely given. BRANCHES OF STUDY. Drawing has been taught the past year in the primary and grammar schools by the regular teachers. The progress thus far made is encouraging, and the committee have given it a Y)lace among the required school exercises. A special writing-master is employed to give lessons in each grade of schools twice a week. Marked improvement has attended such instruction. Vocal music has been neglected, but the employment of a competent teacher in this branch is recommended. TRUANCY. Among the symptoms of prosperity is the marked decrease of truancy within the last two years, which is mainly due to the efficiency of the truant officer, whoso judicious course has yielded the most gratifying results. THE HIGH SCHOOL. The per cent, of graduates of the high school is very large, averaging more than 43 per cent, of those who have entered for the last four years. The course of study is practical and liberal, making ample provision for those who are preparing for college courses, and yet not neglecting to fiu’nish a thorough education to those who will en¬ ter directly upon active duty. A special teacher of recognized ability gives lessons in French four t imes a week to the first class. It is hoped that this will pave the way for special instruction in Spanish and German at no distant day. NOR5IAL CLASS TRAINING. Public opinion demands that the graduates of the high school should receive em¬ ployment in the schools, and the interests of the latter require that proper facilities should be afforded these graduates to prepare themselves lor their duties. The estab- 144 REPORT OF THE COMMISSIONER OF EDUCATION. lishment of a training class for teachers should no longer he delayed. The plan sug¬ gested is that a graduate of a normal school, who is acquainted with the most approved methods of primary education and school-work, should be employed at a salary of $800 to $1,000. The first year she shall devote two-thirds of her time to work in the dif¬ ferent primary schools, with the regular teacher and pupils, taking charge of the classes so far as necessary to illustrate her methods. She would also meet once or twice a week a class of such graduates of the high school as contemplate teachiug, with any of the regular teachers who might attend, for purposes of practical instruction in school work. Members of the class should have the privilege of accompanying her to the public schools to observe her methods, and teach classes under her direction. They would also fill vacancies in the schools, to test their capacity. It is believed that this plan, with the details properly arranged, would secure to graduates the advantages of a normal school. NORMAL SCHOOLS. Maine has two normal schools ; one at Farmington, the other at Castiue. In these the State has invested $14,325 only. In Castiue, after June, 1872, the normal school will have no shelter unless the town offers its high-school building. The legislature of 1870 did indeed appropriate $15,000 “for the purchase or erection of a suitable school build¬ ing for the Eastern Normal School,” but not a dollar has yet been expended toward either purchase or erection. The school-grounds at Farmington never have been inclosed. No apparatus of any kind has ever been placed in either school by the State. The teachers receive moderate salaries, and often the number is insufficient to perform the necessary duties. At least $50,000 are needed for each school. FARMINGTON NORMAL SCHOOL. At the close of the year a class of 19 was graduated, all of whom, with two excep¬ tions, have taught or are now teaching in the State. The model school, as now organ¬ ized, includes within its range the work of the first three years of school-life. The organization of such a model school as is found in connection with the normal schools of the West would add greatly to the efficiency of our work. We are obliged at present to restrict the privileges of the model school mainly to the graduating class. And yet of the 700 pupils who have been connected with the school, not more than one in six lias graduated. The demand upon us for teachers is far in advance of our ability to supply. The result of the most careful inquiry shows that in the history of our graduates success is the 'rule, failure the rare exception. One superintendent writes: “Your teachers have revolutionized our primary schools.” The Farmington Normal School loses noth¬ ing when judged by the work of its pupils. EASTERN STATE NORMAL SCHOOL, The number ofi different pupils who have attended the school during the four years that it has been in operation is 400, an average of 100 a year. Three classes have been graduated, numbering in all 54 members. Nearly all belonging to these classes have since taught, and, with but few exceptions, their success has been excellent. The at¬ tendance during the past year was 324. From the proceeds of a course of lyceum lec¬ tures given last winter, fifty dollars’ worth of books have been added to the library.. The past year has been one of healthy growth and prosperity. During the spring term our accommodations were taxed to the utmost to make room for the large num¬ ber of x)upils. As soon as the new building is completed, it is proposed to have a model school, though the excellent schools of Castine have answered, to some extent, the need. The governor and council have manifested a deep interest in the success of this school, and their x^resence, sux^port, and advice have added greatly to its interest and prosx)erity. COLBY UNIVERSITY. At the close of the anniversary exercises of the university, the i‘)resident. Rev. Dr. Champliu, tendered his resignation, to take effect in six months. Dr. Champlin has been connected with the university 31 years ; 16 years as x^rofessor and 15 years as president. In his closing address he said that when he became president, 15 years ago, there were $10,000 or $15,000 in the treasury; now there is a permanent fund of over $200,000, besides xirox)erty given by the State, valued at $50,000. Fifteen years ago, the buildings were worth about $17,000 ; to-day they are valued at over $100,000, and they are all X)aid for. The university announces its intention of opening all its courses of study to ladies on the same terms as to young men. MAINE. 145 MAINE STATE COLLEGE OF AGRICULTURE AND THE MECHANIC ARTS. The college has a pleasant and healthful location, intermediate between the villages of Orono and Upper Stillwater, and about nine miles from the city of Bangor. The college farm contains 370 acres of land, of great diversity of soil, ''and therefore well adapted for the experimental purposes of the institution. White Hall, the building first erected, contains 18 rooms, and the new hall 48. The boarding-house connected with the college is now open to students. In the new building desirable accommo¬ dations are furnished for 125 students. Four full courses of study are provided, viz: agriculture, civil engineering, mechan¬ ical engineering, and an elective course. The studies of the several courses are essen¬ tially the same for the first two years. Thorough instruetion is given in military science. Students are required to labor a certain portion of each day, not exceeding three hours, for five days in the week. Compensation is at the rate of 30 cents for three hours’ labor. The collection of minerals has recently been greatly enriched by a donation from the Smithsonian Institution. Contributions to thelibrary and cabinet are solicited. BATES COLLEGE. This college has been in existence nine years, and is named after Benjamin Edward Bates, esq., of Boston, Massachusetts. Iii 1870 a theological department was established. This is in charge of a special faculty appointed by the college corporation. There are ten State scholarships in the hands of the governor. In bestowing them preference will be given to the children of deceased Union soldiers. Nine schools and academies in difierent States act as preparatory schools for this college. The principal of these, the Nichols Latin School, is located at Lewiston, in the immediate neighborhood of Bates College, and its students have the privilege of attending the lectures and other college exercises. Fourteen graduates of the Latin school have been admitted to the freshman class of the college. THEOLOGICAL SEAIINARY. This is open to all denominations. Indigent students are aided to the extent of $100 a year. The number of alumni is 500. WATERVILLE CLASSICAL INSTITUTE. This institution is under the general direction of the trustees and faculty of Colby University. Its object is to furnish a college preparatory course, of great thoroughness and eompleteness, for young men, and a collegiate course of four years for young ladies. There is also an introductory course, preparatory for these courses. Ladies completing the course receive all the honors and degrees granted by female colleges. STATE REFORM SCHOOL. The eighteenth annual report states that the number of inmates is smaller than usual, the commitments for the year not having been sufficient to make good the places of those who have been discharged or allowed to go out on trial. The new commit¬ ments were 59, a falling off from the preceding year of 6, but quite up to the average of previous years. Nearly half of the whole number of commitments for the year were from Portland. There are reasons for believing that the statutory provision, requiring cities and towns, in certain specified cases, to contribute $1 per week toward the sup¬ port of boys committed to the school, has had the efiect of diminishing the number of commitments, especially from the country. Efforts to procure the discharge of boys drawing the weekly dollar are often made and persistently pressed, and the revenue from this source is annually diminishing. In the early days of the school there was no such provision, and its wisdom and propriety have always been doubted by the friends of reformatory institutions. Much has been accomplished in the school during the year ; the discipline in each department was unexcexjtionable, and a most excellent work has been done. No com¬ plaint of insubordination has been made against the boys from any quarter. The whole number of inmates during the year 1871 was 223, all of whom were under instruction in the schools. The number remaining December 1, 1871, was 134. Of the 59 com¬ mitted during the year, 44 were natives of Maine. Average age on commitment, 13 to 14. Boys are now sentenced during the term of minority. The whole number received since the opening of the institution is 1,281. The superintendent calls the attention of the trustees to the grade or family plan, which has been so successfully adopted in some ef the reform schools in other States, and suggests its adoption in the Maine school. 10 E 146 REPORT OF THE COMMISSIONER OF EDUCATION. MAINE EDUCATIONAL ASSOCIATION. Tlie sixth annual meeting of the Maine Educational Association was held at Bangor, October 22, 23, and 24 ; president, Thomas Tash, esq., superintendent of schools of Lewiston. The welcoming address was made by Mayor Wheelwright. Hon. Theo. S. Rand, chief suiierintendent of schools in New Brunswick, spoke on the “ Sys¬ tematic elevation of teaching;’’ Rev. Dr. Allen, president of the State college at Orono, on ^‘Claims of industrial education,” and Rev. H. F. Harrington, of New Bedford, Massachusetts, on “The principles which should inspire the teacher.” Mr. Rand advocated the application of thorough tests for ascertaining the qualifica¬ tions of teachers ; that sufficient salaries should be x)aid to iudnce those who are well qualified to make teaching a life-work ; the furnishing of a fund by- the State to pro¬ vide for those worn out in the service. Mr. Rand also gave an account of the metliod of supporting schools in New Bruns¬ wick. Money is raised from three sources — the province, the counties, and districts, the latter being for current expenses. That raised by counties is compulsory, and raised by an equal rate per capita. The school year begins the 1st of November, and is divided into two terms, suited to the climate of the x)rovince. There is a vacation during the first term of eight days in towns and ten in cities ; the vacation of the sec¬ ond term is from three to five weeks. The board of education examine, license, and classify teachers. In each county there is a grammar or classical school, free to all who can pass the examination. Rev. Samuel Dike, of Bath, read a paper on “ Teaching illustrated by language or grammar,” and Mrs. Abba G. Woolsou, of Boston, read one on “Departmental instruc¬ tion in graded schools,” both of which were the subjects of discussion. Discussions were laid upon a variety of practical topics, in which there was a very lively interest manifested. The question of “Town system rs. district system,” was opened by Mr. C. B. Stetson, of Lewiston, and participated in by Messrs. Dike, of Bath, Lambert, of Lewiston, Stone, of Portland, Woodbury, of Farmington, and others, almost all of whom advocated strongly the town system. “The educational needs of Maine” was a subject that was also fully discussed by Mr. C. H. Ferrald, of Orono, Mr. Diugly, of Lewiston, Mr. Fletcher, of Castine, Mr. Barrel!, of Lewiston, and others. “ Free text-books for free schools” and the “ Principles which should determine the character of text-books” were subjects that called out quite a discussion, and the results of the use of free text-books in Lewiston were stated by Mr. Task, the president. Mr. Dike explained the method of their use, the books being in the' care of the teachers, and the property of the town or city. The teacher is held responsible for their careful use, and he in turn holds the pupil respon¬ sible, and if a book is lost or destroyed he must replace it. The books throughout the schools where this practice has been adopted look far better than when furnished by the scholars. “ The demand for free high schools” was introduced by Mr. A. P. Stone, of the Portland high school, who said that the testimony of towns where such schools are maintained is invariably to the effect that the results are above those arising from academies and private schools. Officers elected: President, C. B. Stetson, of Lewiston; vice-president, G. T. Fletcher, of Castine ; secretary and treasurer, R. Woodbury, of Farmington. The attendance upon the meetings was good and the influence excellent, the exercises being interesting and profitable. * The forenoon of Wednesday was sjient in an excursion to the State college at Orono, on the invitation of President Allen. KEV. T. C. UPHAM. — OBITUARY. Rev. Thomas CoggswellUpham, D. D., LL. D., forty-three years professor in Bowdoin College, died of paralysis in New York City, April 2, 1872. He was born in Deerfield, New Hampshire, January 20, 1799 ; a pupil of Jared Sparks ; graduated p ; Dartmouth College in 1818; at theological seminary at Andover, Massachusetts, b.vil ; remained two years at the seminary as assistant instructor in sacred literature ; ordained pastor Congregational church, Rochester, New Hampshire, 1823 ; elected professor of moral philosophy and metaphj’sics in Bowdoin College, 1824 ; resigned, 1867 ; resided at Ken- nebunkport, continuing the use of his pen ; spent the last winter in New York City, publishing his last work, “Christ in the Soul;” stricken with paralysis March 10, after which his only distinct utterance was, “ My soul is with God.” Dr. Upham published, in the course of his life, not less than twenty volumes; and from first to last wrote for the periodical press articles of great interest and value. His translation of John’s Biblical Archseology was published in 1823 ; Mental Philosophy, 2 vols., 1831, and soon after a third volume on the will; then followed in rapid succes¬ sion, Ratio Disciplinse, Manual of Peace, and several works^n religious experience and life. Though, for reasons more satisfactory to himself than to others, he felt constrained MAINE. 147 to avoid public speakino-, pe bad great influence with individuals, great energy and persistence iu private etlbrts for the welfare of the college, the church, and the coin- nnuiity. In one crisis, if not more, the chartered rights of the college were secured by his soie intervention ; and when in town-meeting the question was decided against liquor license, the result was spoken of as “ Upham’s victory.’’ FACTS FROM THE UNITED STATES CENSUS. Area and population, — In 1870 Maine was the twenty-third State in population, having 626,915 inhabitants wdthin an area of 35,000 square miles — an average of 17.91 persons to the square mile. This population consisted of 624,809 white, 1,606 colored, 1 Chinese, and 499 Indians. Of these 578,034 were natives of the United States, and 48,881 foreign- born. Of the native residents of the State 549,650 whites, 951 colored, and 23 Indians w^ere born within its borders ; while of the foreign residents, 508 were born in Ger¬ many, 3,650 in England, and 15,745 in Ireland. School attendance. — According to Table IX, vol. 1, of Census Eeport, 155,140 persons at¬ tended school, and of these 3,034 were foreign-born. The white male scholars numbered 80,630, and the wUite female scholars 74,314 — an aggregate of 154,944 whites. The colored pupils numbered 186, of whom 109 were males and 77 females. Ten Indian pupils were reported. Illiteracy. — The number of inhabitants of all races, 10 years old and over, unable to write, was 19,052, of whom 11,066 were foreign-born. Af/e, sex, and race of illiteraies. — Of the 18,874 white illiterates, 3,150 were from 10 to 15 years of age, and of these 1,782 were males and 1,368 females ; 2,433 were from 15 to 21 years old, of whom 1,247 w'ere males and 1,186 females ; 13,291 were 21 years old and over, of whom 6,516 were males and 6,775 females. Of the 173 colored illiterates, 16 were from 10 to 15 years old, of whom 13 were males and 3 females ; 31 were from 15 to 21 j^ears old, of whom 17 wmre males and 14 females ; 126 were 21 years old and over, of whom 69 were males and 57 females. Two male and 3 female Indians were reported. Educational institutions. — According to Table XII, vol. 1, of Census Report, the total number of educational institutions was 4,723, having 6,986 teachers, of whom 2,430 wmre males and 4,556 females, to educate their 162,63^6 pupils, of whom 77,992 were males and 84,644 females. Amoimt and source of educational income. — The total income of all the educational in¬ stitutions was $1,106,203, of which $98,626 were derived from endowment, $841,524 from taxation and public funds, and $166,053 from tuition and other sources. Eublic seliools. — The 4,565 public schools, with their 6,625 teachers, ©f whom 2,261 were males and 4,364 females, wmre attended by 152,765 pupils, of whom 73,393 were males and 79,372 females. To educate tliese they possessed a total income of $843,435, of which $4,116 were derived from endowment, $809,941 from taxation and public funds, and $29,378 from tuition and other sources. Colleges. — The 4 colleges, with their 27 teachers, (26 male and 1 female,) were attended by 296 students, of whom, 295 were males and 1 female. To educate these they pos¬ sessed a total income of $58,865, of which $23,226 were derived from endowment, $24,000 from taxation and public funds, and $11,639 from tuition and other sources. Academies. — The 44 academies, with their 158 teachers, (76 male and 82 female,) had an attendance of 4,621 pui^ils, 2,445 males and 2,176 females, for the education of whom they possessed a total income of $89,659, of which $41,784 were derived from endow¬ ment, $7,033 from taxation and public funds, and $40,842 from tuition and other sources. Private schools. — The 87 day and boarding schools had 117 teachers, of whom 34 were males and 83 females. They were attended by 3,245 pupils, 1,310 of whom wmre males and 1,935 females. These schools possessed an income of $35,594, derived from tuition and other sources. Libraries. — There were reported 1,462 public libraries, containing 533,547 volumes ; also 1,872 private libraries, having 450,963 volumes — a total of 3,334 libraries, contain¬ ing 984,510 volumes. The press. — The 65 periodicals issued had an aggregate circulation of 170,690 copies, with an annual aggregate issue of 9,867,680. Churches. — Of the 1,328, church organizations, 1,104 had ediflces, with 376,738 sittings, and the church property was valued at $5,200,^3. Pauperism. — Three thousand six hundred and thirty-one paupers were reported, of whom 3,143 were native whites, 39 native colored, and 443 ibreigners. Crime. — Of 371 persons imprisoned June 1, 1870, 255 Avere nalive Avhites, 6 native col¬ ored, and 110 foreigners ; 431 x)ersons Avere convicted during the year. Age and sex of population. — Of the total population, 175,588 peE»)us AAmre from 5 to 18 years old— 89,233 males and 86,355 females : 493,847 AA'erc 10 years old and upAvard, and of these 245,704 were males and 248,143 females. Occupations. — Tavo hundred and eight thousand tAA'o hundred and twenty-fiAm persons of these ages Avere engaged in Auirious occuxiations, of whom 179,784 were males and 148 REPORT OF THE COMMISSIONER QF EDUCATION. 28,441 females ; 82,011 were engaged in agricultural pursuits, of -wliom 81,956 were males and 55 females ; 36,092 in personal and professional services, of whom 20,683 were males and 15,409 females; 28,115 in trade and transportation, of whom 27,880 were males and 235 females ; 62,007 in manufactures and mechanical and mining indus¬ tries, of whom 49,265 were males and 12,742 females. Age and sex of icorTcing pojndation. — Of these 208,225 employed persons, 6,354 were from 10 to 15 years old, of whom 4,319 were males and 2,035 females ; 182,320 were from 16 to 59 years old, of whom 156,714 were males and 25,606 females ; 19,551 were 60 years old and over, of whom 18,751 were males and 800 females. MARYLAND. 149 MARYLAND. [ From report of M. A. Newell, president of the board of State school commissioners, for the scholastic year ended September 30, 1871.] SCHOOL FUND. Received from State school tax . Received from free-school fund . Received from county tax . Received from State donations . Received from books . Received from loans . . . Received from other sources . Balance on hand . $290,575 05 49, 805 74 302, 640 80 11, 800 00 42, 925 68 42, 454 78 22,993 22 19,725 22 Total receipts for 1871 782,920 49 FINANCIAL STATEMENT.* Paid for teachers’ salaries . . $510, 155 06 Paid for building, repairing, &c . . . . 75, 015 32 Paid for books and stationery . .55, 719 42 Paid for supervision and office expenses . 34, 219 60 Paid for incidental expenses of schools . 33, 695 10 Paid for interest . 6, 322 50 Paid for miscellaneous expenses. . . . . . 7, 373 29 Paid for colored schools. . . 4, 611 40 Total expenditure . 727,111 69 DECREASE OF EXPENSES. A decrease is shown in the items of building, repairs and furniture, books and sta¬ tionery, supervision and office expenses, incidentals, and miscellaneous, amounting in all to $40,402.59 ; and an increase in the items of teachers’ salaries, interest, and col¬ ored schools, amounting to $39,445,73, showing a net decrease in the running expenses of $946.86. The decrease in building expenses is no evidence that the counties are now nearly all supplied with good school-houses ; it merely indicates that the available funds are ex¬ hausted. It would be more satisfactory if the money that was actually needed could bo had regularly year by year. The increased expenditure for interest is an nnfavor- .able symxitom. In part it is the result of bad financiering; in part it is in consequence of the circumstances in w'hich the school commissioners are placed, being obliged by law to keep the schools open for a certain number of mouths in the year, and not being able to control sufficient funds for the purpose without the consent of the county com¬ missioners. SCHOOL STATISTICS. Scholastic population between 5 and 20 years Total enrollment for 1871 . Increase over last year . Highest number enrolled in one term of 1871 . Increase over last year . Average number enrolled in 1871 . Increase over last year . Average attendance . Increase over last year. . . Number of schools . Increase over last year . . Number of months schools were open . Number of teachers — male, 967 ; females, 724.. Increase over last year . 276, 120 80, 829 3, 375 64, 169 1, 389 57, 588 1,273 36, 949 1.54 1,390 30 1,691 27 Not including Baltimoro City. 150 REPORT OF THE COMMISSIONER OF EDUCATION. The slight apparent increase in average daily attendance shows an actual decrease for the year in proportion to the numbers enrolled. In order to keep up the same rate as last year the increase should have been over 1,000. Eight counties report a dimin¬ ished daily attendance. We have one suggestion to make on this head, namely, that a part, say one-half, of the salary of the teachers should be made to depend on the average daily attendance of the scholars. This has been suggested by the fact that where, a fixed salary has been substituted for the “sliding scale” in the payment of teachers the attendance has fallen off. NUMBER OF PUPILS IN DIFFERENT BRANCHES. Spelling . 59,541 Reading . - . 53,368 Writing . 46, 323 Arithmetic . - . 41, 621 Geography . 25, 832 English grammar . . . . . . 15, 260 History . 8,959 Book-keeping . • 825 Algebra . 1,181 Natural philosophy . .^. . . 1, 717 SCHOOL LAW. At the annual meeting of the association of school commissioners, eighteen counties were represented. Great unanimity of sentiment prevailed, and the general opinion was that the present school law, with a very few amendments, could be made entirely adequate to the xiresent wants of the xieople. The changes asked for are as follows : A county tax of 15 cents on the hundred dollars, instead of 10 cents as at present allowed ; the appointment of teachers to be given to the county boards of school commissioners, instead of the local boards as at x'resent ; some further x^rovision for the education of colored children ; the building of a suitable house for the State normal school ; the transfer of the academic donations to the several boards of county school commission¬ ers, for the x^urpose of establishing and maintaining a high school in each county. teachers’ INSTITUTES. The principal of the State normal school has held during the year teachers’ insti¬ tutes in nine counties, all well attended but one. colored schools. The law requires that all the taxes x^aid for school x)urposes by the colored people of any county sliall be used for maintaining schools for colorecl children. But this amount is so small as to be practically worthless. The law also authorizes the boards of county school commissioners to axiproxiriate such additional sums as they may deem proper for this purpose. But the boards have no suridus revenue. All their funds are needed (and more are urgentlj'^ demanded) for the support of the white schools. Consequently the “additional apxiropriations ” have been very small. The total amount reported for the year is e*nly $4,611.40. This amounts to but little more than nine cents a head for the colored school population. Baltimore City is excluded from this calculation, having fully organized a system of colored schools, and having appropriated for their supxiort during the year $30,000. The State school tax is dis¬ tributed to the several counties in proxtortion to the population, white and colored, between the ages of 5 and 20; thus all the counties receive from this source $1.52 a year for every colored person between the specified ages, a sum which, if it could be spared, would be sufficient for the current exxieuses of such elementary schools as would be necessary at first. BALTIMORE. CONDITION OF PUBLIC SCHOOLS. The board of commissioners state that the schools under their charge have never presented a more prosperous condition. Throughout the whole system, from the lowest grade to the highest, the most marked improvement has been observable. The gen¬ eral attendance of pupils has been most excellent, and the increase in their number will compare favorably with that of previous years. MARYLAND. 151 SCHOOL ACCOMiMODATIONS. New school-houses have been ereeted and occupied, old ones have been remodeled, and desirable improvements have been effected. There remains, however, much to be done in this direction. Many of the school-buildings are so overcrowded as to inter- lero with the proper instruetioii of the teachers, and to operate most perniciously upon the health of the children. This is a serious evil, and should be remedied as speetlilv as possible. SCHOOL COMMISSIONERS. The frequent changes in the representation of the board of commissioners is a mat¬ ter of serious moment. To secure and retain the services of the ablest friends of the school system, for the longest time they may be willing to serve, should be the object most desired. co:mpulsoey education. The subject of compulsory education is one which should receive profound attention in the very near future. As a matter of wise economy, aside from the moral effects .secured, it would be better to incur the expense of educating all the children of the community, with the hope of making them useful citizens, rather than subsequently to be taxed for their maintenance in almshouses and punitive institutions, whitlier ignorance will lead them. physical education. 1 This subject is of deep importance, as affecting the future welfare of the children. While engaged in developing the intellectual faculties and cultivating the mind, the training of the body is neglected. Some simple system of exercise during recess, in which all could participate, would be a great improvement upon the x>i’eseut method. DRAWING AND MUSIC. Drawing has been taught in the i5ublic schools, but very irregularly. It is suggested that the young ladies of the high school who have shown real jiroficlency in the art be employed as teachers. The progress of classes in music has been very satisfactory. Even in the primary schools, singing by note is entirely successful, proving that it is better to commence with the elementary part of music in this dexiartment than to defer it until a later period. ' FEMALE HIGH SCHOOLS. The results these schools have attained have been most gratifying to all who have an interest in the cause of public instruction. It is asserted that the graduates will compare favorably, in thoroughness of knowledge of the subjects taught, with those of any similar schools in the country. At the last commencements the largest classes in the history of these institutions were graduated. COLORED SCHOOLS. In this department the desired success has not been attained, though there has been a small comparative increase of attendance. It is urged that suitable buildings be erected, in different x^arts of the city, where tli-e course of instruction may be extended so as to include all studies of the gra.mmar school for the more advanced x^upils. The erection of six buildings would secure all the benefits of education to this class of citizens. SUPERINTENDENT OF INSTRUCTION. The duties of this office have increased so greatly that it is impossible for him to perform the multiplied tasks imposed upon him, though devoting his whole time to the service of schools. The appointment of an assistant is iinx^eratively required. BALTIMORE CITY COLLEGE. The college building still remains, “as a crumbling monument of withered hopes and blasted expectations.’’ In connection with the subject of establishing the college in a suitable building, which is urgently needed, there arises the consideration of en¬ larging the sphere of its usefulness and elevating the cour.se of studies, so that it shall be placed upon an equal footing with a first-class collegiate institution. 152 REPORT OF THE COMMISSIONER OF EDUCATION HOWARD NORMAL SCHOOL. In any systematic effort that may be made for tbe general education of the colored population, tbe Howard Normal School must play an important part. It seems neces¬ sary that the teachers of the colored people, in the rural districts of Maryland, should be of the same race. It is therefore fortunate that an institution like this is in exist¬ ence. The building is spacious and comfortable. Each of the pupils pays from ten to fifteen dollars x^er year for tuition. The school is arranged in three departments: normal, grammar, and model. This institution is mainly supported by private sub- scrix^tion, the fees received from pux)ils being cxuite inadecxuate to, sustain it. STATE NORM.iL SCHOOL. This institution has kex)t up its numbers and its rex)utation during the year. Eleven students graduated in May, and are teaching with great success. The number of grad¬ uates and under-graduates at present teaching in the State is njot less than 200. Two model-schools, one for boys and the other for girls, are connected with the normal school. INSTITUTION FOR THE DEAF AND DUMB. The puxfils of this school are divided into six classes, xiroperly graded, each under the charge of a sexiarate teacher. Articulation and lip-reading are taught to about twenty-five XRiXJils, selected from the different classes. It is proxiosed to extend the course of study so as to include the higher mathematics, book-keexnug, and languages. MARYLAND INSTITUTION FOR THE INSTRUCTION OF THE BLIND. k Blind persons of good moral character, between the ages of 9 and 18, are admitted to this institution on the payment of ^300 x>er annum, which x^ays all expenses except clothing. If parents can not x^ay this amount the child may be educated at the expense of the State, by consent of the governor. Of the entire number of x>upils under instruc¬ tion for the year 1869, (the date of the latest accessible information,) all but two were free x^upils. MANUAL-LABOR SCHOOL. This school has been established for 28 years. It is situated between the Washington and Frederick turnpikes, and has attached to it a farm of 140 acres. It is supported by annual subscrix^tions from regular x^atrous of the institution, aided by State and city ax^x^roxiriatious. There were in attendance during the year 60 boys, from 8 to 19 years of age, most of them orphans. The annual cost per capita is about §105. When the x>upils have received a resxiectable rudimentary education, they are axiiirenticed either to farmers or mechanics within the State of Maryland. • HOUSE OF REFUGE. This is at once a benevolent, a reformatoiw, and an educational institution. It gives emxiloyment and instruction to 310 boys and 16 girls, most of w'hom, but for this “refuge,” would have been either outcasts or criminals. It is to be hoxied that tbe movement now on foot for the establishment of a similar “refuge” for colored youth will meet wuth success. COLLEGES. The reports from the several colleges are abundantly satisfactory. Saint John’s and the Agricultural College, owing to the large ])rex)onderance of students on State schol¬ arships, may almost be considered as free colleges. The continuance of State support to these institutions is claimed not as a boon to higher education, but distinctly on the ground that it is necessary for the solution of the x)i'oblem of x^i'iuiury education. Collegiate education, under the ausx)ices and at the expense of the State, is the surest guarantee of amxile facilities for the elementary education of every child in the State. MARYLAND AGRICULTURAL COLLEGE. There are three vacant professorshixis, which, when filled, will make the number of the faculty twelve. A well-stocked and well-worked farm of 300 acres affords oxiportunity for instruction in the theory and xiractice of agriculture. Sixty students— tw'elve from each congressional district — are received free of charge for tuition and use of books. The military course consists of stated drills and of lectures on tactics. The trustees have in contemxfiation the establishment of telegraphic communication between the college and the cities of Baltimore and Washington, as a convenience for the dispatch of business, as well as an important educational agency. MARYLAND. 153 ROCK HILL COLLEGE. This iustitutiou, conducted by the Brothers of the Christian Schools, was incorporated as a college in 1S65. In the collegiate department there are three courses — the com¬ mercial, the scientific, and the classical. A preparatory department is provided for those students not sufficiently qualified to pursue any of the collegiate courses. SAINT Joseph’s classical and commercial academy. This a preparatory school for Rock Hill College ; and is also conducted by the Christian Brothers. Connected with it is a commercial dex^artment, in which the Ger¬ man language is made a sj^ecialty. western MARYLAND COLLEGE. This institution, for ladies and gentlemen, is under the special xiatronage of the Maryland conference of the Methodist Protestant Church, but nothing sectarian is in¬ troduced into the course of study. A x)reparatory dex)artmeut is connected with the college. BALTIMORE EEMALE COLLEGE. This college was endowed by the legislature iu 13G0. The painting gallery contains 130 fine coxiies for those taking lessons in x^ainting and drawing. By the terms of the endowment, free scholarships are established, upon which one from each county in the State is educated without charge for tuition or books. For such as desire to qualify themselves for the work of teaching, a normal class is established. Of 210 col¬ lege graduates, 82 have become teachers. Resident puxoils receive instruction in housekeex^ing and sewing. BROOKVILLE ACADEMY. The object of this school is not only to x^repare x>uxiils for college, but also for busi¬ ness life. With this view, particular atteution is x^aid to x>ractical arithmetic and book-keeping. FREDERICK FEMALE COLLEGE. When the State legislature granted the charter to this college, it also gave authority to raise ^50,000 to xjnrchase gronuds and erect buildings. This money has been raised and ax)prox)riated in accordance with the x)rovisious of the charter. UNIVERSITY OF MARYLAND— SCHOOL OF MEDICINE. The school of medicine in the University of Maryland comxjleted its sixty-fourth session in March, 1872. The university is a southern institution, dependent for [patron¬ age chiefly uxpon the South. All the members of the faculty belong to Maryland, Vir¬ ginia, North and South Carolina ; and during the last session there were students from every State, with a single excex)tion, from Delaware to Texas. In the x^lau of instruc¬ tion adoxpted by this institution, clinical teaching constitutes a most imxportaut feature. The contiguity of the general hosxpital to the college buildings afibrds great facilities. WASHINGTON UNIVERSITY— SCHOOL OF MEDICINE. This institution has been organized since the war. Its great prosxrerity is due, in part, to the liberal [jolicy and generous sui)XJort of the State legislature. A limited number of beneficiary students is received. MARYLAND COLLEGE OP PHARMACY. The officers of the college are authorized and empowered to confer, iu the name of the college and under such regulations as may ])e established, the degree of doctor iu ]»har- macjq and such other degrees and orders of merit as may conduce to the advancement of the science of xpharmacy. The by-laws x)rovido that an educational standard shall be established, apxplicable to all [lersons xproxiosing to qualify themselves as XPharmacists by becoming students in this college ; also, that no dixiloma shall be recognized that is not based upon four years’ xjractical service with some reputable xpfiarmacist. COLLEGE OF DENTAL SURGERY. This is the oldest dental college in the world. Since its organization 664 students have received the degree of “ doctor of dental surgery.” The majority of the eminent 154 EEPORT OF THE COMMISSIONER OF EDUCATION. practitioners of dentistry in Europe are graduates of tMs college, and its diploma is recognized in all civilized countries as a testimonial of proficiency in the science of dentistry. A new chair of “ clinical denistry " has recently been added. All availa¬ ble means are used to secure a complete course of instruction in the practice as well as in the theory of dentistry. BALTIMORE ORPHAN ASYLUM. This institution makes its seventy-fourth annual report. During the year 18 children have been received, and 14 have left the asylum. The number at present is 93. The asylum is not supported by any denomination, and its doors are oj)en to all. The object in binding children out is to find them good homes in the country, where they may have religious training while being instrncted in domestic economy. Cost of support¬ ing the asylum for the year, $6,418.97. FACTS FROM THE UNITED STATES CENSUS. Area and ‘population. — In 1870 Maryland was the twentieth State in population, having 780,894 inhabitants within an area of 11,124 square miles, an average of 70.20 persons to the square mile. This population consisted of 605,497 whites, 175,391 colored, 2 Chinese, and 4 Indians. Of these 697,482 were natives of the United States and 83,412 were foreign-born. Of the native residents of the State, 462,458 whites, 167,420 colored, and 4 Indians were born within its borders. Of the foreign residents, 47,045 were born in Germany, 4,855 in England, and 23,630 in Ireland. School attendance. — According to Table IX, vol. 1, of Census Report, 105,435 persons attended school, and of these 1,505 were foreign-born. The white male scholars numbered 51,668, and the white female scholars, 46,093, (an aggregate of 97,761 whites.) The colored pupils numbered 7,674, of whom 3,808 were males and 3,866 females. Illiteracy. — The number of inhabitants of all races, 10 years old and over, unable to write, was 135,499, of whom 8,592 were foreign-born. Age, sex, and race of illiterates. — Of the 46,792 white illiterates, 7,927 were from 10 to 15 years of age, and of these 4,274 were males and 3,653 females ; 6,099 were from 15 to 21 years old, of whom 3,022 were males and 3,077 females ; 32,766 were 21 years old and over, of whom 13,344 were males and 19,422 females. Of the 88,703 colored illiterates, 13,645 were from 10 to 15 years old, of whom 7,143 were males and 6,502 females ; 15,353 were from 15 to 21 years old, of whom 7,075 were males and 8,278 females ; 59,705 were 21 years old and over, of whom 27,123 were males and 32,582 females; 1 Chinese and 3 Indian illiterates were also reported. Educational institutions. — According to Table XII, vol. 1, of Census Report, the total number of educational institutions was 1,779, having 3,287 teachers, of whom 1,498 were males and 1,789 females, to educate their 107,384 pupils, of whom 55,800 were males and 51,584 females. Amount and source of educational income. — The total income of all the educational institutions was $1,998,215, of which $21,697 were derived from endowment, $1,134,347 from taxation and public funds, and $842,171 from tuition and other sources. Fuhlic schools. — The 1,487 public schools, with their 2,150 teachers, of whom 933 were males and 1,217 females, were attended by 83,226 pupils, of whom 42,927 were males and 40,299 females. To educate these they possessed a total income of $1,146,057, of which $4,507 were derived from endowment, $1,039,135 from taxation and public funds, and $102,415 from tuition and other sources. Colleges. — The 19 colleges, with their 123 teachers — 121 males and 2 females — were attended by 2,154 students, of whom 1,782 were males, and 372 females. To educate these, they possessed a total income of $260,427, of which $6,800 were derived from endow¬ ment, $20,200 from taxation and public funds, and $233,427 from tuition and other sources. Academies.,— The 34 academies, with their 189 teachers — 57 male and 132 female — had an attendance of 2,205 pupils — 1,009 male and 1,196 female — for the education of whom they possessed a total income of $246,605, of which $1,500 were derived from endowment, $6,105 from taxation and public funds, and $239,000 from tuition and other sources. Private schools. — The 153 day and boarding schools had 332 teachers — of whom 106 were males and 226 females. They were attended.by 6,072 pupils, 2,600 of whom were males and 3,472 females. These schools possessed a total income of $172,333, of which $2,640 were derived from endowment, $500 from taxation and public funds,.and $169,193 from tuition and other sources. Libraries.— There were 1,316 public libraries, containing 570,945 volumes; also, 2,037 private libraries, having 1,142,538 volumes ; a total of 3,353 libraries, containing 1,713,483 volumes. The press. — The 88 periodicals issued had an aggregate circulation of 235,450 copies, with an aggregate annual issue of 33,497,778. MARYLAND. 155 Churches. — Of the 1,420 chnrcli organizations 1,389 had edifices, with 499,770 sittings, and the cluirch property was valned at $12,038,050. Pauperism. — Of the 1,612 paupers, 781 were nati v^o whites, 500 native colored, and 205 foreigners. Crime.— Of 1,035 persons imprisoned June 1, 1870, 304 were native whites, 063 native colored, and 68 foreigners; 868 persons were convicted during the year. Age and sex of 2J02mJation. — Of the total popnlation, 244,454 persons were from 5 to 18 years old, 122,932 males and 121,522 females ; 575,439 were 10 years old and upward, and of these, 281,294 were males and 294,145 females. Occupations. — Two hundred and fifty-eight thousand fiv^e hundred and forty- three per¬ sons of these ages were engaged in various occupations, of whom 213,09l"were males and 44,852 females; 80,449 were engaged in agricultural pursuits, of whom 79,197 were males and 1,252 females ; 79,226 in personal and professional services, of whom 43,278 were males and 35,948 females ; 35,542 in trade and transportation, of whom 34,567 were males and 975 females; 63,326 in manufactures, mechanical and mining industries, of whom 56,649 were males and 6,677 females. Age and sex of worldng 2i02mlation. — Of these 258,543 employed persons, 15,910 were from 10 to 15 years old, of whom 10,013 were males and 5,897 females; 228,428 were from 10 to 59 years old, of whom 191,169 were males and 37,259 females ; 14,205 were 60 years old and over, of whom 12,509 were males and 1,696 females. SCHOOL OFFICIALS. M. A. Newell, State superintendent. COUNTY EXAMINERS. Counties. Examiner. Post-office. Alleghany . Geoi’ge G. McKay . Anno Ai'undel . William H. Perveil . Baltimore . Dr. Samuel Kepler . Calvert . Richard Stauforth . Caroline . Rev. George F. Beaven . Carroll . . J. M. Kewson . Cecil . Rev. John Squire . Charles . George M. Lloyd . Dorchester . Dr. James L. Bryan . . Frederick . John W. Page . Harford . . . . Robert Henry . Howard . Dr. William H. Hardey . Kent . Charles G. Ricaud . Montgomery . .Tames Anderson _ Prince George’s . Dr. M. J. Stone . Queen Anne’s . James W. Thompson . Somerset . Rev. A. C. Heaton . Saint Mary’s . J. Frank Ford . Talbot . Alexa.ndei’ Chaplain Washington . P. A, Wliitmer . _ W icomico . George W. M. Cooper . Worcester . George W. Covington . Cumberland. Annai^olis. Towsontown. Huntingtown. Hillsborough. Westminster. Port Deposit. Port Tobacco. Cambridge. Frederick. Abingdon. Clarksville. Edesville. Rockville. Aquasco. Centreville. Princess Anne. Leonardtowu. Easton. Hagerstown. Salisbury. Snow Hill. 156 EEPORT OF THE COMMISSIONER OF EDUCATION. M A S S A C M U § E T T § . [From report of the board of educatiou and secretary of the board for 1871.] SCHOOL FUND. Amount of fund January 1, 1871 . ^2,211,410 77 Received for i)remiuiii on coin payment of $500 from the town of Province- town . . 54 37 Received for premium on coin payment of $124,000 . 13, 950 00 Received for premium on coin payment of $50,000 from State of Massa¬ chusetts . . . . 6,500 00 Received from treasury board of education as unexpended appropriation for teachers’ institutes . 1, 451 84 Total fund January 1, 1872 . . . 2, 233, 366 98 INCOME FIIOM SCHOOL FUND, 1871. Received in interest and dividends . . . $177,496 46 One moiety thereof to be distributed to cities and towns . 88, 748 23 One moiety to educational purposes . 88, 748 23 Add balance of income for 1870 . . . 26, 757 23 115, 505 46 FINANCIAL STATEMENT. Raised by taxes for support of public schools, including only wages, fuel, care of fires and school-rooms . $3, 272, 335 33 Increase for the year . 147, 282 24 Funds appropriated for imblic schools at the option of the town, as sur¬ plus revenue and dog tax . 6,240 68 Voluntary contributions to prolong public schools, or to purchase a^ipa- ratus . 12, 540 26 Decrease for the year . . , 6, 457 64 Local school funds, the income of which can be appropriated only for the support of schools and academies . . . 1, 167, 173 27 Income of local school funds appropriated for schools and academies . 75, 808 48 Income of State school fund paid to cities and towns in aid of public schools for the year 1870-’71 . 107, 306 62 Paid for superintendence of schools by school committees and for print¬ ing school reports . •. . 83, 060 96 Salaries paid superintendents of public schools . 39, 026 50 Aggregate expended on public schools alone, exclusive of repairing -and erecting school-houses, and of school-books . . . 3, 520, 510 35 Increase for the year . . 215, 593 13 Sum raised by taxes, (including income of surplus revenue, &c.,) exclusive of taxes for school buildings and superintendence, for the education of each child in the State between 5 and 15 years of age — per child . 11. 783 Increase for the year . 0.234 Percentage of the valuation of 1865 appropriated I'or public schools, in¬ cluding only wages of teachers, fuel, care of fires and school-rooms, 0.00325 Increase for the year . 0. U0015 Amount of taxes paid to maintain public schools alone, exclusive of cost of school-books . . . . . 5, 462, 852 49 Or for each person in the State between 5 and 15 years of age . 19 63 Or for each man, woman, and child in the State . 3 75 Or a percentage on the valuation of 1865 of over . 5 mills. Amount paid for popular instruction of youth in the State, including tui¬ tion in private schools and academies, and exclusive of what is expend- , ed for collegiate and professional education, and for school-books . 6, 297, 040 91 . Or for each person between 5 and 15 years of age . 22 63 Or for each person of the entire population . 4 32 Or a percentage on the valuation of 1865 of over . 6 mills. MASSACHUSETTS. 157 ATTENDANCE. Nnraljer of cEies and towns * . . . 340 Nnuiber of persons in the State between 5 and 15 years of age, May 1, 1870 . A.. 278,249 Increase for the year . , . . . 7, 197 Tdtal enrollment in public schools during the year . . . 273, GGl Average attendance . 201,750 Increase for the year . 2, 037 Eatio of average attendance to scholastic population . .73 Number of children under 5 attending public schools . 2,714 Decrease for the year . 180 Number of persons over 15 attending public schools . 21, 973 Decrease for the year . 178 Average duration of schools, 8 months and 9 days. Increase for the year, 3 days. TEACHEES AND TEACHERS’ PAY. Number of male teachers during the year . 1, 049 Number of female teachers during the year . . . 7, 186 Total number of teachers in public schools for the year . 8,235 Decrease of male teachers for the year . 9 Increase of female teachers for the year . 138 Total increase in number of teachers . 129 Average pay of male teachers (including high-school teachers) per month. $76 44 Average wages of female teachers per month . $31 67 SCHOOLS AND SCHOOL-HOESES. Number of public schools . 5,076 Increase for the year . . 113 Number of high schools in towns and cities required by law to maintain such schools . . . 142 Number of high schools in towns not required by law to maintain them. ‘ 39 Number of evening schools . 51 Average attendance of evening schools . 3, 479 Cost of maintaining evening schools . $36, 760 65 Number of schools in State, charitable, and reformatory institutions _ 20 Number of teachers in such schools . 30 Number of different pupils . 1,531 Average attendance . 898 Number between 5 and 15 . 573 Number over 15 . . . 413 Expense of schools in such institutions . $9, 576 40 Number of incorporated academies returned . 46 Average number of scholars . . 2, 945 Increase for the year . 54 Amount paid for tuition . $116, 136 15 Increase for the year . $3, 268 86 Number of private schools and academies . 428 Decrease for the year . 38 • Estimated average attendance . 12, 443 Decrease for the year . 1, 473 Estimated amount of tuition paid . $406,432 85 Decrease for the year . . . 73, 248 33 Amount expended in 1870 for erecting school-houses . . . $1,712,073 91 Increase for the year . . . . $258 766 33 Amount expended for repairing school-houses . $346,779 39 Increase for the year . $31, 367 .59 Total expended for school-houses, 1870 . $2, 058, 853 30 SCHOOL FUND. The income of the fund applicable to educational purposes is absorbed by the present wants of the school system, to which must be added the expenses of the new normal * All have made returns except Chelsea, and three towns newly incorporated, viz, Ayer, Gay Head, and Maynard. 158 EEPORT OF THE COMMISSIONER OF EDUCATION. school at AVorcester. The principal of the fund has reached its maximum. The income, which was for the past year $177,496.40, will not he greater in future years. The moiety to be divided among the towns is sufficient to give to each child between 5 and 15 years only 32 cents, while the sum raised for educational purposes by taxa¬ tion averages $11.78 per child. These 32 cents are now inadequate to afford any substan¬ tial relief to the towns, or benetit to the schools, and will, from the present year, be annually diminished as population increases. Public opinion is unmistakably looking toward the adoption of a far more compre¬ hensive system of means for the better education of teachers and more thorough supervision of the schools. It is seen that in these respects Massachusetts is drifting behind the younger and more vigorous States, and the demand for larger means and a more perfect organization must soon be met. It is therefore recommended by the board of education that a St.ate tax of one-haif of one mill be levied with the general State tax, and the net proceeds of said tax, together with the income of the school fund, be expended, three-fourths for the support of public schools, and the remaining one- fourth for other educational purposes. This will give about $650,000 a year to be dis¬ tributed among the towns, and $217,000 a year for other educational purposes. TEACHEKS’ INSTITUTES. Seven institutes have been held during the year ; six of them for five days. The one at West Newbury, occurring during the week of the annual election, was continued only three days. In each, twenty-seven teaching exercises were given by day, and five evening lectures. Most of the institutes were marked by an unusually large attendance of earnest, intelligent teachers, and the evening lectures were listened to by crowded audiences. In making preliminary arrangements for the institutes the agents not only visited the towns where they were to be held, but also, when practi¬ cable, visited several of the adjoining towns, with especial reference to awakening an interest in the subject, and so secure a better attendance. There were also prepared and sent to the school committees in towns near the place where each institute was to be held circular-letters explaining the object of the institute, and requesting that where the schools were in session, the teachers might be allowed to close them so as to attend the institute. Posters were also prepared to be sent to many towns ; each institute was advertised in several papers, and arrangements made with railroad officials, and for the iiriuting of free return tickets. All these preliminary arrange¬ ments are in the highest degree essential to the success of the institute. The total number of teachers and members of school committees present at the different institutes was 908. Some of these were present only for a day or two of the session. The school committees in many towns are unwilliog to allow their teachers to close the schools to attend the institute for the whole period of five days, unless they make up the time. It thus not infrequently happens that those teachers who most need the instructions which the institutes give, and who are most desirous of availing themselves of them, are cut off' from the x^iivilege. To meet this difficulty, it is recommended that the legislature be requested to jiass an act which shall give to school committees the authority to allow the teachers in their emxdoy to close their schools and attend ui^on any institute held in term time, and in their returns to the board to count the time so spent as actual school time. All the institutes held during the year were highly satisfactory, judging from the opinions of those in attendance, which, in every instance, were ex^iressed either in resolutions or in some less formal way, accompanied by an invitation to hold another institute as soon and as often as was deemed expedient. SUPERVISION OF SCHOOLS. Each system of suiiervision has its peculiar advantages; but jiractic ally that will be the best which most nearly conforms to the habits of the peoi)le. Hence the system of supervision by a committee will not very soon be changed in Massachusetts. More¬ over the laws of 1854 and 1856, which authorized any city or town to require its school committees to ax)X)oiut a superintendent, j.arnish the means of securing the advantages of both systems, that of a larger body for counsel and of a single person for details. The necessity of a thorough sujiervision has been so far recognized that most of the cities and several of the large towns of the commonwealth emx)loy a suxierinteudeut of schools. Tiiis agency is “now exerting a more powerful infiuence than any other i nstrumentality in x^erfecting the character and giving efficiency to the schools.” While the benefits of the system are enjoyed by over forty cities and towns, the re¬ naming number do not employ a superintendent. Most of them can not afford the ex¬ pense, but these very towns are the ones that most need such supervision, for the small 'owns can not obtain as able and exxierienced teachers as the wealthier iffaces, and they have fewer persons of literary attainments able to dermte their time to these duties. MASSACHUSETTS. 159 To such towns is commended the consideration of a recent law which provides that in the case of contiguous towns, where the proper remuneration of a superintendent would he a serious burden on a single town, the towns may unite in the employment of such an officer. Ill most cases where a sujierintendent is employed, the office has become a j)ermauent one, with a respectable salary, and commands the services of men of large experience and eminent ability. In many cases, one member of the school committee who has aptitude for th© work and leisure, is intrusted with the entire active duties of the com¬ mittee, often performing them for small compensation. WOMEN AS MEMBERS OF SCHOOL COMMITTEES. A few years since a bill was reported in the house of representatives authorizing the election of women on school committees. It was defeated on the ground that the law was unnecessary, inasmuch as the towns had full power under existing laws. Since then the number of such elections has rapidly increased, and in two towns the schools are entirely under the supervision of women. Their superior tact and sympa¬ thy, and the necessary leisure enjoyed by many, are among the reasons sufficient for this movement, which, doubtless, will continue till, “both as members of committees and as superintendents, women will exert an influence alike powerful and beneficent.” SPECIAL AGENTS. At the last session, the legislature, at the request of the board of education, made an appropriation from the income of the school-fund of a sum not exceeding $10,000 to be expended for the salaries and expenses of such special agents as the board might em- ifioy. The object of this appropriation was twofold : First, to enable the board to se¬ cure the services of some competent agent to give aid and direction in the teaching of drawing. The second object was the employment of persons to act as visiting agents within certain districts to be designated, who should perform the services in their re¬ spective districts which are performed by the general agents, with the intent that all the towns in the commonwealth should be visited by an authorized agent of the board at least once annually. If this plan meets with the success which is confidently anticipated, it will gradually lead to the establishment of a system of local, county, or district agents. The fact appearing, however, that other appropriations would nearly absorb that portion of the school-fund to wffiich all were charged, only one visiting agent has been employed. The results of his work in the western counties are most encouraging. With regard to the first-mentioned object for which the appropriation was asked, more has been accomplished. A special agent was appointed by the board in July last, as the director of art-education, and is now engaged in the work of aiding the cities and towns in carrying out the requirements of the law of 1870, relating to the teaching of drawing in the public schools and the establishment of evening schools for the instruction of adult persons in mechanical drawing. His labors thus far have met with gratifying success. SCHOOL-AGE. The number of children between 5 and 15 years of age is made the basis for the ap¬ portionment of the school-fnnd, and hence is sup^iosed to define the age for which the people are bound to provide means of education ; and there is a disposition in some places to exclude from school all over 15 years of age. The same statute, however, that makes this limitation of age for the apportionment of the school-fund, provides that nothing in the act shall be considered as excluding from the schools persons un¬ der 5 or over 15 years of age. The fact that more than one-tenth of the whole number in average attendance upon our schools during the year were over 15 years of age shows that this interpretation of the statute is accepted by the great body of the people. It is to be regretted that the statute does not prohibit the admission of children under 5 years of age into our public schools, and even make it a penal offense for parents to send them at an earlier age. The fact that nearly 3,000 children under 5 years of age were in attendance upon the public schools of .Massachusetts during the year, compelled to breathe the vitiated air of school-rooms and to sit quietly on hard benches for five and often six hours a day, for five days in the week, suggests the ne¬ cessity of some legal prohibition to remedy an evil so deplorable in its consequences. COMMON-SCHOOL STUDIES. How to educate our children and secure the best results, with the grentest economy of time and expense, is the great problem of the day, and demands the best thoughts of all our educators. There is an opinion yery preyaleiit among them that while our 160 REPORT OF THE COMMISSIONER OF EDUCATION. schools are doing a great and nohle •work, they are not accomplishing all that might reasonably be expected of them. If a portion of the time wasted, and worse than wasted, in the attempt to memorize the endless and senseless details of geography and of history, the technicalities of gram¬ mar, at an age when they can not be understood, and long examples in mental arithme¬ tic, which, with their complicated solutions, must be given with closed book, and in precise, logical terms, could be given to some studies that would really interest the children, develop their perceptive powers, accustom them to the correct use of lan¬ guage, and be of real practical value to them in after life, more satisfactory results than are now attained would be exhibited at the close of the child’s school-life. The recent introduction of Hooker’s admirable “Child’s Book of Nature” into the grammar schools of Boston, Cambridge, Worcester, and several other cities and towns, is a step in the right direction toward a “ consummation devoutly to be wished” in respect to an improved course of studies for our common schools. HIGH SCHOOLS. During the past year 179 high schools have been maintained in 165 cities and towns. Only three towns required by law failed to maintain a high school. Many of these schools are not what might be expected from the name ; still, even in the poorest of them, greater advantages are presented than could be otfered by the other schools in the same town ; and in many of the large cities and towns an education is afforded, without expense to the pupil, more extensive and complete than can be acquired in many colleges. “Their influence, when they are wisely and liberally supported, is in¬ calculable. From them our colleges receive their largest, and often their best, sup- Xjlies.” From the high school at Woburn, a town having a x)OX)ulation of less than 9,00U, twenty graduated last June, five of whom were going to college. Including these five, there were twenty-eight members of the school studying with reference to a col¬ legiate education. Nine others who were fitted in this school were at that time in different colleges. THE HALF-DAY SYSTEISI. There is one pecnliarity in the management of this school which, for several reasons, is worthy of sx)ecial consideration. The “ half-day system,” which has been in opera¬ tion there for several years, requires the attendance of the pupil but one-half of each day, provided he has faithfully performed his duties. It is thought that this system has a good influence upon the character of the puxnl, (as it cultivates a feeling of re¬ sponsibility,) upon his health, and also upon his mind, as, undisturbed by the distract¬ ing influences of a school, he can accomplish much more in the same time. It is an economical arrangement also. The present high-school house was- intended to accom¬ modate ninety pu^jils. With this system it will accommodate just twice the number, one-half attending in the morning, the other half in the afternoon. “ Hence it is to-daj'^ saving an expenditure of from twenty to thirty thousand dollars in the erection of a new high-school building. “ The resnlts of this system are'so entirely satisfactory, and its advantages so obvious, that I would commend it for adoption in those towns whose citizens are not prepared to incur the expense of erecting new high-school buildings, or of enlarging existing ones, to accommodate the increasing number of x)upils.” NORMAL SCHOOLS. “ These most imx)ortant institutions have been conducted during the past year with all their accustomed faithfulness and success. In each of the schools a goodly num¬ ber have entered upon the advanced course of study, for which jirovisiou has been made by the board. In two of the schools, many during the first year have determined to pursue the full course of four years, and their studies are arranged with reference to that ; while in the others the advanced class is made up of those who have graduated, and in many instances have been engaged in teaching. Experience only will prove which of these methods will secure the most satisfactory results.” ADMISSION TO NORMAL SCHOOLS. The superintendent further states : “ I have attendedthe examination of applicants for the normal schools, and have at such times generally made a very careful and critical examination and analysis of the results presented in the papers of the applicants. An analysis made at one of these examinations is, I think, a fair specimen of all of them. The average age of the forty-eight examined was 18 years and 9 months. Twenty-one of the 37 ladies examined were graduates, or had been members for some time, of high schools, 5 of academies, and 11 of grammar schools. Nine of these had taught schools MASSACHUSETTS. 161 for a period varying from 12 to 143 weeks. The questions were not above the average of those proposed to candidates for admission to our liigh schools. There should have been an average of at least 80 per cent, of correct answers. Only 4, however, had this average, and only 11 had 70 and upward. Eighteen had less than GO per cent. To attain even this result, their reading had to be taken into account, for which they were marked much higher than for their written papers. With this, the general aver¬ age of correctness for all who were examined was 62 per cent. ; without it, 59. Yet only 4 of the 48 were rejected. “An examination of the papers of these applicants shows that in too many cases the writers were allowed to take up the higher branches of study in high schools and academies before they had thoroughly mastered the simple elementary branches, which are the corner-stone of a good education. The papers of many were very faulty in respect to the correct use of language, the construction of sentences, the use of capital letters, and spelling. “I have presented this topic thus prominently, to give emphasis to the recommenda¬ tion that I would make, that a more thorough and exact knowledge of the common English studies should be required as indispensably necessary for admission to our normal schools than has heretofore been. I am decidedly of the opinion, too, tha.t it would be wiser to add a year to the minimum age required for admission, at least for ladies, and not admit any under seventeen years of age. With a higher standard of scholarship for admission, and with greater maturity, physical and mental, of those admitted, I think we should secure a superior class of teachers for graduation, aud thus elevate the character of onr normal schools. TRAINING OF TEACHERS. “While the normal schools are performing a most valuable service in raising the standard of teaching throughout the whole commonwealth, their capacity to educate trained teachers has hardly kept pace with the increase of population, and is rapidly falling short of meeting the great increase in the demand for such teachers. Some other system must be devised. “Two plans have been suggested. One contemplates the establishment of several normal schools, with a course of three or six months, devoted to a strictly professional course of instruction in the art of organizing, governing, and instructing schools. From four to six hundred teachers could be trained yearly in each of these, at an expense not much greater than is now required at the normal schools, and they would be much better fitted for their work than is the present large number of teachers who lack special training. This plan has been fully elaborated by one of the best educators in our country, aud his recommendation is sufficient to entitle it to the most careful con¬ sideration. “There are some decided advantages in introducing normal instruction into the high schools and academies. These schools are in successful operation in locations where the pupils live and the teachers are needed. ISTo additional expense would benequired for the construction and maintenance of the schools, and a dej)artmeut for this branch of education can be as well maintained there as in separate schools. Several cities aud towns have established training schools, auxiliary to the high schools, aud it is be- ■ lieved that many of the academies would employ competent instructors and establish such a course, provided reasonable encouragement should be proffered by the com¬ monwealth.’^ TEACHING OF DRAWING., It is now admitted by all who have examined the subject that every one who can learn to write can learn to draw, aud that drawing is simpler in its elements and more easily acquired than writing. Special instructors are no more required for drawing than for writing or arithmetic. Teachers must learn and* teach elementary drawing as they learn aud teach other branches. In order to obtain the advantages of the best methods of instruction, the sub-com¬ mittee to whom the school committee of Boston had committed the subject of art edu¬ cation, early in the year opened a correspondence with gentlemen in England, with the object of x>rocuring a gentleman having the requisite qualifications to organize classes and conduct the department of drawing in the Boston schools, on the same general plan that music is so successfully taught in them. The corresxioudence resulted in an invitation to Walter Smith, esq., the head-master of the school of art in Leeds, to accept the xiosition. Before deciding the question of accejitance, Mr. Smifh visited this coun¬ try, aud after a full conference with the executive committee of the board, the latter were satisfied of the exx)ediency of xirociinng the services of Mr. Smith for the com¬ monwealth, for such portion of his time as should be agreed upon with the Boston committee. Returning to England, Mr. Smith was authorized to expend §500, apiiropii- ated by the board from the income of the Todd fund, in procuring such models of art, drawings, casts, &c., as would be needed. Having xirocured by purchase, and by the gift of generous friends of art culture in England, a valuable collection of models, &c., 11 E 162 REPORT OF THE COMMISSIONER OF EDUCATION. suited to his purpose, Mr. Smith returned to Massachusetts early in the autumn and commenced his work. In the city of Boston Mr. Smith is head-master and professor of art education in the normal art school, and director of the night classes for drawing, established in com¬ pliance with the law of 1870. The course of instruction, arranged by Mr. Smith for these free evening classes, comprises what is usually included under the term “ mechan¬ ical or industrial drawing.” By the State Mr. Smith is employed as “ professional adviser and lecturer in the matter of art education.” In this capacity he has given lectures and teaching exercises in the teachers’ institutes, and has visited and given instruction in those cities and towns required to maintain adult classes in mechanical drawing. The lectures have been everywhere received with marked approbation. New interest is awakened, and large numbers are docking to the classes wherever they are established. Flonrishing classes have been formed in all but two or three of the towns and cities required by law to maintain them. It will be the duty of Mr. Smith, as soon as he can be released from the more imme¬ diate calls of the towns, to spend as much effort as possible in the normal schools, with the view of giving the utmost efficiency to the instruction in drawing given in them, to the end that competent teachers may, as rapidly as jiossible, be prepared both for the public schools and for special classes. Mr. Smith has been greatly aided in his lectures and teaching by the collection of models before named, w^hich comprises models, casts, and apparatus in use in the schools of art in Great Britain, together with a set of the works of students in those schools, illustrating a complete course of instruction in all the stages of art study. These are placed under the charge of a curator, who attends to their transportation and arrange¬ ment, and who is also a competent teacher of drawing, and does good service in sup¬ plementing the labors of Mr. Smith. This collection of models is to be deposited at the State-house in Boston. It will be lent for exhibition to any city or town engaged in forming free evening classes, and the director of art education will, on request, attend personally any conference of the school committee in the locality, and give, if desired, a public address on the subject. At the annual meeting of the Massachusetts Teachers’ Association in October last, Mr. Smith delivered a very interesting and valuable address on “Art education and the teaching of drawing in the public schools.” This address was listened to with profound interest by a large body of the leading teachers from every part of the State, and was published in the Massachusetts Teacher for November. It has also been printed in pamphlet form by the board, and with it two valuable papers by Professor Thompson. In the address, Mr. Smith makes this declaration, which proves him to be pre-emi¬ nently fitted for the work intrusted to him : “Though acquainted with the national system of my own country, and of other European states, I am not committed to, nor do I wholly approve of, any of them, but I believe in the construction of a system in a country where the subject is new. We can adapt the good parts of all the old methods to the ref^uirements of this country, and omit all the bad parts.” He also says : “ While England is appropriating all the features of the Massachusetts system of general edu¬ cation that are worth anything, in Mr. Forster’s scheme, we are borrowing from Great Britain, as well as from other countries, the most valuable portions of their experience in technical education, and I venture to prophesy that upon a better general basis we shall erect an infinitely better superstructure, so soon as the development of public opinion in this country will furnish us with the means for its accomplishment.” SPECIAL NORMAL DRAWING-CLASSES. The chief obstacle in the way of teaching drawing at present lies in the difficulty of procuring competent teachers. So fast as this obstacle can be removed, there is no good reason wdiy the law should not be extended in its scope so as to embrace all towns having more than 5,000 inhabitants. Something can be done, as heretofore, in the teachers’ institutes. Still more, however, might be expected from special normal classes, to be opened at central points, at such periods of the year as would best ac¬ commodate the teachers of the vicinity. A special appropriation, to be used by the board in maintaining such classes to a limited extent, would be of signal advantage. The secretary takes pleasure in pointing to an experiment in proof of the feasibility of establishing such special classes. In July, in response to a circular issued by the superintendent of public instruction in Worcester, a normal class of twenty-three was opened in the rooms of the Worcester Free Institute, and taught by the professors of the institute, for three w^eeks, two lessons each day. The jiupils paid a fee of $10 each for tuition, the use of the rooms being granted by the trustees free of charge. Professor Thompson, of the Worcester Free Institute, says of this experiment: “The class was not as large as it would have been at any time except just at the close of the (school) year, in hot weather, when most people rest or travel. That the class was as large as it was argues the need of it.” MASSACHUSETTS. 103 TECHNICAL EDUCATION. A resolution “relating to technical instruction in schools” was passed by the last general court, by which the hoard of education was directed to report “a feasible plan for giving in the common schools of the cities and large towms of this commouw'calth additional instruction, especially adapted to young persons who are accpiiring practical skill in mechanical or technical arts, or are preparing for such pursuits.” The State has generously eudow'ed the institute of technology in Boston and the museum of zoology in Cambridge; but though these two institucions and the scientific school in the latter place atford great advantages to those w'ho intend following the higher walks of industrial pursuits, they do not give the practical instruction required to fit the mechanic for his daily work. They bear the same relation to schools for the technical education of mechanics that the college does to the high school ; each is indispensable in its place, but neither fulfills the functions of the other. The only school in the State where a technical education in mechanics combined with practice can be obtained is the Worcester County Free Institute of Industrial Science, in Worcester. It was incorporated in 1865, and is a model institution, which has no superior in this country. The corps of instructors embraces iirofessors of chem¬ istry, mechanics and physics, drawing, mathematics, civil engineering, French and German. There are 89 pupils, mostly from Worcester County. There are also 20 free State scholarships for the benefit of pupils from other counties than Worcester, to be selected by the board of education. The value and importance of schools of this character are not understood or appre¬ ciated in this country. One w^ho has devoted much time and thought to the subject says that “ provision for the prompt, speedy, and ample, or the better education of the manufacturing or mechanic operatives of Massachusetts, is not only an investment promising a vast pecuniary return, but is to-day a necessity of self-preservation for the State.” Four-fifths of all the industry of the State is dependent upon occupations for which the training of these schools wmuld be a preparation. In this branch of education, as in many others, Germany, Svv^itzerland, Austria, and Belgium have taken the lead, leaving England and America far behind. In the great exhibition in London in 1851, English workmen excelled in nine-tenths of the one hundred departments, but in the Paris Exposition of 1867 they excelled in only one- tenth. During those sixteen years, artists, mechanics, engineers, and chemists, trained in technical schools, had entered the workshops of Europe, and by means of their skill and knov/ledge had transferred to the continent the supremacy England had so long- enjoyed. England, alarmed at the report of her j urors at the Exposition, at once estab¬ lished technical schools in many of her largest cities, and has determined that here¬ after her citizens shall at least be as w’ell educated as those of continental Europe. The question for Massachusetts to consider is, w'hat position she will take in the strife for the world’s prizes. The broader developmeui. which our free institutions give to the individual man enables him to accomplish a greater amount of work ; rtiul if we only furnish a better technical education than is given abroad, we can contend on an equal footing, and compete successfully with the markets of the world. While the board do not think it feasible or advisable to give technical instruction in the common schools, other than drawing, they would suggest that the State author¬ ize all cities and towns having a population of 5,000 and over to establish free tech¬ nical schools for instruction in such branches of knowledge common to the leading industries of the entire State as may from time to time be prescribed by the bonnl of education. BOSTON. SCHOOL ACCOMMODATIONS AND EXPENDITURES. The school accommodations of this city comprise 105 school-houses, most of which are substantial and commodious edifices, with all the modern improvements in school architecture. The whole number of sittings is 41 ,192 ; and 1,000 teachers are employed, at the annual expense for salaries of more than $800,000. The annual expenditure for school purposes, exclusive of the cost of school-houses and lots, exceeds $1,000,000. The aggregate value of the school property amounts to $5,891,747.15. Concerning this statement, the superintendent remarks: “ it is evident there has been no lack of means in this city for the establishment and support of public schools. Cbeaj) schools are usually poor schools. The great cost of our schools is not y)roof positive that they are good, but the liberal scale on which they are conducted affords the best ))resumptive evidence in their favor, for an intelligent community would not be likely to pay so high a piice for a poor article.” ATTENDANCE. The superintendent says: “Two things are necessary to make the education of the [ people complete — good schools and good atteudauce. Neither v,'ill suffice without the 164 REPORT OF THE COMMISSIONER OF EDUCATION. other. To secure l3oth is the problem of education.’^ The whole number of pupils helonging to public and private schools is 46,813, a number larger by nearly 1,00U than that of the children in the city of school age; but this number includes about 4,343 over 15 years of age, which, taken from the whole number, leaves the number under 15 belonging to the schools, 42,470. This number deducted from 45.970, the whole number of the school population, leaves 3,500 still to be accounted for. The whole number of children 5 years of age is about one-tenth of the number between 5 and 15, and it is ascertained that 25 j)er cent, of the children of this age do not attend school at all. Add to this the large number who leave school at from 12 to 14, (half the num¬ ber certainly of pupils of that age,) and it leaves less than 500 children growing up in ignorance in the city. It appears, then, from this statement, that the number of x^upils between 5 and 15 years of age, in public and private schools, is 92 per cent, of the whole number in the city; that of the 7 per cent, not attending school, six-sevenths are pretty well accounted for, making 99 per cent, in school or accounted for, while 1 per cent, only remains unaccounted for. In this connection the su]3erintendent says: “During the past ten years, Ido not. remember to have met with the case of a child who had resided in the city until the age of 14 without learning to read and write.’’ He is also convinced that “among the forces to be relied on to secure the general attendance of children at school, the char¬ acter of the schools is the most important.” CLASSIFICATION. As an element in determining the success of the school system, it is necessary to know not only how many children are in school, but also to w’hat grades and classes they belong. Taking the average whole number belonging to the day-schools (36,560) during the half year ended January 31, 1872, as the basis of calculation, the percentage belonging to each grade is as follows : Classes. Number. Per cent. 1872. 1862. High schools . . . . 1, 723 19, 605 15, 232 4.7 53.6 41.6 2.9 47.4 49.6 Grammar schools . . . Primary schools . . . This table shows a very considerable gain in the percentage of the uiiper grades. For every 1,000 pupils in all the day-schools there are 47 in the high schools, or a little less than 5 per cent.; but this is not the true per cent, of the pupils that enter the high school. To get this, the time in the high schools as compared with the time in the lower schools should come into the calculation. The number that entered the high schools this 3'ear was 19 per cent, of the number that entered the grammar schools from the primary. The following table shows the condition of the high schools for the half year ended January 31, 1872: Schools. o . II M O !zi Average nnm- her of pupils. Average num- hor of pupils to a teacher. Latin _ . , . 11 17 23 C 5 222 541 622 266 132 20. 1 31.8 29 34.3 26. 4 English high , . Girls’ high and normal. . Highlands hip-h . Dorchester high . . . Totals . . 62 1, 723 MASSACHUSETTS. 1(^5 Classification of high schools for the half year ended January 31, 1872. CLASSES. Schools. Advanced. 1 First. Second. Third. Fourth. Fifth. rn Latin . 23 27 33 or 11 99 English high . . 14 104 170 235 Girls’ high and normal . . . 52 117 181 246 Eosbui’v high . IG 41 65 78 Dorchester high . 46 37 47 Total . 82 331 480 639 25 11 99 Percentages . 4.9 19. 8 28. 7 38.3 1 .c 5.0 Classification of grammar schools for the half year ended January 31, 1872. Classes. Number. Per cent. First class, (highest) . . . - . . . 1,448 7 Second class. . . . . - . . . . . 2, 349 2, 996 3, 273 4,491 5, 075 12 Third class . . . 15 Fourth class . . . . . . 17 Fifth class . ... . . . . . . . . 23 Sixth class _ _ _ . . . . . . 26 Classification of primary schools for the half year ended January 31, 1872. Classes. Number. Per cent. 1872. 1863. First class, (highest) . 2,466 2,723 16 15 Second class . . . 18 14 Third class . . . 2, 301 15 14 Fourth class . 2, 363 2, 361 3, 125 16 15 Fifth class . . . 15 17 Sixth class . 20 25 The relative gain in the upper classes of the primary schools during the past years has been very gratifying. In 1863 the first class was only three-fifths of the sixth class; now it is four-fifths. It used to he said that in the graded system of primary schools the sixth class must always he quite dis])roportiouate in nnmher to the other classes. Experience has disproved this assertion. The aggregate percentage of the three upper classes is almost exactly the same as that of the three lower classes. This is a most satisfactory showing. The average uumher of pupils to a teacher in the primary schools is 45.6; in the grammar schools it is 46.3. NORMAL SCHOOL. Twenty years ago the school hoard estahlished a normal school for the professional training of female teachers. This institution was not merely a normal school in name; it was one in reality. It did not aim or pretend to he anything else, and it com¬ menced its career with the most flattering prospects of success. But before it had been in operation three years, the public sentiment demanded provision for the hightir education of girls who were not intending to become teacliers. This demand was met by changing the character of the normal school so as to make it a high school for girls 166 EEPOET OF THE COMMISSIONEE OF EDUCATION. as well. True, it lias never entirely lost its normal characteristics, but it has been more of a high than a normal school. It has rendered great service to the city, es¬ pecially since the establishment of the training department eight years ago. But the superintendent believes that far better results would have been accom¬ plished by two separate organizations as a temporary expedient. It has been too long delayed. But the degree of unanimity with which the board has just now, after long deliberation, voted to have a separate high-school training of female teachers, leaves no room to doubt that the vexed question is at length settled. The normal school should have, as an indispensable part of its organization, a model and practicing school connected with it, embracing all the classes of the primary and grammar school grades. TEACHERS. The superintendent thinks that better regulations are needed in respect to the ex¬ amination of teachers. In this respect, instead of making progress, we have lost ground. Latterly, teachers have in most cases been appointed without any examina¬ tion. I am fully persuaded that the best interests of the schools demand a reform in this respect. Why should we not grant certificates of qualification of different grades ? Why should teachers receive the maximum salary before they have received a first-class certificate ? The present practice of ignoring the examination of candi¬ dates is not giving us the best teachers we might get for the salaries paid. What is needed, especially, is a fair chance for competition. “ In selecting teachers, the choice should not be between tact and scholarship. All candidates should be excluded who have not very good scholarship, and from the good scholars, those should be sefiected who show the most tact. Teachers who are not good scholars do not wear well, become more and more mechanical, and if they re¬ main long in the service, become incorrigible routinists. “It is equally desirable to have men of good education to fill the office of master; and as nearly all masters must come from the ranks of sub-masters and ushers, it is of the greatest importance that these should be good scholars. DR, LEIGITS method. “ The last report stated that this method was in successful use in the primary schools of eleven districts. During the last year it has been introduced into some other districts. Its success, wherever it has been used, has been so decided, that it seems desirable that it should be made obligatory in all the districts. EXPENDITURES FOR SCHOOLS. “ For ten years, ending 1851, the average rates of the school expenses, as compared with the total city tax, were 27.6, while for the last ten years the rates averaged only 16.6. So that if the school expenses should be increased 50 per cent, and more, we should only stand relatively where we stood 20 or 25 years ago.” This statement is not made as a reason for any special increase of outlay for schools, but as an answer to charges frequently made against the management of the school committee with reference to economy in financial matters. WOBUEN. SCHOOL BUILDINGS. Woburn, with a school population of only 1,875, owns 14 school-houses, and in this particular is an honorable exception to the number of cities of whose limited school accommodations complaint is justly made. CONDITION OF SCHOOLS. The year ended March 1, 1872, has been one of great prosperity. The schools gen¬ erally display a high degree of excellence, and the high school is in advance of most of its class. Its condition is so exceedingly satisfactory that it was thought worthy of special notice by the agent of the Massachusetts State board of education. More than 8 per cent, of all the pupils in town attend the high school. Six j)er cent, is a fair average for most other towns. Twenty pupils graduated at the close of the term. The training school fully suxiplies the x>lace of a normal school. The success and popularity of its graduates in other towns are sufficient proofs of its efficiency. At XU'esent but one graduate is nnemxfioyed. MASSACHUSETTS. 167 CHANGE IN COUESE OF STUBY. The grammar-school course has been extended from three to four years. This will afford pupils a better opportunity for preparing for the high school, and will adapt the course to the needs of that large class of pupils whose education does not extend beyond the grammar school. DRAWING. By vote of the board, drawing is to become a regular branch of instruction in every school. It has already been taught in some of the lower grades during the past term, with good success. TEXT-BOOKS. In very few schools are so few text-books required as in those of Woburn. Ne text¬ book in written arithmetic even has been in use — a custom nowhere else in practice — but instruction has been given entirely by means of the blackboard. SPRINGFIELD. SALARIES. This is a subject deserving more than a passing notice. The strife now taking place throughout the country, to improve and perfect the public schools, has added greatly to the labor and responsibility of teachers. School-teaching has become more of a pro¬ fession, requiring talent, study, and preparation, and less of a temporary employment. Education is now regarded as the true safeguard of our liberties, and the best and strongest intellects are sought to imiirove the character of our public schools, and, in proportion as we invest in intellectual capital, must we increase compensation, or it soon seeks other channels for better remuneration. If we do not wish to place our most sacred interests in the care of second or third rate teachers, we must employ the best talent, and pay for it. SCHOOLS AT INDIAN ORCHARD. The half-time school at the Orchard was suspended during the summer term, but was opened again in September. It numbers about thirty jiupils, who are in school three hours each afternoon for five days in the week. The progress of many of them is very rapid. If the population of the village were sufBcient to furnish another school of equal size for a forenoon session, it would leave nothing more to be desired for such a school. An evening school, held at Indian Orchard during the winter, numbers about eighty pupils, and is open three evenings a week. The expense of this school is considerable, as it is necessary to send a teacher out from town, but it is of great advantage to the operatives in the mills, of whom it is largely composed. INDUSTRIAL OR MECHANICAL DRAWING. The school for “ industrial or mechanical drawing’’ commenced in December, 1870, and continued fifteeu weeks. The number attending was 104, of whom 37 were under 20 years of age, and 10 over 40. The school was an experiment, and a successful one. A room capable of accommodating from forty to fifty persons has been permanently rented and thoroughly furnished, and this year the school was opened the middle of November. It will hereafter be opened the first of October. The number this year is over 140. The school is so arranged that an advanced class has two lessons a week, and, as vacancies occur in it, promotions are made, and new members are admitted to the lower classes once a month. This school is no longer an experiment ; the wis¬ dom of those who provided it is manifest ; the appreciation of those who enjoy ite benefits is outspoken, and the remark is added, “We wish it had been done before we were so old.” DRAWING IN SCHOOLS. Free-hand drawing has now been taught rather more than a year and a half. “ I am more and more convinced of its utility and practicability in our common schools.” WORCESTER. SCHOOL ACCOMMODATIONS. The necessity for increased school accommodations is seriously felt. Even with the relief aftbrded by the occupation of the high-school building, the other school-houses will be insufficient suitably to accommodate the present numbers. Some of the rooms 168 REPORT OF THE COMMISSIONER OF EDUCATION. now occupied for school purposes are pronounced by physicians to ho unsuitable and unhealthy. Many rooms are greatly overcrowded, and the numbers requiring school accommodations are steadily increasing. Sixteen houses have been built and occupied during the last six or seven years, and the need for further room becomes daily more apparent. The board has been criticised for opening schools in new houses too . soon, and it is better to have them thoroughly completed in every part before they are used ; but 639 pupils, the increase last year, must have room. Five or six hundred additional pupils are as sure to come this year as the flood-tide. While the city grows she must build. GRADING SCHOOLS. That our system of grading the schools was not perfect is seen from the attempts to improve it. The single-class plan encounters the difficulty that pupils who enter at the beginning of the year have not all the same attainments, nor the same capacity. Some are capable of advancing more rapidly than the majority; others not so fast ; others are irregular in attendance, and, from this and other causes, fall behind. To the plan of two or three grades in the same room, under one teacher, there are serious objec¬ tions, not the least being its effect upon the teacher, who can not resist the inclination to spend the most effort upon the best pupils, who really need it least. Careful ob¬ servers have noticed in these schools a strong tendency to the “cramming’’ process, which is the great evil of our school system. To find a perfect remedj^ is not easy. In seeking to improve the organization of the schools the end sought to be obtained by them must not be lost sight of. This end is discipline, development, mental growth, and culture, and can not be reached by any mere system, however perfect. It may even be retarded by too rapid progress. No amount of stretching will produce healthy growth in a twig. The gradaffion of schools is only an aid. Nor should a system be constructed in the interest of scholars irregular and fre¬ quently absent. Their number ought to be reduced by a law which will express the public sentiment on the subject ; and for the unavoidable cases, provision might be inade by a special school. TRUANT SCHOOL. The observations upon the reformatory character of this school and its reflex influ¬ ence upon boys inclined to truancy are confirmed by yearly experience. A system of rewards for meritorious conduct, by which a boy is able to reduce his sentence, has been put in practice to a limited extent, with the best results. One boy has been par¬ doned as a reward for good conduct. By the influence of this school, and the excellent discipline of the ungraded school, which is for one class of pupils antecedent to this, the discipline of all the public schools, * it is believed, has been greatly benefited. There are records years back of wild insubor¬ dination and resistance to teachers. Scarcely a complaint of this kind has been made for a year. It has come to be understood that the whole influence of the school com¬ mittee, the city government, the police, and the court, and, better still, of the public sentiment, will sustain the teachers in the judicious exercise of all needed authority. Hence, that authority is rarely questioned. But there is an evil growing more insidious, and, if unchecked-, more dangerous. Truants may be cared for; unruly pupils may be subdued. The children most sinned against, and therefore most to be feared hereafter, are such as are not sent to school at all. To look after these and their more guilty parents and employers, and attend to the truants also, is more work than a single officer can perform. During the period covered by this report the truant officer has attended to 2,400 cases of reported truancy. He has returned to school 1,397 pupils. Forty-five persist¬ ent truants have been arrested and brought before the municipal courts. Twenty-two have been sentenced to the truant school. The total expenditure for the year was $2,045.50. MANUFACTURERS AND EMPLOYERS. At the opening of the evening schools in October, many children were discovered who were detained from school and employed contrary to law. The co-operation of manufacturers and others was sought* in enforcing the law, by means of a circular ad¬ dressed to all who were known to employ children. In almost every instance they re¬ sponded cheerfully and without delay. About 100 children were forthwith sent to school in consequence of this circular, and the number now reaches 150. Many of these desired of the superintendent permission to work till spring and then attend school; but there seemed to be no authority for thus setting aside a State law. MASSACHUSETTS. 169 COMPULSORY EDUCATION. There are many persons even in the city of Worcester who look upon flie enforce¬ ment of the law compelling the education of children as an infringement of the nat¬ ural rights of parents. While most will admit that children should he educated, yet they are entirely opposed to having a truant officer to execute the law. “They are in favor of the law on general principles, hut are opposed to its execution.” The idea of compelling a child to read, write, and cipher is, to their minds, tyrannical. They shut their eyes to the fact that the country swarms with vast hordes of children, heirs of penury, ignorance, and crime, whose parents refuse to give them a chance of educa¬ tion which the public schools offer, hut who, nevertheless, in a few years demand and obtain as full rights of citizenship as the oldest and wisest men among us. The State, in justice to itself, should demand of every person claiming the right of citizenship at least an elementary knowledge of his duties; and as this knowledge must come from the volition of the parent and not of the child, the State should enforce the rights of the child from the parent. As for the child, his whole training has been com¬ pulsory. He came into the world without his choice; his parents have forced upon him starvation, vice, and misery. The State power, with its mysterious machinery of law and punishments, stands ready to grind him to pieces if he infringe on them. All along it is compulsion. Yet it is tyranny to use compulsory measures by which he shall be made able, at least, to read the laws which at the penalty of his life he must obey. The question is one which now touches nearly our national life. This country is the receptacle for the ignorant and degraded from every laud. It is for us to decide whether they shall be compelled to accept for their children the help the State offers, to lift them to the level of intelligent beings, or be suffered to leave, like breeding bar¬ nacles, a weight and a mass of corruption upon us which may sink us at last. EVENING SCHOOLS. Two new evening schools have been organized this year. There is an increasing demand for these schools and the attendance is larger than ever before. /The majority of pupils need instruction in the most elementary studies. Many are children scarcely fifteen years old, who work by day. These schools must soon receive much greater attention. Stricter laws for school attendance will soon be enacted. Then the ques¬ tion of evening schools and half-time schools will become prominent. A better classi¬ fication and more teachers are necessary for the highest success of these seho®ls. FREE EVENING SCHOOL FOR INDUSTRIAL AND MECHANIC.UL DRAWING. This school was the first established under the law authorizing such schools. It opened under the most favorable auspices, both because the Institute of Industrial Science, located here, furnished able instructors, the necessary apparatus, and rooms fitted for the use of the school ; and also because here, to a remarkable extent, the cit¬ izens, workmen and others, appreciated such a school. It was therefore a model which other cities copied largely. The number of persons who entered at the beginning of the Xiresent yearw'as254, of whom 201 were males and 53 females. There ages w^ere : 76 from 15 to 20 ; 135 from 20 to 30 ; 36 from 30 to 40 ; 6 from 40 to 60 ; and 1 over 60. Of machinists there w^ere 46; carpenters 33 ; teachers 33 ; and the balance is distributed among 41 different trades and professions. Fifty-two were members of last years classes. The average number x>resent is more than 200. Four classes were organized; one advanced class in mechanical drawing and two classes of beginners. These classes were visited in December by Walter Smith, esq., art director for the State. He com¬ mended the interest and jirogress of the class, and spoke of an exhibition of the work done in this school and others in the State, to take x)lace at some central x)oint at the close of the season. He also addressed the whole body of teachers assembled for the l)urpose, andimjiarted a new’ imjietus and a new’ interest to this study. DRAWING IN THE SCHOOLS. The attention bestowed upon drawing has brought to light many impils who have decided talent in this direction, and all have made commendable x)rogress. teachers’ drawing class. During the summer vacation, axix^lications were made by several teachers from this city and neighboring cities and towns for instruction in drawing. Professor Gladwin, of the technical school, consented to teach a class, and notice to that effect was given 170 REPORT OF THE COMMISSIONER OF EDUCATION. til rough the papers. A number of teachers joined the class, which was maintained at their expense. In the autumn, a class was formed of thirty-four teachers. Including those in the evening classes, which still continue, about half the whole corps of teach¬ ers are now perfecting themselves to teach this study intelligently. Mere copying will soon be abandoned in the schools. Each master has already been furnished with a set of models for object-drawing, which will now become general. THE NORMAL AND TRAINING SCHOOL. In organization, purpose, and number in attendance, this school continues as last year. “ Like all similar schools, it has still to contend against the almost universal objection that young ladies have to seeking a thorough preparation before engaging- in the work of teaching. Too often they prefer the crowded ranks of mediocrity and small pay to the almost vacant eminences in the profession, more difficult of access, indeed, but rich in salaries, honor, and extensive usefulness. This school is a constant lirotest against the round of dull drill and humdrum routine into which teachers are so tempted to fall, and against the idea that inexperience and incompetency are toler¬ able iu primary schools.” Ail but live of the graduates of this school are employed in the city. HIGH SCHOOL. The number of pupils during the year has been 379, a larger number than has ever before been enrolled. The graduating class was larger than any within ten years. By the new arrangements of the grammar schools, access to this school is simple and easy. Admission is governed by the xmpil’s record as well as his examination. The new building for the high school, dedicated December 30, 1871, is perhaps the best and most expensive school-house in Massachusetts. When completely furnished and equipped, it will cost not far from $‘200,000. It is designed to accommodate 500 pupils, and contains nine school-rooms, each about 30 feet square. Connected with the lecture-room on one side is a room for philosophical apparatus, and on the other a chemical laboratory, where 30 pupils can work at one time. The audience-hall will seat 700 jieople ; and by opening the sliding doors to the ante-rooms, there are seats for 1,000. A fine-toned bell, costing $1,000, a tower-clock and twelve electric clocks, also costing $1,000, and a grand piano, valued at $1,200, have been xoresented to the school. At the dedication of the building, addresses were made by Hon. John Eaton, United States Commissioner of Education, Hon. Henry Barnard, ex-United States Commissioner of Education, the mayor of Worcester, the principal of the high school, the superintendent of public schools, and others. TAUNTON. CONDITION OF SCHOOLS. The progress of the schools during the past year has been more than usually satis¬ factory. Several important changes have been made ; the most prominent of which is a regular and uniform series of promotions, thereby making the ,high school a de¬ partment of the graded system. The practice of marking the merits of daily recita¬ tions has been discontinued, and monthly written examinations substituted, as a test of scholarship. This change has been attended with the happiest results. DRAWING. The introduction of instruction in and study of drawing in the schools is regarded favorably by teachers, children, and people. There is no doubt of its success if teach¬ ers cau acquire the attainments requisite for systematic instruction. The school of industrial and mechanical drawing was a success from the first, and has been found the most beneficial and most popular of any educational enterprise established by the board, excepting only the regular free day schools. EVENING FACTORY SCHOOLS. There were fewer pupils in these schools than last year, but the attendance w-as far more regular, and the proficiency in scholarship and good behavior more satisfactory. No corporal xmnishment was allowed, but a police guard was stationed near the schools. MASSACHUSET^TS. 171 FALL RIVER. SCHOOL ACCOMMODATIONS. Dnriug the year three buikliugs have been completed and occupied with schools, but the accommodations are still insufQcieut. While 5,786 pupils are registered, there are only 4,086 sittings. Owing to this want of room, most of the schools have been too crowded to produce the best results. DRAWING SCHOOLS. The free drawing school was opened in December, and continued 15 weeks. It was organized in three classes ; one in mechanical, one in architectural, and one in free¬ hand drawing. The school has been very successful. The class in mechanical draw¬ ing numbered 69 ; that in architectural drawing 96 ; these classes were made up chiefly of mechanics. The class in free-hand numbered 256, and was composed largely of teachers. FACTORY SCHOOL.' The working of this school continues to demonstrate the value of the system. The plan of three months of consecutive daily attendance is considered to work better than half-time schools for six mouths. The success of this pioneer school is attributed in great measure to the hearty co-operation of the owners and agents of the mills, who, though it may interfere with their business, have been ready to make the sacrifice. WORCESTER COUNTY FREE INSTITUTE OF INDUSTRIAL SCIENCE. This school was established by the joint donations of John Boynton, a tinsmith, late of Templeton, Massachusetts, and Ichabod Washburn, a wire manufacturer, late of Worcester, Massachusetts. It has been thoroughly equipped, mainly through the lib¬ erality of Hon. Stephen Salisbury, of Worcester. It is free to all citizens of the county of Worcester, and to twenty residents in the State outside the county. The twelve trustees are among the most substantial citizens of the county. The eight professors are all young men, selected mainly with reference to their known excellence as teachers. ORIGIN. “ It arose,” says Hon. George F. Hoar, “from the perception by its founders of two facts : First, that the occupation of the people of Massachusetts is hereafter chiefly to be the mechanic arts ; secondly, that whatever is to be the occupation of this people must hereafter chiefly be the work of their brains.” RESOURCES. The endowment of this school, including grounds and buildings, amounts to about $530,000. Of this fund a portion is devoted exclusively to the shop. Mr. Washburn gave the buildings and equipment, the sum of $5,000 for stock, and a fund of $50,000, the interest of which can be used for working capital. The earnings of the shop, added to the income from its funds, just equal the cost of running it, under the present arrangement. It is found that the value to the shop of the unpaid labor of the ai)preu- tices is not quite equal- to the loss incurred on their account, so that the shop barely pays its way. It is estimated that the general education of each student costs the in¬ stitution about $200 a year, while his shop training costs $150 a year in addition. The institute occupies two buikliugs, Boynton Hall, of granite, 145 feet by 40, and the Washburn machine shop, 100 by 40, with a wuug 60 by 40 for boiler and engine rooms. These buildings are fully equipped, and are surrounded by an ample domain of about seven acres of laud. GENERAL PLAN. In its scope and purposes this school is essentially like the technical schools of Europe, but gives special prominence to the element of practice. That is, it proposes that manual labor shall accompany brain-work, so far as the two can be made to be mutually helpful. For example, the mechanic shall learn theoretical and applied mechanics in the school-room, and shall also learn the use of tools and the construction and management of machinery in the shop. The civil engineer shall in the same way carry into the field whatever knowledge of topography, road-building, and bridge¬ building he has acquired in school. Further, the art element in technical training is 172 REPORT OF THE COMMISSIONER OF EPITCATION. made prominent. All students draw at least eight hours a week throughout the course. All possible knowledge of the modern languages, mathematics, and the physical sciences is also imparted. The plan of the school may he briefly stated thus : Every graduate shall have a good Eoglish education, and shall have enough practical acquaintance with some form of applied science to enable him to su^jport himself after his graduation. To guard against failure from certain sources, practice is subjected to these three conditions : 1. That it shall be a necessary part of every week’s work. 2. That it shall be judiciously distributed. 3. That the student shall not receive any pecuniary compensation for it. PLAN 0F OR&ANIZATION AND INSTRUCTION. The terms and time of admission are identical with those of kindred institutions. Instruction is given by recitations, rectures, and practice. The first two methods are identical for all the students, and present no novelty. The practice ditfers widely, according to the department chosen by each student, but is strictly adapted to prepare the student for jirofessional life. It occupies ten hours each week, and the whole of the month of July. The practice of the mechanics presents the only difficulty. It is xirovided for in the following manner : In February of each year an apprentice class is received, on pre¬ cisely the same terms as those in September. These students spend their whole time, tea hours a day, in the shop, except ten hours a week, which are devoted to free-hand drawing. They enter the regular junihr class in Sexitember without further examina¬ tion. At the end of the course they are expected to be as good journeymen as the boys who have spent the whole time in other shops, with the immense advantage of educated faculties. The grounds on which the expectation is based are these ; 1. The development of the sense of form and iirojiortion in the drawing-room is a xiowerful auxiliary in the train¬ ing of an artisan. 2. The time each week is distributed in two jieriods of four hours and one of two. The -weariness of xnotracted work and the worthlessness of hasty work are thus avoided. 3. Apxirentices are not keiit doing the drudgery of the shop for the benefit of their employers, though no part of their training is omitted or neg¬ lected. They advance as fast as their knowledge warrants. 4. Boys whose minds are quickened by daily school drill can learn more at any kind of handicraft in any given time than those who have no such advantage. 5. The shox) is organized like any shox), and carried on strictly as a manufacturing concern. It emxfloys the best journeymen, contains the best machinery, and is occupied in doing the best of wordc. Its business amounts to about $12,000 annually. The speed-lathe, designed and built there, took the gold medal at the Baltimore fair of 1869, and both the engine-lathe and &peed-lathe took first premiums at the fair of the American Institute, at New York, 1871. In short, the students receive the full advantage of unlimited means in the shape of tools, and instruction of the soundest and most jiractical character. The mechanics in the graduating classes of 1871 and 1872 are all emxfioyed as jour¬ neymen or as draughtsmen, with a single excex)tiou, in leading manufacturing estab¬ lishments. COIMMENCEMENT. The annual commencement of the institute occurs the last Wednesday of July. Two full classes have graduated. Addresses have been given by Prof. William P. Trow¬ bridge, of New Haven, Dr. A. P. Peabody, of Cambridge, Hon. G. F. Hoar, M. C., of Worcester, and the iiresident of the board of trustees, Hon. S. Salisbury. Each graduate presents a thesis, accomxianied with drawings. These papers are carefully read and criticised by a committee invited from the community. The names of jirominent professors and manufacturers axipear on the hst of the committees. HARVARD UNIVERSITY. STATISTICAL SUMMARY. Amount of general investments . . . $1,712, 464 64 Income from general investments . 123, 320 33 Amount of special investments . 713,246 67 Income from sxiecial investments . 61, 492 48 Total amount of university funds . 2, 425, 711 31 NEW PROFESSORSHIPS. The following new professorships have been established : A professorship of agricul¬ tural chemistry, a professorship of modem languages, a xirofessorship of political ecoromiuence to chemistry, botany, and physiology. It is understood that these are to be combined in the same curriculum. It is imobable that relatively less attention will be j)aid to the higher mathematics and more to mental science and ethics. The central idea is to make the institution a ivoman^s college, giving wmmen the same kind of training that colleges give men. Although this is its specific object, it is expected that, so far as may'be required, opportunities will be offered to its students to fit themselves for all the higher iirofessious and employments sought by women. The officers of the trustees are: Rev. W. S. Tyler, D. D., LL. D., president; Hon. Edward B. Gillett, vice-president; Hon. George W. Hubbard, secretary; Rev. John M. Greene, treasurer. AMHERST COLLEGE. This college has a fund of $85,000, the income of v/hich is appropriated to aid young men who are jireparing for the Christian ministry and need assistance. Fifty .scholar¬ ships have been established, varying in their annual income from $40 to $140; nine of these are class-scholarships. Several other class-scholarships have been establivshed in part, but the endowments are not yet placed in the college treasury. The libraries of the college and the literary societies contain about 36,000 volumes; and the cabinets of natural history contain over 100,000 sx>ecimens. MASSACHUSETTS. 175 WILLIAMS COLLEGE. President Chadbourne was inangnrated July 29, 1872, having been clioseii to fill tb('. place left vacant by the resignation of Presielent Hopkins, who for 36 years has becji the executive head of the college, and has been connected with it for 44 years. President Hopkins delivered his farewell address, and very briefly reviewed the history of the college during his connection Vvith it. -‘Thirty-six years ago its charity funds amounted to about ^14,000, and its whole productive funds did not exceed ^•p30,000. Now its charity funds amount to more than $70,000, and its whole productive funds to more than $300,000. Then there were but 3 full professorships ; now there are 9, and there are no tutors. To have professors only was a great step, involving the essential thing in a college. A college is like a light-house; the structure may be vast, but if the light at its top be dim it is good for nothing. The college has graduated during these years 1,471 men, nearly one-third of whom either have entered or will enter the gospel ministry. In the future of the college, under the management of the president-elect, he felt perfect confidence.’’ President Chadbourne, in his inaugural address, declared that in his judgment the instruction in Williams College has, upon the whole, aiforded as true a type of high education as that in. any college in the land. There would be no change, no reform. The college makes no claim to being a technical or professional school, and the popular movement by which colleges are being transformed into semi-technical iichools was considered matter for regret. ANDOVER THEOLOGICAL SEMINARY. The seminary is open to Protestants of all denominations. The full course occupies three years. The yearly term is nine mouths. Aid is given from the seminary funds to students who need it. NEWTON THEOLOGICAL INSTITUTION. The proximity of this institution to Boston secures great advantages to students. Indigent students are assisted by the Northern Baptist Education Society. SCHOOL OF THEOLOGY OF BOSTON UNIVERSITY. The scholastic year of 1671-72 closed the first quarter of a century of the life of this institution. Its location has several times been changed. In 1869 it was transferred to Boston, and during the last year has become a* department of the Boston University. The school of theology is conducted under the auspices of the Methodist Episcopal Church. MASSACHUSETTS INSTITUTE OF TECHNOLOGY. The president, in his report, remarks that “the past year’s work in all departments has been of the most satisfactory character.” The faculty of the institute has been increased by the appointment of three new- professors. About 280 students have attended the school of industrial science during the year. At a meeting of the corxioration in June, 1872, it w-as voted to confer hereafter the de¬ gree of “ Bachelor of Science” instead of “ Graduate of the Massachusetts Institute of Technology.” Also to establish advanced courses of study, and to confer the degree of “ Doctor of Science,” subject to certain conditions. Changes have recently been made in the department of geology, mining, and metal¬ lurgy, and considerable additions made to the means of instruction in these studies. The president is authorized by Hon. John Amory Lowell to announce that it is his in¬ tention to establish in the institute courses of instruction in designing, asapxdiedtothe industrial arts. WORCESTER ACADEMY. The courses of study are, first, a college preparatory course for young men ; second, a ladies’ collegiate course ; third, a commercial course ; fourth, a common-school course. LAV/RENCE ACADEMY. This academy is open to both sexes. Twelve scholarships have been established in three colleges by the late Amos Lawrence, for the benefit of students x)rex)ared at this academy. The library, containing 2,500 volumes, was a gift of Mr. Law-reuce. HIGHLAND MILITARY ACADEMY. The full routine of a military post is here observed. The academy includes a scientific and a commercial dejiartment. 176 REPORT OF THE COMMISSIONER OF EDUCATION. MONSON ACADEMY. When founded this academy received an endowment of half a township in Maine lands. It embraces three departments of instruction. WILLISTON SEMINARY. Hon. Samuel Willistou, the founder of this seminary, has given $250,000 to the insti¬ tution. There are three courses of study — English, scientific, and classical. COLLEGE OF THE HOLY CROSS. This college was incorporated in 1865. It is conducted hy the Fathers of the Society of Jesus. The course of study embraces a i)eriod of seven years, three of which are de¬ voted to the preparatory and junior classes. The last year is devoted exclusively to the study of rational philosoxihy and natural sciences. MOUNT HOLYOKE EEM.ILE SEMINARY. The course of instruction occupies four years. A peculiar feature of this institution is the domestic dexiartment, in which all the members of the school aid to some extent. MAPLEWOOD YOUNG LADIES^ INSTITUTE. An extended course of instruction in music is a feature of this institution. OREAD INSTITUTE. The course of study embraces a preparatory and collegiate department. Special fa¬ cilities are offered for instruction in drawiug, jiainting, and music. ESSEX INSTITUTE. This institute was formed in 1848, by the union of the Essex Historical and the Essex County Natural History Societies, and located at Salem. As now organized, the insti¬ tute consists of thr^e deiiartments : the historical, having for its object the collection and x>reservation of whatever relates to the geography, antiquities, and history of Essex County; the natural history, for the formation of a cabinet of natural iiroduc- tious in general, and more iiarticularly of those of the county, and for a library of standard works on the natural sciences ; the horticultural, for iiromotiug a taste for the cultivation of choice fruits and flowers, and also for collecting works on horticul¬ ture and agriculture in connection with the general library. The library contains about 22,000 volumes, and also 50,000 pamphlets. The collec¬ tions of the museum in some classes of the animal kingdom are inferior, to but few others in the country. The meetings of the institute are as follows: stated quarterly meetings, regular monthly meetings, and field meetings during the summer months, at such times and places as may be agreed upon. These field meetings are a peculiar and interesting feature of the institute. Usually six are held each season in different localities in the county. The forenoon is devoted to rambling in the woods and fields or on the beach in quest of nature’s treasures, or visiting some old historic or antiquarian relic. In the afternoon the attendants assemble in some church, town-hall, or school-house and discuss the subjects xiresented to notice during the day. The public are invited to he present, and to particixiate on these occasions; and these meetings are popular and largely attended. Evening meetings are also fully attended during the winter months. The xiresident of the institute is Hon. Henry Wheatland. CiLARKE INSTITUTION FOR DEAF-MUTES. This institution is specially adapted for the education of semi-deaf and semi-mute pupils, but otheijs may be received. Pupils are admitted at 5 years of age. The report of the xiriucixial states that the classes have made very satisfactory progress. Many of the imxiils have imxiroved greatly in speaking and in their use of language. “ In the matter of articulation, Mr. Bell’s system has been pursued with the class of 1871. With only such elements of the system as could be communicated to the teachers in a few hours, better results have been attained in three months than ever before in the same period of time ; and in the matter of tone, compass, modplation, and inflection of the voice, results never before attained at all. It is hoped and expected that the thorough instruction of the teachers by Mr. Bell will add greatly increased facilities to MASSACHUSETTS. 177 this department of instruction.” The school committee “believe that the results of tlie years 1870-’71, particularly iu the matter of meutal culture and development, were highly encouraging.” PRIVATE INSTITUTION FOR THE EDUCATION OF FEEBLE- IMINDED YOUTH. Since the last biennial report 20 new inmates have been received into the institu¬ tion, of whom 13 were entered as pupils. The number of inmates averages GO. Pu])ils are received from the age of 6 upward ; but the superintendent suggests that an earlier age is preferable. The report states that “the schools have never been more prosper¬ ous, as indicated by interest and progress, and have never been filled with a class of pupils averaging so high intellectually.” The greatest attention is paid to physical development, and gymnastic exercises are considered of the highest importance. Con¬ stant, active employment is the great remedy for that listless vacuity natural to tho feeble-minded. MASSACHUSETTS NAUTICAL SCHOOL. The trustees, in their twelfth annual report, state that the frequent changes in the officers of tho ships during the year ended September 30, 1871, have made it one of unusual trial to the institution. The number of boys in the school-ships, October 1 , 1870, was 216 ; committed during the year, 107 ; returned from probation and escape, 9 ; received from State reform school, 2 ; total, 334. Number discharged on probation dur¬ ing the year, 101 ; shipped in the revenue or merchant service, 29 ; deserted, 8 ; trans¬ ferred to State reform school and other institutions, 51 ; remaining October 1, 1871, 144. The average age of boys committed during the year is 15.6 years. Of the number ad¬ mitted, 70 were of American i)arentage. Of the number discharged, the average time on board the ships was 18.71 months. “ The great depression of our commerce and the consequent large supply of adult seamen have luade it difficult to ship boys on voyages at sea during the year. The sale of one of the school-ships made it necessary to concen¬ trate most of the boys on the remaining ship ; the ill-elfects of this have been felt more or less through the year. Nevertheless the year’s work has been rewarded by. good results.” “ The school-room is recognized as a powerful auxiliary in the work of ref¬ ormation, and the work here has not been less satisfactory than heretofore.” I MASSACHUSETTS STATE TEACHERS’ ASSOCIATION. This association held its twenty-eighth annu.al meeting at Worcester, on Friday and Saturday, December 27 and 28, 1872 ; the number in attendance being much less than usual, on account of the snow-blockade, which imevented traveling to a great extent. The meeting was called to order by the president, Charles Hammond, of Monson,'and opened with prayer by Rev. Mr. Stebbins, of Springfield. Mr. A. P. Marble, superin¬ tendent of the city schools of Worcester, welcomed the association, and, in his response. President Hammond took occasion to give a sketch of the organization of the associa¬ tion, and of some of the more prominent of the 85 teachers who first banded them¬ selves together in 1845. He also referred to the organization of the American Institute of Instruction in Boston, in 1830, giving much credit to that and kindred associations for the educational work accomplished during the period of their existence. Mr. A. H. Davis read a paper on “English literature in our schools,” in which he claimed that the study of the best authors should have a place in them, suggesting as the best method for their use, to give at least two hours a week in each school to a reading lesson from standard authors, interspersed with familiar conversation by the teacher and pupils ,* this plan being considered much better than the reading of extracts from reading-books. Professor D. B. Hagar briefly spoke on the same subject. This was followed by the discussion of the topic, “Latin as a branch of popular edncation,” iutroduced by F. A. Hill, of Chelsea, who advocated a more thorough aud careful study of the English language, and less Latin. He disposed of the plea that the study of Latin is necessary for the proper understanding of English grammar and as an aill in English composition, by saying that grammar was only an afterthought, and that the idioms and beauties of the language can best be learned by a study of tho English authors. In conclusion, he thought there should be a better blending of classical and scientific education. The classics can be learned by the many from the English lan¬ guage, by the few, if they choose, from the Latin. W. C. Collar, principal of the Roxbury high school, differed totally from the author of the paper. He considered the knowledge of Latin essential for an intelligent study of the languages of southern Europe, and also very useful to a proper understanding of the English language. In his opinion, the chief value of a knowledge of the Latin language was the inculcation of what he called a meutal conscience, the qualities of patience and veracity. Mr. D. C. Brown, of the Bowdoin school, Boston, spoke on both of the morning 12 E 178 EEPOET OF THE COMMISSIONEE OP EDUCATION, topics, commending portions of both essays as containing valuable suggestions, but without agreeing fully with either paper. The discussion was continued by Professor Harris R. Greene, of Worcester ; Superin¬ tendent B. F. Tweed, of Charlestown ; and Messrs. Hill, of Chelsea, and Collar, of Boston. At half past twelve the association adjourned until two o’clock. Afternoon session. — After the appointment of several committees. Professor A. B. Miller, of Pittsfield, introduced a paper on the “Proper length of the school day.” He began by making the rather startling proposition, that when pupils have breathde over the air in the school-room three times, it was time to close the session. The speaker devoted a large portion of his essay to the evil effects upon children of a de¬ fective system of ventilation, proving by mathematical demonstration that the average school-room is illy-fitted for the healthy accommodation of a large number of scholars. The capacity of a child’s mind for protracted effort was also considered as an argument against long sessions. In summing up his ijosition. Professor Miller said that, in his opinion, three hours a day are enough to confine young children in school — or, at most, four hours — divided into two sessions of two hours each. For older pupils five hours might be considered the proper limit. Mr. D. B. Hagar followed on the necessity of proper ventilation, giving a scientific ex¬ planation of the reasons why a school-room should be ventilated at the top instead of near the floor. He also opposed the time-honored custom of securing a change of air by opening the windows at recess, contending that the practice is dangerous to the health of ]3upils, especially in cold weather. In regard to the length of school hours Mr. Hagar argued that, given a suitable room and a teacher that could keep small children happily and profitably employed, they might as well be in school as anywhere else. The discussion was continued, mainly as to different modes of ventilation, by Dr. Miller and Rev. Mr. Stebbins, of Springfield. The next paper was read by Superintendent Emerson, of Newton, on the “ Limits of school education.” After alluding to the importance of the educational wmrk of the Ijublic schools, he urged, without favoring any particular curriculum, that no studies should be pursued iu the schools merely for the sake of mental discipline, or as an ornamental branch of knowledge. Superintendent Hale, of tlambridge, Messrs. Hub¬ bard, of Springfield, Bunker, of Boston, and Stetson, of Auburn, Maine, followed iu brief discussions of the subject. Evening session. — In the evening, Paul A. Chadbourne, LL.D., President of Williams College, delivered a lecture before an audience numbering over two hundred. President Chadbourne said that all w^ho sought to teach needed a broad common sense. The intricate workings of theories of education should have awdder scope than the narrow world of the school-room. The character of the teacher is of importance as a molding as well as a moral power. There should be no misjudgments arising from i)eculiar physical states ; all effects of ill states of health must be “ discounted,” and' the instructor must go to his work with a xjerfect equilibrium of spirit. In dealing with material things success often depends on a narrowness of education which makes an expert, but that power needed for the development of human charac¬ ter is far different from what is wanted in the mastery of a specialty. When we speak of an educated teacher we must mean something broader than an education for any business. The teacher must grow faster in the knowledge of the world than any other, and should be measured by his power to do all things. If the teacher is to take so fully, as under the present system, thexflace of the x^arent, he should have more x^ay for his work. Still the x^rofession is above pay. The teacher may refuse to accexff the conditions of labor offered him, but once entered on the work, to slight it because of little salary is a heavy sin. The speaker dwelt at some length upon the idea that the xnofession tended too mnch to draw its members from the average society of life, and lead them to give too much imx)ortance to things simx^ly because they were important, dangers growing with each year of exx)erience. The teacher must have a common-sense knowledge of the world of men, as well as the world of books ; he is to fit the pux3il for the active, busy world. With this acquaintance with life as it is in x^arlor, street, and mart, and an earnest zeal, he comes into the clear light of a x)erfect work. The lecture was a brief one, occupying less than an hour, and at its close the associa¬ tion adjourned until morning. Saturday forenoon. — The discussions of the day were opened by J. G. Scott, of West- field, who read a paper on “What shall bo included iu the study of English grammar?” The word grammar, said the speaker, originally included every thing x)ertaining to language, but has been narrowed in signification until it now embraces only a knowl¬ edge of the construction of propositions in a language. Mr. Stebbins, of Springfield, Mr. Tweed, of Charlestown, and Professor Harris Greene, of Worcester, discussed the subject at some length. Mr. Dickinson, x)rincipal of the normal school at Westfield, read a paper on the same subject, which gave rise to further discussion, participated iu by President Hammoml, T. H. Kimptou, of Chicopee, and some of the x>revious speakers. MASSACHUSETTS. 179 The question was then laid upon the table, and the next topic of discussion, “The proper use of text-books,” was introduced by L. F. Warren, of West Newton. The speaker contended th: the use of text-books was, in most cases, especially in the lower grades of schools, unnecessary and uuprolitable. In history, no books except a blank- book, in which should be written the topics prepared by the teacher, were needed, and in arithmetic none except those containing simple examples and tables. The teacher should supply the rest. Eemarks followed from S. H. Kimpton, of Chicopee ; John P. Payson, of Chelsea': Superintendent Hale, of Cambridge ; the president ; and Messrs. Duuton, principal of the Boston normal school, and Stetson, of Auburn, Maine. The meeting of the association was hardly a success in point of numbers. The in¬ tense cold weather, the snow-blockade, and the Christmas holidays, all combined to prevent out-of-town teachers from attending to any great extent. The discussions, however, were very interesting for the most part, and conducted with spirit and courtesy. Two or three unimportant amendments to the constitution were proposed for action next year. The treasurer’s report for the last year showed receipts to the amount of $3,643.73, expenses $3,748.89, leaving a balance of $105.16 due the treasurer. A letter from Rev. J. P. Coles, of Ipswich, one of the original members of the association, con¬ taining words of greeting to the teachers assembled, was read by the president. Offi¬ cers elected: President, A. G. Boyden, of Bridgewater; corresponding secretary, E. Bently Young, of Boston. HIGH AT>D CLASSICAL SCHOOL TEACHERS’ ASSOCIATION. The annual meeting of the Massachusetts High and Classical School Teachers’ As¬ sociation was held in Boston, April 1 and 2, 1872. President, W. C. Collar. The first topic discussed was “Book-keeping and commercial arithmetic.” Mr. An¬ derson, of Boston, thought too much time was given to teaching the logic of the matter and not enough to practice, and that the time spent on Colburn’s Arithmetic was 'wasted. Mr. Woolson, of the English high school, Boston, agreed that arithmetic should be taught as an art rather than as a science ; at least taught first, and the science later. Mr. Hogan, principal of the normal school at Salem, thought that there was too much mental arithmetic in primaiy schools; but children should not reach the age of eleven before being called on to give reasons for arithmetical operations. Mr. A. C. Perkins, of the Lawrence high school, read a paper on “ History in high schools.” This paper advocated the acquisition of a good deal of knowledge of one period and one nation rather than the gaining a slight acquaintance with many na¬ tions in every period. Thoroughness in one thing brings one into sympathy with all thorough men; and a habit of investigation gives one aptness that will apply to all pursuits. Mr. Howe, of Jamaica Plain; Mr. Anderson, of Boston; Mr. Williston, of Cambridge, and others, discussed this paper ut considerable length, with a general agreement in its main features. , Mr. Charles Hammond, of Monson, presented a paper upon the “ Utility of grammar, in its relations to higher education,” which was a clear, historical view of grammar and of X)hilological study. In the discussion of this very ablexiaiier. Professor Crosby, of Salem, gave some account of his own early training in grammar, which came the first thing after the spelling-book. He said that the old-fashioned method of parsing, by looking out words in the dictionary, led to a book called “ Leavitt’s method of finding out the parts of speech a word is when it is set down in the dictionary as being in several parts.” But seriously, when iiroperly taught, he thought no study so well adapted to cultivate discipline and develop the mind. Professor Atkinson thought the same course in grammar was not good for practical men and for learned men; it is generally intro¬ duced too early, and is spoiled in its usefulness by endeavoring to reduce it to the comprehension of small minds. Mr. W. C. Collar, of Boston, readaxiaper on the question, “Should Greek be required for admission to college?” Quite an animated discussion followed the reading of this liaper, in which Professor Goodwin, of Cambridge; Professor Crosby, of Salem; and Professor Atkinson, of Boston, x)articipated, and which '^ms closed by President Eliot, of Harvard College, '^ffio said that-uhatever colleges require, the schools sot themselves to teach ; therefore college requisites determine the organization of our schools. “ What is the character of secondary education?” is a question of importance to XH’ofessional schools as well as colleges. The secondary schools should train men for the X)i‘ofes- sional schools as well as for colleges. For these, Latin, French, and German are neces¬ sary. On Tuesclay the first paper read was on “The pronunciation of Latin,” by Mr. S. Thurber, of Hyde Park, which was discussed by Mr. Hammond, of Monson, who ven¬ tured the assertion that the English language is to be the iiredomiuating language of the world, and '^^e are under no obligation to say that the ancient sounds must rule. Good usage is not a constant quantity ; and language were useless if it did not change. 180 REPORT OF THE COMMISSIONER OF EDUCATION. We are tau^bt Latin pronunciation by Germany now; by and by we shall be the teachers. Mr. Williston, of Cambridge ; Mr. Daniels, of Boston ; and Mr. Hills, of Lynn, continued the discussion. A paper was read by Mrs. A. G. Woolson, of Boston, on the “ Departmental system of instruction,^ by which she explained that she meant any of the variations in the sys¬ tem which assigns to each teacher one or more special topics to be taught. This paper called out Mr. Stebbius, of Springfield, who thought the dex^artmental system impracti¬ cable in the great majority of high schools. If teachers can teach many branches they are less likely to exercise a distorting influence upon pupils. Mr. Philbrick, of Boston, claimed that Boston Is perfectly unparalleled in the variety of her high schools ; the line of progress is by separation rather than by combination. Mrs. Woolson thought that the subdivision which excludes girls is carried too far. Girls ought to have an opportunity to fit for college, if they wish to. Besides, if they desire positions as assistants in high schools, Boston can not fit them for it. Professor Charles D. Morris, of Peekskill, New York, read a paper on “ The crude form system,” as applied to the “ ancient languages,” for^which a unanimous vote of thanks was ten¬ dered him. Officers elected : President, W. C. Collar, of Boston ; vice-presidents, C. Hammond, M. C. Stebbins, A. C. Perkins, and E. Smith. Recording secretary, W. F. Bradbury, of Cambridge. Corresponding secretary, N. E. Willis, of Boston. REV. CHARLES BROOKS.— OBITUARY. Among the eminent persons who have died during the year, whose public services in promoting education have been long continued, earnest, and valuable, the name of Rev. Charles Brooks is prominent. Mr. Brooks was born October 30, 1795, in Medford, Massachusetts, where he spent the last years of his life, and where he died July 7, 1872, aged 76 years, 8 months, and 7 days. He entered Flarvard College in 1812, and was graduated, delivering a poem in Latin, in 1816. He x^ursued his professional studies in the theological school of Harvard College, terminating them in 1819, and soon entered the ministry at Hingham, Massa¬ chusetts. Mr. Brooks first introduced the use of anthracite coal in Hingham, and was the first to suggest the establishment of a savings-bank in the town. He was president of a peace society, vice-president of the American Colonization Society, and an ardent friend of the temperance cause. Mr. Brooks was, as is well known, an early and earnest advocate of popular educa¬ tion. As a member of the school committee of his town, and as one of the trustees of Derby Academy, ho manifested a strong desire to do all that could be done to elevate the standard of education and extend the usefulness of our institutions of learning. In November, 1833, he went to Europe, remaining nearly a year. He visited Eng¬ land, Scotland, Ireland, France, Switzerland, and Italy. He was fortunate in making the acquaintance of many distinguished x>ersons in Euro]De, among them, Rogers, Campbell, Wordsworth, Jeffrey, Cousin, Arago, Schlegel, Mrs. Hemans, Miss Martineau, and many others of note. It was during this visit to Europe he became interested in the Prussian system of education. His room-mate, on the home x)assage, was Dr. Julius, of Hamburg, who was sent to this country by the King of Prussia, to collect information respecting our l>risons, hospitals, and schools, so that Mr. Brooks, in a passage of 41 daj^s, learned much about the Prussian system, and he lost no oi^xiortunity of enlarging his informa¬ tion by European correspondence, fie addressed his people on the subject of normal schools on Thanksgiving day, 1835. From that day forward he lectured before conven¬ tions, on every opportunity, to advance the cause into which he had entered with so much enthusiasm. “ He lectured in nearly one hundred different towns and cities ; in every place where he was invited. By invitation of the legislatures of Massachusetts, New Hampshire, Vermont, Rhode Island, Connecticut, New Jersey, and Pennsylvania, he delivered to crowded assemblies in each two or three lectures, besides speaking in most of the capi¬ tals between Boston .and Washington.” The establishment of the board of education and normal schools in Massachusetts was greatly due to his labors. A distinguished educator, who is entirely competent to judge in this matter, states that Mr. Brooks, “for his long, disinterested, and unxmid labors in the cause of educa¬ tion, especially for his efforts to secure the establishment of normal schools and a board of education, is entitled to be considered, more than any other individual, what he has been called, the ‘ Father of Normal Schools.’ ” He was most influential in establishing the normal school at Bridgewater. It was in 1838 that the celebrated meeting of the “ Plymouth County association for the im- lirovemeut of common schools ” was held at Hanover, where brilliant speeches were made by Horace Maun, Robert Riintoul, George Putnam, John Quincy Adams, and Daniel Webster. MASkSACHUSETTS. 181 A powerful impression was made upon the public mind. It was on this occasion that Mr. Adams, after spealiing of what monarchs had done to establish normal schools through their realms, exclaimed, “ Shall we he outdone by kings V’ and closed a very- eloquent speech amid the acclamations of the assembly. Mr. Webster spoke, also, with his accustomed simplicity, directness, and power. If,” said he, “ I had as many sons as old Priam, I would send them all to x)ublic schools.” Mr. Brooks was present at this meeting, took the lead in the ineasures proposed, and much deference was shown him. In 1838 he was elected professor of natural history ju the university of the city of Now York. This he accepted, with the concurrence of his parish, which adopted reso¬ lutions on the dissolution of his connection, expressive of gratitude for his past labors and hearty wishes for his future success. His pastorate ceased January 1, 1839. In November, 1839, he departed for Europe, where he remained upward of four years, and attended lectures on natural history in Paris, Versailles, Rome, Naples, and Geneva. He devoted his time to scientitic studies, and collected such information as he deemed of importance to him in the professorship. On his return to this country, however, a failure of sight compelled him to resign that office. He retired to private life in Boston, and devoted his time and talents to the promotion of science, litera¬ ture, and various philanthropic objects. He was always busy, and always seeking to do some good work. It is largely owing to his efforts that the society for the relief of aged and destitute clergymen was founded, and put in successful operation, still continuing in its good work. He was greatly interested in, and was an efficient officer of, the Sunday-school society. He was elected a member of the Massachusetts Historical Society, the State Histori¬ cal Society of Wisconsin, and the Chicago Historical Society. He was also a member of the Boston Society of Natural History, and of many other scientific and philanthropic societies. He was for nearly forty years a member of the school committee in the places of his residence. Many of his sermons, essays, and tracts were published ; he also contributed fre¬ quently to the periodical x^ress. He was the author of a prayer-book, and of the Daily Monitor, an octavo volume of three hundred and sixty-five sections, intended for use in connection with his jDrayer-book. He puhlished also a volume on ornithology, and a good history of the town of Medford. Ho x>assed the last years of his life in the old homestead at Medford, and died there, respected and beloved by the community. fe, yvnXIAM SEAVER. — obitetary. William Seaver was born in Northborough, Massachusetts, May 4, 1791. After thor¬ oughly acquiring all the education furnished by the schools of his native town, which, even at that time, were excellent, he sj^ent one year at Leicester Academy, and then, at the age of nineteen, commenced his professional life as a teacher. He taught twenty- eight years in Quincy, four in Cambridge, and about fifteen in his native town, making, in all, nearly fifty years of teaching. He was accounted, everywhere, a good discipli¬ narian and a conq^etent and successful teacher, and was proud in his old age of showing the tokens of regard received from his former x)ux)ils. He was x)i’esent at the first meeting of the American Institute of Instruction in 1830, as well as many subsequent ones; but regarding himself as a ‘^country teacher,” and, withal, not given to sjpeech-makiug or debate, he seems never to have taken a very active part in its x>roceedings, though always an attentive listener. He sjjeut the even¬ ing of his life in agricultural pursuits on his own farm in Northborough, and died Feb¬ ruary 19, 1872, in the eighty-first year of his age. ALBERT HOPKINS.— OBITUARY. Albert Hopkins, A. M., LL. D., memorial professor of astronomy in Williams College, died May 25, 1872. He was born at Stockbridge, July 14, 1807 ; graduated at Williams College, 1820 ; elected tutor in the same, 1828 ; x*rofessor of mathematics and natural philosox)hy, 1829 ; natural jihilosoxffiy and astronomy, 1838; memorial astronomy, 1869. Professor Hoi)kins was one of the first in this country to ax^prehend the value of ob¬ ject-teaching. This led him, with Dr. Emmons, to originate those scientibc exx)edi- tious which Lave been continued, at intervals, since 1832 ; to visit Europe in 1834, and purchase apparatus for the college, though he was without means, except his salary of $700, and went chiefly at his own expense; to commence, in 1835, the first astronom¬ ical observatory in the country, and build it mainly himself, having solicited funds in Boston and elsewhere without success. Ho was active in promoting the study of nat¬ ural history in all its branches ; had fine taste and great interest in every thing connected with natural scenery ; and these he sought to foster among the students. But for him the college grounds would not have been enlarged and beautified as they have been. As a teacher and lecturer Professor Hox)kins was interesting and successful, but his 182 REPORT OF THE COMMISSIONER OF EDUCATION. great poorer lay in his moral and religious influence. This arose from the steady, even supremacy in him of the spiritual nature, from his manifest unselfishness, and the evident reality of his communion with God. For nearly forty years he was seldom absent from the noon prayer-meeting, which he established in 1832, and for a large part of that period he sustained a weekly religious meeting at his own house. He was quiet and courteous in his bearing, and interested himself in ail classes of people, especially in the poor. His philanthropy was thoroughly Christian and demo¬ cratic. There was also an element of x^oetry and romance in his comjDOsition, which added much to the pleasure of personal intercourse, and gave him a, powerful hold of soTue persons, especially the young. His presence was always an element of x>eace ; no cause of disorder or of discipline among students ever originated from their relation to him. CALVIN CUTTER. — OBITUARY. Calvin Cutter, M. D., died in Warren, Massachusetts, June 20, 1872. He was horn in Jaffrey, New Hampshire, May 1, 1807, and until his majority lived with his iiarents, under the shadow of Monadnock. His early advantages for education were limited ; but such books as he could obtain in that sparse settlement were read at night by the light of the x>ine-knot, or secretly taken to the field to be read behind a fallen tree during his noonday rest. In 1829 he began to study medicine ; attended lectures at Bowdoin and Harvard, graduating M. D. at Dartmouth ; afterward studied privately with Valentine Mott, of New York, and George B. McClellan, of Philadelphia. From 1834 to 1841 he was a successful practitioner of medicine and surgery. In the late war he rendered efficient service as regimental and brigade surgeon, and surgeon-in-chief of the Ninth Corps. But his special life-work was in the line of popula’r education. While a student of medicine, a youth died of hemorrhage, because his fellow-laborers on the farm did not know how to comxiress the severed artery till a surgeon could be obtained. This sug¬ gested the idea of educating the people in minor surgery and the laws of health ; and to this work his life was devoted. In 1842 he commenced lecturing in anatomy, physi¬ ology, and hygiene, with the aid of manikins and other aj)x>aratus, before ]iopular au¬ diences, teachers’ institutes, schools, and colleges. This he continued for fifteen years, visiting twenty -nine States, lecturing daily, and directing two or three students in similar labors. In 1847 he wrote, and in 1870 rewrote, the jiioneer text-book in that department, his well-known and widely-used “Anatomy, xihysiology, and hygiene.” SYLVANUS THAYER.— OBITUARY. General Sylvanus Thayer, LL. D., died at his residence in South Braintree, Massa¬ chusetts, September 7, 1872, in the eighty-eighth year of his age. General Thayer was born in Braintree, Massachusetts, June 19, 1785. He graduated with the highest honors, at Dartmouth College, in 1807. The same year he entered the United States Military Academy at West Point, from which, owing to his iirevious acquirements, he graduated in 1808. He at once received the ap]iointmeut of second lieutenant in the Corps of En¬ gineers, and was engaged for several years in iflanniug, constructing, and inspecting imx>ortant military works. In the war of 18i2 he was chief engineer of the Northern army, under General Dearborn. For distinguished'and meritorious services he was raised to the rank of brevet major. After the war he spent two years in studying military affairs in Europe. From 1817 to 1833 he Avas superintendent of the Military Academy at West Point, where he ren¬ dered most efficient services. Under him the academy was completely re-organized, and its present efficiency is in a great degree due to his efibrts. After resigning hisiiosition at New York he was for many years engaged in directing works of defense and harbor improAmnients — particularly on the coast of Massachusetts. In 18G3 he was jilaced on the retired list, having been at that time “ more than forty-fiAm years in service.” At the time of his death he held the rank of brevet brigadier-general. By a gift of ^70,000 he founded the Thayer School of Civil Engineering of Dartmouth College. He also gave large sums for the establishment of an academy and library in Braintree. FACTS FROM THE UNITED STATES CENSUS. Area and population. — In 1870 Massachusetts was the seventh State in population, having 1,457,351 inhabitants Avithin an area of 7,800 square miles — an average of 180.84 persons to the square mile. This population censisted of 1,443,156 whites, 13,947 colored, 97 Chinese, and 151 Indians. Of these, 1,104,032 were natives of the United States and 353,319 foreign-born. Of the native residents of the State 896,372 whites, 6,819 colored, and 106 Indians were born Avithin its borders, Avhile of the foreign resi¬ dents 130,702 were born in Germany, 34,099 in England, and 216,120 in Ireland. School attendance. — According to Table IX, Ami. 1, of Census Report, 287,405 persons MASSACHUSETTS. 183 attended school, and of these 17,086 were forei"u-horn. The white male scholars numbered 143,779, and the white female scholars 141,755, (an aggregate of 285,534 whites.) The colored j)npils numbered 1,848, of whom 941 were males aud 907 females. I'^iteracy. — The number of inhabitants of all races, 10 years old and over, unable to write, was 97,742, of whom 89,630 were foreign-born. Age, sex, and race of illiterates. — Of the 95,576 white illiterates, 4,359 were from 10 to 15 years of age, and of these, 2,215 were males and 2,144 females; 7,407 were from 15 to 21 years old, of whom 3,013 were males and 4,394 females; 83,810 were 21 years old and over, of whom 30,920 were males and 52,890 females. Of the 2,148 colored illit¬ erates, 59 were from 10 to 15 years old, of whom 29 were males and 30 females ; 223 were from 15 to 21 years old, of whom 76 were males and 147 females ; 1,866 were 21 years old and over, of whom 822 were males and 1,044 females. Eight male and 8 female Indian illiterates were also reported, with 2 male Chinese illiterates. Educational institutions. — According to Table XII, vol. 1, of Census Report, the total number of educational institutions was 5,726, having 7,561 teachers, of whom 1,428 were males and 6,133 females, to educate 269,337 pupils, of whom 134,777 were males and 134,560 females. Amount and source of educational income. — The total income of all the educational in¬ stitutions was $4,817,939, of which $383,146 were derived from endowment, $3,183,794 from taxation and public funds, and $1,250,999 from tuition and other sources. Public schools. — The 5,160 public schools, with their 6,140 teachers, of whoDi 753 were males and 5,387 females, were attended by 242,145 pupils, of whom 121,572 were males and 120,573 females. To educate these they possessed a total income of $3,207,826, of which $27,315 were derived from endowment, $3,069,085 from taxation and public funds, and $111,426 from tuition and other sources. Colleges. — The 6 colleges, with their 137 male teachers, were attended by 1,290 male students. To educate these they posseted a total income of $408,126, of which $231,065 were derived from endowment and $177,061 from tuition and other sources. Academies. — The 50 academies, with 183 teachers — 83 male and 100 female— had? an attendance of 3,543 pupils, 1,754 male and 1,789 female, for the education of whom they possessed a total income of $285,325, of which $28,776 were derived from endowment, $4,544 from taxation and public funds, and $252,015 from tuition and other sources. Private schools. — The 468 day and boarding schools had 783 teachers, of whom 255 were males and 528 females. They were attended by 13,315 pupils, 6,711 of whom were males and 6,604 females. These schools possessed an income of $533,690, derived from tuition and other sources. Libraries. — There Avere 1,544 i)nblic libraries, containing 2,010,609 volumes ; also 1,625 private libraries, having 1,007,204 volumes — a total of 3,169 libraries, containing 3,017,813 volumes. The ju’css.— The 259 periodicals issued had an aggregate circulation of 1,692,124 copies, with an aggregate annual issue of 129,691,266 copies. Churches. — Of the 1,848 church organizations, 1,764 had edifices with 882,317 sittings, and the church property was valued at $24,488,285, Pauperism. — Of the 5,777 paupers, 5,323 were native whites, 73 native colored, and 381 foreigners. Crime. — Of 2,526 persons imprisoned June 1, 1870, 1,152 were native whites, 139 native colored, and 1,235 foreigners ; 1,593 persons were conAucted during the year. Age and sex of population. — Of the total population, 371,820 persons were from 5 to 18 years old — 184,640 males and 187,180 females ; ’1,160,666 Avere 10 years old aud upward, and of these 554,886 were males and 605,780 females. Occupations.— hundred and seventy-nine thousand eight hundred and forty- four persons of these ages Avere engaged in various occupations, of Avhoni 451,543 were males and 128,301 females; 72,810 were engaged in agricultural pursuits, of Avhom 72,756 Avere males and 54 females ; 131,291 in personal aud professional serA^- ices, of Avhom 75,917 Avere males and 55,374 females ; 83,078 in trade and transporta¬ tion, of whom 81,077 were males aud 2,001 females ; 292,665 in manufactures aud mining and mechanical industries, of whom 221,793 Avere males and 70,872 females. Age and sex of worhing populaiion. — Of these 579,844 employed persons, 18,479 Avere from 10 to 15 years old, of whom 12,180 Avere males aud 16,299 females ; 528,889 Avere from 16 to 59 years old, of whom 409,180 Avere males and 119,709 females; 32,476 Avero 60 years old and OAmr, of whom 30,183 Avere males and 2,293 females. 184 EEPORT OF THE COMMISSIONER OF EDUCATION. MICMIOAN. [From report of Hon. Oramel Hosford, superintendent of public instruction, for the year 1871.] SCHOOL FUND. The past fiscal year, by a change in the time of makint State finances, embraces but ten months. the annual reports of the On hand at commencement of the year . $437,939 23 Two-mill tax . . . 409,541 20 Primary school fund . . . . 182, 922 25 Tuition of non-resident scholars . . 26, 047 40 District taxes to pay teachers . 1, 157, 549 43 Other district taxes . . 591, 858 46 Tax on dogs . . . . 2'5, 608 46 From all other sources . . . . . 499, 506 05 Total . 3, 330, 972 48 Total receipts for 1870 . . . 3, 151, 763 78 Increase for 1871 179,208 70 Cost of administration for 1870 . . . 3,259,843 24 Cost of administration for 1871 . . . 3, 356, 635 28 Increase in cost of administration. 96,792 04 Total interest from all educational funds, including primary school, uni¬ versity, normal school, and agricultural college, for 1872 . 245,009 11 Total appropriations by legislature for 1871 and 1872 . 344,200 00 The cost of tuition for each child in the State at large was an average of 56 cents per month ; for each child in the districts was 58 cents per month, an increase of 10 cents. SCHOOL ATTENDANCE. Number of children in the State between 5 and 20 years of age . . 394, 195 Number of children subject to the law compelling attendance at school be¬ tween 8 and 14 years of age . . . 175,092 Number of children reported attending school . _ 292,476 Estimated number unreported . 14, 729 Total . 307,205 Increase in attendance over 1870 . 8, 000 Attendance in xJi’oportiou to whole number of children, 1871 . . . 76^ Attendance in proportion to whole number of children, 1870 . . . 72^ Number of graded schools reported . 266 Number of districts which had no school . 62 Number with no school less than last year . . . ... 11 BRANCHES OF STUDY. in which spelling is taught . . 5, 174 in which reading is taught . 5, 175 in which writing is taught . 5, 131 in which arithmetic is taught . 5, 072 in which mental arithmetic is taught . 4, 995 in which geography is taught . 4, 888 in which grammar is taught . 4, 616 in which algebra is taught . 1, 195 in which book-keeping is taught . 572 in which geometry is taught . 187 in which natural philosophy is taught . 464 in which physiology is taught . 367 in which chemistry is taught . . 103 TEACHERS AND THEIR SALARIES. Number of teachers, male . 2,971 Number of teachers, female . . . . . 8, 303 Number of Number of Number of Number of Number of Number of Number of Number of Number of Number of Number of Number of Number of districts districts districts districts districts districts districts districts districts districts districts districts districts Total . . . 11,274 MICHIGAN. 185 Average pay per month, males . $49 92 Average pay per mouth, females . $27 21 Average number of mouths school . 7 SCHOOL LAWS. During the year several amendments have been made to the school laws, principally to provide more effectually for raising the school-tax, and to facilitate operations in the district boards. teachers’ institutes and ASSOCUmONS. The spring and autumn series of teachers’ institutes were held at 16 different towns, with an attendance of 1,432. From their number it was impossible to appoint all the autumn institutes at the most favorable times, and the attendance was not as large as it would have been otherwise. The county superintendents continue to hold their in¬ stitutes, several having connected with them classes which they teach from four to six weeks. The testimony to the practical value of these institutes is universal. So great is their effect in enlarging the teachers’ views of their own work, and opening the eyes of those who have had few advantages to their deficiencies, that several have left the school-room as teachers to enter another as pupils. Teachers’ associations have been held with advantage in several of the counties. COUNTY SUPERINTENDENTS, The unprecedented success of the schools during the year is greatly owing to the efforts of the county superintendents, especially to their endeavors in advancing the scholarship of teachers. Six thousand six hundred and twenty-one visits have been made by the superintendents, and 14,385 by directors. THE KINDERGARTEN. • At Detroit is a kindergarten school, conducted on Frcehel’s system. Another at Lan¬ sing is formed on the same general plan, but the training is somewhat varied to suit the necessities of the children. So far the experiment has i^roved a complete success. STATE UNIVERSITY. The present prosperous condition of the university is most gratifying. A grant of $75,000 having been made by the legislature for the erection of an edifice to be called “ University Hall,” the corner-stone was laid in June. The building is now completed, furnishing a commodious audience-room and recitabion-rooms. During the year all tbc departments were opened to female students, and 34 were registered. No discrim¬ ination was made except in the medical dej)artment, where the ladies formed a sejta- rate class, receiving the same course of lectures as the male students. Ladies who applied were fully prepared to enter wdiatever classes they wished, and at once took a position among the best of the class. One has already graduated in law, one in medi¬ cine, and two in pharmacy. There is every reason to believe that the action of the university, with regard to co-education, will be attended with satisfactory results. Closer relations have been established between the university and the State high schools, and thus with the State system of education. The whole number of dixdomas conferred during the year is 302. The total receijffs for the year were $104,096.44 ; total ex^ienditures, $79,447.36. The library has been enriched by the addition of the large x^rivate library belonging to the late Professor Rau, of Heidelberg, x)i’esented by Philo Parsons, esq., of Detroit. J. B. Steere, a graduate of the literary and law dex^artments of the university, has forwarded a valuable collection of zoological and geological specimens from Brazil. Botanical and archaeological sxiecimens have also been added to the museum. AGRICULTURAL COLLEGE. An appropriation was made by the last legislature for building a laboratory. This is now comxdeted, Avith accommodations for students in analytical, elementary, and higlier chemistry. Additional buildings have been erected for the farm, and facilities for testing the worth of the science of agriculture, as ax^X’^i*-'^! actual field-work, have been increased. It is believed that the college w’ill at no distant day be rendered sell- sux)X)orting by the income derived from sales of land. 186 EEPORT OF THE COMMISSIONER OF EDUCATION. ALBION COLLEGE. TLe financial condition of this college lias greatly improved. The buildings and gi'ounds have been put in better order, and an endowment of not less than |110,00U has been secured. K.VLAMAZOO ^COLLEGE. No special changes have occurred in this college during the year: The endowment fund is $70,000. • HILLSDALE COLLEGE. The general condition of this college is satisfactory. A larger number of students has been in attendance than for several years past. The present endowment is about $70,000. At the last meeting of the board of trustees. Rev. D. M. Graham was ap¬ pointed j)resident. ADRIAN COLLEGE. Three years ago the south hall, occupied by ladies, was burned, and the college has not entirely recovered from the blow. It has, however, been attended with marked success during the year. In addition to the classical and scientific course, a depart¬ ment of theology and biblical literature has been organized. OLIVET COLLEGE. The number of students attending this college has been larger than in previous years. Canvassing for an additional endowment fund is to be vigorously x)rosecuted, conditional idedges to the amount of $20,000 having already been made. STATE NORMAL SCHOOL. Steps have been taken to separate the academic work from the more strictly jirofes- sional training of the school by reorganizing the model school, and making its high- school department a regular academic or high school ; and, in order to afford the normal scholars additional facilities for observation and practice, an arrangement has been made with the Ypsilauti school board, by which their union school is used for these purposes. STATE REFORM SCHOOL. Though the past year has been, on the whole, a prosperous one, the necessity of sep¬ arating boys committed for slight offenses from those who are depraved and incor¬ rigible, becomes more and more pressing. Lack of work has seriously affected the income of the school; and on this account a number of the boys were emiiloyed in cutting wood for a portion of the year. During the summer, and at the present time, the boys have been occupied in the shops, farm, Ac., without loss of time. The band continues to fill a veiy essential place in the school work, the concerts being sufficiently remunerative to furnish means for additions to the boys’ library and to make a beginning of an art gallery and museum. MICHIGAN STATE TEACHERS’ ASSOCIATION. This association met in Detroit, December 27-29, 1871, with a good attendance ; Duane Doty, president. Addresses were given by A. A. Griffith, of Ypsilauti, on “Prac¬ tical elocution by J. M. Wellington, on “ The teacher’s ideal.” An essay upon “ Our work” was read by Miss D. E. Henry, of Grand Rapids. H. D. narrower read a paper upon “ Our union schools D. C. Scoville read an elaborate essay upon “ The manhood of strength and gentleness William B. Sibler gave an ad¬ dress upon “ Education inseparable from civilization.” The officers elected were : president, J. F. Nichols ; recording secretary. Miss M. Rose ; corresponding secretary, Miss E. F. Thompson. MICHIGAN ASSOCIATION OF COUNTY SUPERINTENDENTS. The tenth semi-annual meeting of this association w^as held in Port Huron, February 20 and 21, 1872. The first session was occupied with reports from the counties, and in the evening a public address was given by Superintendent Duane Doty, of Detroit. 'A variety of subjects appropriate to the work of the superintendents was discussed. Officers elected : president. Superintendent Botsford ; secretaries, Messrs. Willard, of Monroe, and Curtis, of Isabella. The next meeting was fixed for the 10th of Septem¬ ber, at Lansing. MICHIGAN. 187 ALLEN J. CURTIS. — OBITUARY. Allen J. Curtis, A. M., formerly instructor in Kalamazoo College, and more recently assistant professor of rhetoric and English literature in the State university, died of con¬ sumption, at Shelby, Macomb County, December 28, 1871. He was graduated at Kala¬ mazoo College, 1860; pursued post-graduate studies at the university; ivas obliged to resign his professorship in 1866 on account of failing health. He was only 33 years old, but had already accomplished much in literature and education. HENRY W. THOMPSON.— OBITUARY. Henry W. Thompson, principal of the Union school in Cambria, Hillsdale County, died at that jilace of quick consumption, January 7, 1872. The Michigan Teacher says : “We know nothing of his professional characteristics or career ; but his life de¬ rived peculiar interest from the fact that he had been rescued from the ‘ little wander¬ ers^ in the streets of New York and brought to the West by the Howard Mission.” FACTS FROM THE UNITED STATES CENSUS. Area and pojmlatiov. — In 1870 Michigan was the thirteenth State in population, having 1,184,059 inhabitants within an area of 56,451 square miles, an average of 20.97 persons to the square mile. This population consisted of 1,167,282 whites, 11,849 colored, 2 Chinese, and 4,926 Indians. Of these 916,049 were natives of the United States, and 268,010 were foreign-born. Of the native residents of the State, 498,746 whites, 3,860 colored, and 4,662 Indians were born within its borders, while of the foreign residents, 64,143 were born in Germany, 35,051 in England, and 42,013 in Ireland. School attendance. — x^ccording to Table IX, vol. 1, of Census Keport, 264,217 persons at¬ tended school, and of these 24,352 were foreign born. The white male scholars num¬ bered 136,607, and the white female scholars 125,754, (an aggregate of 262,361 whites.) The colored pupils numbered 1,483, of whom 769 were males and 714 females ; 207 male and 166 female Indians are also reported as attending school. Illiteracy. — The number of inhabitants, of all races, 10 years old and over, unable to write, was 53,127, of whom 30,580 were foreign-born. Age, sex, and race of illiterates. — Of the 48,649 white illiterates 8,022 were from 10 to 15 years of age, and of these 4,728 were males and 3,294 females ; 5,098 wore from 15 to 21 years old, of whom 2,973 were males and 2,125 females; 35,529 were 21 years old and over, of whom 17,543 were males and 17,986 females. Of the 2,655 colored illit¬ erates 369 were from 10 to 15 years old, of wUom 170 were males and 199 females; 330 were from 15 to 21 years old, of whom 169 were males and 161 females ; 1,956 were 21 years old and over, of whom 1,015 were males and 941 females ; 791 males and 1,032 female Indian illiterates were also reported. Educational institutions. — According to Table XII, vol. 1, of Census Report, the total number of educational institutions was 5,595, having 9,559 teachers, of whom 2,999 were males and 6,560 females, to educate their 266,62’? pupils, of whom 128,949 were males and 137,678 females. Amount and source of educational income. — The total income of all the educational in¬ stitutions was $2,550,018, of which $81,775 were derived from endowment, $2,097,122 from taxation and public funds, and $371,121 from tuition and other sources. Puhlic schools. — The 5,414 public schools, with their 8,977 teachers, of whom 2,796 .were males and 6,181 females, w'ere attended by 254,828 jmpils, of whom 123,984 were males and 130,844 females. To educate these they possessed a total income of $2,164,489, of which $2,019,622 were derived from taxation and xoublic funds and $144,867 from tuition and other sources. Colleges. — The 9 colleges, with their 88 teachers, (66 males and 22 females,) were at¬ tended by 1,704 students, of whom 1,122 were males and 582 females. To educate these they possessed a total income of $98,905, of which $55,442 were derived from endow¬ ment, $6,464 from taxation and public funds, and $36,999 from tuition and other sources. Academies. — The 3 academies, with their 13 teachers, (4 male and 9 female,) were attended by 195 pupils, of whom 45 were males and 140 females. They possessed an income of $9,722, derived from tuition and other sources. Private schools. — The 119 day and boarding schools had 218 teachers, of whom 58 were males and 160 females. They were attended by 4,577 pupils, 1,737 of whom were males and 2,840 females. These schools possessed a total income of $75,445, of which $1,000 were derived from endowment and $74,445 from tuition and other sources. Libraries. — There were 3,002 public libraries, containing 578,631 volumes ; also 23,761 private libraries, having 1,596,113 volumes — making a total of 26,763 libraries, contain¬ ing 2,174,744 volumes. Thejyress. — The 211 j)eriodicals issued had an aggregate circulation of 253,774 copies, with an aggregate annual issue of 19,686,978. Churches. — Of the 2,239 church organizatious 1,415 had edifices with 456,226 sittings, and the church property was valued at $9,133,816. 188 EEPORT OF THE COMMISSIONER OF EDUCATION. Pauperism. — Of the 2,042 paupers 768 were native whites, 85 native colored, and 1,189 foreigners. Crime. — Of 1,095 persons imprisoned June 1, 1870, 617 were native whites, 62 native colored, and 416 foreigners. Eight hundred and thirty-five persons were convicted dur¬ ing the year. Age and sex of population. — Of the total population, 358,530 persons were from 5 to 18 years old — 181,806 males and 176,724 females; 873,763 were 10 years old and upward, and of these 460,408 were males and 413,355 females. Occupations. — Four hundred and four thousand one hundred and sixty-four persons of these ages were engaged in various occupations, of whom 346,717 were males and 57,447 females; 187,211 were engaged in agricultural pursuits, of whom 187,036 were males and 175 females ; 104,728 in personal and professional services, of whom 52,754 were males and 51,974 females; 29,588 in trade and transportation, of whom 29,493 were males and 95 females; 82,637 in manufactures and mechanical and mining industries, of whom 77,434 were males and 5,203 females. Age and sex of leorking population. — Of these 404,164 employed persons 9,341 were from 10 to 15 years old, of whom 7,045 were males and 2,296 females ; 374,216 were from 16 to 59 years old, of whom 319,569 were males and 54,647 females ; 20,607 were 60 years old and over, of whom 20,103 were males and 504 females. SCHOOL OFFICIALS. COUNTY SUPERINTENDENTS. Counties. Karnes. Post-ofl5ce address. Allegan. Atwood. Prairieville. Bav Citv. Homestead. Benton Harbor. Gilead. Homer. Cass . . L. P. Rinehart . Cassopolis. Charlevoix . John S. Dixon . Charlevoix. Cheboygan . A. M. Gerow . Benton. Clinton. . E. Mudge . Maple Rapids. Eaton . . . John Evans . Bellevue. Genesee . Cornelius A. Gower . Fenton. Grand Traverse . Elislia P. Ladd . Old Mission. Gratiot . Dillis D. Hamilton . Pompeii. Hillsdale . George H. Botsford . Hillsdale. Houghton . Philander H. Hollister . Hancock. Huron . C. B. Cottrcil . Port Austin. In '^'ham . Elmer Korth . . Lansing. Ionia . William B. Thomas . Ionia. Isabella . Charles 0. Curtis . Mount Pleasant. Jackson . AV. Irving Bennett . Jackson. Kalamazoo . E. G. Hail . Kalamazoo. Kent . Henrv B. Fallas . Fallasburgh. Keweenaw . R. C. Satterlee . Eagle River. Lake . D. C. Warren . Chase. T.npeer . J. H. Vincent . Lapeer. T.pplmiaw Salmon Steel ■ . Korthport. T.enn.wee AVillard Stearns . Adfian. T,i vingston . Peter Shields . Howell. acorn li _ Sidney H. AYoodford . . . Mount Clemens. IManistee . J. W. Allen . Manistee. Marquette ... Harlow Olcott . Marquette. ifason .T. Edwin Smith Ludin'^ton. "Mecnsta, _ H. C. Peck . Big Rapids. "Midlaiid _ M. W. Ellsworth . Midland. Moarne _ _. Elam AVillard . Monroe. Montcalm . Elijah H. Crowell . Greenville. INTiiske.con A. H. Burch . Muskegon. Newayvo . M. W. Scott . Kcwavg'o. Oakland . Johnson A. Corbin . Pontiac. Oceana . A. A. Darling . Hart. Osceola . Marcus H. Lafler . Hersey. Ottawa . Charles S. Fassett . Spring Lake. Saginaw . John S. Goodman . , . East Saginaw. Sanilac . George A. Parker . Port Sanilac. Shiawassee . Ezekiel J. Cook . Owasso. Saint Clair . AV. H. Little . Port Huron. Saint Joseph . L. B. Antisdale . . . . Kottawa. Tuscola . M. M. Jarvis . W atrousville. Van Buren . Henrv J. Kellogg . Lawton. Washtenaw . George S. Wheeler . Ann Arbor. AVayne . Lester R. Brnwn .. i AVexford . Slierman. E. J. Copley . j 1 MINNESOTA. 189 MINME SOT A. From report of Hon. H. E. Wilson, superintendent of public instruction, for the year ended Septem¬ ber 30, 1871.] SCHOOL FUND. This fund is derived from the proceeds of the sale of school lands. The receipts are invested in State and national securities. Permits to cut timber on these lands are also sold at public sale. Total amount invested . $827, 606 25 Total amount in treasury . 58, 962 75 Total amount due on lands sold, and bearing 7 per cent, interest . 1, 657, 507 12 Total amount of permanent school fund, November 30, 1871 . 2, 544, 076 12 Whole amount received from school fund, 1870 . $289, 480 09 Whole amount received from school fund, 1871 . 302, 995 68 Increase . 13,515 .59 Amount apportioned from permament school fund, 1870 . $176, 806 35 Amount apportioned from permanent school fund, 1871 . . . 163, 555 35 Decrease . 13,251 00 Whole amount received from taxes voted by districts in 1870 . $500, 928 43 Whole amount received from taxes voted by districts in 1871 . 665, 967 08 Increase . 165, 038 65 Whole amount expended for school purposes, 1870 . . $792, 852 91 Whole amount expended for school x^urposes, 1871 . . 1, 011, 656 73 Increase . 218, 803 82 Whole amount in district treasuries, September 30, 1871 . $137, 048 82 Orders or bonds unpaid at the close of the year . . 466, 801 75 SCHOOL ATTENDANCE. Whole number of children in the State between 5 and 21 years of age, 1870. . . 155, 767 Whole number of children in the State between 5 and 21 years of age, 1871. .. 167, 463 Increase for the year . . 11, 696 / : . . . ■SVhole number of persons attending school in 1870 . 110, 590 Whole number of x)ersons attending school in 1871 . 113, 983 Increase for the year . . . 3, 393 Per cent, of attendance in 1870 . 71 Per cent, of attendance in 1871 . 68 Whole number of winter schools, 1870 . 1,955 Whole number of winter schools, 1871 . 2, 221 Increase for the year . 266 Vriiole number of summer schools, 1870 . . . 2, 155 Whole number of summer schools, 1871 . 2, 164 Increase for the year . 9 190 EEPORT OF THE COMMISSIONER OF EDUCATION. TEACHEES AKD SAEAEIES. Number of male teachers, 1870 . 1, 336 Number of female teachers, 1870 . .■ . . 2, 775 Number of male teachers, 1871 . . . 1, 48^2 Number of female teachers, 1871 . 2, 903 Average wages per month for male teachers, 1870 . . $37 14 Average wages per month for female teachers, 1870 . $23 36 Average wages of male teachers per month, 1871 . . . $37 68 Average wages of female teachers per month, 1871 . . . . $25 51 Average number of months school per year . 6. 5 SCHOOL LAWS. At the convention of county and city superintendents, it was recommended that the legislature authorize the superintendent of ]>ublio instruction to divide the State into 5 institute districts, and provide a suitable instructor to hold 5 training schools for teachers in each, these schools to be in session not less than 4 weeks. TEACHEES’ INSTITUTES. During the past year 19 institutes were held in the State, with an attendance of 1,289 teachers. Instruction in methods of teaching was given by able and experienced persons, both male and female, and the interest as manifested by the attendance was greater than in any preceding year. TEACHEES’ ASSOCIATION. The State teachers’ association held its eleventh annual meeting in Normal Hall, at Winona, August 29, 30, and 31. Though the attendance was not as large as in former years, the proceedings were most important. Among the addresses made was one By C. H. Berry, esq., calling attention to the fact that in 1851, when the territorial gov¬ ernment was about three years old, there were in Minnesota but 13 school districts and four school-houses, and the whole appropriation by the State was $1,721.73 ; 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. He stated that this rapid growth was owing in great measure to the land appropriation, 363,100 acres of which have been sold, making an accumulated fund of $2,371,199. The resolutions passed by the association evinced a spirit of progress in all educa¬ tional matters. COUNTY SUPEEINTENDENTS. In some localities objections are raised against this office, but they are such as by their very existence prove its usefulness. Though there are circumstances which in many cases make it impossible to secure men properly fitted for the position, yet the bene- hts to the school-system as shown by the improvement in teachers,- school-buildings, Ac., are incalculable. Th.e report recommends that an adequate salary be affixed to this office by law. CONVENTION OF COUNTY AND CITY SUPEEINTENDENTS. The convention of county and city superintendents held its annual meeting in the normal-school building at Winona the last week in August, and was in session two days. About half the counties in the State were represented. Many important ques¬ tions concerning the educational interests of the city graded schools, as well as the common district schools, were discussed. It was recommended that examinations should be held as often as once a month in the public schools. PEIVATE SCHOOLS. There has been a considerable decrease in the number of these schools during the past year. The high schools connected with the graded school system do the work of preparing young men and women to enter classes in colleges and the State university, and render private schools in a measure unnecessary. CAELTON COLLEGE. This college is reported to be in a very flourishing condition. Their new building, erected within the year, is nearly ready for occupancy. MINNESOTA. 191 RED WING COLLEGIATE INSTITUTE. This institution has a commodious bniidiug, costing about $25,000. It is open to both sexes, and is intended to take a position between the public schools and university, preparing puxiils for the latter. THE COLLEGE OF SAINT JOHN. This college was organized last September, and has only the preparatory department in operation. The Eoman Catholic bishop of the diocese is ex-officio presideuC FIRST NORMAL SCHOOL. This institution is in Winona. Its new building is not yet entirely finished or fitted for occupation. The cost as it now stands has been $134,162.63. The school has had under instruction in its normal department since 1864 more than 600 young men and women; 114 have graduated, nearly all of whom are now engaged in teachiog. Dur¬ ing the year 34 xiujiils have graduated. The increase of attendance for the year has been 25 per cent. In the institution are 70 orphans of fallen soldiers, "pro¬ vided for partly by the State and partly by individuals. The number of counties represented is 22. The cost of maintaining the school from September, 1870, to September, 1871, was $12,000. It has been only by the strictest economy that the expenses have been ke^it within this limit. SECOND NORMAL SCHOOL. The second normal school, at Mankato, has graduated 20 young men and women, all of whom are teaching in the xmblic schools of the State. The number of counties represented the past year was 21. The average age of x:)ux)ils training to become teachers is 19.7 years. Twenty-three xiujiils wfill graduate in June next. The educational ad¬ vantages of nearly all the i)upils have heretofore been very limited. In many cases, however, what is lacked in this respect is made uj) in earnestness and studious behav¬ ior. The current expenses for the year have been $7,993.02. THIRD NORMAL SCHOOL. This school is in Saint Cloud. The basement story of a permanent building for the school was comxfieted summer before last, at an expense of $9,495.55. The old build¬ ing has been crowded from the first, and there is call for three times the room now afforded. It has in two years had under instruction 115 normal students. It graduated its first class last June, cousisting of 15 young men aod women; 13 of these are now teaching. The other 2 expect to begin work with the new year. A class of about 20 will graduate in June next. The current expenses for the year are $6,493.32. These schools are all greatly in need of an additional ax^propriation, and that at Mankato was obliged to incur a debt of $2,000 in its current exj^euses during the iiast year. UNIVERSITY OF MINNESOTA. The x>ast year has been the first under the new or modified organization. The two courses offered in the Latin or xireiiaratory school have been cousolidaied, Latin being made obligatory ux)on all who enter the school. The first three dex>artmeiits of the uni¬ versity— the department of elementary instruction, the college of science, literature, and the arts, and the college of agriculture and the mechanic arts — have been organized, and the first two are in oxieratiou. The third is organized in two divisions, that of agriculture and that of the mechanic arts. The latter will be in oxieration from the beginning of the academic year 1872-73, the former as soon as the vacant X)rofessor- ship of agriculture can be filled. The other departments, a college of medicine and a college of law, will be xmt in operation as fast as the means of the university will per¬ mit. The number of transient and local scholars has much diminished, and the number of those intending to iiursue a full course is largely increased. BENEVOLENT INSTITUTIONS. These are the State reform school, soldiers orphans’ home, and institution for educat¬ ing the deaf and dumb and blind. All have had a x)rosi)erous and successful year. Professor Noyes, principal of the last-named institution, reports the numbers in attend¬ ance : Deaf and dumb, 60 ; blind, 17 ; axrpli cations, 28. Besides these the census shows 55 deaf and dumb and blind children in the State of an age to attend school. PROFESSOR WILLIAM O. HISKEY. — OBITUARY. Professor William O. Hiskey, city superintendent of schools, Minneapolis, died of ap¬ oplexy, October 3, 1871. 192 REPORT OF THE COMMISSIONER OF EDUCATION. He was born at Lexington, Obio, May, 1838 ; graduated at Otterville College, 1861 ; after Xweaching about a year adopted the profession of teacher; was employed both as teacher and superintendent at Daven^^ort, Iowa; came to Minneapolis in 1866; was two years principal of high school; was superintendent of schools till his death; president Young Men’s Christian Association, and at the time of his death superintendent Meth¬ odist Episcopal Sabbath-school ; closely identified with the missionary work on the line of the Northern Pacific Railroad, and ever ready to assume any duty, no matter how laborious, for the advancement of religion. The cause of his death may probably be traced to excessive labors imposed upon a constitution naturally weak. On his last Sabbath he preached in the forenoon at Saint Anthony’s, superintended Sabbath- school at 2 X). m., held open-air services at 5 j). m., and addressed the Sabbath-school concert at the Centenary church in the evening. Arriving at home, he complained of feeling tired, and his wife suggested that he was trying to do too much ; but ho replied that he was never so hax)X)y as when attending to the work his hands found to do. That night he died, in the midst of what should have been his most useful years — died as many have died before, and as many will hereafter, for want of that self-control, that true temperance, which does not suffer the mind to overwork the body. “ No citizen of Minneapolis was more universally res^mcted, or more truly honored and beloved, than Professor Hiskey. mijStnesota association of superintendents. The sixth annual meeting of this association was held at Minneapolis in August. President Folwell xiresented a communication from a committee of the board of regents of the State university in regard to the x^reparation of a course of study for the high schools of the State that shall have a xiroxier relation to the university courses. Suxierintendent Burt read a paper on the toxiic, “Can xiarentsand guardians generally be induced to give their children the advantages for education afforded in our xmblic schools without laws comxielliug attendance?” Sux)erintendent J. W. Hancock read a paper on “ Some of the benefits of county suxieriutendeucy.” Suxierintendent Thurston xiresented a x^aiier on “ The best time to commence summer schools,” preferring the 15th of May as the commencement and the 25th of July as the close. Superintendent Thompson read a paper on the question, “ How can the great evil resulting from the apxiointment of unqualified men to the office of county superintendent be remedied?” Superintendent Whiteman read a X^aper on the subject, “ Should the rate of comxiensation of teachers in graded schools be determined by the age and advancement of their pupils?” Superintendent O. V. Tonsly read a paper on “ School examinations,” and this and the other tox^ics xireseuted were fully discussed. FACTS FROM THE UNITED STATES CENSUS. Jrea and 2)opu7afion. — In 1870 Minnesota was the twenty-eighth State in population, having 439,706 inhabitants within an area of 83,531 square miles, an average of 5.26 X)ersons to the square mile. This population consisted of 438,257 whites, 759 colored, and 690 Indians. Of these 279,009 were natives of the United States and 160,697 were foreign-born. Of the native residents 125,759 whites, 115 colored, and 617 Indians were born within its borders, while of the foreign residents 41,364 were born in Germany, 5,670 in England, and 21,746 in Irelaud. School attendance. — According to Table TX, voL 1, of Census Report, 96,793 persons attended school in 1870, and of these 13,061 were foreign-born. Of the white scholars 50,158 were males and 46,528 females, a total of 98,686. Of the 75 colored puxnls 35 were males and 40 females. Sixteen male and 16 female Indians were also reported. Illiteracy. — Twenty-four thousand four hundred and thirteen inhabitants of all races, 10 years old and over, were reported as unable to write, of whom 18,855 were foreign- born. Age, sex, and race of illiterates. — Of the 23,941 white illiterates 3,802 were from 10 to 15 years old, and of these 2,122 were males and 1,680 females ; 1,989 were from 15 to 21 years old, of whom 1,014 were males and 975 females ; 18,150 were 21 years old and over, of whom 8,041 were males and 10,109 females. Of the 102 colored illiterates 6 were from 10 to 15 years of age, of whom 2 were males and 4 females ; 15 were from 15 to 21 years old, of whom 11 were males and 4 females; 81 were 21 years old and over, of whom 44 were males and 37 females; 178 male and 192 female Indians were also re- Xiorted. Educational institutions. — According to Table XH, vol. 1, of Census Report, the total number of educational institutions was 2,479, having 2,886 teachers, of w’hom 979 were males and 1,907 females, to educate 107,266 pux)ils, 55,166 of whom were males and 52,100 females. Amount and source of educational income. — The total income of all the educational in¬ stitutions was $1,011,769, of which sum $2,000 were derived from endowment, $903,101 from taxation and xiublic funds, and $106,668 from tuition and other sources. MINNESOTA. 193 PiibliG schools. — The 2,424 public schools, with 2,758 teachers, 919 male and 1,839 fe¬ male, were attended by 103,408 pupils, of whom 53,171 Avere males and 50,237 females. To educate these they possessed a total income of |i895,204, of which $870,470 were de¬ rived from taxation and public funds and $24,728 from tuition and other sources. Colleges. — The 4 colleges, with their 31 teachers, 27 male and 4 female, were attended by 524 students, of whom 370 were males and 148 females. To educate these they pos¬ sessed a total income of $52,600, of which $16,000 were derived from taxation and public funds and $36,600 from tuition and other sources. Academies. — The 3 academies, with 10 teachers, of whom 5 were males and 5 females, had an attendance of 133 pupils, 82 of whom were males and 51 females. They pos¬ sessed an income of $3,145 from tuition and other sources. Private schools. — The 23 day and boarding schools had 28 teachers, of whom 8 were male and 20 female, and were attended by 959 pupils — 488 male and 471 female — to educate whom they possessed an income of $18,414, derived from tuition and other sources. Libraries. — Five hundred and eighty-seven public libraries were reported with 160,790 volumes, and 825 private libraries with 200,020 volumes, in all 1,412 libraries, contain¬ ing 360,810 volumes. The press. — The 95 periodicals issued in the State had an aggregate circulation of 110,178 copies, and an aggregate annual issue of 9,543,656 copies. Churches. — Of the 877 church organizations 562 had edifices, rvith 158,266 sittings, and the church property was valued at $2,401,750. Pauperism. — Of the 392 paupers 120 were native whites, 6 native colored, and 266 foreigners. Crime. — Of 129 persons in prison June 1, 1870, 65 v/ere native whites, 8 native colored, and 56 foreigners. Two hundred and fourteen persons were convicted during the year. Age and sex of population. — Of the total population 142,665 were from 5 to 18 years old, of whom 72,657 were males and 70,008 females; 305.568 were 10 years old and up¬ ward, of whom 167,456 were males and 138,112 females. Occupations. — One hundred and thirty-two thousand six hundred and fifty-seven per¬ sons of these ages were engaged in various occupations, of whom 121,797 were males and 10,860 females. Of these 75,157 were engaged in agricultural pursuits, of whom 74,663 were males and 494 females ; 28,330 in personal and x)rofessional services, of wdiom 18,920 were males and 9,410 females; 10,582 in trade and transportation, of whom 10,559 were males and 23 females ; 18,588 in manufactures and mechanical and mining industries, of whom 17,655 were males and 933 females. Age and sex of working population. — Of the 132,657 employed persons 3,116 were from 10 to 15 years old, of whom 2,218 were males and 898 females; 124,961 Avere from 16 to 59 years old, and of these 115,195 Avere males and 9,766 females; 5,580 were 60 years old and over, of Avhom 4,384 Avere males and 196 females. SCHOOL OFFICIALS. Hon. H. B. Wilson, State superintendent. ''COUNTY SUPERINTENDENTS. Counties. Superintendents. Post-office address. Anoka . Rev. rT. B. Tnttle _ Anoka. Eecker . F. B. Chapin . . . . . Detroit City. Sauk Rapids. Mankato. BeiAton . Rev. Sherman Hall . . . Blue Earth . Erastos C. Payne . Brown . Ed. J. Collins . LcaA'euworth. Carlton . William Shaw . Thompson. Wacouia. Carver . ,T. Thomas HerkeT' Cass . Charles A. Bufl'ee . . Beech Lake. ChippeAva . Joseph D. Baker. . Montevideo. Chisago . V. D. Eddy . Taylor’s Falls. Windom. Cottonwood . H. M. Mcdauvliev . Clay . J. F. Bn mb a, m . Glyndon. Braiuerd. Crow Wing . James S. (iamphell . Dakota . Philip Crowley . . West Saint Paul. Dodge . A. M. Church . Hasson. Douglas . Smith Bloomfield . Alexandria. Eaiibault . B. "W. Richards . . Blue Earth City. Preston. Fillmore . Rev. D. L. Hiehle . Freeborn . ■. . . Henry Thurston . Shell Rock City. Red Wing. Minneapolis. BrownsA’ille. Groodhue . Re\’. J. W. Hancock . Hennepin . Charles Hoag . JcLouston . Dr. J. B. Lc Blond . Isanti . Roa’'. Richard W alker . Spencer Brook. *Revised November 1, 1872. 13 E 194 REPORT OF THE COMMISSIONER OF EDUCATION. County superin tendents — Continued. Counties. Superintendents. Post-Office address. E. L. Brownell . Jackson. Brunswick. J. H. Gates . Harrison. Beaver Bay. M. R. Everett . . Le Sueur. Lvnd. Eli B. Miller . Montevideo, Chipnewa Co. Lake Schetek. Hutchinson. Rev. E. W. Morse . Teuhassen. Litchfield. Princeton. Belle Prairie. Austin. Samt Peter. T. C. Bell . W orthington. _ _ Olmstfifi _ _ _ Sanford Riles . Rochester. Otter Tail . R. H. Chittenden . Eergus Ealls. Pine . Morton Bryan . Pine City. Pope . . Henry G. Rising . Gienwood. Eamsey . . . . . D. A. J. Baker . Saint Paul. Pedwood .... _ ....... _ Hr. W. H. Elinn . Redwood Ealls. Renville . . . Carter W. Drew . Beaver Ealls. P.ir.A . . . George R. Baxter . Earibault. Pn^'.V . _ J. Hart Loomis . Luzerne. Saint Louis . Jerome Merritt . Onesta. Scott . . . Patrick 0. Elynn . Cedar Lake. Sherburne . P. A. Sinclair . Elk River. Sibley . . . Thomas Boland . Henderson. Stearns . . . . .... Bartbolome Pirz . Torah. Steele . . . . Rev. George C. Tanner . Owatonna. Swift, . . . . A. W. Latbrop . Benson. Stevens . R. M. Richardson . Morris. Todd . H. E. Lasbier . Sauk Centre. Wabash aw . . . T. A. Thompson . Plain view. Waseca . Henry G. Mosher . Waseca. W^asbington . Alexander Oldham . Stillwater. W atonwan . Thomas Rutledge . . Madelia. ^^inona . Rev. David Burt . Winona. Wright . J. E. Lewis . Monticello. Wilkin . J. D. Boyer . . . Breekenridge. Yellow Medicine . J. A. White . Yellow Medicine City. y MISSISSIPPI. 195 MISSIS §IF F I. [From report of Hon. H. K. Pease, State snperintendent of public instruction, for the scholastic year ended December 3, 1871.] SCHOOL FUND. Aoioiiut of the common-school fund, (including fund appropriated under the act of 1859, Chickasaw and sixteenth-section fund, regarded as available.) . $1,950,000 00 Amount of revenue received and paid into the treasury from the various sources provided by the coustitutiou, aud laws enacted since its adop¬ tion, accruing to the common-school fund . 529, 464 29 Amount of revenue by special county tax collected and paid into the county treasury, reported . 683,784 19 Amount of the common-school income-fund apportioned to the several counties . 172, 550 35 FINANCIAL STATEMENT. Amount expended for school sites . $33, 921 88 Amount expended for building and repairs . 157, 374 22 Amount expended for school furniture and apparatus . 40, 271 07 Amount expended for rent of rooms and biiildiugs . 25, 601 18 Amount expended for school-books . 14, 481 16 Amount expended for teachers’ salaries . 624, 233 44 Amount expended for superintendents’ salaries . 35,072 70 Total expenditures for the year ending January 1, 1872, (including miscel¬ laneous exx^enses) . 869,766 07 Ex^ienditures since inauguration of school-system, (eighteen months) . 950, 000 00 POPULATION AND ATTENDANCE. Vf hite population . . . 256, 821 Colored pojiulation . 285, 687 Scholastic population, (white) . . . . 120, 073 Scholastic population, (colored) . . . . . 126,769 Total scholastic xiopulation . . 246, 842 Number enrolled in jiublic schools, (white) . 66, 257 Number enrolled in public schools, (colored) . 45, 429 Whole number enrolled in imblic schools . 111,686 Number enrolled in private schools, (white) . 5,249 Number enrolled in private schools, ("colored) . . . 1, 154 Whole number enrolled in private schools . 6, 703 Grand total of pupils attending school . 118,389 Average attendance in public and jirivate schools . . 86, 330 TEACHERS AND TEACHERS’ PAY. Number of white teachers, (males, 1,575 ; females, 681) . 2,256 Number of colored teachers, (males, 253; females, 146) . 399 Whole number of teachers . . 2, 655 Average hionthly jiay of teachers . $58 90 Number of white teachers in jirivate schools . 391 Number of colored teachers in xirivate schools . 49 Total teachers in x>ublic and jirivate schools . . 3, 095 Number of certificates granted to white teachers . 2,256 Number of certificates granted to colored teachers . 399 Number of teachers’ institutes held during the year . 8 Number of teachers attending institutes during the year . 188 SCHOOLS. Number of jmblic schools, (white, 1,739; colored, 862) . . . 2,601 Number of xu'ivate schools, (white, 381 ; colored, 53) . 434 Whole number of schools, (in fifty-two counties) . 3, 035 Number of graded schools, (in the State) . 100 Number of high schools, (in the State) . 80 Number of evening schools, (in the State) . 60 Number of normal or training schools, (in the State) . 2 Average length of school term, 5 months aud 10 days. % 196 REPORT OF THE COMMISSIONER OF EDUCATION. SCHOOL-SITES AND SCHOOL-HOUSES. Number of sites purcbased . 128 Number of sites donated . 177 Number of bouses erected, (white, 230 ; colored, 252) . . 432 Number of buildings rented, (white, 355 ; colored, 264) . G19 Number of school-houses built in the State since the inauguration of the school-system . 600 SCHOOL FURNITURE AND APPARATUS. Number of school-houses provided with modern school-furniture . 265 Number of schools furnished with blackboards . 976 Number of schools furnished with wall-maps . . . 131 Number of schools furnished with globes . 80 VALUE OF SCHOOL PROPERTY. Value of public-school property in fifty-two counties reporting . $426, 204 87 Value of private-school property in fifty -two counties reporting . 436, 700 00 Estimated value of public-school property in the State . . . 800 ,.000 00 SCHOOL LAW. Of the school law adopted in 1870 the superintendent says : “ From my experience in attempting to execute the law, I venture the assertion that in all the history of legislation there never was a statute enacted that wms so difficult of construction, so ambiguous in its terms, and so conflicting in itself and with other laws in force.’’ At the last session of the legislature certain modifications were enacted in the school law, making it conform with other general laws. The law’ as it now^ stands contains many excellent features, but the system is too cumbersome and complicated. It fails in its scope, and lacks the essential conditions of a x^ermanent success, viz : a well-regulated system of raising and managing the school revenues, and a comprehensive xilan of sa- Xiervision. SCHOOL REVENUES. The law provides for a common-school fund, consisting of the proceeds of all lands belonging to the State, fines, licenses, taxes, &c. Thus a foundation is laid for the accumulation of an immense school fund, which, if properly managed, will, in the course of time, afford revenue sufficient to snxiiiort the schools without additional taxation. Under the existing x>olicy the schools receive no benefit whatever from the fund, which already amounts to nearly $2,000,000; and the school revenue is raised chiefly by local taxation, ‘‘a system altogether imxiracticable, wrong in XR’inciide, and in violation of the sxiirit, if not the letter, of the constitution.” Some counties levy a tax sufficient to defray the school expenses, others levy none at all. In many cases the school tax levied has been absolutely burdensome ux)on the Xieople. It is estimated that a two-mill tax levied upon the taxable proiierty of the State would afford amxile revenue to defray the exxienses of the dexiartment and x>ay teachers. It is recommended that this tax be levied, to be collected in currency. SCHOOL LANDS. The Government of the United States has, from time to time, since 1802, donated lauds to the State for educational XRO’POses, amounting in the aggregate to nearly 1,000,000 acres. Nearly all of this munificent endowment has been disxiosed of and the x>roceeds squandered. Investigations already made show that thousands of acres of these lands, some of them the most valuable in the State, are held and occuxiied wuthout the shadow of title. It is the purpose of the board of education to thoroughly investigate this, mat¬ ter and recover all lands thus illegally held. ‘‘ There are no means of arriving at a correct estimate of the value of the unsold school lands, but it can not be doubted that a very moderate degree of honesty, economy, and skill in the administration of the lands donated by the General Government for school Xmrposes would have produced a revenue sufficient to have furnished perpetual and efficient free schools for all the peoxile of both races in the State to the full extent of their needs forever.” ' The following table exhibits the amount of the proceeds arising from the sale and rental of school lauds: Amount arising from the sale of Chickasaw lands . $826, 432 78 Amount held by the State in trust . . . . 815, 227 73 Amount of the proceeds arising from the sale and rental of sixteenth- section lands, about . . . 1, 500, 000 00 Aggregate amount of the xiroceeds arising from the sale and rental of school lands, about . 2, 326, 432 00 MISSISSIPPI. 197 Of the proceeds of sale and rental of sixteenth-section lands, it is estimated that at least $1,000,000 are a total loss, on account of the want of proper management. SUPERVISION. “ Our system of State and county supervision is very defective. The law imposes the grave responsibility of superintending the public schools and general educational interests upon the State superintendent, and requires a guarantee of $20,000 for the faithful discharge of these duties, while yet, as it now stands, it gives him no positive control. He is made president of the State board of education, but with no voice except in the case of a tie vote. “The present system of county supervision is even more defective. Under the exist¬ ing law, the office of county superintendent is practically a nullity.” There are now three distinct agents — the board of supervisors, board of directors, and county superin¬ tendent-employed in supervising the schools of the county, and this too af an enor¬ mous outlay of time and money. The main source of complaint against the public- school system arises from the inefficiency and burdensome cost of conducting the present system of eounty supervision. The county superintendent is president of the board of directors, but has no power or voice in supervision. “As a measure of econ¬ omy, to say nothing of efficiency, the abolition of the board of school directors is recommended.” The salary allowed county superintendents is entirely inadequate. Many of the best superintendents have already resigned, and others will resign unless the j^resent system of supervision shall be changed, and a reasonable salary paid for their services. It is recommended that there be three grades of salaries established, based upon scholastic population: counties with a scholastic population not exceeding 3,000 to constitute the lowest grade, those containing not less than S,000 nor more than 7,000 to constitute the second grade, and ail with over 7,000 to constitute the first grade. It is also recom¬ mended that the office of county superintendent be made elective, and that the State board of education have the authority to remove any county superintendent for neglect¬ ing to perform the duties of his office, or for any other just cause shown. TEACHERS. “ Our greatest present want is earnest, active teachers, skilled in ^he science and art of teaching. Of the whole number of teachers (upward of four thousand) employed in the public schools of the State, comparatively few are cj[ualified for their work.” To remedy this three things are considered necessary: First, to establish normal or train¬ ing schools for teachers ; secondly, to provide for the organization and maintenance of a vigorous system of teachers’ institutes; thirdly, to offer iaducements, by means of lib¬ eral salaries, to first-class teachers. The latter will do much to relieve the present pressure. The superintendent recommends the establishing of a minimum and maxi¬ mum monthly salary for each grade of the common schools : For the third grade, a minimum of $30 a month and a maximum of $50; for the second grade, a minimum of $50 and a maximum of $75 per month; for the first grade, a minimum of $75 and a maximum of $125 per month. It is believed that this plan will correct a wrong that has been practiced to a consid¬ erable extent in many counties — that of a very unjust discrimination between the white and colored teachers. teachers’ institutes. The superintendent says: “The establishment of teachers’ institutes is the most practical measure to meet our immediate wants.” County superintendents were in¬ structed to organize institutes in their respective districts, and organizations were effected in eight counties. It is recommended that the State appropriate from the school fund the sum of $3,000 for the maintenance of teachers’ institutes in each county employing twenty-five teachers, and consolidate two or more counties when tiiey employ less than that number. HIGH SCHOOLS. It is recommended that in each county containing a scholastic population of 7,000 there shall be established one or more high schools, with a normal department for the training of teachers for the primary schools.’ It should be made obligatory uj)on the county to furnish suitable buildings and meet the i]icidental expenses, the State to pay the teachers, and the salaries of the principals of high schools to be regulated by the State board of education. uniformity of text-books. Under the existing law, a uniformity of school-books is required in each county. It is made the duty of the boards of school directors to prescribe the text-books to be used 198 KEPORT OF THE COMMISSIONER OF EDUCATION. in the schools. The law has been generally complied with, so far as the mere adoption of a schedule of text-books by the boards of directors is concerned; yet in a majority of the counties it is practically null ; and, as the law now stands, school-officers are utterly powerless to enforce the uniform use of books. Another serious evil connected with the present system is the frequent change of text-books. Under the existing law, the boards of school directors may adopt a new series of books for every term, or as often as they choose. It is recommended that when once a series of standard text¬ books shall have been adopted and introduced into the schools, no change shall bo made for at least three years. SCHOLASTIC YEAR. The superintendent recommends a change in the law regulating the school year. The scholastic year should commence September 1, and terminate August 31. This change is deemed essential to the systematic conducting of the business of the depart¬ ment. Under the X)Tesent law the superintendent is virtually allowed only fifteen days to prepare his annual report. PUBLIC SENTIMENT. No feature of the new system of government met with more determined opposition at the outset than did the school system. “A majority of the wealthy and intelligent classes, unable to divest themselves of irrational prejudices, contested the introduction of the people’s schools with a determination that seemed, at times, likely to overwhelm and destroy them.” A class of idle politicians and an unscrupulous press encouraged this partisan hostility, which at length culminated in open violence, particularly in the eastern portion of the State. Many cases of incendiarism and of violence toward teachers and school officers were reported. During the past year a most marvelous revolution has taken place in public senti¬ ment. In many localities where, at the outset, the people were most indifferent and the greatest opposition prevailed, the free-school system has become popular, and those Avho were most jirominent in their hostility are now earnest advocates of popular edu¬ cation. THE PEABODY FUND. Of this State Dr. Sears says: “Considering the great disadvantage under which public instruction has been introduced and thus far carried on in this State, we must regard the results as highly encouraging.” There has been a rapid increase of imblic schools, accompanied with corresponding indications of increasing popular favor. The disadvantages are careless and defective legislation, indifference to education, and opposition to free schools. These evils, it is hoped, will be temporary. With a school fund of nearly $2,000,000, the State will not long let it be possible for the superintendent to report, as he does now, that “ Under the existing policy the schools derive no benefit whatever from the fund.” The school laws are incumbered with useless and heterogeneous enactments. The county organizations in particular are faulty, being at the same time expensive and inefficient. The schools of Natchez and Vicksburg have become self-supporting. Jackson receives $1,500; Summit, $1,000; Hazlehurst, $1,000 ; Crystal Springs, $450 ; Kosciusko, $450 ; Yazoo City, $750 ; Hai'iierville, $300; Hillsborough, $300. The county superintendent says of Harperville : “ This school was opened in January for 11 months. The result has exceeded my most sanguine expectations in the addi¬ tional number of pupils. Persons from ten miles round have rented houses for the Xiurpose of giving their children a more liberal education. A new school-house, having a capacity for 350 children, has been built by a voluntary subscription of the citizens, at a cost of $2,500, including a donation of $500 from the State.” For the ensuing year arrangements have been made for colored schools at Hazlehurst, Crystal Springs, and Wesson, allowing $200 to each. The county superintendent, in asking assistance for them, says : “ We have three colored sqhools in this county, kept in operation five months by the free-school system and five by private subscription. They have a daily average attendance of over 100 each. These schools merit your aid. I should have made the request before, but I believed it would be better for them to be thrown for a time upon their own resources, that they might the more fully axqire- ciate the benefit. One of these schools is at Hazlehurst, where there is a large school- house built by the colored people themselves, without the aid of the county or State board of education.” STATE NORMAL SCHOOL. The number of pupils in attendance from the organization, November 15, 1870, to June 30, 1871, was 50. The school reopened in September with 35 jiupils. Since the close of the first school-year 26 normal xmpils have taught in the public schools of the State. Of these a number taught only two months, during the summer vacation, and j:eturued to school at the. of the fall term. MISSISSIPPI. 199 With insufficient room, and lacking necessary books, the normal school can not accomplish what it should. It is recommended that the legislature make an appro¬ priation for a building. If there was a room suitable for a library, a large number of books could be procured without ex^jenso to the State. County superintendents give encouraging reports of the thorough work done by the normal pupils. As the school has been in operation little more than a year, and the course of study embraces four years, no graduates have yet been sent out. TOUGALOO UNIVERSITY. The agricultural department is a marked feature of this institute. A plantation of some 500 acres affords facilities for instruction in practical farming, and at the same time gives those who desire it an opportunity to pay part or the whole of their expenses by manual labor. In the normal department there have been 47 students during the year. The institution is partly under the auspices of the American Missionary Asso¬ ciation. INSTITUTION FOR THE DEAF AND DUMB. The report of this institution states that “in six months from the appointment of the board of trustees the institution has been placed in complete order and successful operation, and is now at the service of the State.’' It was opened on the first day of December, and in a few days had a class of nine. An appropriation of $5,000 was made for the outfit of the institution, and it is recom¬ mended that an additional appropriation of $15,000 be made. It is estimated that there are 90 deaf-mutes of school-age in the State. BLIND INSTITUTE. There have been 29 pupils during the year, eight more than the previous year. It is recommended that the men’s work- department be placed on a suitable footing, so as to render it efficient, enabling the pupils to earn an honorable livelihood. The building is in need of repairs, and is not well adapted for the purpose. CENTRAL FEMALE INSTITUTE. During the eighteen years of its existence, this institution has had an aggregate attendance of about 2,000, and, unlike most southern literary institutions, it did not suspend its regular exercises, even for a single day, during the entire war. PEABODY PUBLIC SCHOOL. This school was called into existence little more than a year and a half ago by a donation of $1,000 from the Peabody fund. The first session of the school closed with 142 pupils on its roll ; the present closes with 229. Last year the average attendance was 93; this year it has been about 170. This increased demand for education, and the satisfactory progress made by the higher department of the grammar school, induced the directory to take the necessary steps for carrying out the original plan of organ¬ ization, in attaching to the present grammar school a high school, where all the branches of an academic course should be taught. In the organization of this higher department, the board determined, as a rev/ard of merit, to pass, each year, three girls and three boys, free of charge, from the grammar school to the high school. For the present year there has been received from the Peabody fund $1,500, and the town has appropriated $2,000. The total expenditure for two years is $5,000. LAWRENCE BUSINESS COLLEGE. The great necessity for the establishment of a first-class practical college at this point led to the organization of this college. It is connected with the great chain of Bryant and Stratton’s International Business Colleges, but has at the same time a separate system and management of its own. PASS CHRISTIAN COLLEGE. This institution is in charge of the Christian Brothers, a society entirely devoted to the work of educating youth. Their system is founded upon the theory that education does not consist in a certain complement of facts stored in the memory, but in conducting the intellect to the discovery of truth by the pure efforts of its own innate activity. Therefore they regard the communication of knovrledge as only of subordinate importance when compared to the intellectual exertion made in the 200 REPORT OF THE COMMISSIONER OF EDUCATION. endeavor to acquire clear, distinct, and adec^uate notions of all facts submitted to tbo mind. To carry into elfeet these fundamental and crowning principles of an enlightened and x)i’actical education is the chief aim of the faculty and professors. MISSISSIPPI COLLEGE. In the general bankruptcy of the South consequent upon the war, this college lost a large endowment, but its buildings, though in a somewhat injured condition, together with its apparatus and libraries, were saved. A debt of several thousand dollars had been incurred, on account of Avhich a judgment had been obtained, and the execution was about to be made upon the property. Such was the condition of the institution when, in the fall of 1867, the board of trustees resolved to resume the exercises, Avhich for four years had been virtually suspended. Through the iuhuence of the president, Rev. Walter Hillman, money was obtained from the North sufficient to repair in part the buildings and stay the threatened execution. Since that time the number of students has constantly increased. Measures have been taken, with every prospect of success, to raise money to pay off the indebtedness, and to re-endow the college and put it upon a more permanent basis. UNIVERSITY OP MISSISSIPPI. It is the purpose of the trustees to erect a building for the department of preparatory education. For the present, the preparatoiy class will be continued as a substitute for the university high school, and in this class candidates for the first year’s study in the university will be carefully trained. The school of medicine will be organized upon the jdaR pursued in the University of Virginia, which has proved eminently successful. Students preparing for the ministry of any denomination of Christians will be admitted into each class without tuition fees. The sum of |5,000 has been appropriated to enlarge the library. A readino'-room has been authorized by the board, to be furnished with the leading American and foreign journals. PACTS PROM THE UNITED STATES CENSUS. Area and population. — In 1870 Mississippi was the eighteenth State in population, having 827,922 inhabitants within an area of 47,156 square miles, an average of 17.56 persons to the square mile. This j)opulation consisted of 382,896 whites, 444,201 col¬ ored, 16 Chinese, and 809 Indians. Of these, 816,731 were natives of the United States and 11,191 were foreign-born. Of the nathm residents, 244,236 whites, 319,360 colored, and 546 Indians were born wdthin its borders, while of the foreign residents 2,960 were born in Germany, 1,018 in England, and 3,359 in Ireland. tScJiool attendance. — According to Table IX, Ami. 1, of Census Report, 39,141 persons attended school, and of these 56 AA'ere tbreign-born. Of the Avhite scholars 17,139 Avere males and 16,264 females — a total of 33,403. Of the 5,738 colored pupils, 2,768 were males and 2,970 females. Illiteracy. — Three hundred and thirteen thousand three hundred and ten inhabitants of all races, 10 years old and over, Avere reported as unable to AAU-ite, of whom 827 Avere foreign -born. Aye, sex, and race of illiterates. — Of the 48,028 white illiterates, 14,729 were from 10 to 15 years old, and of these 8,174 Avere males and 6,555 females p 10,196 were from 15 to 21 years old, of Avhom 5,447 Avere males and 4,749 females; 23,103 were 21 years old and over, of A\diom 9,357 AAmre males and 13,746 females. Of the 264,902 colored illiterates, 46,682 were from 10 to 15 years of age, of whom 24,076 Avere males and 22,606 females; 50,033 were from 15 to 21 years old, of Avhom 23,216 Avere males and 26,867 females ; 168,137 were 21 years old and over, of Avhom 80,810 wuu’e males and ^7,o27 females. Educational institutions. — According to Table XII, vol. 1, of Census Report, the total number of educational institutions Avas 1,564, having 1,728 teaclmrs, of Avhom 1,054 were males and 674 females, to educate their 43,451 pupils, 22,793 of Avhoni were males and 20,658 females. Amount and source of educational income. — The total income of all the educational iuwsti- tutions was ^780,339, of AAdiich $11,500 Avere deriA^ed from endowment, $167,414 from taxation and public funds, and $601,425 from tuition and other sources. Colleges. — The 18 colleges, Avith 64 teachers, 32 males and 32 females, were atteiuh'd by 1 ,292 students, of Avhom 500 Avere males and 792 females. To educate these they possessed a total income of $80,700, of wdiich $11,500 were derived from endowment, $22,700 from taxation and i)ublic ftinds, and $46,500 from tuition and other sources. Academy. — The one academy, Avith 8 teachers, of A\diom 3 were }nales and 5 females, had an attendance of 123 female pupils. It possessed a total income of $4,450, of Avhich $450 Avere derived from taxation and public funds and $4,000 from tuition and other sources. MISSISSIPPI. 201 Private schools. — The 1,542 day and boarding schools had 1,(549 teachers, of whom 1,018 were male and 631 female, and were attended by 41,965 i)iipils, 22,259 males and 19,706 females, to educate whom they possessed a total income of $683,000, of which $133,325 were derived from taxation and public funds and $549,675 from tuition aud other sources. Libraries. — Five hundred aud thirty-seven public libraries were reported with 88,376 volumes, and 2,251 private libraries with 400,106 volumes ; in all, 2,788 libraries containing 488,482 volumes. The press. — The 111 periodicals issued had an aggregate circulation of 71,868 copies and an aggregate annual issue of 4,703,336 coj^ies. Churches. — Of the 1,829 church organizations, 1,800 had edifices with 485,398 sittings, • aud the church property was valued at $2,360,800. Pauperism. — Of the 809 paupers 413 were native whites, 380 native colored, aud 16 foreigners. Crime. — Of 449 persons in i)rison, June 1, 1870, 128 were native whites, 293 native colored, and 28 foreigners. Four hundred and seventy-one persons were convicted during the year. Age and sex of population. — Of the total population 278,999 were from 5 to 18 years old, of whom 141,412 were males and 137,587 females ; 581,206 were 10 years old and upward, of whom 288,185 were males and 293,021 females. Occupations. — Three hundred and eighteen thousand eight hundred and fifty persons of these ages were engaged in various occupations, of whom 232,349 were males aud 86,501 females. Of these 259,199 were engaged in agricultural pursuits, of whom 193,725 were males and 65,474 females; 40,522 in personal and professional services, of whom 20,430 were males and 20,092 females ; 9,148 in trade and transportation, of whom 9,076 were males and 72 females ; 9,981 in manufactures and mechanical and mining indus¬ tries, of whom 9,118 were males and 863 females. Age and sex of worhing population. — Of the 318,850 employed persons 42,457 were from 10 to 15 years old, of whom 28,671 were males aud 13,786 females ; 258,913 were from 16 to 59 years old, and of these 188,832 were males and 70,081 females ; 17,480 were 60 years old and over, of whom 14,846 were males and 2,634 females. SCHOOL OFFICIALS. Hon. H. R. Pease, State superintendent of piihlic education. LIST OF COUNTY SUPERINTENDENTS. Adams. . . . Attala . Alcorn _ Amite _ Eenton _ bolivar . . . Calhoun . . . Carroll . Chickasaw. Choctaw . . . ( Oaiborne . . Clark . Coahoma... Colfax . (.’opiah . Covington . De Soto. ... Franklin . . . Green . Grenada ... Hinds . Holmes .... Hancock... Harrison. .. Issaquena. . Itawamba . Jackson.... Jasper . Jefferson. . . Jones . Kemper.... Lincoln .... Lauderdale La Fayette. Lowndes... County. Superintendent. Post-ofiBce address. C.C. Walden . Natchez. I. H. Alexander . Kosciusko. F. A. Beazley . Corinth. W. B. liedmond . Liberty. Salem. G. N. Dickerson . B. K. Bruce . Thoreyville. Sarepta. Duck Hill. S. M. lloane . S. M. Sykes . A. J. Jamison . Okolona. K. B. TVooley . Greensborough. Port Gibson. W. D. Spott . Ilobert Scales . Enterprise. Friar’s Point. John Cochrane . James Williams . Georae J. Mortimer . F W. Larkin . AVest Point. Hazlchurst. Mount Carmel. John Kichardson . Hernando. I. Buckles . Meadville. John McGinnis . State Line. L. L. yVilliams . Grenada. I. C. Tucker . Jackson. 1. Burnham . Lexington. Bay Saint Louis. Pass Christian. Gibson’s Landing. Fulton. B. Sones . . Caleb Lindsey . T ]*' rj-ondiTifm W. T. Elliott . L L. Osborne . East Pascagoula. Garlandvilie. L. J. Bingham . Lemuel Long . Favette. Ellisville. Kcllis’s Store. Brookhaven. Meridian. K. M. W atkins . William Kellis . W. S Ba v"ett Baylor Palmer . W.' F. Elliott . Oxford. I. X. Bishop . Columbus. 202 EEPORT OF THE COMMISSIONER OF EDUCATION. List of county superintendents— Continued. County. Superintendent. Post-office address. E. U. Barton .'N . . . Tupelo. C. C. Eivers . Monticello. H. H. Howard . . Carthage. S. Upshon . . . Greenwood. John Williams . . Canton. S. A. Poxworth . . Columbia. L. C. Abbott . Holly Springs. alter Gould . W^inona. L. Tyndall . Aberdeen. E. J). Beattie . Decatur. G. H. Huddleton . Coffadeliah. Noxubee .. . . . . . . . I. E. Moore . . . Macon. Oxtibbeba - _ _ _ - _ _ _ _ David Pressley . Starkville. Preutiss . _ _ _ _ _ _ _ _ I. S. Thompson . Baldwyn. Pfiiinlfl, . _ _ _ _ ... H. I. Harding . Sardis. Ppirry _ _ _ _ M. McCullum . Aiigusta. Pike' . W. I. Purcell . Summit. Pontotoc . . . . St. Clair Lawrence . . Pontotoc. Pankin _ _ _ _ _ _ _ _ _ _ _ _ _ _ - S. J. Proctor . Brandon. Scott . _ _ _ ... . . . . I. W. Lack . Hillsborough. Simpson . _ _ .... . . . . . 1. F. Alexander . Westville. Smith . L. E. Russell . Raleigh. Sun Flower . . . . .... G. W. Bowles . Johnsonville. Pishemingo _ _ - _ _ _ ..... _ ..... I. T. Truman . luka. 'J’ippnli ... __ _ _ _ T. B. Winston . Ripley. Tnnion . _ _ _ Edmund Carter . Austin. W. B. Avery . Garnus. . . _ _ _ .... Union ... _ _ _ _ _ ...... _ _ _ Jaanes L. Jones . New Albany. W arr en _ _ _ ....... _ .... _ ............ M. Gillman . Yicksburgh. W ashington _ ...... _ _ _ _ _ _ C. P. E. Johnson . Greenville. W inston . . _ _ _ ...... _ ....... I. M. Davis . Louisville. yY avne . ...... _ _ _ _ _ _ ........ Thomas Hutchinson . Shuhita. W ilkinson _ _ ... _ _ .............. E. H. Osgood . Woodville. YR70f» . .. -- _ _ ........ P. P. Bailey . Yazoo City. Yalabusha . S. B. Brown . Water Ya'lley. MISSOURI. 203 MISSOUTMI. [From report of Hon. John Monteith, State superintendent of public instruction, for the year 1871.] SCHOOL FUND. Amount of public-school fund . . $4, 689, 423 Income of school fund for the year . 339, 568 FINANCIAL STATEMENT. Received from State fund . $3.39, 568 Received from county fund . . . 157, 612 Received from township fund . . . 188, 644 Amount of school tax collected . 1, 001, 750 Total receipts for school purposes . 1, 687, 574 Expended for teachers’ salaries . . . . $887, 019 Buildings and other expenses . 862, 030 Total disbursements . 1, 749, 049 Cost per scholar, based on enumeration . . . $2 75 Cost per scholar, based on attendance . 5 30 ATTENDANCE. Population of the State . 1,721,295 White scholastic population, (males, 309,035; females, 288,235) . . . 597, 270 Colored scholastic population, (males, 18,978; females, 18,195) . 37, 173 Total scholastic population . 634, 443 Number enrolled in x)ublic schools, (males, 174,171; females, 155,899) . 330,070 lucrease over last year . 49, 597 Daily average attendance . 187, 024 Number attending private schools . 29, 393 Number not attending any school, (males, 138,849; females, 136,126) . 274, 975 TEACHERS AND TEACHERS’ PAY. Number of teachers, (males, 5,755 ; females, 3,061) . 8, 816 lucrease over last year . 1, 950 Number of white teachers . 8, 761 Number of colored teachers . 55 Average monthly pay of teachers . $35 00 SCHOOLS AND SCHOOL-HOUSES. Number of sub-districts rexiorted . . . 7, 043 Number of schools reported, (white, 6,730 ; colored, 212) . 6, 942 Increase over last year . 1, 524 Average time schools were maintained, (exclusive of Saint Louis) . 4| months. Number of new school-houses . " 703 Whole number of school-houses . 6, 387 THE COMMON SCHOOLS. The reports of county superintendents show that the common schools have almost universally increased in the materials of strength, enlarged in size, and grown more and more in favor with the x^eoxile. This x^rosperity is attributable in part to the im¬ proved temporal condition of the iieoxile, but mainly to a growing appreciation of the importance of education. The obligation of proxierty to sustain education is coming to be better understood and acknowledged. The relation between xiroperty and gen¬ eral intelligence is more widely recognized. It is ascertained, too, that property must pay for x)olice to protect its safety, or for criminal prosecutions to bring offenders to justice, if it does not xiay for education. “It may not be irrelevant to state, in this connection, that one county has drawn 204 REPOET OF THE COMMISSIONER OF EDUCATION. iipou the State treasury to the amount of over $3,000 for criminal j)rosecution, and during tlie same period paid its best teacher hut $30 a month, supported hut 1 private and 15 public schools, and returned an estimated value of school huildings and grounds amounting to $915, all told. The assessed valuation of the land in this county is but $1.04 per acre, lower than that of any other county in the State, with one exception. Tills is not a mere coincidence. It can he demonstrated that in those portions of the State where crime is most abundant, where fugitives from justice in other States have found the most welcome asylum, and where the power of the law is weahest, there is almost no organized system of public instruction ; and here are found the most violent opiiouents of education.’' SCHOOL LANDS. Tlie report of the board of education in regard to school lands states that in many of the counties the records, vouchers, and papers relating to the school funds, and To the disposal of the sixteenth-section and swamp and overflowed lands, have been swept away in the late Avar. The records that remain furnish the following: Total county fund, (110 counties reported) . $2, 040, 646 18 Total township fund, (110 counties reported) . 2, 110, 038 56 Grand total, (110 counties reported) . 4, 150, 682 74 Deduct amount improperly secured or lost . 180, 202 72 Total available fund . 3, 970, 480 02 .The fund actually available is less than here reported, as all losses are not stated. The number of acres of swamp-land gi\mn to the counties of the State was 4,300,900. The area remaining unsold is 1,932,157 acres. This is probably in excess of the true flgures.* Of the sixteenth-section lands about 536,263 acres remain. The total number of acres of school lands now in possession of the counties does not' exceed 2,468,420. Had the original 4,300,900 acres been preseiwed for the objects to which they were appropriated, and their sales been honestly conducted and accounted for, the State would now haAm a county-school endoAAmient amountiug to $12,000,000. This, added to the present State school fund, would gi\m a total of $14,000,000. The school endoAvment began to decay from the moment it was delivered into the hands of the county courts. The board asks that all past legislation respecting the custody of the school lands and the funds arising therefrom be corrected or repealed. They also recommend that the school endowment of each county be placed in the cus¬ tody of a school officer, who shall gUm bonds for the imoper use of this trust, and that this officer be the county superintendent in each county ; that in counties where school funds have been used for county purposes, the courts be required to provide by special tax for the rei)ayment of such sums; and that the attorneys of the State board of edu¬ cation have power to institute proceedings in the x)roper courts, to ascertain the amounts thus taken from the school fund, and also to collect by suit all OAmrdue school bonds Avhich are likely to be lost by reason of neglect on the part of those Avho noAV manage the collection of these funds. “As the case stands at present, the political influences that gather about those Avhose duty it is to prosecute these matters often induce an inactivity that allows the oppoi- tunity to pass by, Avhile the people remain ignorant of the manner in which their children’s greatest and most precious patrimony is going to decay.” SCHOOL TAX. The rate of tax has been 17 mills on the dollar, estimating the taxable property of the State at $.575,000,000. The rate of tax for teachers’ wages is a little less than 9 mills on the dollar. “ It is evident that the attention of the State should be turned to the recovery and proi^er care and iuAmstment of the county and township school en¬ dowments, rather than to the diminishing of the present rate of taxation for school piAi'poses. Another serious difficulty lies iu the discrepaucy between the assessment and collection of taxes. The complaint of heavy taxation for school puiqAoses is largely caused by the constant accumulation of delinquent taxes. The present system of pass¬ ing school moneys through so many different hands, with a commission deducted at each transfer, is another just cause of complaint. All things considered, however, the peoifle are to be commended for their fidelity to the pecuniary interests of the schools.” SCHOOL LAAV. It has been the special effort of the department of education to aid the legislature in the construction of a school laAV Avhich shall be consistent in all its parts and meet the Avants of different parts of the State. The late superintendent, Mr. Divoll, made MISSOURI. 205 I tlie suggestion tbat there should he a suspension of all attempts at school legislation until the opinions and ^\^ants of the people could be consulted, and he proposed making a : canvass of the State for this purpose. This plan has been carried out so far as ^ya^ 1 possible, and by this means the committees have been put in possession of such infor- i mation as is necessary to guide them in the drafting of an equitable and improved law. I It is believed that the bill reported by the house committee on education, while it is jj not, in many respects, what the friends of education could desire, is, on the whole, a j! fair representation of the average opinions of the people, and, in several essential particu- I: lars, a decided improvement over the present law, of which Mr. Divoll said, ‘‘The j school law is a disgrace to the statute-book.” ! What is most needed is a simple, x>laiu law, without amendments, which the un- ; practiced director can easily understand and apply. The following changes were rec- i ommended : that the feature of township boards be abandoned ; the power of local directors to levy taxes for building purposes be curtailed; the number of school direct¬ ors be reduced, and that measures be adojoted to increase the efficiency of county I supervision. SCHOOL-HOUSES. I A striking contrast exists between the country and town school-houses of the State. “The school-house frequently indicates the measure of esteem in which education is held in the community. In the country sub-districts there exists in many instances the log building without windows, except a lid held open by a peg, making an aper¬ ture, which solves the problem both of light and ventilation ; without; a floor save the ground; and with a roof which, though it does not re]3el the rain, furnishes special advantages for the study of astronomy.” The remedy for this lies in the fusion of sub- districts. Several fine school edifices have been erected in the towns during the year. It is deemed necessary to give a caution against extravagance in the cost of town school- houses. The people are, in some instances, by erecting school-houses of extravagant cost, weakening their ability to maintain thorough systems of instruction for the schools. It is suggested that, for the present, the peox)le shall content themselves with plain buildings, and apply their means to securing better teachers, larger schools, and the best facilities of instruction. TEXT-BOOKS. Uniformity of text-books is not considered either practicable or desirable. Different communities require a different adaptation of books. Uniformity in the same school should be secured ; and when once secured the law should forbid frequent changes. TEACHEBS. The superintendent remarks that “so large is the proportion of inferior teachers that the general average of com])etcncy is reduced to a Immiliating point.” A partial remedy would lie in a more stringent application of the law in the licensing of teach¬ ers; but there is frequently no choice between giving a certificate to an unqualified person and the deprivation of some district of a school altogether. In many cases the people fail to offer a remuneration sufficient to command the services of a "competent teacher. Another difficulty is the tardiness with which teachers’ wages are paid, they being often compelled to wait a year, and sometimes two years, for their salaries. STATE CERTIFICATES. The department has found it necessary to resort to a somewhat radical measure in regard to State certificates. The design of the law in estabiishing the State certificate was that it should stand above the normal-school diploma, or any certificate of quali¬ fication given in the State. A different impression, however, has been allowed to pre¬ vail, and a large number of State certificates are abroad that have been given upon no personal or written examination. As a measure deemed necessary to the very preserva¬ tion of the eertificate, and upon legal advice as to its legitimacy, a circular was issued revoking all State certificates issued prior to January 1, 1871, the same to take effect July 1, 1872. TEACHERS’ INSTITUTES. Aside from the two normal schools, limited as yet in the reach of their influence, the county teachers’ institute is the main dependence for the improvement of the great mass of teachers. The number of institutes held during the year waas 84. In almost every instance encouraging results have been reported. The chief wants of the insti¬ tute are, a small fund to meet current expenses, and an obligation requiring all teach¬ ers in the county faithfully to attend, with a corresponding privilege on the part of teachers to draw their wages for so much of the regular term as is spent in atteudauce upon the institutes. 206 EEPORT OF THE COMMISSIONER OF EDUCATION. DISTRICT PUBLIC-SCHOOL CONVENTIONS. ‘‘Among the forces at work in our State, giving unity and strength to our public- school system, none is more directly and sensibly felt than that which is known as the district convention. In these conventions all the conflicting elements in the system are discussed and thrown off or harmonized, narrow tendencies become liberalized, and the bitter prejudices of ignorance are often blown away by the first breath of enlight¬ ened public sentiment.” COMPULSORY EDUCATION. The constitution of the State provides that “The general assembly shall have power to require, by law, that every child of mental and physical ability shall attend the public schools during the xieriod between the ages of 5 and 18 years, for a term equivalent to 16 weeks, (annually,) unless educated by other means.” It is questioned “ whether this last exercise of the law needs ever to be resorted to ; ” and it is believed that “ the time has not yet come to enact forced attendance upon schools in Missouri.” For the present it is considered better to “ build school-houses, improve the system of instruction, and deepen and widen a healthy educational sentiment,” as the means of securing attend¬ ance upon the schools. METHODS OF TEACHING. “ Improved teaching machines are demanded by our country districts as much as im¬ proved agricultural implements.” “It will be a prominent object of the department in future to look carefully fco the interests of the country schools, with the excellence and economy of teaching in view.” It is recommended that the study of geography be greatly modified, if not entirely changed ; and it is suggested that the teaching of grammar should have a better substitute. The present system fails of any practical re¬ sult. It would be better to occupy the first few years of grammar in committing to memory some of the best poetry (as is the custom in Swiss schools) and selections from English literature, which not only interest, but form a correct taste and habit of expression. VOCAL MUSIC. It has been objected against the introduction of vocal music into the schools that it is a mere superfluity. This idea is earnestly combated. Music “is an indispensable relief to the present starvation of the ordinary child-life.” We need a new era in music. “ Every where in rural Missouri, men, women, and children slug, but every sougis in the minor key. Every country school should be cheered by the liveliest of song ; and who can tell how soon, under the rapture of a new note from the voices of our children, we may forget the dissensions of the past ?” THE BIBLE IN THE SCHOOLS. The hope that the controversy that has of late disturbed the peace of the schools in other States would not return to complicate the condition of education in Missouri has for the most part been realized. A few instances only have occurred during the year, and in every instance the contest has been between o^iposing j)rejudices. It is usually narrowed down to the question, “Who shall give up or back down?” The course of wisdom seems to be to recognize the distinctive character of the public schools. They are established solely for intellectual and moral training; not for relig¬ ious purposes at all. There is no authority in the constitution of the schools for the reading of the Bible as a religious exercise. “ But if the public school is not the place where the religious use of the Bible may be insisted upon, equally is it not the place where any instruction reflecting upon the Bible, or upon any sect, is to be tolerated.” PUBLIC-SCHOOL LIBRARIES. The establishment of public libraries is looked to as a potent instrumentality in cre¬ ating a demand for good schools, and in sustaining them when established. The qual¬ ity of instruction in the schools will seldom rise higher than the general level of intel¬ ligence in the snrronndiug country. When public libraries are maintained as an integral part of the public-school system, the latter will be in a fair way to reach its greatest possible efficiency. HIGH AND GR.4DED SCHOOLS. No single agency tends more efficiently to assist the schools of the rural districts than the graded institution of the populous centers. Commonly they are the normal schools for a wide region of country about them. It is recommended that county superintend¬ ents secure, in addition to the statistical tables of these schools , such a narrative statement as shall show the general management adopted and the methods pursued. MISSOURI. 207 COLORED SCHOOLS. The schools for colored children, where they have been efficiently conducted, have evinced on the part of the children and youth an eagerness and ability to learn with rapidity. The colored people in some localities meet serious obstacles in the way of securing schools. It is recommended that when the local board fails to establish such schools, the duty be laid upon the county superintendent, and he be required to secure for them equal advantages with those furnished to white children. The maximum limit of school-age for the colored i^eop^e should be removed, and any person be per¬ mitted to enjoy educational privileges who so desires. INDUSTRIAL AND REFORM SCHOOLS. The necessity of establishing schools specifically for the prevention and cure of crime in neglected and delinquent youth, has been brought to notice by the governor of the State, with well-chosen words and timely appeal. No subject lies more legitimately within the scope and duty of the public-school interest. A law under which reforma¬ tories and industrial schools may be established can not be too soon enacted. SAINT LOUIS. CONDITION OF SCHOOLS. The per cent, of school attendance on the average number belonging is 93 ; on the whole number enrolled, 67. There have been 27,031 cases of tardiness ; 1,420 pupils have not been absent during the term of enrollment, and 17,117 have not been tardy. The public-school library has continued to flourish to a remarkable degree. It now numbers about 27,000 volumes, and has 3,500 members. WARRENSBURGH. NORMAL SCHOOL. The location of the State Normal School at this point, offering facilities for instruc¬ tion in the higher branches, has destroyed the necessity of a high school. LOUISIANA. PUBLIC-SCHOOL ATTENDANCE. Three buildings are used for school purposes, two of which are owned by the board. Number of rooms, 13; number of sittings, 720; value of school lots, |3,000 ; value of building and furniture, $22,000. Of the number enrolled in school, 102 attended less than 20 days, and full 500 children attended no school during the year ; about 100 of this number are between 5 and 15 years of age. The annual cost of instruction, es¬ timated on the average number belonging, is $14.12 for each child; estimated on the total enrollment, the cost is $8.01 for each child. German is taught in the schools, and the progress is satisfactory. KANSAS CITY. CONDITION OF PUBLIC SCHOOLS. Four years ago the city was utterly destitute of school accommodations. The board of education elected in July, 1867, came into possession of no school property whatever. It has required the unremitting diligence of the board to overtake the large and in¬ creasing demand for school accommodations; bnt, in s]iite of these and other disadvan¬ tages, a system of public schools has been built up, which may justly be regarded with pride. The buildings now under the control of the board are capable of seating at least 50 per cent, of the scholastic population, and the value of the school property, including buildings, grounds, furniture, and apparatus, is not less than $190,000. During the past year the attendance has been more regular than in preceding years, and there has been a marked improvement in discipline. MUSIC AND DRAWING. Some progress has been made in the teaching of vocal music. The same can not be said of drawing, in which the instruction has been far from satisfactory. The teachers have manifested a willingness to do all in their power, but, unskilled themselves, they can give but feeble aid to pupils. 208 REPORT OF THE COMMISSIONER OF EDUCATION. teachers’ institutes. The attendance at teachers’ institutes has been excellent, and the salutary effect upon the schools quite manifest. The cost of tuition, taking the average number belonging as the basis, is |14.42 for each pupil. SAINT JOSEPH. cost of schools. The cost of sustaining schools in Saint Joseph is less than in most of the vresterii cities. The expense for the last year was only $12.26 x>er scholar on the number en¬ rolled, and $18.25 per scholar on the number belonging. TUITION FEES TO BE ABOLISHED. It is greatly regretted that circumstances have rendered it necessary to impose a tui¬ tion fee for at least a portion of the current year. The board had resolved to abolish this fee, and make the schools entirely free to resident pupils. But the increased number of pupils rendered it necessary to open three additional schools, and the wind-storm which swept over the city in the mouth of August, 1870, damaged two of the school- houses to such an extent that nearly $2,000 were needed for repairs. There was a marked improvement in the schools during the months when they were entirely free. The fee has not been oppressive, and no one has been excluded from the schools on account of inability to jiay ; nevertheless the levying of this fee has furnished occasion for more complaints and dissatisfaction than any and all other causes combined. DRAWING AND MUSIC. The superintendent recommends that xrrovisiou be made as soon as jiossible for regu¬ lar and systematic instruction in drawing and music. NORMAL SCHOOLS. The North Missouri Normal School, at Kirksville, had been in successful operation for three and a half years before the establishment of the State normal schools. It was estab¬ lished and conducted with the expectation that it would eventually become one of a system of State normal schools, and opened as a State school, January I, 1871, with 200 students. The second normal school, at Warrensburgh, has not yet completed the second year of its history. In view of the inability of these two schools to supply the demand for teachers, (at least 2,000 each year,) and of the great expense of establishing and sustaining other normal schools, it is suggested that boards of normal instructors be organized in the remaining congressional districts, to hold a session of three months’ duration, at three different places within the limits of the district, each year. They could easily furnish 1,400 teachers yearly, from the seven districts, at an expense of $28,000 ; while the yearly cost of the same number of teachers under the permanent system would be $259,000. This plan is recommended to the consideration of the legislature, before any further expense is incurred for the establishment of permanent normal schools. LINCOLN INSTITUTE. This institution has been sustained almost wholly by contributions and subscriptions from the friends of the colored people. A year ago, the legislature made an annual appropriation of $5,000, and the institute has now become an integral part of the educational system of the State. The corps of teachers is an able one, and the instruc¬ tion thorough. The idea of Lincoln Institute originated with the Sixty-second Regiment United States Colored Infantry. The regiment contributed $5,000 to carry out their idea, and the soldiers of the Sixty-fifth Regiment added $1,379 to this sum. The work began in September, 1866, with two pupils. In 1870 the legislature passed a bill to endow Lincoln Institute as a State normal school for training colored teachers, and in 1871 the building now occupied was completed. It is a substantial brick building, con¬ structed according to the most modern and approved plan. Cost of building, (includiug groaud,) $33,500. MISSOURI INSTITUTE FOR THE DEAF AND DUMB. The report of this institution shows it to be in a prosperous condition. Every year a class of children is presented w'ho can not be received, as the law contemplates only MISSOURI. 209 the support of a school for intelligent cleaf-raiites, and not of an asylum for imbecile and idiotic children. The importance of establishing an asylum for such children (of whom it is estimated there are not less than GOO in the State) is urged upon the legis¬ lature. MISSOURI INSTITUTION FOR THE EDUCATION OF THE BLIND. The twentieth annual report of this institution states that the number of pupils during the year (88) is larger than during any previous session ; and 32 were refused admission for want of room. The age of admission is fixed by law from 5 to 25. The progress of the pupils in the various departments has been very gratifying. At the last meeting of the general assembly an appropriation of $50^000 was made for the i)urpose of remodeling and enlarging the building. When this is done, there will be accom¬ modations for 200 pupils. The number of blind persons of school-age in the State is estimated at 288. The increase during the last decade has been more than 100 per cent. UNI'V’URSITY OF MISSOURI. The report of the board of curators speaks of the year ended June 26, 1872, as a year of uninterrupted prosperity and growth in the various departments of the university. Among the items enumerated as indicating progress are: 1. The increased number of students, now nearly 300 ; 2. The furnishing and equipment of the new scientific building, at a cost of about $50,000 ; 3. Enlarged instruction in different departments, as in drawing, in connection with engineering, in modern languages, and in the agri¬ cultural department ; 4. The enlargement of the library, by the donation of many rare and most valuable books ; 5. The beautifying of the university campus ; 6. The organization of the department of military science ; 7. The opening of the law col¬ lege ; 8. The cheapening of tuition, so that the whole expense for the entire year can not exceed the sura of $20. The plan of the university includes : 1. The collegiate course ; 2. The scientific course ; 3. The college of agriculture and mechanic arts, embracing a school of engineering, a school of analytical chemistry, and a school of mining and metallurgy ; 4. A normal school ; 5. A law school ; 6. A school of preparation for the other departments. SCHOOL OF AGRICULTURE. No time was lost in the establishment of the department of agriculture, after the location was made. The college had been in operation for more than a year before a single dollar from the agricultural fund, constituting its endowment, came into the hands of the board ; and even yet, and that very recently, only $3,000 have been received. The president expresses a fear that, in the ardor to meet the expectations and wishes of the agricultural community, rather too much has been attempted. The number of students the first year was 26 ; in this, the second year, the number is 58.. By the act locating the agricultural college in connection with the university, Boone County was required, as a condition of the location, to give $30,000 in cash and 640 acres of land for the use of the university. THE SCHOOL OF MINES. The school of mines, though forming an integral part of the university organization, was, by act of the legislature, to be located, under certain conditions, in the mineral district of Southeastern Missouri, and to receive for its support one-fourth part of the income from the agricultural-college land-grant. The school was required to be located in that county of the mineral district that should give the largest available amount of money and land for the purposes of the proposed school. Phelps County offered the value of $130,545, and the school of mines was fixed at Rolla, in that county, on the site known as Fort Wyman, one of the grandest situations in the State, and in the midst of one of the richest mining districts m the world. The site consists of 130 acres for college buildings and grounds, and of 40 acres for practical and experimental pur¬ poses. CO-EDUCATION OF THE SEXES. The admission of women students to the privileges of the university has been grad¬ ual. At first they were admitted only to the normal department, to qualify themselves as teaehers. “ By degrees, and carefully feeling our way, as though explosive material was all around us, we have come to admit them to all the -classes in all the depart¬ ments, just as young men are admitted.” The special w’ant of the university to-day is a college-home for young women who wish to x^ursue university studies. The legislature has appropriated the sum of $166,000 for the university, and $35,000 for the school of mines. The former ax)x>ropriation is simply the repayment, with in¬ terest, of the seminary fund held in trust by the State for the university. The county system of appointment has been abolished," and the jiayment of an annual entrance of 14 E 210 EEPORT OF THE COMMISSIONER OF EDUCATION. $10 admits all youth residents of the State, between 16 and 25, to the preparatory, prac¬ tical, scientific, and literary departments. The board establishes the rate of charges for law students or those of other strictly professional schools. The governor, in his annual message, recommended a winter course in agriculture and science ; also, that scholarships in the university should be offered as a reward of excellence in hig-h schools. During the year the university has received several valuable donations of books, and 300 models of various kinds from the Patent-OfQ.ce at Washington. WASHINGTON UNIVERSITY. This university is an endowed institution, chartered by the State. The terms of the charter forbid all sectarian or party tests and discriminations. It can not, therefore, have a theological department, but otherwise embraces the whole range of university studies. It comprises five distinct departments : the academy, the Mary institute, (for young ladies,) the college, the polytechnic department,, and the law school. All the departments are open to women. During the year a course of mining and metallurgy has been established in connec¬ tion with the polytechnic department, and is now in full working order. The free evening schools of Saint Louis are the direct outgrowth of the polytechnic institute. Established at first for purely technological instruction, they were soon extended to meet the pressing demand for general education. The course of study in the law school is designed to prepare young men to a degree far above the ordinary standards of admission to the bar for the practice of the iirofes- sion. Moot courts are regularly held every week during the term by the professors, all of whom are engaged on -the bench or at the bar, thus securing fresh and familiar acquaintance with the art and science of law. The law library contains upward of 2,500 volumes. Twenty scholarships in the collegiate and scientific departments are open to students of the Saint Louis high school. A trust fund of $30,000 has been accepted by the uni¬ versity from the Western Sanitary Commission, for the establishment of twenty free scholarships, to be filled by descendants of Union soldiers in the late war. From the same source comes a sustentation fund of $10,000 ; the income to be expended for the aid of indigent students, giving preference always to the descendants of Union soldiers. In March, 1871, the university reeeived from Hon. Hudson E. Bridge a gift of $100,000 for the endowment of a chancellorship and for the library fund, and $30,000 toward the erection and -furnishing of the polytechnic building. It was voted that the office of chancellor should receive the title of “ the Bridge chancellorship.” Hon. Thomas Allen has offered the interest for five years, at 7 x^er cent., of the sum of $40,000 for the en¬ dowment of a chair of mining and metallurgy. The present xwoperty and endowments of the university amount in value to $700,000, and it is free from debt. SAINT LOUIS UNIVERSITY. This university was founded by members of the Society of J esus, incorxiorated in 1832, and empowered to confer degrees and academical honors in all the learned pro- i fessious. It has experienced uninterrupted prosperity, and offers every facility for i acquiring a liberal effucation. : SAINT Vincent’s college. ' i i| This institution, conducted by the priests of the -mission of Saint Vincent of Paul, j was chartered by the legislature in 1843, w’ith university xH’ivileges. A theological ' department is connected with the college. ! m’gee college. I A Presbyterian theological department is connected with this college ; also a com- | mercial dexiartment. The college is open to both sexes. MISSOURI dental COLLEGE. This college is connected with the Saint Louis Medical College, one of the oldest and largest medical schools in the West. The dental college announces its seventh regular course of lectures. The requisites for receiving the degree of the college are that the i candidate be 21 years of age, of good moral character, and engaged in the study of dentistry two years, and that he shall have attended two full courses in this institu¬ tion. Attendance on a regular course in some other accredited dental school will be r considered as equivalent to one of the courses. He must also treat thoroughly some { patient requiring all the usual dental operations. MISSOURI. 211 PACTS PROM THE UNITED STATES CENSUS. Jrea and population. — In 1870 Missouri was the fifth State in population, having 1,721,295 inhabitants within an area of 65,350 scjuare miles, an average of 26.34 persons to the square mile. This population consisted of 1,603,146 whites, 118,071 colored, 3 Chinese, and 75 Indians. Of these, 1,499,028 were natives of the United States and 222,267 were foreign-born. Of the native residents, 788,491 whites, 85,501 colored, and 14 Indians were born within its bortlers, while of the foreign residents, 113,618 were born in Germany, 14,314 in England, 54,983 in Irelau-d. School attendance. — According to Table IX, voL 1, of Census Report, 324,348 persons attended school, and of these, 6,603 were foreign-born. Of the white scholars, 165,792 were males and 149,468 females, a total of 315,260. Of the 9,080 colored pupils 4’5.57 were males and 4,.523 females. Thirteen male and 5 female Indians were also reported. Illiteracy. — Two hundred and twenty-two thousand four hundred and forty-one inhabitants, of all races, 10 years old and over, were reported as unable to write, of whom 15,584 were foreign-born. Ase, sex, and race of illiterates. — Of the 161,763 white illiterates, 49,373 were from 10 toT5 years old, and of these, 27,509 were males and 21,864 females; 27,488 were from 15 to 21 years old, of whom 14,755 were males and 12,731 females; 84,904 were 21 years old and over, of whom 34,780 were males and 50,124 females. Of the 60,622 colored illiterates, 10,497 were from 10 to 15 years of age, of whom 5,364 were males and 5,133 females ; 11,536 were from 15 to 21 years old, of whom 5,355 were males and 6.181 females ; 38,589 were 21 years old and over, of whom 18,002 were males and 20^587 females. Ten male and 16 female Indian illiterates were also reported. Educational institutions. — According to Table XII, vol. 1, of Census Report, the total number of educational institutions was 6,750, having 9,028 teachers, of whom 5,157 were males and 3,871 females, to educate their 370,337 pupils, 186,641 of whom were males and 183,696 females. Amount and source of educational income. — The total income of all the educational in¬ stitutions was $4,340,805, of which $57,567 were derived from endowment, $3,067,449 from taxation and public funds, and $1,215,789 from tuition and other sources. Public schools. — The 5,996 public schools, with 7,382 teachers, 4,414 male and 2,948 female, were attended by 320,313 pupils, of whom 163,582 were males and 156,731 females. To educate these they possessed a total income of $3,092,733, of which $5,300 were derived from endowment, $3,007,766 from taxation and public funds, and $79,637 from tuition and other sources. Colleges.— Tho 37 colleges, with 261 teachers, 179 males and 82 females, were attended by 6,067 students, of whom 3,483 were males and 2,584 females. To educate these they possessed a total income of $323,855, of , which $39,946 were derived from endowment, $8,120 from taxation and public funds, and $275,789 from tuition and other sources. Academies. — The 45 academies, with 333 teachers, of whom 86 were males and 247 females, had an attendance of 5,031 pupils, 1,759 of whom were males and 3,272 females. They possessed a total income of $204,228, of which $521 were derived from endowment, $2,000 from taxation and public funds, and $201,707 from tuition and other sources. Private schools. — The 586 day and boarding schools had 770 teachers, of whom 260 were males and 490 females, and were attended by 26,816 pupils — 12,019 males and 14.797 females, to educate whom they possessed an income of $487,176, derived from tuition and other sources. Libraries. — One thousand seven hundred and forty-two public libraries were reported, with 498,996 volumes, and 3,903 private libraries with 566,642 volumes; in all, 5,645 libraries, containing 1,065,638 volumes. The press. — The 279 periodicals issued had an aggregate circulation of 522,866 copies, and an annual issue of 47,980,422 copies. Churches.— Of the 3,229 church organizations, 2,082 had edifices with 691,520 sittings, and the church property was valued at $9,709,358. Pauperism. — Of the 1,854 paupers, 1,090 were native whites, 325 native colored, and 439 foreigners. Crime. — Of 1,623 persons in prison June 1, 1870, 893 were native whites, 324 native colored, and 406 foreigners. One thousand five hundred and three persons were con¬ victed during the year. Age and sex of population. — Of the total population, 577,803 were from 5 to 18 years oid, of whom 294,316 were males , and 283,487 females ; 1,205,568 were 10 years old and upward, of whom 632,179 were males and 573,389 females. Occupations. — Five hundred and five thousand five hundred and fifty-six persons of these a^es were engaged in various occupations, of whom 466,845 were males and 38,711 females. Of these, 263,918 were engaged in agricultural pursuits, of whom 262h95 were males and 1,323 females ; 106,903 in personal aud professional services, of whom 75,079 were males and 31,824 females; 54,885 in trade and transportation, 212 REPORT OF THE COMMISSIONER OF EDUCATION. of whom 54,588 were males and 302 females ; 79,850 in manufactures and mechanical and mining industries, of whom 74,588 were males and 5,262 females. Age and sex of worVing poindation. — Of the 505,556 employed persons, 24,439 were from 10 to 15 years old, of whom 19,812 were males and 4,627 females ; 460,826 were from 16 to 59 years old, and of these 427,612 were males and 33,214 females; 20,291 were 60 years old and over, of whom 19,421 were males and 870 females. SCHOOL OFFICIALS. Hon. John Monteith, State superintendent. COUNTY SUPERINTENDENTS.* Counties. Superintendents. Post-oflice. Kirksville. Savannah. M. B. Nicholson . Eockport. Mexico. Cassville. Lamar. Butler. Warsaw. ' Marble Hill. W. W. Batterton . Columbia. Saint Josejth. Poplar Bluff. Hamilton. J.'S. Baker . Stephens’ Store. Linn Creek. Cape Girardeau. Carrollton. Van Buren. Cass . John T. Weathers . . . Harrisonville. Cedar . Daniel P. Stratton . . Stockton. (^harifou _ _ Allred Mann . Keytesville. Christian . Henry F. Davis . Springfield. Clarke . E. H. Davis . W ateiioo. Clay !. . George Hughes . Liberty. IdiTitnu A ■ H. Porter . Plattsburgh. Cole . . . . Thomas Ward . . . . Jefferson City. Cooper . William A. Smiley . Boonville. Cra.wford J. T. Alexander. . . *. . Cuba. Dfldft . William C. West . . . Greenfield. Dallas . J. W. Moore . Buffalo. , Daviess . S. P. HoweU . Gallatin. DeKalb L. E. Daniel . Maysville. Dent, John G. Blake . Salem. Don ala a N. E. Ide . Militia Spring. Dnnlrlin . Andrew Wray . Kennett. Drank! in Eelix Baudissiu . Union. C-a.aeona.de Leauder W. Baker . Owensville. Centry John B. Twist . Albany. Gr66n6 ................. AValnut Grove. Cmndy E. C. Norton . Trenton. Harrison Osborn lirown . . Eagieville. Henrv James E. Elagg . Clinton. H i ekor V Abel E. Martin . Hermitage. Holt Erank Gordon . Oregon. H o wa rd •L W. Hairston . Fayette. Howell Martin J. Bay . W est Plains. Iron A. J. Puls . Pilot Knob. .Tae.kaon John E. Hale . Kansas City. .Tasper John W. Jacobs . Carthage. .T effer.aon Mark C. Jennings . Hanover. .Tolinaon G. H. Sack . W arrensburgh. TTrinv M. D. Hollister . Edina. T.a.e,lede Daniel Malthias . Lebanon. T,a. Dnyette G. M. Catron . . . Lexington. T.a.wrenee J. B. Underwood . Mount Vernon. T.ATcHfl Frank L. Schofield . . . Canton. T.inp.Aln "William S. Pennington . . Truxton, T.inn Charles Hamilton _ _ _ _ _ _ Brookfield. T.ivinaaton T. C. Hayden . - . Wheeling. \TeDonald J ohn W ilson _ _ _ ......... _ ..... Pineville. IVT aeon . . _ . A. B. Campbell . . . . Macon City. "Madison . W . B. Toler ... . . - . Eredericktown. *\Tnri A.Q E W^ Mahanny " ... _ - _ ........ Lane’s Prairie. IVTarion . . William E. Hassett . Palmyra. At ere.er _ _ _ Thomas E. Evans . 1 Princeton. * Eevised November 1, 1872. MISSOURI. 213 County superinfendents — Continued. Counties. Superintendents. Post-office. Miller . Mississippi . Moniteau . Monroe . Montgomery. .. . Morgan . New Madrid - Newton . Nodaway . Oregon . Osage . Ozark . Pemiscot . Perry . Pettis . Phelps . : _ Pike . Platte . Polk . Pulaski . Putnam . Palis . Pandolph . Ray . Peynolds . Pipley . Saint Charles . . . Saint Clair . Saint Francois . . Saint Genevieve Saint Louis . Saline . Schuyler . Scotland . Scott . Shelby . Stoddard . Stone . Sullivan . Taney . Texas . Vernon . Warren . Washington .... Wayne . Webster . Worth . . Wright . . James S. Martin . . M. V. Poduey . -. . . P. L. Galbreath . George C. Browp . E. M. Hughes..: . S. E. Lutman . A.D. Cook . W. J. Kelley . S. C. McCluskey . P. T. Burns . Henry Marquand . John Hyde . . G. W. Carleton . A. G. Abernathy . A. A. Neal . L. A. Dunlap . Thomas J. Ayers . S. G. Woodson . James A. Pace . V. B. Hill . . C. F. Brown . G. H. Laughlin . W. A. Martin . J. A. Buchanan . James M. Poss . B. J. Ethridge . Charles Beckington . . . . John Hill . 0. A. Belknap . C. C. Kerlegon . J. M. Loring . Allen Gwinn . W. H. Fulton . James Donnelly . S. A. Schofield . C. M. King . S. Chapman . L. D. Bolen . d. C. Custer . W. E. Howard . T. A. Ausley t . A. W. Van Swearingen H. H. Middlekamp . T. S. Love . W. H.Cook . John A. Patterson . W. H. Conn . J.T. Pope . Oakhurst. Cairo, Illinois. California. Paris. Dam-ille. V ersailles. New Madrid. Pocky Comfort. Maryville. Alton. Chamois. Gainesville. Gayoso. Abernathy. Georgetown. Meramec Iron Works. Spencerburgh. Platte City. Bolivar. Waynesville. UnionviUe. New Loudon. Pandolph. Pleasant View. Lesterville. Doniphan. Saint Charles. Taborville. Flat Piver. Saint Genevieve. 306 Chestnut st., Saint Louis. Cambridge. Lancaster. Memphis. Blodgett. Shelbina. Piketou. Galena. Green castle. Forsyth. Houston. Monticello. Warrenton. Irondale. Patterson. Marshfield. Grant City. Hartville. 214 REPORT OF THE COMMISSIONER OF EDUCATION. mebisasma, NEBRASKA STATE UNIVERSITY AND AGRICULTURAL COLLEGE. SsisHS^hissJrrs ’“^hruufv"teBarpUeTw" ^ and entirely new apparatus in olrenristry and physics. , ^ , , Ladies are admitted to all the departments. NEBRASKA COLLEGE AND GRAMMAR SCHOOL. jlSiiSISiSsS young men. FACTS FROM THE UNITED STATES CENSUS. Aren and 'Domdation.— In 1870 Nebraska was the thirty-fifth State in impulation, hav¬ ing 122,993 inhabitants within an area of 7^^^^ and soSs to the square mile. This population «f ^22 117 . tt-' DarHonc Of thpsp 92 245 were natives of the United fetates ana oup p wcic xuic ^ we?6 mali an 1 M63 feSes, k total of 17,900. Of the 48 colored pupils, 30 were -r^l ye^^cdd .,d^ore. ;>f wbkm 9l w“e“rVn,rirs®and 5^ females. Ten male and 16 female illiterate Indians were ^V2oSi«s«ta.«<...a.-According to XII Jo' 1, of Census the total Xtoelrtty posseSSai ineomeof ?182,100, of wU taxation and public funds and |725 M^j^^j^eancU by^2o'S7SreX“TpoTssed ’an income of $8:0W, derived from tuition and other sources. NEBRASKA, 215 Academy. — The 1 academy, with 3 teachers, Imale and 2 female, had an attendance of 60 i)uiDils, 25 of whom were males and 35 females. It possessed an income of $1,900, derived from tuition and other sources. Private schools. — The 9 day and hoarding schools had 14 teachers, of whom 7 were males and 7 females, and were attended hy 406 pupils, 188 male and 218 female. They possessed an income of $8,500, derived from tuition and other sources. Libraries. — One hundred and seventy-one public libraries were reported, with 51,915 volumes, and 219 private libraries, with 95,125 volumes ; in all, 390 libraries, containing 147,040 volumes. The press. — The 42 periodicals issued had an aggregate circulation of 31,600 copies, and an aggregate annual issue of 3,388,500 copies. Churches. — Of the 181 church organizations, 108 had edifices with 32,210 sittings, and the church property was valued at $386,000. Pauperism. — Of the 92 paupers, 54 were native whites and 38 foreigners. Crime. — Of 69 persons imprisoned June 1, 1870, 35 were native whites, 9 native col¬ ored, and 25 foreigners. Fifty-three persons were convicted during the year. Age and sex of population. — Of the total population 34,523 were from 5 to 18 years old, of whom 17,779 -were males and 16,744 females; 88,265 were 10 years old and upward, of whom 52,588 were males and 35,677 females. Occupations. — Forty-three thousand eight hundred and thirty-seven persons of these ages were engaged in various occupations, of whom 41,943 were males and 1,894 females. Of these, 23,115 were engaged in agricultural pursuits, of whom 23,083 were males and 32 females ; 10,331 in personal and professional services, of whom 8,667 were males and 1,664 females ; 4,628 in trade and transportation, of whom 4,623 were males and 5 females ; 5,763 in manufactures and mechanical and mining industries, of whom 5,570 were males and 193 females. Age and sex of worldng population. — Of the 43,837 employed persons, 738 were from 10 to 15 years old, of whom 619 were males and 119 females ; 42,359 were from 16 to 59 years old, and of these 40,607 were males and 1,752 females ; 740 persons were 60 years old and over, of whom 717 v ere males and 23 females. SCHOOL OFFICIALS. Hon. J. M. McKenzie, State superintendent. COUNTY SUPERINTENDENTS. County. Name. Post-office. County. Name. Post-office. Antelope .. A. J. Leach . Twin Grove. Jefferson . P. L. Chapman _ Fair bury. Adams . A. H. Bowen _ _ Junietta. ! Lancaster A. M. Gho.st Lincoln. Niobrara. Boone . S. P. Bollman _ Hammond. L’Eau qui Court. J. H. Billings . Buffalo .... C. Putnam . Gibbon. Lincoln . Allred Feay . Cottonwood. Burt . E. M. Holland ... Decatur. Madison . L. F. Taylor . Norfolk. Butler . TV. J. Evens . Savannah. Merrick . C. E. Mead Lone Tree. Cass . U. TV. Wise . Plattsmouth. , Nuckolls . D. W. Montgomery Kiowa. Cheyenne . . B. Fitzpatrick. . . Sidney. Nemaha . Brown ville. Cedar . L. M. Howard . . . Green Island. Otoe . H. K. Raymond _ Nebraska City Clav . J. S. Schimerhorn Sutton. Pawnee . John M. Lsborne . Pawnee City.' Colfax . A. Sutherland . . . Schuyler. Pierce . A. W. Lucas . Pierce. Cuming .... Enl )ert Bobb .... De TV^itt. Polk . James Belle . Columbus. Dakota .... J. H. Mann . Jackson. Richardson . F. M. Williams - Salem. Dixon . TV. S. Bates . Ionia. ‘ Saline . Pleasant Hill. Dodge . John Cay ton .... Pebble Creek.. Sarpy . G. C. Potwin Papillion. Douglas . . . Dawson .... J. Behm . Omaha. Plum Creek. Fairmont. Saunders . TV. Flerniuo- Sand Creek. Milford. R. O’Keef . Seward . G. B. Fr.ane.e. Fillmore . . . John Dempster. . Stanton . . A. C. T. Stevens . . Canton. Franklin. . . A. S. Martin . ■Waterloo. , Thayer . B. F. Young . Hebron. Gage . Ha'll . L. B. Filley . Beatrice. 1 Washington . C. G. Bisbee . Fontenelle. 0. C. Abbott . Grand Island. Webster . E. Kellogg . Red Cloud. Harlan . H. M. Luce . Republican City. Wayne . R. B. Crawford - Taffe. Hamilton . . Johnson . .. B. D. Brown . L. TVolford . FarmerTs Valley. Tecum sell. ^ York . H. H. Tate . McFadden. 216 EEPORT OF THE COMMISSIONER OF EDUCATION. M E V A B A . COLORED CHILDREN IN THE PUBLIC SCHOOLS. A very interesting case has lately been decided by the snpreme court of Nevada touching the right of colored children to admission into the common schools of that State. The statute heretofore governing the subject says: “Negroes, Mongolians, and Indians shall not be admitted into the public schools, but the board of trustees may establish a separate school for their education, and use the public funds for the support of the same.” No “ separate school” having been provided in Ormsby County, a father of colored children asked for a mandamus to comxiel the school trustees to admit his children, 'which they had refused to do. The mandamus has been granted by the supreme court, upon the ground that the statute conflicts 'with the State consti¬ tution, which provides for a “ uniform system of common schools,” and that certain funds “ shall be apportioned among the several counties in proportion to the number of persons between the ages of six and eighteen years.” Colored children being manifestly “ persons,” the court considers them entitled to their share of benefits to be derived from the school revenues. FACTS FROM THE UNITED STATES CENSUS. Area and population.— In 1870 Nevada was the thirty-seventh State in population, having 42,491 inhabitants within an area of 104,125 square miles, an average of 0.41 person to the square mile. This population consisted of 38,959 whites, 375 colored, 3,152 Chinese, and 23 Indians. Of these, 23,690 were natives of the United States and 18,801 were foreign-born. Of the native residents, 3,313 whites, 31 colored, 7 Indians, and 5 Chinese were born within its borders, while of the foreign residents, 2,181 were born in Germany, 2,549 in England, and 5,035 in Ireland. School attendance. — According to Table IX, vol. 1, of Census Report, 2,893 persons attended school, and of these 97 were foreign-boru. Of the white scholars, 1,451 were males and 1,433 females, a total of 2,884. Of the 8 colored pupils, 6 were males and 2 females. One female Indian was reported as attending school. Illiteracy. — Eight hundred and seventy-two inhabitants, of all races, 10 years old and over, were reported as unable to write, of whom 774 were foreign-born. Age, sex, and race of illiterates. — Of the 653 white illiterates, 23 were from 10 to 15 years old, 8 males and 15 females; 30 were from 15 to 21 years old, of whom 20 were males and 10 females ; 600 were 21 years old and over, of whom 474 were males and 126 females. The 21 colored illiterates were 21 years old and over, of whom 15 were males and 6 females. One hundred and eighty-five male and 13 female Chinese illiterates were also reiiorted. Educational institutions. — According to Table XII, vol. 1, of Census Report, the total number of educational institutions was 53, having 84 teachers, of whom 13 were males and 71 females, to educate 2,373 pupils, 1,279 of whom were males and 1,094 females. Amount and source of educational income. — The total income of all the educational in¬ stitutions was $110,493, of which $84,273 were derived from taxation and public funds, and $26,220 from tuition and other sources. Public schools. — The 38 public schools, with their 56 teachers, (9 males and 47 females,) were attended by 1,856 pupils, of whom 1,065 were males and 791 females. To educate these they possessed an income of $81,273, deriv.ed from taxation and public funds. Private schools. — The 14 day and boarding schools had 22 teachers, of whom 4 were males and 18 females, and were attended by 422 pupils, 214 males and 208 females, to educate whom they possessed an income of $26,220, derived from tuition and other sources. Libraries. — Twenty-eight public libraries were reported, with 41,940 volumes, and 286 private libraries, with 116,100 volumes; in all, 314 libraries, containing 158,040 volumes. The press. — The 12 periodicals issued had an aggregate circulation of 11,300 coxiies, and an aggregate annual issue of 2,572,000 coxiies. Churches.— Of the 32 church organizations, 19 had edifices, with 8,000 sittings, and the church property was valued at $212,000. Pauperism. — Of the 54 paujiers, 27 were native whites, 2 native colored, and 25 for¬ eigners. Crime. — Of 99 persons in prison June 1, 1870, 37 were native whites, 3 native colored, and 59 foreigners. One hundred and thirty-two persons were convicted during the year. Age and sex of population. — Of the total population, 5,337 were from 5 to 18 years old, NEVADA. 217 of whom 2,762 were males and 2,575 females; 36,655 were 10 years old and upward, of whom 29,430 were males aad 7,225 females. Occupations. — Twenty-six thousand nine hundred and eleven persons of these ages were engaged in various occupations, of whom 26,468 were males and 443 females. Of these 2,070 were engaged in agricultural pursuits, of whom 2,063 w^ere males and 7 females ; 7,431 in personal and professional services, of whom 7,152 w'ere males and 279 females ; 3,621 males were engaged in trade and transportation ; 13,789 persons were engaged in manufactures and mechanical and mining industries, of whom 13,632 were males and 157 females. Age and sex of working population. — Of the 26,911 employed persons, 49 were from 10 to 15 years old, of whom 41 were males and 8 females ; 2*6,735 were from 16 to 59 years old, and of these 26,307 were males and 428 females ; 127 were 60 years old and over, of whom 120 were males and 7 females. SCHOOL OFFICIALS. Hon. A. N. Fisher, State superintendent of puMic instruction. COUNTY SUPERINTENDENTS. County. Name. Post-office. Ch-urcliill . C. Allen . . Stillwater. Genoa. Elko. . Aurora. Winnemucca. Austin. Pioche. Silver City. Belmont. Virginia. Reno. Hamilton. Douglas . Eev. G. B. Hinkle . Elko . W. W. Rogers . Esmeralda . L. B. Smith . Humboldt . . G. Chenowith . Dander . J. E. Williamson . Diucoln . Louis Sultan . Dvon . N. B. Augustine . Nye . J". V. Hathaway . Ormsby . . . L. S. Greenlaw . Washoe . Orvis Ring . White Pine . H. S. Herrick . 218 REPOET OF THE COMMISSIONER OF EDUCATION. NEW MAMFSmeE. fFrom report of Hon. J. "W. Simonds, State superintendent of public instruction, for the scholastic year ended June, 1872.] SCHOOL FUND. Raised by town tax . . . ^363, 838 72 Raised by town or district tax beyond what the law requires . 48, 456 92 Contributed in board, fuel, and money . . . 14, 715 33 Amount of literary fund . 18,752 93 Amount of railroad tax . 8, 565 93 Income from local funds . . . . . 12, 689 96 Surplus revenue appropriated for schools . 2,508 52 Entire amount appropriated for public schools . 468,527 77 Appropriation for each scholar . 6 43 ATTENDANCE. N umber of male pupils . . . 37, 998 Number of female pupils . . . . 34, 764 Whole number of pupils . . . . . - . 72, 762 Average attendance . . . 49, 298 Per cent, of average attendance to whole number . 71 Number of children between 4 and 14 years of age not attending school.. 4, 602 ^ TEACHERS AND TEACHERS’ PAY. Number of male teachers . 585 Number of female teachers . 3,241 Average pay of male teachers, including board . . . $37. 56 Average pay of female teachers, including board . . $24. 33 Number of teachers teaching for the first time . . . 617 Number of teachers teaching the same school two or three terms . 1, 108 Number of teachers who have attended teachers’ institutes . . 1, 839 SCHOOL DISTRICTS AND SCHOOLS. Number of school districts . - . . 2, 284 Number of schools . . . 2, 452 Number of graded schools . 325 Average duration of schools in weeks . . 19. 7 SCHOOL PROPERTY. Estimated value of school-houses and lots, with appurtenances . . $1, 870, 000 Estimated value of school apparatus . 15, 435 Number of school-houses unfit for their purpose . 431 Number of school-houses built and repaired during the year . 213 Cost of the same, including land and furniture . . $176, 000 GRADED SCHOOLS. A system of graded schools has been established in our cities and several larger towns. The actual working of this system can be seen in the public scho/)ls of the city of Manchester. We can now refer with pride and honor to this city as having a system of imblic free schools as well managed and as well taught as any in New Eng¬ land. COMMON DISTRICT SCHOOLS. It is believed that certain changes must be wrought in the management and instruc¬ tion of these district schools before they can attain their object. It is further believed that most beneficial results would accrue to our district schqpls in a thorough recon- NEW HAMPSHIRE. I 219 struction of the district management and town supervision of the schools ; in demand¬ ing and employing a better qualified class of teachers, and in the establishment of a judicious county supervision of schools. Many of the school districts contain only a few scholars. Their share of the school money is limited and insufficient to meet the ordinary expense of a good school more than a few weeks in the year. Many of the school-buildings are miserable ; and the district and town supervision are w'anting in that care and oversight which are necessary. TOWN SUPERVISION. A large majority of the towns in our State annually appoint one man to perform the important duties of superintending school committee. Frequently the largest school districts have a school committee of their own, independent of the town school com¬ mittees. In some of our towns there are four independent school or superintending com¬ mittees. These are changed every year or two years, thus creating confusion, breaking up all system in the direction of schools, and destroying, in great measure, the interest which school committees should take in schools under their charge. It is recommended that the towns adopt a by-law permitted by the general statutes, and choose a school com¬ mittee, consisting of three, six, or nine persons, holding office for three years, and so arranged that a portion of them retire annually; let all the schools in town be under the management of this committee, and there is no doubt that our school system, as it exists to-day, would be rendered much more efficient. PRUDENTIAL COMMITTEES. Prudential committees are elected yearly, at the district meeting. The duties of such committees are limited to matters outside of the school-room. It is part of the duty of this office to employ the teacher, while the examination and dismission of the teacher, the inspection and control of the school, belong to an entirely separate office. The communications from town school committees, and the opinions of prominent educators, all coincide in the exiiression that this system is a great barrier to the success of our educational elforts. TOWN SCHOOL COMMITTEES. The entire control of our public schools is legally vested in the town school com¬ mittees. But these committees generally do not sufficiently partake of the educational progress abroad in the world. It is a conclusion drawn from observation that when a class of good schools is found, well managed and well taught, it is directly traceable to the work of a good superintendent. The town committees, having the entire care of the schools, should be authorized to select and- employ the teachers, and it is recom¬ mended to the legislative authority to transfer this power from prudential committees to the town school committees. COUNTY SUPERVISION. The testimony of all State superintendents where this system — untried in New Hampshire — has been adopted is strongly in its favor. Under it teachers are better qualified and schools more efficient. A school agency so generally apt)roved and securing such results, deserves the candid attention of the legislators and educators of this State. It is submitted that the number of trustees of the State normal school be increased to one for each county, and that a suitable law be enacted, constituting that trustee the supervisor of public schools for his county. TOWN AND DISTRICT SYSTEMS CONTRASTED. The utility of the district system is now seriously and generally questioned. During the short terms of small district schools the puxrils only get fairly started in their studies to be turned out the greater part of the year, forgetting what little they have learned, and coming back, after this long and ruinous interval, to commence again near the former starting-place. There are many of these schools revolving year after year on this defective system, making some motion, but scarcely any real xrrogress. Multi¬ tudes are forsaking their rural homes for the sake of educating their children. Any available plan for iinxmoving the schools in our ’outlying districts would check this tendency. As the town is a unit for municipal puiqioses in making inovision for the support of schools, it is reasonable that the advantages of its schools should be equal- • ized. In June, 1870, an act was passed “ enabling towns to abolish school districts in cer¬ tain cases.’’ Under this act the town of Milford has adopted the town system with I 220 EEPORT OF THE COMMISSIONER OF EDUCATION. marked success. “ The number of pupils has increased considerably, and the advan- : tages to the smaller districts, where the i*ule has been short and poor schools, are so ' marked that they could not fail to he appreciated by even the most careless and unob¬ servant.’^ The subject is receiving careful consideration in several of the larger towns. If they should adopt this system, it will render their schools more valuable, and in the smaller towns it would strengthen their educational power. TEACHEES’ INSTITUTES. ; Within the school year, teachers’ institutes have been held in all the counties of the State. The county institutes are under the management of the State superintendent. • [ Instruction at the county sessions has been given by the best experience and talent of our State. The twofold function of the normal school has been incorporated in the instructions , of the institute. It has been deemed advisable to devote the larger portion of the day exercises to a thorough explanation and elucidation of the elements of the common ' branches. The evening sessions, have been occupied with general discussions and lec¬ tures upon pertinent educational subjects. The attendance has been large, close atten¬ tion has been given, and a deep and general interest awakened. It is believed that I these schools of instruction, well conducted, will generate a strong impulse in advanc- ■ ing the educational power of our State. At each session, teachers were invited to ! present themselves for examination for certificates based upon the normal-school • courses. j DOVER. PUBLIC SCHOOLS. ! The year has been fruitful of good results, abundantly demonstrating the wisdom I of the change made in abolishiug the several school districts, and throwing the entire | city limits into one district. The high school was kept for a term of 50 weeks, the | grammar schools 47, and the primaries 44. The city owns 18 school buildings, valued ' (including lots) at $125,150. The need of a truant officer for the city is strongly urged. The attention of the board is called to the importance of introducing the study of draw- « ing into the schools. * i STATE NOEMAL SCHOOL. I The State Normal School at Plymouth has been in successful operation the past year. Superintendents are unanimous in the commendation of the excellent work done by normal-school students, wherever employed in the State. The trustees’ report says : “ The jiractical benefits of the normal school are already apparent. Though only two years in existence it has raised the standard of qualifica¬ tions for teachers. Two facts illustrate how very low was the standard for district- school teachers when the normal school was established. The first year much the f larger number of the normal pupils had been emjDloyed as teachers and held certificates I from town superintendents. Yet only fourteen were able to graduate, even from the jj first course, and one from the second course. At the June session of 1871, it was pro- ' vided that teachers who were qualified to sustain an examination on the normal-school j basis should receive institute certificates, authorizing them to teach from three to five years. Yet under this law only five have been approved, though an opj)ortuuity thus to test their qualifications has been given in every institute during the year.” The trustees recommend that It} per cent, of the money raised by the several towns ; for the suxiport of public schools be set apart for the benefit of the normal school, with j certain provisions. ' DAETMOUTH COLLEGE. The various departments of this institution, as they now exist, are as follows: I 1. The academic dej)artment, which offers a four years’ course, including the privi- i lege of a xiartial course, and a number of particular options. 2. The Chandler scientific i department, the course of which is chronologically parallel to that of the academic dexiartment, and has, with the option of a partial course through all the years, several elective lines of study in the last year. 3. The agricultural dexiartmen’t, which has a three years’ course, with an option after the first year between an agricultural and , mechanical line of study. 4. The Thayer School of Civil Engineering. 5. The medical , department, which was established^ in 1797, and ranks with the best medical institu¬ tions in the country. , The whole number of alumni, as given in the last triennial catalogue, is 3,673. Of ' these over 900 have entered the ministry; there have been 31 judges of the United States and State suxireme courts ; 15 Senators in Congress, and 61 Representatives ; 2 United States Cabinet ministers ; 4 embassadors to foreign courts ; 1 Postmaster- | General ; 14 governors of States and 1 of a Territory; 25 presidents of colleges ; 104 xiro- i NEW HAMPSHIRE. 221 fessors in academical, medical, or theological colleges.” Among her graduates, Dart¬ mouth numbers Daniel Webster and Rufus Choate. During the past year the new building for the use of the agricultural department, called Culver Hall, has been completed. In the laboratory of this building special provision has been made for instruction in practical chemistry. A valuable tract of laud of 165 acres, in the immediate vicinity of Culvei^Hall, has been secured for an experimental farm. A new building is soon to be erected, containing rooms for the farm superintendent and for students. A State museum of general and applied science has been commenced. Several hun¬ dred valuable specimens have been purchased in Europe, and one-half of the specimens accruing from the State geological survej^, now in progress, have been devoted to this department by the legislature. A donation of $10,000 has been made to the medical department, to found a museum of pathological anatomy. This will be completed before the opening of the next session. The philosophical apparatus has recently been greatly increased by large purchases, both in this country and Europe. In the department of acoustics, optics, and electri¬ city it is especially rich, and hardly surx)assed in the United States. The equipment of the astronomical and meteorological observatory has recently been greatly improved. A new and very’ perfect telescope of 9. 4 inches aperture and 12 feet focal length, from the celebrated establishment of Alvin Clark & Sons, replaces the old 6-iucli Munich refractor. A sjaectroscope of the highest power and best construction accompanies the instrument. The several libraries have been increased by appropriations and donations. To accommodate those who design to enter the school of civil engineering, a depart¬ ment preparatory to the curriculum was formed September 1, 1872. This course will extend through two years. Large additions have been made of late to the means of assisting indigent and worthy students. Aid is mainly given in the form of scholarships, varying in their annual income from $60 to $100. Within the last seven years, more than $400,000 have been secured for the various departments. But with the restrictions imposed on some of the gifts, with the con¬ templated plans of enlargement and improvement, and with the increased number of students, there is a present need of as much more. PHILLIPS EXETER ACADEMY. All the pupils of this academy are preparing for college. The course of preparation occupies three years. About twenty students, selected annually from among the mem¬ bers of the academy, are admitted to the charity foundation. The income of the Ban¬ croft scholarship, founded by Hon. George Bancroft, amounts to $140, and is giv.en to a meritorious student selected by the trustees. ATKINSON ACADEMY. This institution has been in operation more than eighty years. In addition to the ordinary branches of an English education, the classics and the higher branches of mathematics are thoroughly taught. KIMBALL UNION ACADEMY. The net amount of the funds of 'this institution is about $45,000. A vigorous effort is making to increase the endowment fund by $100,000. For nearly sixty years it has occupied a foremost place among classical schools, and the earnest hope is expressed that it will not be allowed to lose its well-earned standing for want of funds. Indigent young men who have the ministry in view are aided from the funds of the institu¬ tion. FRANCESTOWN ACADEMY. The course of study of this academy embraces a classical department, a ladies’ course, and an English department. During the year 1871-72 the x>ermauent fund of the academy has been increased by subscriptions of over $7,000. TILDEN ladies’ SEMINARY. This institution has been in successful operation, under ite present management, for SIX years, and has, within two years, doubled its capacity and number of boarders. The building, with recent improvements, cost about $40,000. 222 EEPOKT OF THE COMMISSIONER OF EDUCATION. LITTLETON GILVDED SCHOOL. This consists of high, grammar, and primary schools. A normal department is attached to the high school. REFORM SCHOOL. Sixteen inmates of this institution have been discharged during the year for meri¬ torious conduct ; 6 have been sent to homes ; 2 to the care of parents, and 1 to care of county commissioners. The average time of detention of children discharged was one year and eight months. Of the whole number of pupils (143) 76 were committed for stealing. For the past year the institution has accomplished much good, though not so much as it might with greater facilities. In no case has any child remained any length of time in the school without showing improvement ; in many cases very commendable, and in some most remarkable. The result of the superintendent’s experience is ex¬ pressed in this suggestion : “ That all children should enter these institutions expect¬ ing to remain during their minority, unless they earn an honorable discharge by their confirmed good behavior and reformation ” In schools where this is the rule the aver¬ age term of detention is not so long as when short and irregular sentences are imposed. The ticket-of-leave” system is strongly commended. The boys have been employed in caning chair-seats. Other employments would be more profitable and useful, but their introduction would render necessary some outlay for tools, machinery, (fee. The subject is commended to the legislature. The buildings are reported in need of repairs, and the furniture as extremely meager and insufiicient. While the desire of the trustees is to make this a comfortable home for the children, it is really as bare as a x)rison. The expenditures for the year amounted to $18,143.77. Amount earned by boys caning chair-seats, $2,536.90. NEW HAMPSHIRE STATE TEACHERS’ ASSOCIATION. The annual meeting of tlie Now Hampshire State Teachers’ Association was held at Plymouth, October 24 and 25. Hon. J. W. Simouds, State superintendent, was appointed chairman, in the absence of the president ; and the first exercise was a lecture by W. W. Colburn, of the Man¬ chester high school, ux:)ou the physical geograj)hy of New Hampshire, in which the formation of the crust of the earth, and the mountains, streams, and valleys, the min¬ erals, drainage, water-power, and physical resources of the State, were presented in an interesting manner, and secured the close attention of the audience. On Friday, the second day, the necessity of shortening the daily sessions of the schools, especially those of the primary and intermediate schools, was discussed by Messrs. Pearl, Quimby, and Edgerly, none of whom thought the hours of school too many, but agreed that the work of the school-room was sometimes of such a character as to injure the health of children. Listless exercises and the want of pure air caused greater injury than lengthened sessions, if these are varied in their exercises, and there is a proper amount of recreation. The “ Marking system” was also discussed at some length; Messrs. Quimby, Austin, and Ruggles believing in its usefulness to a great extent ; Mr. Henpey and Mr. Blakely to a limited extent ; while Messrs. Brown, of Boston, and Edgerly, of Manchester, op¬ posed the whole system as hitherto ijracticed. The Co-education of the sexes ” was the main subject of the afternoon discussion, Mrs. Miller, of Concord, and Messrs. Pearl and Hadley, of Plymouth, advocating the idea of educating both sexes in the same schools and colleges, while Professor Orcutt opposed it. Mr. Austin, of Meriden, gave an interesting lecture in the evening on the “Art of study.” Officers elected: president, Professor E. T. Quimby, of Hanover; vice-presidents, W. W. Colburn, of Manchester; S. H. Pearl, of Plymouth, and G. H. Geuness, of Rye; secretaries, N. Barrows, Meriden, and H. Orcutt, West Lebanon; treasurer, T. W. H. Henpey, of Nashua. FACTS FROM THE UNITED STATES CENSUS. Area and itopulaiion. — In 1870 New Hampshire was the thirty-first State in population, having 318,300 inhabitants within an area of 9,280 square miles, an average of 34.30 persons to the square mile. This population consisted of 317,697 whites, 580 colored, and 23 Indians. Of these 288,689 were natives of the United States and 29,611 were foreign-born. Of the native residents 242,044 whites, 329 colored, and 1 Indian were born within its borders, while of the foreign residents 436 were born in Germany, 2,679 in England, and 12,190 in Ireland. School attendance. — According to Table IX, vol. 1, of Census Report, 65,824 persons NEW HAMPSHIRE. 223 attended scliool, and of these 1,458 were foreign-born. Of the white scholars 34,353 were males and 31,423 females — a total of 65,770. Of the 48 colored pupils 25 were males and 23 females. IllUeracy. — Nine thousand nine hundred and twenty-six inhabitants of all races, 10 years old and over, were unable to write, of whom 7,934 were foreign-born. Age, sex, and race of illiterates. — Of the 9,831 white illiterates 8.33 were from 10 to 15 years old, and of these 456 were males and 377 females ; 1,412 were from 15 to 21 years old, of whom 712 were males and 700 females ; 7,586 were 21 years old and over, of whom 3,361 were males and 4,225 females. Of the 95 colored illiterates 7 were from 10 to 15 years of age, of whom 4 were males and 3 females ; 18 were from 15 to 21 years old, of whom 10 were males and 8 females ; 70 were 21 years old and over, of whom 38 were males and 32 females. Educational institutions. — According to Table XII, vol. 1, of Census Report, the total number of educational institutions was 2,542, having 3,355 teachers, of whom 653 were males and 2,702 females, to educate 64,677 pupils, 33,123 of whom were males and 31,554 females. Amount and source of educational income. — The total income of all the educational in¬ stitutions was $574,898, of which $59,289 were derived from endowment, $396,991 from taxation and public funds, and $118,618 from tuition and other sources. Public schools.— The, 2,464 public schools, with 3,110 teachers — 510 male and 2,600 female — were attended by 59,408 pupils, of whom 30,275 were males and 29,133 females. To educate these they possessed a total income of $403,310, of which $1,643 were derived from endowment, $391,991 from taxation and public funds, and $9,676 from tuition and other sources. College. — The one college, with 29 male teachers, was attended by 289 male students. It possessed a total income of $29,000, of which $9,000 were derived from endowment and $20,000 from tuition and other sources. Academies. — The 36 academies, with 109 teachers, of whom 50 were males and 59 females, had an attendance of 2,896 pupils, 1,367 of whom were males and 1,529 females. They possessed a total income of $88,377, of which $35,346 were derived from endow¬ ment and 53,031 from tuition and other sources. Private schools. — The 21 day and boarding schools had 48 teachers, of whom 22 were males and 26 females, and were attended by 885 pupils — 420 males and 465 females. They possessed a total income of $21,222, of which $300 were derived from endowment and $20,922 from tuition and other sources. Libraries. — Six hundred and seventy public libraries were reported with 324,393 vol¬ umes, and 856 private libraries with 379,876 volumes — in all, 1,526 libraries containing 704,269 volumes. The press. — The 51 periodicals issued had an aggregate circulation of 173,919 copies, and an aggregate annual issue of 7,237,588 copies. Churches. — Of the 633 church organizations 624 had edifices with 210,090 sittings, and the church property was valued at $3,303,780. Pauperism.— Oi the 2,129 paupers 1,739 were native whites, 15 native colored, and 375 foreigners. Crime. — Of 267 persons in prison, June 1, 1870, 199 were native whites, 2 native colored, and 66 foreigners. One hundred and eighty-two persons were convicted dur¬ ing the year. Age and sex of population. — Of the total population, 78,766 were from 5 to 18 years old, of whom 40,073 were males and 38,693 females; 260,426 were 10 years old and upward, of whom 126,353 were males and 134,673 females. Occupations. — One hundred and twenty thousand one hundred and sixty-eight per¬ sons of these ages were engaged in various occupations, of whom 96,033 were males and 24,135 females. Of these 46,573 were engaged in agricultural pursuits, of wfiom 46,562 were males and 11 females; 18,528 in personal and professional services, of whom 8,821 were males and 9,707 females; 8,514 in trade and trausi)ortation, of whom 8,126 were males and 388 females; 46,553 in manufactures and mechanical and mining indus¬ tries, of whom 32,524 were males and 14,029 females. Age and sex of ivorlcing population. — Of the 120,168 employed persons, 3,268 were from 10 to 15 years old, of whom 2,213 were males and 1,0.55 females; 104,850 were from 16 to 59 years old, and of these 82,460 were males and 22,390 females; 12,050 were 60 years old and over, of whom 11,360 were males and 690 females. SCHOOL OFFICIALS. The names of superintendents of city schools will be found in the table of city school statistics at the end of this volume. 224 KEPORT OF THE COMMISSIONER OF EDUCATION. NEW JERSEY. [From report of Ellis A. Apgar, State superintendent of instruction, for the scholastic year ended August 31, 1871.] SCHOOL FUND. Two-mill tax . $1,097,481 72 State appropriation . 100,000 00 Township school tax . 49,779 17 District school tax . 1, 015, 086 29 Surplus revenue . 39,993 50 Tuition fees . 62, 100 90 ApproiJriation to normal and Farnnm schools . . * . 11, 200 00 Total . - . . . 2,375,641 58 Total value of school property in the State . $4, 246, 998 00 FINANCIAL STATEMENT. Value of school property, 1871 . . . . . |4, 246, 998 00 Value of school property, 1870 . 3, 677, 442 00 Increase over last year . 569, 556 00 Total appropriation for 1871 . . . $2, 375, 641 58 Total appropriation for 1870 . . . . . 1, 664, 659 03 Increase over last year . 710, 982 55 Increase in surplus revenue . $11,270 62 Increase in district tax for building school-houses . 120, 793 37 Decrease in township school-tax . . . 413, 176 07 Decrease in district tax for teachers’ salaries . 95, 621 97 Decrease in tuition fees . . . 9, 765 12 SCHOOL STATISTICS. Scholastic population . . . 265, 958 Number enrolled in public schools . . 169, 430 Number attending private schools . . . 30, 106 Number not attending school . . . . . 62, 718 Number of children unaccounted for . . . 3, 704 Number of children the public schools will seat . 141, 589 Number attending public school 10 months . 15, 959 Number attending 8 nionths, but less than 10 months . 23, 227 Number attending 6 months, but less than 8 months . 28, 212 Number attending 4 months, but less than 6 months . 35, 824 Number attending less than 4 months . 65, 915 Average attendance . 86, 812 Increase in scholastic population during the year . . 7, 731 Increase in number enrolled in public schools . . . . 7, 747 Decrease in number attending private schools . . . . 2, 341 Increase in number not attending school . 7, 708 Increase in average attendance . . . 8, 200 PERCENTAGE OF ATTENDANCE. Percentage of pupils attending 10 months . . . 9 Percentage of pupils attending between 8 and 10 months . 14 Percentage of pupils attending between 6 and 8 months . 17 Percentage of pupils attending between 4 and 6 months . 21 Percentage of pupils attending less than 4 months . 39 Percentage of average attendance . 51 NEW JERSEY. 225 This attendance varies bnt little from that reported last year. The nnmher attend¬ ing the public schools has increased, but the increase has only kept pace vrith the in¬ crease in the census. Seventy-six per cent, of the total school census is represented as having attended either a public or a private school some portion of the year. This aggregate attendance is as great as we have reason to expect. Our school census in¬ cludes all children between 5 and 18 years of age, but only those between 6 and 15, as a general thing, attend school. So that we may safely assume that about all the chil¬ dren of the State between the ordinary ages limiting school attendance do attend some school for a longer or a shorter period during the year. Although the total attendance is satisfactory, the irregularity of attendance must be considered a great and alarming- evil. Our free-school law requires the schools to be kept open at least nine months during the year, but if 39 per cent., or more than one-third, of the total attendance is in school less than four mouths, it is evident that we are not securing all the good we should from our school system. It is due to those who are taxed to keep the schools open three-fourths of the year that a full attendance of the children should be secured during that time by law. TEACHERS AND TEACHERS’ SAEARIES. Number of male teachers emj^loyed . . . . . 952 Number of female teachers employed . . . 1, 979 Total number of teachers . . . 2, 931 Increase in number of teachers over last year . Ill Average salary per month of male teachers . $57 34 Average salary per month of female teachers . . . . $32 43 The male teachers in New Jersey receive the highest salaries paid in any of the States, except California, Massachusetts, and Conuecticut, and the female teachers the highest paid, except in California, Ohio, and Ilhnois. teachers’ certificates. Certificates of first grade granted to males . 49 Certificates of first grade granted to females . 18 Certificates of second grade granted to males . 57 Certificates of second grade granted to females . 58 Certificates of third grade granted to males . 463 Certificates of third grade granted to females . 741 Total number granted to males . 569 Total number granted to females . 817 Total number of certificates granted . 1, 386 • Number of applicants rejected . . . 212 Per cent, rejected of number examined . 15 The examinations are held quarterly. The questions used are uniform throughout the State, and the same rules govern all the examiners. This is not the case in any other State. By this important regulation we secure a uniform standard of gradation among the teachers. A certain grade of certificate means the same in all parts of the State, in whatever county it may have been issued. SCHOOL DISTRICTS AND SCHOOL-HOUSES. Number of townships and cities . 247 Number of school districts . 1, 390 Average number of children in the districts . 133 Number of school buildings . 1, 501 Number of school depaftments . 2, 462 Number of districts without school-houses . 62 Number of new school-houses erected during the year . 82 Number of school-houses repaired . 84 Number of unsectarian private schools . 357 Number of sectarian private schools . 118 Number of visits made by county superintendents . . . 2, 876 Amount expended for building and repairing school-houses . $597, 400 20 Increase over amount expended for same purpose last year . $120, 793 37 Notvi/ithstaudiug the fact that so large an amount of money has been expended for the improvement of our school accommodations, still their condition, in too many of our districts, is very far from what it should be. There are 62 districts enthely desti- 15 E 226 REPOET OF THE COMMISSIONER OF EDUCATION. tiiteof school accommodations; 178 school buildings are ajDSolutely disgraceful, and 255 others are so far gone as to be beyond repair. Oat of the 1,390 districts in the State, 495, or more thau one-third of the ’whole number, are without proper school accommo¬ dations. SUMMARY OF STATISl'ICS. Value of school i^roperty in the State . . . $4, 246, 998 00 Appropriation for 1871 . . . . . $2,375,641 58 Increase of appropriation over last year . $710, 962 55 Scholastic population . 265, 958 Number enrolled in public schools . 169, 430 Average attendance . 86, 812 Percentage of average attendance . 51 Cost of education per x)upil . . $19. 85 Duration of schools, (average) . . . 8 months and 18 days. Number of teachers . 2, 931 Teachers’ certificates granted during the year . 1, 386 Number ot school buildings . 1,501 New school-houses erected during the year . 82 Amount exx^ended for building and repairing school-houses.... . $597, 400 20 SCHOOL TERM. The average length of time that the schools of the State have been kex)t open during the year is 8 months and 18 days, which is 4 days longer than the average time they were open last year, and longer than the schools of any other State are kept open. In 56 districts they were kept open less than 5 mouths; in 315 districts they were kept open between 5 and 8 months; and in 1,019 districts they Were kept open Hiore than 8 months. COST OF EDUCATION. The cost of education in the public schools for the past year averaged $6.40 for each child included in the school census, and $19.85 jier child of average attendance. SCHOOL LAW. By the j)assage of the free-school act our whole school machinery is very much sirnxjliiied, and the fall benefit of a xmblic-school system is accorded to all the children of the State. The bill, in its main features, is excellent, and xmts the maintenance of the schools uiion a perfectly sound basis. The most important feature of the law is that which substitutes for our townshixi school tax a uniform State tax. Our schools will no longer depend for their support upon a fund which a mere majority at a town meeting may any year withhold. Fractional districts are also abolished, and the confusion and trouble arising from their management are now avoided. None of the results of the workings of the free-school law can be given ^in this rexiort for the reason that it did not go into effect until the close of the year for which the rex>ort is made. » PUBLIC-SCHOOL LIBRARIES. At the last session of the legislature was xiassed an “ act to encourage the formation of libraries in the free public schools of New Jersey.” The treasurer of the State, upon the order of the State suxierintendent of education, is directed to x^ay the sum of twenty dollars to every school district which shall raise by subscrixition a like sum for the same purx)Ose, to establish within such district a school library, and to procure philosophical and chemical apparatus, and the further sum of ten dollars annually, upon a like order, to the said districts, upon condition that they shall have raised by subscrixition a like sum for such year, for the XJnrpose aforesaid. NEWARK. • SCHOOL ATTENDANCE. It is estimated that over eight thousand children have attended no school during the year. Twenty more teachers are emxiloyed than last year, but there are only 618 more x^upils. The average number to each teacher is, in x^riBRJ-ry schools, 66 ; in grammar schools, 48. The grammar schools do not make so good a report as they did last year. The aggregate of enrolled pupils is 185 less this year than last, and the average attendance 332 less. The daily attendance has been greatly interrupted by sickness, but the diminution in the number enrolled can not be satisfactorily accounted NEW JERSEY. 227 for. In the primary schools there has been an increase in the nnmhcr of registered pupils, hut a satisfactory daily attendance is not secured in any grade of our day schools. In the evening schools the average attendance has been 10 per cent, greater than last year. CONDITION OF SCHOOLS. The schools are, on the whole, in a satisfactory condition; hut greater progress seems to he made in the primary than in the grammar schools. Bartholomew’s system of drawing was introduced last year, and considerable interest was manifested, hut the zeal of both teachers and pupils seems to have abated. An effort will he made to revive it. No advance has been made during the year in the provisions for teaching German, and the superintendent is convinced' that if more can not be done in this direction it were better to do less. Instruction in singing has been given in the primary schools during the year, with gratifying results. NEW BRUNSWICK. ATTEND^iNCE. At the closing exercises of the schools in June, the names of 118 pupils were read who had been present every day during tlie year. Of this number 19 had been present every day for two years, 13 for three years, and 3 had not missed a day for four years. COLLEGE OF NEW JERSEY. This college originated by royal charter in 1746. By a second more ample charter in 1748 it accpiired such powers and privileges as wmre then enjoyed by the universities and colleges of Great Britain. After the revolutionary war the charter was renewed by the legislature of New Jersey. Nassau Hall, the north college building, was built in 1756, and at that time was the largest public edifice in the colonies. Extensive additions have been made to the college buildings within the last few years by the liberality of private individuals. The college, after relying mainly upon tuition fees for its support during its early history, has of late years been acquiring more permanent sources of income through the liberality of its friends. The presidential endowment amounts to $98,000, Six professorships have an aggregate endowment of $125,000. No chair in the faculty, however, has as yet been sufficiently endowed to yield the entire salary of the professor. The deficiency in each of the endowed professorships amounts to more than $10,000. Several endowed fellowships have been founded, some of them only for a term of tv'o or three years. A student obtaining a fellowship must pursue studies in the depart¬ ment for which it is provided for one year, under the sux)erintendence of the faculty, and vdll be required to live in Princeton, or appear there from time to time as may be appointed; or, if he study at a foreign university, to furnish regular reports of what he is doing. A limited number of students is educated by means of endowed scholar¬ ships. The college also possesses a fund for the aid of indigent candidates for the ministry in the Presbyterian Church. The donation of $120,000 for a library building fund and generous donations for the purchase of books have furnished the means for ]dacing the library on a greatly ex¬ tended foundation. The college library and the libraries of the two literary societies contain together 28,000 volumes. The collections of the different cabinets are extensive and valuable. The cabinet of geology includes upward of 5,000 specimens of Alpine rocks, presented by Professor Gnyot. A collection of arms used in the Union and con¬ federate armies during the late war has been deposited with the college by the Secre¬ tary of War. The course of study requires four years, and embraces two classes of studies, required and elective. During the first two years the studies of both courses arc essentially the same. Students can only be admitted by a vote of the fa fulty, taken after their exam¬ ination, and are required to pledge themselves not to join any secret society. RUTGERS COLLEGE. The scientific department of this college, organized under the name of the Rutgers Scientific School, constitutes the State college of agricnlture and the mechanic arts. The course of study covers four years, and embraces two distinct courses, viz : Civil engineering and mechanics, and chemistry and agriculture. During the first two years the studies of the two courses are the same, and are so arranged as to form a course complete in itself. This is intended to meet the wants of those who can not take the entire four years’ comse, but who desire to fit themselves as land surveyors. 228 REPORT OF THE COMMISSIONER OF EDUCATION. Students leaving at this period of the course receive a certificate of their attainments. Provision is made for students vrho wish to pursue special studies. Foity State stu¬ dents are educated in the scientific school free of expense for tuition. These students are admitted on the recommendation of the county superintendents of schools. The annual report for 1871-72 shows both the college proper and the scientific school to he in a fiourishing condition. STEVENS INSTITUTE OF TECHNOLOGY. This institution, established by the late Edwin A. Stevens, at Hoboken, is essentially a school of mechanical engineering, and will confer upon its regular graduates the degree of Mechanical Engineer. A very thorough training in the general principles of physical and chemical science is involved in the course laid out for the mechanical engineer, and it has therefore been thought advisable to give opportunity to those students who may find their inclination and capacity leading them in the direction of these sciences, to pursue a course of physics and chemistry as an alternative to that of mechanical engineering. Such students completing the course may graduate with the degree of Doctor of Philosophy. The school has been in operation a little over a year. The departments already organized are those of mathematics, belles-lettres, modern languages, chemistry, phys¬ ics, mechanical drawing, and mechanical engineering. The library is constantly receiving accessions, and the collections of minerals, &c., are rapidly increasing. The collection of “ engineering relics’’ is becoming very interesting. DREW THEOLOGICAL SEMINARY. This was established in the interests of the IMethodist Episcopal Church. The regu¬ lar course of study requires three years. A partial course is permitted, and certificates given to those comj)leting it. SETON HALL COLLEGE. This is under the care of the Roman Catholic Church, and is conducted by secular priests, who are assisted by experienced lay professors. The domestic arrangements are under the care of the Sisters of Charity. All the pupils are thoroughly instructed in the doctrines of the Catholic Church, and trained in its inactices. Ihc course of study is about the same as in high schools and academies, with the addition of a com¬ mercial course. NEW JERSEY STATE REFORM SCHOOL. The plan of management of this school has most of the features of the far-famed “ Irish system.” There is, however, no “ cellular confinement on low diet,” as in the ‘‘first stage” of that system, for the reason that the discipline here is meant to be re¬ formatory and not penal. When, by good behavior, the imiiil has reached the “fourth stage” he is entitled to a conditional discharge, and may return to his parents, or be indentured to a suitable employer to be taught a trade. But he is still the ward of the 8tate, and under the supervision of the trustees, and so continues until he reaches the age of 21. The trustees are, also, constituted an agency for the care and employment of the discharged members. Each year xiroves more fully the wisdom of the plan of the institution and of its government. The whole number of boys in the institution during the year ended October 31, 1871, was 148. Of 60 who were discharged, 41 returned to their parents and 12 were inden¬ tured to farmers. All the inmates have been under instruction in the school. The re¬ sults of the year’s work have been entirely satisfactory. LOWELL MASON.— OBITUARY. Lowell Mason, Mus. Doct., died at his residence in South Orange, New .Jersey, on August n, 1872. ' He was born in Medfield, Massachusetts, .January 8, 1792; at the age of 20 engaged in business in Savannah, Georgia, where he devoted mxuch attention to teaching music and conducting choirs and musical associations; became deeply in- teresteil in Sabbath-school teaching, and was, for many years, superintendent of a large school, the only one at that time in the city ; published his first compilation of church music, the Boston Handel and Haydn Collection, in 1821 ; removed to Boston at the instance of the trustees of Mount Vernon school, and devoted his life to the work of musical instruction, 1827 ; received from the University of New York the well- earned degree of Doctor of Music, 1855, the first instance of such a degree being con¬ ferred in America. Dr. Mason was a musician and a teacher of music from his youth. He held the NEW JERSEY. 229 opinion, quite uncommon when lie came to Boston, that substantially all children may be taught to sing ; that, while few Aviil ever become great singers or great mathema ■ ticians, it is wise to give all some degree of training in music as well as in mathemat¬ ics. His experiment in the Mount Vernon school was completely successful. Hero all the pupils, oA'er a hundred in number, of various ages aud degrees of culture, formed but one class in music, aud, by the skill of the teacher, mere children and the most advanced were alike interested in the lessons. Improving his method of teaching by the suggestions of Pestalozzi, Lowell Mason became the patriarch of musical instructors in New England and the United States. Large juvenile classes were formed, and for several years taught gratuitously. The Boston Academy of Music was established, which from 1834 to 1852 held an annual teachers’ institute for “instruction in the methods of teaching music.” Similar classes for teachers were soon established in various places, an interest in the subject was awakened, and at length music was introduced as a regular branch of instruction in the public schools of Boston, then in other cities and towns throughout the country. Dr. Mason found an important sphere of labor in the Massachusetts teachers’ insti¬ tutes, which he attended as instructor in music from the first. Horace Mann said it was worth any young teacher’s while to walk ten miles to hear one of his lectures, for in it he would hear a most instructive exposition of the true x)rinciples of all teaching, as well as of teaching music. Dr. Mason felt “ that, v;hen introduced into schools, music should be made a study, not only in itself considered, but as correlative to all school pursuits and occupations. Unless the pupils are made more cheerful, happy, kind, and studious by the music lesson, it is not properly given, for these are some of the results which it was obrnously designed to secure.” As a composer and publisher of church music. Dr. Mason has probably done more than any other man in the country to j)romote “ the service of song in the house of the Lord.” FACTS FROM THE UNITED STATES CENSUS. Area and population. — In 1870 New Jersey was the seventeenth State in population, having 906,0% iuhabitauts within an area of 8,320 square miles, an average of 108.91 persons to the square mile. This population consisted of 875,407 whites, 30,658 colored, 16 Indians, and 15 Chinese. Of these, 717,153 were natirms of the United States, and 188,943 were foreign-born. Of the native residents 552,795 whites, 22,443 colored, aud 7 Indians Avere born within its borders, while of the foreign residents 54,001 were born in Germany, 26,614 in England, aud 86,784 in Ireland. School attendance. — According to Table IX, vol. 1, of Census Reijort, 158,099 persons attended school, aud of these 6,090 AAmre foreign-born. Of the 154,748 while scholars 79,320 were males and 75,428 females. Of the 3,337 colored pupils 1,784 were males aud 1,553 females ; 10 male Chinese, with 1 male and 3 female Indians, were also re¬ ported. Illiteracy. — Fifty-four thousand six hundred and eighty-seven inhabitants, of all races, 10 years old and over, were unable to Avrite, and of these 24,961 were foreign- born. Age and sex of illiterates. — Of the 46,386 white illiterates 5,533 were from 10 to 15 years old, and of these 2,987 were males and 2,546 females; 4,422 were from 15 to 21 years old, of whom 2,113 were males and 2,309 females; 36,431 Avere 21 years old and over, of whom 14,515 were males aud 21,916 females. Of the colored illiterates 875 were from 10 to 15 years old, and of these 432 were male and 443 female ; 1,032 were from 15 to 21 years old, and of these 481 were males and 551 females; 6,390 were 21 years old aud OAmr, of whom 2,881 were males and 3,509 females; 2 male aud 2 female Indians were also reported. Educational institutions. — According to Table XII, vol. 1, of Census Rexmrt, the total number of educational institutions Avas 1,893, having 3,889 teachers, of whom 1,455 were males aud 2,434 females, to educate 129,800 xiujiils, of Avhom 67,751 were males and 62,049 females. Amount and source of educational income. — The total income of all the educatiomil institutions was $2,982,250, of which $49,000 were derived from endoAvment, $1,499,550 from taxation aud public funds, and $1,433,700 from tuition and other sources. Puhlic schools. — The 1,531 public schools, Avith 3,016 teachers, 956 males and 2,060 females, were attended by 80,105 xmxiils, of Avhom 39,763 were males and 40,342 females. To educate these they had a total income of $l,.562,573,*of Avhich $1,492,608 were derived from taxation and public funds and $69,965 from tuition aud other sources. Colleges.— The 4 colleges, Avith 58 male teachers, Avere attended by 647 pupils, of whom 553 were males and 94 females. To educate these they had a total income of $95,159, of which $12,000 were derirmd from endoAA'ment, and $83,159 from tuition aud other sources. Academy. — The one academy, with 10 female teachers, had an attendance of 60 female pupils, and an income of $6,000, derived from tuition and other sources. I 230 EEPORT OF THE COMMISSIONER OF EDUCATION. Private schools. — The 278 day and hoarding schools had 484 teachers, 315 male and 169 female, and were attended by 30,817 pupils, of whom 17,472 were males and 13,345 females. They had an income of $1,186,669 from tuition and other sources. Libraries. — One thousand six hundred and thirty-six public libraries were reported, with 535,679 volumes ; also 777 private libraries, with 359,612 volumes ; in aU, 2,413 libraries, containing 895,291 volumes. The press. — The 122 periodicals issued had an aggregate circulation of 205,500 copies, and an aggregate annual issue of 18,625,740 copies. Ch urches. — Of the 1,402 church organizations, 1.384 had edifices, with 573,303 sittings, and the church property was valued at $18,347,150. Pauperism. — Of the 2,390 paupers, 1,368 were native whites, 301 native colored, and 721 foi’eigners. Crime. — Of 1,079 persons in prison, June 1, 1870, 483 were native whites, 157 native colored, and 439 foreign-born. One thousand and forty persons were convicted during the year. Age and sex of ipopulation. — Of the total population 262,862 were from 5 to 18 years old, of whom 132,049 were males and 130,813 females; 680,687 were 10 years old and over, of whom 335,819 were males and 344,868 females. Occupations. — Two hundred and ninety-six thousand and thirty-six persons of these ages were engaged in various occupations, of whom 251,625 were males and 44,411 were females; 63,128 persons were engaged in agricultural i^ursuits, of whom 62,943 were males and 185 females ; 83,380 in personal aud professional services, of whom 54,275 were males and 29,105 females; 46,206 in trade aud transportation, of whom 45,242 were males and 964 females; 103,322 in manufactures and mechanical and mining industries, of whom 89,165 were males and 14,157 females. Age and sex of ivorTcmg population . — Of the 296,036 employed x^ersons 10,969 were from 10 to 15 years old, of whom 7,483 were males aud 3,486 females; 269,334 were from 16 to 59 years old, of whom 229,519 were males aud 39,815 females; 15,733 were 60 years old aud over, of whom 14,623 were males aud 1,110 females. SCHOOL OFFICIALS. Hon. Ellis A. Apgar, Slate superintendent ofpiiblic schools. COUNTY SUPERINTENDENTS. Atlantic . . . . Bergen . . . . Burlington . Camden - Cape May--. Cumberland Essex . . Gloucester. . Hudson - Hunterdon. . Mercer . Middlesex . . Monmouth .. Morris . Ocean . Passaic . Salem . Somerset. ... Sussex . Union . Warren . County. Name. Post-office address. Calvin Wright . Alexander Cass . Henry S. Haines . E. B.‘ Brace . . Maurice Beesley . . Albert 11. Jones' . . Charles M. Davis - William Milligan . William L. Dickinson. C. S. Conkling . . William J. Gibby . Ralph Willis . Samuel Lockwood . Eemus Robinson . Edward M. Lonan . J. C. Cruikshank . William H. Reed . F. J. Frelinghuysen... E. A. Stiles . . . N. W. Pease . Ephraim Dietrich . Absecom. Englewood. Burlington. Blackwoodtown. Denuisville. Shiloh. Bloomfield. Woodbury. Jersey City. Frenchtow’n. Princeton. Spottswood. Freehold. Morristown. Forked River. Little Falls. Woodstown. Raritan. Deckertown. Elizabeth. Columbia. NEW .YORK. 231 NEW YOKK. [From the report of lion. Abram B. Weaver, State superintendent of instruction, for the scholastic year extending from September 30, 1870, to September 30, 1871.] SCHOOL FUND. Tho scliool moneys for the fiscal year ended September 30, 1871, were derived from the following sources: From the common-school fund . $207, 918 17 From the United States deposit fund . 165, 000 00 From the State school tax . 2, 472, 341 GO Total . 2, 845, 259 77 FINANCIAL STATEMENT. The following table is a summary of the financial reports relating to common schools for the year ended September 30, 1871: Receipts. ' Cities. Eural dis¬ tricts. Total. Amount on hand October 1, 1870 . . . . . . $761, 800 91 893, 158 11 1,381 97 3, 649, 469 34 $201, 799 35 1, 673, 727 30 30, 203 50 2, 809, 571 27 274, 948 49 199, 849 22 $963, 600 26 2, 566, 885 41 31, 585 53 6, 459, 040 61 274, 948 49 375, 500 07 Apportionment of public moneys . . . Proceeds of gospel and school lands . Baised by tax . . Estimated value of teachers’ board . . From all other sources . . . . . . 175, 656 85 Total . - . 5, 481, 467 18 5, 190, 099 19 10, 671, 506 37 Payments. Cities. Eural dis¬ tricts. Total. For teachers’ "wages . $3, 066, 787 94 49, 061 16 160,426 38 66, 724 85 692, 862 79 626, 734 97 $3, 586, 305 11 14, 444 22 34, 610 25 6, 507 74 901, 198 14 402, 053 50 180 76 244, 793 47 $6, 653, 093 05 63, 505 38 195, 036 63 72, 232 59 1, 594, 060 93 1, 028, 788 47 186 76 1, 063, 062 .56 For libraries . For school apparatus . For colored schools. . . For school-houses, sites, &c . For another incidental expenses . Forfeited in hands of .supervisors . . . Amount on hand October 1, 1871 . Total . . . 818, 869 09 5, 481, 407 18 5, 190, 099 19 10, 671, 566 37 The total cost of maintaining the common schools during the year was as follows: In the cities . $4, 662, 598 09 In the rural districts . 4, 945, 305 7-2 Total . . . . 9,607,903 81 Corresponding total for 1870 . 9, 905, 514 22 Decrease for 1871 . 297, 610 41 SCHOOL DISTRICTS. The reported number of school districts in the State, exclusive of cities which have no such division, was as follows : In 1870 . 11,372 In 1871 . 11,350 Decrease . 22 This diminution results from the consolidation of small districts. 232 REPOKT OF THE COMMISSIONER OF EDUCATION. SCHOOL BUILDINGS. The number of school-houses and their classification, according to the material of which they are constructed, were as follows ; Log. Prame. Brick. Stone. Total. Cities . - . 48 315 11 374 Rural districts . ... 127 9, 866 867 494 11, 354 Total, 1871 . ... 127 9, 914 1, 182 505 11, 728 Total, 1870 . ... 127 9, 904 1, 162 502 11, 695 Their number and classification, as reported for the years 1861 and 1871, were as follows : Log. Prame. Brick. Stone. Total. 1861 . ... 246 ' 9, 918 971 562 11, 697 1871 . ... 127 9,914 1, 182 505 11, 728 Increase . 211 31 Decrease . . ... 119 4 57 rr= - - - VALUE OF SCHOOL PKOPERTY. The following was the reported value of school-houses and sites : Cities. Rural districts. Total. 1870 . $11,981,302 $8,445,110 $20,426,412 1871 . ^ . 14,606.903 8,861,363 23,468,266 The following was the average value of school-houses and sites : In the cities . . . - . |39, 055 89 In the rural districts . . . . 780 46 EXPENSES. The sums spent in each year, since 1861, for school-houses, sites, fences, furniture, repairs, &c., were as follows : Cities. Rural districts. Total. In 1862. In 1863. In 1864. In 1865. In 1866. In 1867. In 1868. In 1869. In 1870. In 1871. 1389, 316 56 242, 547 53 370, 815 34 516, 902 04 489, 348 67 1, 012, 482 87 1. 166, 076 23 1, 401, 464 03 1, 079, 160 61 692, 862 79 1210, 852 44 189, 961 40 276, 485 89 282,258 66 480, 875 92 700, 624 14 1,017,988 67 1, 053, 988 98 891, 418 27 901, 198 14 $600, 169 00 429, 508 93 647, 301 23 799, 160 70 970, 224 59 1, 713, 107 01 2, 184, 064 95 2, 455, 453 01 1, 970, 578 88 1, 594, 060 93 Totals. 7, 360, 976 72 6, 002, 652 51 13, 363, 629 23 NUMBER OF PUPILS. The whole number of children between the ages of 5 and 21 years, as reported, was as follows : Cities. Rural districfts. State. In 1870 . 623,201 857,560 1,480,761 In 1871 . 645,128 857,556 1,502,684 The apparent decrease in the rural districts arises from the fact that in 1871 Long , Island City, with an attendance of 2,032, assumed its place in the enumeration of cities. AGGREGATE ATTENDANCE. The aggregate number of days of attendance for each of the last five years was as follows : Cities. Rural districts. Total. 1867 . 34,432,493 42,107,499 76,599,992 1868 . 36,047,805 47,349,445 83,397,250 1869 . 38,125,791 48,952,174 87,077,965 1870 . - 40,907,063 49,396,980 90,304,043 1871 . 39,096,552 53,511,055 92,607,607 AVERAGE ATTENDANCE. The average daily attendance for the same period was as follows : Cities. Rural districts. Total. 1867 . 164,565 255,392 419,857 1868 . 166,645 279,223 445,868 1869 . 178,607 289,814 468, 421 1870 . 192,023 292,062 484,705 1871 . 195,230 298,418 493,648 NEW YORK. LENGTH OF SCHOOL YEAR. The average length of school terms in 1871 was : Cities . 41 weeks 4 days. Rural districts . 32 weeks 4 days. State . 35 weeks 1 day. CLASSIFICATTON OF PUPILS. Number of pupils instrufcted in all schools for 1871 : In the common schools . 1, 028, 110 In the normal schools . . . 5, 807 In the academies . 30,370 In the colleges . . 3,194 In the xirivate schools . 135, 433 Total . 1,202,914 NUMBER OP TEACHERS. The following number of teachers was emx)loyed in the common schools : Males . 6, 481 Females . 21,773 Total . 28,254 SALARIES OP TEACHERS. The amount expended for teachers’ wages was as follows : Cities . . 83,066,787 94 Rural districts . 3, 586, 305 11 Total . 6, 653, 093 05 The average annual salary for each teacher was : Cities . 8G45 37 Rural districts . 273 38 State . 372 86 STATISTICS OF NORMAL SCHOOLS. Number of such schools, exclusive of New York City . 8 Whole number of pupils . . . 637 Average number in attendance . 1,070 . Average age of pupils : males . 19. 6 Average age of xiuxiils : females . 19. 4 Number of graduates : males . 33 Number of graduates: females . 163 Total . . . 196 Total receipts . 8135,789 48 Total exxienses . 127,712 89 Balance . 8, 076 59 SCHOOL LAW. No changes have taken place in the school law during the year ended Se]itember 30, 1871. Under the continued influence of the free-school act of 1869 the most advanced position yet reached by the schools has been fully sustained. teachers’ institutes. New York has maintained teachers’ institutes for a quarter of a century. They are held anuuaUy in nearlj' all the counties for a period of two Aveeks: they have increased in favor with the teachers until the annual attendance amounts to 80 iier cent, of all those emxiloyed in the counties in which the institutes are held. Within the last calendar year institutes were held in fifty-seven counties of the State, besides one for the teachers of Indian schools on the Ailegaoy and Cattaraugus reservations. The attendance of teachers amounted in the aggregate to 10,413. 234 EEPOET OF THE COMMISSIONEE OF EDUCATION. EDUCATIONAL ASSOCIATIONS. The State association of school commissioners and city superintendents met at Utica the second Tuesday in May. The advantage of holding the meetings of this body separate from those of the State teachers’ association was fully demonstrated, and the plan was continued hy appointing the next convention at Eochester the 21st of May 1872. The State teachers’ association held its twenty-sixth anniversary in the city of Lock- port during the last week of July. It was one of the most successful meetings in the history of the association. Teachers’ associations are also maintained in many of the counties, and these various organizations imjiart siiirit and energy to the school sys¬ tem. NOUMAL SCHOOLS. Besides the flourishing normal school, which is used and supported exclusively by the city of New York, there are now eight State normal schools in full operation, two of which (viz: those at Buffalo and Geueseo) were opened during the year. The esti¬ mated value of the ground, buildings, furniture, and appliances used by these schools is $829,739. An annual expenditure of $150,000 will be required to maintain them. In the circular of these schools it is stated that “the design of the schools is to fur¬ nish competent teachers for the public schools of the State.” Each county is entitled to twice as many pupils as it has representatives in the assembly. To gain admission to the schools pupils must be at least 16 years of age, and must possess good health, good moral character, and average abilities. Tuition and the use of all text-books are free, and arraiigements are made by which the necessary expenses of living are brought to a minimum for students. Many of these schools afford students the advantage of well-selected libraries and special facilities for the pursuit of natural science. This is particularly true of the schools at Cortland and Oswego. All of these schools have training schools connected with them, and in four of them the training school embraces an academic department. It is especially urged by the superintendent of public instruction that every effort should l)e made to preserve the original aim and legitimate purposes of the schools, namely, “the education and disci¬ pline of teachers for the common schools of the State.” INDLIN SCHOOLS. Under the provisions of the laws of 1856, the superintendent of public instruction is “ charged with providing the means of education for all the Indian children in the State,’’ and is directed to establish schools in such places and of such character and description as he shall deem necessary. In accordance with the provisions of this act schools are maintained on seven reservations, and a xietition received from David L. Pharaoh, signing himself “ King of the Montauk Indians,” xiraying for the establish¬ ment of a State school for his tribe, received favorable consideration. Great obstacles are encountered in these schools from the indifference of the X'>arent8 and consequent irregularity of the scholars, from the fact that the children are not familiar with the English language, from frequent changes of teachers, and from the necessary employment, in many instances,, of inexperienced teachers, the small salaries offering no inducement to those of experience. The schools have, however, made important xnogress during the year, and many interesting and suggestive facts are presenteyl in their rexiorts. OBJECT LESSONS. The object method is found to be the best adapted for the development of thought on the part of these Indian children, who have not been accustomed to think, and where Indian teachers have been qualifled for the position they have succeeded better than white teachers, for the obvious reason that, understanding both the English and Indian languages, they are better able to reach the understandings of these pupils. Their employment is also a great xi'ccuniary advantage to the State. The most satisfactory report is from the schools on the Allegany and Cattaraugus reservations. A QUAKER MISSION. The Quaker mission, adjoiniug the Allegany reservation, of which Abner Woolman is superintendent, has kex)t a boarding-school in successful operation for years, in which some twenty-flve Indian girls are instructed in the proper performance of household duties, as well as in the ordinary branches of school education. This mission has also erected a new school-house on the reservqition, and generously donated it to the State. NEW YORK. 235 INDIAN CITIZENSHIP. J. Kueeland, esq., snperintcTident of Indian schools on tho Onondaga reservation, re¬ affirms the opinion, expressed by him in every anunal report from 1864 to 1871, “that ■while the great State of New York can not withdraw lier aid from Indian schools with¬ out doing herself and her dependent proteges a serious ^yrong, she should change her general Indian policy so as to make American citizens of tho Indians who still remain within her limits, at the earliest possible day.’’ CONGPt:]^SSIONAE LEGISLxVTION CONCERNING SCHOOLS. The superintendent, Abram B, Weaver, presents very fully his views upon the bill “to establish an educational fund, and to apjAy the x>roceeds of tho public lands to the education of the j)eople.” He approves of the professed object of the bill and the basis of distribution pre¬ sented therein, but takes exception to two of the conditions, upon compliance with which a State is entitled to its share of the apportionment. The first is that which requires a report of specified statistics to be made for each year, ending the 30th day of June. The second is that which directs that the apportionment by the designated State officer to the several school districts which have maintained free schools for at least three months in the preceding year shall be made “immediately upon the receipt of the certificate” of apportionment to the State. It is feared that compliance with the first condition will greatly interfere with the established order of reports and tho -best time for collecting reliable statistics, and that the second condition is a iiossible entering-wedge for national interference in State systems. ALBANY. CONDITION OF SCHOOLS. The attendance shows a gratifying increase over the preceding year, being 1,121 in the registered number and 812 in the average attendance. The percentage of attendance, 75, is not as large as in many other cities, but is gradually improving. The schools show a steady and healthy growth. The late examinations were unusually satisfactory. The great want of the schools is an increase of accommodations for primary pupils. The increase of school facilities has not been coiumensurate with the growth of the city. THE FREE ACADEMY. The academy makes its fourth annual report. In September, 1871, 121 pupils were admitted to the first-year class on the certificate of the examining committee. Tho j)ercentage of attendance for the year is 96; and it is worthy of remark that since the establishment of the academy the percentage has never fallen below this. The graduating class of last year was composed of 27 young ladies, 23 of whom after examination received certificates of qualification as teachers, and 21 were almost immediately appointed to situations. Under its present able management, the academy gives evidence of great efficiency and power as a means of mental culture. It is an acknowledged success, and is accomplishing all its friends have ever claimed for it. AUBURN. . ATTENDANCE. The number enrolled in school for the year is 2,763. The average attendance was 1,500. There are 46,310 days’ absence and 13,116 cases of tardiness reported, with a loss of 2,290 hours, or nearly 400 school days. In a pecuniary point of view alone, the effect of so much absence and tardiness is startling. Nearly one-seventh of all the moneys expended by the board during the past jmar has been wasted by absent and tardy pupils. Only 4 pupils from all the schools have been neither absent nor tardy during the year. The superintendent is convinced that “ the first duty of a secular education is to inculcate the necessity of punctuality and regularity.” Also that “it is the province of tho board of education to insist that tho public schools shall not bo' made a convenience of which xmpils may avail themselves at pleasure, nor subservient to the varied and not always reasonable- demands of social life.’^ 236 EEPORT OF THE COMMISSIONER OF EDUCATION. OSWEGO. TEACHERS AND SALARIES. Most of the teachers at present employed in the Oswego schools are graduates of the State normal school of that city, and it might reasonably he supposed that, this source of supply would prove abundant; but it is x>ossible to secure the services of only a limited number who have received the highest training of this institution, for the reason that they receive offers of more remunerative situations in other localities. The progress of the schools has also been affected unfavorably by the resignation of some of the most experienced teachers to accex^t better salaries abroad, and the appointment of teachers of little or no ex])erience to fill the vacancies. Not less than ninety teachers have left the employ of the board during the past five years, a majority of the number to accept more lucrative situations. The time and means expended in preparation for this most important avocation are too frequently overlooked, in making the estimate for tlm suitablediompeusation of the teacher. There is no doubt that the remuneration should be somewhat commen¬ surate, not only with the labor to be performed, but also w^ith the time and means expended in qualifying for a position of so great responsibility. From nearly two hundred graduates of our training school, for the years 1869, 1870, and 1871, forty-one were employed in the city schools, and eighteen of this number still remain in the employ of the board. Ten of these are residents, while of the twenty-three who have resigned, only one resided in the city, showing a decided advantage in the emxiloyment of resident graduates, whenever continued service is a desideratum. ABSENCE AND TARDINESS. Irregular attendance is one of the most fruitful sources of evil connected with our public schools, and any xilaii wdiich may be adopted by the board with the expectation of diminishing this evil should receive the hearty co-operation of pjarents. But many Xiarents consicler the rules arbitrary, interfering with their prerogatives, and claim the right to detain their children from school when they please. The last year, however, shows considerable improvement in these respects. The number of days absence was 39,097, 16 xier cent, less than the average for the last four years ; while the number of pnxfils tardy, 17,587, was 11 per cent, less than the average for the last four years. ROCHESTER. ATTENDANCE. In addition to the ordinary causes affecting the average attendance during the year past, in all the schools, two others have tended seriously to affect the general result. The extensive imj)rovements in one of the school-buildings made it necessary for the school to seek accommodation elsewhere during several months. It proved impossible to obtain room sufficient for all the regular attendants, and little more than half the number of x'luxiils were in attendance during this time. The movement of the Roman Catholics in establishing x)arish schools, upon which they comxiel the attendance of their children, has also affected the general attendance ux»on the -public schools. An attempt has been made during the last few years to prevent truancy by the emxrloyment of twm school x>olicemen ; but their work, under the limitations which Xmbiic opinion prescribes for them, has thus far been confined mainly to the children whose names are on the school register and to the few wffiose XJarents or guardians have invoked their aid. DRAWING. About two years since Bartholomew’s system of drawing was introduced into the schools, meeting with most decided opposition on the part of quite a number of the jratrous. For t^he first year, the superintendent was compelled almost literally to fight his way against the hostility of parents and the indifference and neglect of many nf the teachers. During the school year just closed, the teachers have received instruction in drawing on Saturday mornings. In order to stimulate the ]mpils, a prize of |5 was qffered for the best set of drawfings, in each of the first five grades. As the result of these combined efforts, drawuug has been established as a regular exercise in ail the grades. GERMAN. A German teacher has been engaged, and with the opening of the school year, in Sexiternberj the study of tfie German language will be introduced into the schools. NEW YOKK. 237 SYRACUSE. ATTENDANCE. The time lost by absence during the year is equivalent to 373 pupils losing an entire year. “There seems,” says the superintendent, “no remedy for this but a more stringent requirement from the board in respect to receiving excuses for absence; a rule that for all absences, except sickness, the pupil shall not be considered as belong¬ ing, or be permitted to attend school, for the remainder of the month in which such absence may occur. If this course should cause a pupil to fall behind his class, let him go into the next lower class until by extra study he may be able to regain his proper standing.” During the year there have been 631 suspensions for irregularity of attendance, 209 of which were not reinstated. The superintendent is convinced that it will soon be found necessary to use police force to compel attendance at school. NO NEED OF COEPORAL PUNISHMENT. Suspension has proved more effectual than corporal punishment in governing schools. After five years of trial the schools are in better order than when corporal punishment was permitted. DRAWING. Regular instruction in drawing has been given in all the grades for two years, and, though without the advantage of experienced teachers, good jirogress has been made. Drawing is substituted for writing twice a week, and it has not been discovered that the writing has suffered in consequence. UTICA. SCHOOL ACCOMMODATIONS. Utica owns seventeen school-houses, valued, together with the grounds, furniture, apparatus, &c., at $287,673.76. Still there is a lack of school accommodations. The total number of sittings is nearly one thousand less than the enrollment. The pressure has been relieved, as far as possible, by renting rooms, and teachers have received pupils in excess of the regular number, by providing temporary seats. Still many pupils have been excluded from the public schools, and obliged to attend private schools, or, as is too often the case, left to run in the streets. DRAWING. The Bartholomew system of drawing was introduced in the schools at the com¬ mencement of the year. Although the study has been conducted by the regular teachers without the aid of a special teacher, the residts have been so satisfactory that the continuance of the present method is recommended. e^^nhnG school. The first evening school was established in December, 1868. Since that time it has been in efficient operation during the winter months. Last session 150 pupils were enrolled, of whom a large proportion were factory operatives. Taking into considera¬ tion the limited time of its sessions, this school is hardly inferior, in regard to regularity of attendance, maintenance of order, and proficiency in studies, to any of our ward schools. That its benefits are fully appreciated by the class for which it is intended may be inferred from its crowded condition. Indeed, the lack of accommodations will soon necessitate the opening of another evening school. BUFFALO. ORGANIZATION. The annual increase of the expenses of the department has been disproportionate to the increase of the number of pupils. The relief which the tax-payers demand can not be obtained under the iiresent system of maintaining a full graded school in each dis¬ trict. The consolidation of the higher grades and the union of contiguous districts will not only make the schools more efficient, but will also materially lessen the annual expenditures. The city maintains 23 grammar schools, with a full corps of teachers in each, when the same work could be more efficiently done in 10 schools, and at a much less expense. Under the present organization 24 male principals are emiffoycd, at a 238 REPORT OF THE COMMISSIONER OF EDUCxiTION. salary eutirely inadequate. The work could be as well done by 10 male teachers, to whom a liberal salary could be afforded. The work of class-instruction sbould be given to female teachers. Such a reorganization of the school system would lead to the cor¬ rect division of the schools into grammar, intermediate, and primary. SCHOOL ACCOMMODATIONS. The want of sufficient school accommodations seriously interferes with the success of many of the schools. At least 2,000 pupils could be added to the number now attending the schools, if they could be accommodated. The city is also behind many others in adopting modern ideas regarding the internal arrangement of school-houses. The buildings recently erected are arranged in accord¬ ance with modern plans, but no effort has yet been jiut forth to remodel the old-style buildings. ATTENDANCE OF PUPILS. The average term-registration of pupils has been 14,525, and the average daily attendance per term has been 10,060. The measures hitherto adopted to remedy the growing evil of irregular attendance have been ineffectual. The enactment of a truant law, giving to the police authorities power, under certain restrictions, to compel the attendance of pupils at school, on complaint of the teacher or parents, would bo the simplest and most effectual method to overcome the difficulty. ATTENDANCE OF TEACHEKS. The adoption during the year of stringent measures — the superintendent even hav¬ ing in some cases exercised the right of suspension granted by the charter — for the purpose of securing greater punctuality on the part of teachers, was found imperatively necessary, and the results have been most satisfactory. The number of absences per month was reduced nearly three-fourths, only 23 days’ absence being reported for De¬ cember, and the number of tardinesses one-half. This is a great improvement upon last year. SALARIES OF TEACHERS. The salaries of female teachers, with a few exceptions, compare favorably with those of other cities, but the salaries of male principals are fixed at so low a ffgure that they are driven elsewhere to seek proper remuneration for their services. This narrow policy has injured our school system more than any otffer influence. The salary of male principals should be at once raised to $2,000 or $2,500 per annum, and teachers not worth the increased compensation should be dismissed. STUDY OF GERMAN. The German language is now taught in twelve different schools as an elective study. The number of x>npil8 pursuing the study during the year has been 633, and seven teachers have been employed. It is recommended that this study be incorporated into the graded course, especially in the German districts. DRAWING. The progress in drawing during the year has been very satisfactory, and demon¬ strates an increasing interest in this most important addition to the course of study. The opposition at first manifested is gradually dying out, and at present, with rare exceptions, a general appreciation of its value is exhibited. The facilities for giving instruction in drawing should be extended by establishing an evening school for me¬ chanical and industrial drawing. THE COLORED SCHOOL. This school more fullj'^ meets the wants of the colored people at the present time than ever before in its history. The total registration is 87 ; the average attendance, 60. The colored jieople who are owners of taxable property in the city have made frequent application for permission to send their children to the schools of the district in which they reside, claiming this x)rivilege< on account of the assessment of taxes upon their property for the erection and repairs of school-buildings. Tim charter pro¬ vides that the city shall maintain separate schools for white and colored children. The authority to comply with the request of the colored people is not vested either in the superintendent or the common council. It is regarded by competent legal authority NEW YORK. 239 that tlie civil-rigbts bill invalidates all State legislation which deprives them of tlie equal rights granted by the Constitution to all citizens of the Republic. TJie practi¬ cability of admitting them into the graded schools has been demonstrated in other localities. Whether the sentiment of this community will sanction such an innovation upon the established customs and usages of the department is a subject for serious consideration. ASSESSMENTS OF PUPILS. Unlike the schools in several of the larger cities, pupils are here compelled by ordi¬ nance to purchase their own text-books, except when in indigent circumstances; and a term-tax is imposed for the use of ink and pens in the writing exercise, no provision being made for the supply of these articles to the schools. Subscriptions have to be resorted to to raise funds for the purchase or rental of musical iustruments used in the schools. If we desire to popularize our educational system, it must be divested of all petty assessments tending to excite the opposition of the public, and whatever outlay may be necessary should be defrayed by taxation. NEW YORK CITY. ATTENDANCE OF PUPILS. The whole number of pupils who received instruction during some portion of the year is reported as 234,686 ; the total average attendance, 103,243. The large decrease in the number of pupils taught this year — amounting in the aggregate to 5,078 — taken in connection with the small diminution of the average attendance, shows, probably, a less degree of fluctuation in the population of the cit^q occasioning a dimiuished num¬ ber of changes from school to school, or perhaps a more careful registration of pupils on the part of the teachers. The latter was certainly the case in the eveniug schools ; and in these schools the decrease was greater in proportion than any of the others. The prevalence of small-pox has likewise had the effect to diminish the attendance considerably in many of the wards of the city. co:mparative nuimbeii taught. The recent census returns show that the whole number of children residing in this city, aged from five to nine years, inclusive, is 100,598. This, of course, includes nearly all the pupils in the primary departments and schools, and many in the lower classes of the grammar schools, the average attendance in the former of which was 53,344 ; while the whole number of pupils taught in these schools during the year is reported at 127,651 — evidently greatly swelled beyond the actual number by the constant change from school to school, and the consequent recounting of pupils in several of the schools. The whole number of children, residents of the city, aged from five to fourteen, inclu¬ sive, is returned by the census as 197,363, which must include nearly all our school- attendance; while the number taught, exclusive of evening and normal schools, is reported as 211,110 ; evidently much larger than the actual number of different children attending the schools some portion of the year. After all the allowance made on that account, these numbers, taken in connection with the large number of pupils who attend the evening schools as well as the private and parochial schools, completely dis¬ prove the statement that any considerable portion of our school xmpulation .is grow¬ ing uj) without acquiring an elementary education at least. REGULARITY OF ATTENDANCE. The average number of puxuls on register in all the day schools was 112,957, and the percentage of absentees 18^. The xuipils of the male grammar schools are the most regular in attendance, and those of the colored schools show the greatest degree of ab¬ senteeism ; ,while the difference in regularity in the attendance of the primary depart¬ ment and the jirimary schools is considerably greater than existed during the previous year. This circumstance seems to show most conclusively that the arrangement of one grammar school and one xiriiBary department in a single building is the most conven¬ ient and the most j)opular; more especially as the xnimary departments are very often greatly overcrowded, while large, commodious, and comfortable buildings for separate xirimary schools are scarcely filled to one-half of their capaeity ; the schools therein being conducted with equal care and efficiency to those of the x^rimary dex)art- ments. ACCOMMODATION AFFORDED BY THE SCHOOLS. A comparison of the annual average attendance in each class of schools wdth the actual sitting accommodation aftorded in each, including the number of seats in the class-rooms, and seats for one class in the main room, shows the excess of sitting ac- 240 REPORT OF THE COMMISSIONER OF EDUCATION. commodations over tlie average attendance to be 23,872. This excess, when compared with other returns, proves that in the arrangement of the class-rooms there is an allowance of considerably less than 80 cubic feet of space for x)upils ; and brings np the question very forcibly, whether too many children are not crowded into the rooms, and thus proper ventilation rendered impossible. It is believed that such is the case, and it is suggested that the apparent excess should not be accepted as evidence that there is room for a correspondinguncrease of attendance. In very many schools the rooms are quite small, and by far too many seats are placed in them. The health of teachers and pupils is quite often irreparably injured from this circumstance. EXAIMmATIOiSrS. Examinations have been held in the several schools during the past year ; most of them being visited twice for that i^urpose. The whole number of classes examined during the year is 2,025, besides which forty classes were inspected without being minutely examined. MANAGEMENT OF SCHOOLS. There is no doubt that this is the true standard of excellence in the management of a school : that the organization should be perfect, each part working in harmony with every other part, and all conducing to isroduce the effect designed. If this is the case, the xn’incipal alone is entitled to the credit of it, and, where it is wanting, the princi¬ pal alone is answerable for the deficiency. It is very gratifying to know that, while so strict and just a standard has been applied, only seven schools out of 183 have been found greatly deficient. It presents additional evidence that the schools are in the hands of faithful as well as skillful agents, and that they are using, to the best of their ability, the various in¬ strumentalities with which they are supplied to attain successfully the object of the system. COMPARATIVE PROGRESS OF THE DH^’FERENT GRADES. The male and female grammar schools have improved in discipline, spelling, writ¬ ing, and highly in arithmetic, but have retrograded in reading. The primary schools and departments have improved in s]ielling, but in the other branches, as well as in discipline, they have retrograded, and the colored schools have retrograded somewhat in instruction, while in discipline the average is the same. The female gram¬ mar schools are coiisiderably superior to any of the other classes of schools, and the colored schools are inferior to all the others. The discixiline is superior to the instruc¬ tion in all the schools. COLORED SCHOOLS. It is regretted that so unfavorable a report of the colored schools must be made. But while, in a comjiarative statement, they appear to great disadvantage, it must be borne in mind that, in the case of these schools, the basis of comxiarison is very small, being altogether only 45 classes out of a general aggregate of more than 2,000. Some of these classes are very well taught, and the greater part are quite commendable, be¬ ing either excellent or good. Only 6 per cent, of the classes ajipeared to be below this standard in discixdine. These schools labor under great disadvantages. They are scattered at very wide intervals over the city, and many of the children are obliged to walk miles to attend school. The circumstances of their parents are often such as to comx)el them to keep their children from school during a part of each week, and quite often during the entire summer months. DISCIPLINE. The schools, taken as a whole, present about the same condition, in resjiect to disci¬ pline, as in the report of last year; but it is very gratifying to find that the returns show a marked inqirovement in the male grammar schools, which appears to indicate that the teachers, becoming accustomed to the new modes of coercion, are meeting with less difficulty in keeping their xmpils under proxier control. This, however, must always be a very trying x>art of the teacher’s task, and should constantly receive the most judicious and effectual aid of the x>riucipal. When the class teachers are made to bear the entire burden of the labor and responsibility of this task, it can never be satisfactorily performed ; and, on the other hand, those teachers who depend, to too great an extent, upon the principal’s support, expecting an interposition of his authority even in minor cases of difficulty, must necessarily fail to acquire the requisite control of their xmxiils. The discixiline of the female grammar KEW YORK. 241 schools appears to be even better than last year, 92 per cent, of all the classes exam¬ ined being reported as excellent in this respect. The discipline of the granmiar schools is, upon the whole, in a verj" creditable con¬ dition, and speaks well for the managing skill of the teachers, who can no looger avail themselves of the old method of coercion. SUSPENSIONS AND EXPULSIONS. The number of snsi)ensions and expulsions from the schools during the year is as follows : From male grammar schools, 177 ; female grammar schools, 9 ; primary depart¬ ments and schools, 139 ; colored schools, 2 ; in all, 327. Many of these pupils have been admitted into other schools and are enjoying the benefits of their instruction and disci¬ pline. A by-law, recently enacted, while it very properly forbids the permanent or final expulsion of any pupil from school, adds very greatly to the fiieaus of coercion at the disposal of the principal, since it prevents any pupil suspended from one school from obtaining admission into any other school without an exposure of the circum¬ stances connected with his delinquency, and such evidence on his part as will justify such admission. Satisfactory results are anticipated from the working of this measure. READING. Wliile the classes of the grammar schools, both male and female, can not justly be reported as decidedly deficient in reading, they have not in the examination of the past year come up to the standard of excellence adopted by the department. Complaints are justly made that many of the lessons do not contain any information such as would arrest the attention of the pupils. Books are needed which contain lessons not only interesting but instructive. Selections from natural history could be presented, written in an entertaining style, w'hich w-ould charm the pupil, and the analysis and explanation of them would afford delight and profit. The objects referred to might be used as the material for lessons which would tend to develop the intelli¬ gence of the children to a far greater extent than very much of the object-teaching as now given. Much of the time spent in reading exercises is to some extent thrown away. The pupils are listless while they are engaged in them, and the teapher conducts them in a merely x^erfunctory manner. They ought to be full of life and spirit. The teachers should bring to bear in the illustratiou of these lessons all the resources of their intel¬ ligence and information, and the x^opils’ mental activity should by means of them bo stimulated to the highest degree. It is not enough that x>ux)ils should be interested, although many of the compilers of reading-books seem to think so. Their tastes must be imxnoved and elevated, and their ax)x^Qtite for knowledge satisfied. Then they will learn to love books, and will know how to select and use them. SPELLING. There is a decided improvement in both the grammar and primary schools in this branch. The x^ercentage of deficiency is, however, still too large, and it is hoped that it will, during the ensuing year, be considerably reduced. Besides the general test of W'riting extemxiore compositions on the slate, and brief lists of selected test-words in good and frequent use, special inquiry has been made into the sxielling of ordinary x^er- sonal names x^resenting any difQculty, and of those geographical names which are often employed in directing letters. No foreign names have been used in the examination, except such as are of commercial importance. DEFINITIONS. The teachers, wuth few exeexitions, ax^pear to be employing judicious means in order that their xmpils should understand wliat they read, as well as the meanings and uses of all terms emxiloyed in connection with the other branches of study. ARITHMETIC. The aggregate of excellent and good results in this branch in the different classes of schools, as compared with last year’s report, shows a slight improvement, except in the primary and colored schools, in the former of these, however, it is still, as during the preceding year, in advance of all the other sulyects. In the female grammar schools it is far behind the other studies ; although these schools still keexi in advance of the male grammar schools in this respect. Many of the teachers now realize the importance and benefit of varying the form or 16 E 242 EEPORT OF THE COMMISSIONER OF EDUCATION. style of giving out examples — especially practical — putting the pupils more upon their own resources; and compelling them to think and reason for themselves. This and other favorable indications, such as the more general tendency to brief and clear ex¬ planations, seem to promise more intelligent and decided progress than has yet been attained. WRITING. There is but little improvement to report in this branch. The classes, which were decidedly commendable, being either excellent or good, are, in the male grammar schools, 88 per cent, of the whole ; in the female grammar schools, 96 per cent. ; in the primary schools, 83 per cent. ; in the colored schools, 81 per cent. Last year the re¬ turns showed 82 respectively. The variation is for the better. Slate-writing is practiced universally, and generally with beneficial results. A free and legible handwriting is now quite common, even in the eighth grade or lowest classes. The extent of the practice in slate-writing and the creditable results attained have undoubtedly had a salutary effect upon the penmanship of the schools, the lower classes especially. The pupils in most of the schools now take great interest in their work with the pen, and improved results naturally follow. DRAWING. The instruction in drawing needs to bo graded and methodized to be made perfectly effective. It is, however, carried on in most of the schools with a degree of success which, under the circumstances, is worthy of commendation. The special teachers employed for this purpose seem to be earnest and capable, and with a properly- arranged course of instruction for this branch, their services would prove a most valuable addition to the educational agencies of the system. GEOGRAPHY. This important and useful branch is intelligently and successfully taught. More practical instruction, however, in the geograx)hy of home and its surroundings would be interesting and profitable to the pui^ils. In connection with elementary geography, the pupils should be taught the cardinal points of the compass and how to find them. They should be able to clistinguish and point to them from the position of the school or class-room. OBJECT-TEACHING. In the matter of object-teaching there is still a great lack of uniformity in the character and results of instruction ; although general progress has been made during the past year. Most of the teachers knew nothing of the principle or practice of object-teaching when they entered the schools. Their own education had been ob¬ tained under a widely different x)lan, one where the prevailing modes of teaching led chiefly to an exercise of memory. A common mode of conducting lessons in the primary classes then consisted of asking questions and teaching answers to them, rather than a process of training pupils in habits of seeing, doing, and telling. Under such conditions it is evident that improved methods could be introduced into the schools, if introduced at all, only by means of external influences. The visitation and annual examination by the superintendents, and the training given in the Satur¬ day normal school, to such teachers as chose to attend, were the chief influences avail¬ able for securing the general instruction of new methods of teaching. In the establishment of the normal college and the model primary school there is now provided an important additional means for further improvement of the character of primary instruction in our public schools, j* LICENSING OF TEACHERS. During the past year licenses have been conferred upon 135 persons, 18 males and 117 females. It is desirable that the standard of requirement should be raised, and this will probably be effected as soon as the female normal college may be expected to realize the anticipations of its founders. As soon as the requirements are definitely fixed for a diploma of graduation from that institution, it wmuld be unjust that a full certificate of license should be issued on any inferior standard of qualification. While those who are not graduated should not be excluded from employment as teachers, it would be unjust to license those of inferior qualifications to the graduates. The , present system of awarding unqualified licenses to those who have no experience, no assumed skill, and no mature scholarship, is of questionable expediency and at variance with the practice elsewhere. NEW YORK. 243 ABSENCE OF TEACHERS. Some of tlie schools suffer greatly from the absence or irregularity of invalid teachers. The whole number of days thus lost during the year was 18,794, averaging 9 days for each teacher, and 4 per cent, of all the days of service. The matter is one of im¬ portance, and should be kept under careful surveillance. While it is right that con¬ scientious and faithful teachers should be treated with consideration when incapacitated by sickness from attending to their duties, some arrangement should be made by which their classes would not be neglected during their absence, as is now often the case. NEED OF SCHOOL LIBRARIES. The want of some kind of library for the use of pupils is plainly indicated by their lack of general information, and of a taste for profitably interesting books and subjects. A well-selected library of small volumes, such as might be easily chosen, and at little cost, is so great a necessity, that so long as the schools are without it, the system of pub¬ lic instruction is not only defective in a very important particular, but is really mutilated. In Boston and other large cities, there are school libraries and free public libraries, which boys and girls are permitted and encouraged to use. In the city of New York there is almost nothing. EVENING SCHOOLS. The evening schools, which closed their sessions in February last, were all visited, and the classes in each were carefully and minutely examined. The character of the instruction, as ascertained by these examinations, was, in 36 of these classes, excellent; in 119, good; in 51, fair; and in 10, indifferent or bad; that is to say, 28 per cent, of the classes examined were decidedly deficient ; while in the day schools only 9t per cent, of more than 2,000 classes were deficient to this extent. The number of pupils on the register of the schools, at the time of the examination, was 9,696, of whom 5,311 were examined. Of these pupils, only about 25 per cent, were below the grammar- school grade ; and of these nearly all were above the third primary grade. There is a very great difficulty in obtaining for these schools teachers of the requi¬ site capability for the special and peculiar duties which must necessarily devolve upon them. Those who, in the ordinary way and v/ith the ordinary agencies, are able to succeed in the day schools, are not always competent for the evening service. At the present time too many primary-school teachers are employed whose age and exjjerience are inadequate for the performance of the task which they assume. Teachers of mature judgment and extensive general information, tact in management, and, above all, an earnest spirit, are especially needed. LECTURES. It would be desirable to make provision for the delivery of useful and interesting lectures in all the evening schools specially adapted to the wants of the pupils, and calculated to make a deep moral impression, enkindling or encouraging an ambition for excellence and a love of rectitude and truth. AMERICAN MUSEUM OF NATURAL HISTORAL The past year has been one of marked growth and increased prosperity for the museum. Twenty thousand dollars have been raised to pay off all obligations on the collections, including the rare and artistically mounted specimens selected from the extensive properties of Madame Verreaux and Madame Verdey, of Paris, and all these valuable collections have been safely received, and are now placed on public exhi¬ bition. More donations of specimens have been received during the xiast few mouths than in the three years xirevious. In order to exhibit these additions, the department of public x>arks has provided sev¬ eral new cases in the two uxiper stories, filling uxi all the available room, and has also appropriated a x^art of the lower floor, which will soon be occupied. The plans for the new building to be erected have been comxfleted, and the preparation of the ground is already far advanced. Specimens and books are constantly offered to the museum at reasonable prices, and one of the largest collections of birds and works on ornitbology in the world is soon to be offered for sale in Europe; hence, it is urged that the subscrixition list of the museum be increased from ^80,000 to |200,000 at once. Nearly every day the halls are thronged with visitors, numbering frequently from 5,000 to 10,000. 244 REPORT OF THE COMMISSIONER OF EDUCATION. STATE NORMAL SCHOOL AT ALBANY. The school year of 1871 was one of continued prosperity. The average time spent in teaching before entering the school was two terms. The number of graduates last year was 59. The course of instruction and practice occupies two years. Pupils are, at the proper stages of their progress, required to teach in the model and primary schools for a term of nine weeks, under the supervision of the president. STATE NORMAL COLLEGE AT BUFFALO. The school is organized in two departments, a normal and a training school. The trustees design to connect with it a scieutilic and collegiate department. Students desiring to pursue the courses must pass the entrance examination to the normal course. STATE NORMAL SCHOOL AT FREDONIA. The course of study occupies three years j but j)Hpils may be admitted to any class on examination. THOMAS ASYLUM FOR ORPHAN AND DESTITUTE INDIAN CHILDREN. The number of children reported in this institution at the close of the year ended September 30, 1870, was 99. At the commeneement of the present year 2 were received and 15 discharged, leaving 86, of whom 65 remained through the year. There were received during the year 26, making a total of 112, of whom 61 are boys and 51 girls. There was 1 death during the year, and 22 were discharged, leaving at the close of the year 89, of whom 50 are boys and 39 are girls. The receipts for the year were as follows : From the State of New York for the support of children . $7, 112 46 Share of general appropriations to incorporated asylums . 569 75 United States Indian Department . . 1,000 00 Donations and voluntary contributions . . . 98 25 Annuities of Indian children . 255 58 Labor, and sale of various articles . . . 104 99 Total receipts . 9, 141 03 The total expenditures for the year amounted to $8,559.47, and certain bills not yet settled will increase this amount by $200, leaving in the hands of the treasurer $381.56. Improvements are in progress which, when completed, will facilitate such industrial operations as may be carried on by the children, and thus reduce the cost of sustaining the institution. NEW YORK INSTITUTION FOR THE INSTRUCTION OF THE DEAF AND DUMB. This institution is by far the largest of its kind in this country, and, probably, in the world. There are live classes of pupils under instruction, as follows : 1. Children of indigent xiarents, between 6 and 12 years of age, placed therein under the provisions of the laws of 1883 by the town overseers of the xioor, or by super¬ visors. They are sui>ported,.at a cost of $230 each, by the counties respectively from which they are sent, and are called county x>upils. 2. Children of indigent x)arent8, between 12 and 25 years of age, appointed by the sux^erintendent of x^ublic instruction, under the laws of 1864. These' are State pupils, and an axh^i’opi’mtion of $300 eachx^er annum is made for their support. Their clothing, at the rate of $30 each per annum, is paid for by the several counties from which they are ax)i)ointed. 3. Pux)ils xiaying for their tuition and maintenance. 4. Pupils, between 12 and 25 years of age, supported by the State of New Jersey. 5. Puxiils suxiported by a scholarshixi created bj^ the late Thomas Frizzell Thomp¬ son, and known as the Frizzell fund, and which yields an income of about $300 x>er annum. It is required by this dex)artment that the certificate for establishing the indigence of parents in order to secure the ax^pointmcnt of their deaf-mute children as State puxnls shall be signed by the overseers of the x^oor. This inquisition, which is often made to ascertain the fact of indigence, deters many worthy x^ersons from any effort to secure the benefits of the institution for their unfortunate children. It is almost universally the case that iiaying x^upHs are not continued as long under instruction as State puxiils, and are thus deprived of ox)X>ortunities of incalculable ad- NEW YORK. 245 vantage to them. In the States of Ohio, Indiana, Illinois, Minnesota, and Iowa, educa¬ tion is free for the deaf-uiute children of rich and poor, and, since the argument for their education is not founded on charity to the individual, but ou the public welfare, it seems that the statute of this State should be at least so niodilied as to authorize the appointment of children as State pupils whose parents, though not indigent, are too poor to pay for their maintenance at this institution. This school is free from debt, and possesses twenty-eight acres of land, worth, inde¬ pendent of the buildings upon it, not less than $700,000, a property permanently dedi¬ cated by law to the education of the deaf and dumb. Of the 29 teachers, 12 gentlemen and 5 ladies are deaf-mutes, selected from the grad¬ uates on account of their familiarity with the English language and rare facility for teaching their fellows in misfortune. The basis of instruction is the sign language, but there is also a department of articulation, numbering about 50 x)npils. The hig"h class of the institution, for which an additional term of three years is allowed by law for spe¬ cial pujiils, is develox)ing the education of the deaf and dumb to a sux)erior degree. LNDUSTRDVI. INSTRUCTION. Instruction is provided for the pui)ils in mechanical trades, that they may have a means of sujiport when they leave the institution. The girls are trained to dress-mak¬ ing, tailoring, plain and fine needle-work, and the use of the sewing-machine. The boys learn carpentry, cabinet-making, house-painting, shoemaking, tailoring, and gar¬ dening. It is proposed to add xirinting to the list of trades. EPIDEMIC FEVER IN SCHOOL. During the year ended Sejitember 30, 1871, about two months of instruction were practically lost by a visitation of typhoid fever, of which there were fifty-nine cases. Eight pupils and one teacher died. Various causes were assigned for the endemic char¬ acter of the disease, but those in charge of the institution are of the opinion that it was attributable to leakage in the pijies leading from the house to the sewer, subsequently discovered and re^iaired, and to sluggish drainage consequent upon a clejuivation of Croton water for a x>eriod of two weeks, about the time of the breaking out of the dis¬ ease. This circumstance led to the apxioiutment of Dr. S. D. Brooks as resident jibysi- cian and superintendent of the domestic department. The accomplished principal. Professor Isaac Lewis Peet, retains his position as head of the educational department, and has charge of the admission and government of jiupils, and assigns xiujiils to their trades, in which instruction is given a portion of each day. INSTITUTION FOR THE IMPROVED INSTRUCTION OP DEAF-MUTES. The primary design of this institution was to furnish instruction, according to the articulative method, to those who became deaf after having acquired speech. Yet a considerable number of congenital mutes has been received, and the testimony of the teachers is that, with few exceptions, they have made as rapid progress in their studies as those pujiils who had not entirely lost the jiower of siieech. NEW YORK INSTITUTION FOR THE BLIND. This institution is in a prosperous financial condition, and it is believed that in capacity for us(dulness and efficiency it will compare favorably with any institution of its kind in the country. UNION THEOLOGICAL SEMINARY. This seminary is open to students of every denomination of Christians. Those whose circumstances require it may be aided by the Presbyterian board of education, or the American Education Society, or from the seminary scholarshij) fund, which amounts to $50,000. Seventeen thousand volumes of the library are from the library of Leauder Van Ess, chiefly rare and valuable works. AUBURN THEOLOGICAL SEMINARY. This seminary is open to every denomination of evangelical Christians. Indigent students may receive aid from the seminary scholarship funds, from the Presbyterian board of education, or the American (Congregational) Educational Society, to an amount not to exceed $250. A number of x)ermaueut scholarshixis has been estab¬ lished. The new library building, the memorial offering of Hon. William E. Dodge and Hon. Edwin B. Morgan, will soon be ready for use. 246 REPORT OF THE COMMISSIONER OF EDUCATION. UNION HOME FOR SOLDIERS’ AND SAILORS’ ORPHANS. By a recent legislative enactment, this institntion receives from the county of New York a per capita allowance according to the age of the children nnder its care. The number of children under the care of the institution, March 5, 1872, was 73 girls and 150 boys ; total, 223. The expenditure for the year amounted to $39,093.67. The boys are, as far as possible, instructed in trades. A shoe-shop has for some months been in successfnl operation. The boys employed in the shop make their own shoes, and the oldest boys have been ap^iointed to ]30sitions in the money- order depart¬ ment of the post-office, and are filling them creditably. The report of the school de¬ partment shows it to be in a very satisfactory condition. The school is continued through the year with no vacation. HOME FOR THE FRIENDLESS. The report shows 457 children in the home during the year. Number in home- school, 227. There are also connected with this institution 11 industrial schools. The home is now in its thirty-ninth year. WARTBURG ORPHANS’ FARM-SCHOOL. This institution, located at Mount Vernon, Westchester County, New York, was organized in 1866, under the auspices of the Evangelical Lutheran Church. Sixty-three children have been received into the institution, and the expenditure for the year ended May 1, 1872, was $5,911.04. The children are of German and American x^arentage, and are all instructed in both languages. NEW YORK JUVENILE ASYLUM. The original design of this asylum was to reach the juvenile vagrancy of the city, and in this it has been most successfnl. There have been in the asylum during the year 1,124 children, of whom 517 have been discharged or indentured, leaving at the close of the year 607. The daily average for the year is 618. Whole number since the opening, 15,908. A fact worthy of note is that while in the earlier history of the institution the great majority of the children were committed by magistrates, and but few placed there by x}arents or friends, for the last few years the reverse of this is true ; the great majority having been surren¬ dered by friends. The average age of admission is 14. Truancy and disobedience are the usual causes of commitment. Two-fifths of the number received could not read ; three-fifths were orphans or half-orphans. More than one-fifth were of foreign birth, and nearly one-third of the parents were intem¬ perate. The number indentured has averaged over 170 a year. A school is constantly maintained, and an industrial deijartment is in successful operation. Both girls and boys are employed and instructed in trades. HALF-ORPHAN ASYLUM. Established in 1835, in the city of New York. Sinee December 15, 1870, 98 children have been admitted and 108 dismissed ; of these 88 were returned to their friends, 18 were i)laced in situations, and 2 transferred to the Catholic xnotectory. Ex^ienditure for the year, about $24,000. five points mission. There have been in this school during the year 875 children ; average daily attend¬ ance, 401. Both the school and industrial department are in a flourishing condition. This institution is nnder the care of the Ladies’ Home Missionary Society of the Metho¬ dist Episcopal Church. HOUSE OF refuge OF CITY OF NEW YORK. Incorporated in 1824. The managers report that the whole number of children re¬ ceived since the oj)ening, in 1825, is 14,275. The number of inmates during 1871 was 1,371. Of these 502 were indentured or discharged, leaving January 1, 1872, 869 in¬ mates. Of these 47 were colored. Of 681 admitted during 1871, only 69 were of American X)areutage. The average of admission is 14 years, 5 mouths, 18 days. Nearly one-half of those admitted during 1871 were half-orphans, and 42 were orphans. Four classes have graduated from the industrial department during the year, and every member of these classes voluntarily signed the xiledge before leaving the institution. The expenditure for the year was $106,175.91. NEW YORK. 247 WESTERN HOUSE OF REFUGE. Located at Rochester, New York. The uuniher of hoys in the house during tlio year was 544. Of these 108 have heeii discharged, 5 trausferred, and 3 have died, leaving 428 remaining December 31, 1871. Of the 192 received during the year, 53 were of Ameri¬ can parentage, 73 were half-orphans, and 19 orphans. Number in school during the year, 277. The labor department has been in an unsettled condition during the year, and the boys have been much of the time unemployed. On an average 65 have been employed in the shoe shop. A band of instrumental music has attained great pro¬ ficiency, and at the fair of the agricultural association received the first premium of $50. The “ badge system,’’ Avhich provides for the wearing of difierent grades of badges for good behavior, has worked very satisfactorily. It is urged upon the legislature to make provisions for the reception of girls. BELLEVUE MEDICAJ. COLLEGE. The success of this college is regarded by the faculty as an evidence of the impor¬ tance of the plan of instruction which constitutes the distinctive feature of the college, namely, the union of clinical and didactic teaching. Bellevue and the charity hos¬ pital, admitting from 10,000 to 12,000 patients annually, afford every advantage to students. A session is held in summer with a view to make available the peculiar clinical resources afforded ^luring the summer mouths. The number of graduates last year was 130. ECLECTIC MEDICAL COLLEGE. The principles of medicine inculcated in this college are denominated eclectic. The student is taught that the investigation of the science of medicine should be free and untrammeled ; that independent thought and research are the right of every one, and that every educated physician sfTould be treated with professional courtesy. From the first session of the college female students have been admitted upon the same condi¬ tions as males. Instruction in some branches is given to female students separately, when desired. NEW YORK HOMEOPATHIC MEDICAL COLLEGE. The comj)letion of the new building and the prosperity which the college has at¬ tained since its reorganization uiark an epoch in the history of the college and of homeopathy. It is proposed to introduce some innovations in the course and methods of instruction. To this feature the special attention of students and of the profession is called. The number of graduates last year was 36. COLLEGE OF PHARMACY OF THE CITY OF NEW YORK. This institution was chartered in 1831, and permanently extended in 1856. A more extended course of instruction than that heretofore pursued is offered for the coming year, and auxiliary summer classes have been organized, offering unusual inducements to students. MEDICAL DEPARTMENT OF THE UNIVERSITY OF BUFFALO. In the plan of instruction adopted, clinical teaching occupies an important and prominent position ; the Buffalo hospital of the Sisters of Charity and the Bnfi'alo gen¬ eral hospital furnishing ample material. Physiology is taught by vivisection and ex¬ perimental illustrations — a method of instruction which was first successfully introduced in this country in the University of Buffalo. The number of graduates last year was 34. NEW YORK COLLEGE OF DENTISTRY. An infirmary is connected with this college as a public charity. The operations are performed by students of the college, under the supervision of the professors. The college is authorized to confer two diplomas, both of which are approved by the regents, of the University of the State of New Yoih;. EEPORT OF THE REGENTS OF THE UNIVERSITY OF THE STATE OF NEW YORK. The board of regents is composed of 23 members. The chancellor is Hon. John Vb L. Pruyn; secretary, Hon. S. B. Woolworth, The institutions required to make annual reports to the regents, and subject to their visitation, are literary colleges, medical colleges, academies. Concerning colleges, the regents remark that most of 248 REPORT OF THE COMMISSIONER OF EDUCATION. them have modified their systems iu eonformity vith the evident demand of the age. The student is now xiermitted, to a certain extent, to exercise his own taste and judg¬ ment in the selection of his studies. College education has thus become more practical. PRELIMINARY PROFICIENCY. The report states that the preliminary academic examination has been continued with slight modifications. Its results from the beginning have clearly indicated serious defects iu elementary education. While the requirements of xireliminary proficiency haA-e not been changed, the number of schools which have been found to have made such proficiency has been reduced to less than one-half of the number allowed before this system of examination was instituted. The steady decrease, since 1867, in the number of scholars iu the academies, is mainly due to the ojieratiou of this system of preliminary examinations. The regents refer with gratification to the number of academies in successful oxiera- tion in the State. COLLEGE OF THE CITY OF NEW YORK. Established in 1848 as the Free Academy; endowed with collegiate powers and privi¬ leges in 1854 ; name changed to College of the City of New York in 1866. The full course occuxiies five years. Candidates for admission must have attended one of the common schools of the city for at least one year. Students may x)nrsue either a collegiate or a commercial course. An introductory dexiartment affords xn’eparation for the collegiate department. UNION COLLEGE.- The academical department of this college embraces two courses of study, the clas¬ sical and scientific. The latter course has recently been remodeled and extended to four years. There are also sxiecial courses of instruction in civil engineering and in analytical chemistry. The endowment of the college consists of funds granted by the State for specific purposes, and of a property xilaced in trust for the college by the late Dr. Elijihalet Nott, yielding a"t xiresent an annual income of $16, 000. INAUGURATION OF PRESIDENT POTTER. In June, 187*2, the Rev. Eliphalet Nott Potter was inaugurated as president of the college. Addresses were made by Dr. Potter, Governor Hoffman, Hon. Ira Harris, (chair¬ man ot the board of trustees,) Chancellor Pruyn, and others. The xiresident, iu his inau¬ gural address, said that “ at this epoch, when, the world round, the cry goes forth for liberty in things non-essential. Union College may well glory in her title, and stand trne to the fundamental religious xR'iucixffe of her charter : ‘ In essentials, unity ; in non-essentials, diversity ; in all things, charity.’ ” An increase of the endowment fund is much needed. The president’s rexiort says, “Union stands almost alone in lacking, until lately, evidences of that liberal regard manifested elsewhere during recent years, in the foundation or endowment of educa¬ tional institutions.” CORNELL UNIVERSITY. The rexiort of the x>resident states that the last year has been the most satisfactory since the organization of the university. The institution has been greatly strength¬ ened by the additions to the faculty, the increase in buildings, apxiaratus, and books, and the steady amendment and extension of the system. Faculty and students have Avorked through this year far more smoothly than through any year before, and not less energetically. The number of students registered, considering the fact that the standard of entrance examinations has been constantly raised, is most encouraging. There are, besides the elective and special courses, the scientific course, the arts or classical course, and the xihilosophical course. The president thinks that “the time must soon arriAm for the establishment of a fourth general course, to be called the course in history, literature, and x^olitical and social science, requiring four years of study leading to the degree of B. L., (Bachelor of Literature.”) The condition of the Amrious colleges is reviewed, and considered in the highest degree satisfactory. During the year a college of architecture has been established, and has received a gift of probably the largest and most couqilete architectural library in the country. The financial condition of the university, as shown by the treasurer’s rexiort, is highly satisfactory. NEW YOEK. 249 Tbe printing establishment affords work and the means of maintenance to upward of twenty students. From it have been issued the Uuiversity Register, various text¬ books for the institution, a weekly journal xmblished by the students, and a large number of pamphlets in various languages. The president recommends that as soon as the financial condition of the university permits, there be established five or six fellowships, with an income of .$400 to .$500 each, the incumbents to be elected to the faculty from the graduating classes. These gentlemeu should be required to reside in the uuiversity buildings and to teach or reu- render some service equivalent. This would give the university aid just where it is needed. The library is arranged upon a system based upon that of Brunet. HOBAllT COLLEGE. There are two courses, a collegiate and a scientific course. Ten schools are in cor¬ respondence with the college, and prepare students for admission. RENSSELAER POLYTECHNIC INSTITUTE. Founded in 1824 at Troy, New York, as a school of theoretical and practical science. In 1826 it received its charter from the legislature, and in 1849 was reorganized on the basis of a general polytechnic institute. In 1870 a committee was appointed to con¬ sider the propriety of a change in the course of study. They recommended that the standard of admission be raised, that there be less of mathematics and more of tech¬ nics in the mining-engineering course, and that a department of mechanical engineer¬ ing be established. Hitherto the Rensselaer has been at the head of technical schools, but nowit is unable, for want of funds, to compete successfully with the schools of this character established by Harvard and Yale. The number of graduates in 1872 was 17. BROOKLYN COLLEGIATE AND POLYTECHNIC INSTITUTE. Students are distributed in eight grades, the four lower constituting the academic department, and the higher grades the collegiate department. Besides these there are four special courses, classical, liberal, scientific, and commercial. Each grade occupies one year. At the end of the sixth grade students are prepared for the freshman year in any college. SYP.ACUSE UNIVERSITY. The establishment of this university was the result of the action of the State con¬ vention of the Methodist Episcopal Church of New York in 1870. The convention gave the institution its name and appointed a board of trustees. The corner-stone of the building was laid in August, 1871, and the faculty inaugurated at the same time. The college of physicians and surgeous attached to the university commenced its first course of lectures October 3, 1872. The endowment fund amounts to $650,000. Fred¬ erick Hyde, M. D., is dean of the medical faculty, and Alexander Wiuchell, LL. H., is chancellor of the uuiversity. UNIVERSITY OP ROCHESTER. This institution offers two courses of study, classical and scientific, each extending through four years. The Hon. Hiram Sibley, of Rochester, has provided to erect a fire¬ proof building, at an expense of not less than $95,000, for library and cabinets. This building will be commenced during the current academic year. General John F. Rath- bone, of Albany, has given $25,000, the income to be appropriated to the increase of the library. Indigent students, having the ministry in view, receive assistance from the New York Baptist Union for Ministerial Education. VASSAR COLLEGE. Candidates for admission must be at least 15 years of age, and no student is received for a less period than the collegiate year, or what remains of it at the time of her en¬ trance. The full course of study extends over four years, and corresponds to the usual college course. Provision is also made for instruction in music, drawing, painting, and modeling. The price of board and tuition is $400 for the college year. Several societies exist among the students ; the Philalethiau, for literary improve¬ ment ; the Cecilia, for the culture of music ; the Sdvignd, for improvement in French ; the society for natural history ; the society for religious inquiry ; and the floral so¬ ciety, for improvement in ornamental gardening. The grounds embrace about 200 acres. An astronomical observatory, a museum of 250 REPORT OF THE COMMISSIONER OF EDUCATION. natural history, and a cabinet of geology and mineralogy are connected with the college. The growth of the library is provided for by annual appropriations. An auxiliary fuud of $50,000 was provided by Mr. Vassar for the purpose of aiding stu¬ dents who are unable to meet the full charges ; also $50,000 for a lecture fund, and $50,000 tor a library, art, and cabinet fuud. ELMIRA FEMALE COLLEGE. The course of study embraces a collegiate department, a preparatory department, and an eclectic department. A department has also been organized for thorough instruc¬ tion in drawing, painting, and modeling. The college has recently received a legacy of $25,000, and a gift of $4,000 to found a scholarship. MANHATTAN COLLEGE. This college has four departments, classical, scientific, commercial, and preparatory. The number of students in all departments is 707, including De la Salle Institute and Manhattan Academy, connected with the college. SAINT JOSEPH’S COLLEGE. ' This college is conducted by the Christian Brothers. The courses of study are liter¬ ary, scientific, commercial, and preparatory. There is also a department of art. SAINT STEPHEN’S COLLEGE. This college is conducted under the ausiiices of the Episcopal Church, as a training school for the theological seminary. COLLEGE OF SAINT FRANCIS XAVIER. This institution, incorporated with the juivileges of a university, is conducted by the Fathers of the Society of Jesus. There are two courses of study, collegiate and commercial, and a prexiaratory dex)artment. CLAVERACK COLLEGE. This institution is 0];)en to both sexes. A commercial college, and school of trade are connected with it. The male students are under military instruction. Degrees and diplomas are conferred on male and female students alike. PACKARD’S BUSINESS COLLEGE. The course occupies from twelve to eighteen months. A foreign department has been established for the jiractical axijjlication of modern languages in business trans¬ actions. INGHAM UNIVERSITY. This university is devoted exclusively to higher female education. It ofters two courses, classical and scientific. There is also a department of art, for instruction in drawing, painting, and music. MONROE COLLEGIATE INSTITUTE. This institute is oiien to both sexes. The course of study embraces three depart¬ ments, classical, English, and preparatory. PACKER COLLEGIATE INSTITUTE. The object of the institution is to furnish a complete collegiate education for young ladies! HUNGERFORD COLLEGIATE INSTITUTE. This institute is open to both sexes. Four courses of study are offered, classical, pre¬ paratory, scientific, and commercial. NEW YORK. 251 FORT EDWARD COLLEGDVTE INSTITUTE. This college is open to both sexes. The courses of study are classical, preparatory, and commercial. JAMESTOWN COULEGIATE INSTITUTE. This institution is under the charge of the board of education, as a portion of the public-school system. Normal and commercial departments are connected with it. LE ROY ACADEMIC INSTITUTE. This institute is open to both sexes, with preparatory and academic departments. ROCKLAND FEMALE INSTITUTE. This was incorporated in 1855 as a female seminary. The course of study is the same as that of colleges for young men. BUFFALO FEMALE, ACADEMY. This institution is divided into five departments — collegiate, first academic, second academic, third academic, and primary. The buildings are valued at $51,000. MECHANICSVILLE ACADEMY. This is open to both sexes. Having been designated by the regents of the university of the State for the education of common-school teachers in Saratoga County, a nor¬ mal class will at once be organized. ITHACA ACADEMY. This academy is open to both sexes. Its close proximity to Cornell University affords special advantages to students. The courses of study are academic, English, and classical. Special courses may also be xmrsued. CORTLAND ACADEMY. This is open* to both sexes. A teachers’ department, established by the regent? of the university, will immediately be opened. HARTWICK SEMINARY. This institution was founded in 1816 as a theological and classical seminary. It is connected with the Lutheran Church, and is oj)en to both sexes. THE LONG ISLAND HISTORICAL SOCIETY. This society was incorporated in 1863, and is located at Brooklyn. Tbe objects of the society are, first, the collection of a general library of reference, especially complete in every thing that relates to American history, composed in part also of extensive and finely illustrated works of a class not commonly found in circulating libraries or in private collections ; secondly, the collection and publication of manuscripts and original matter, not before printed, upon the history of this country ; thirdly, the collection of historical jiaintings and engravings, records, and memorials ; fourthly, the formation of a museum of natural history, illustrating the flora and fauna of Long Island. The library now contains about 21,000 bound volumes and over 20,000 selected pamphlets. It comprises many valuable volumes relating to general American history, and is especially strong in works relating to American local history and family gene¬ alogy. The other historical departments are affeady well furnished, and constant additions are making by purchase and gift. UNIVERSITY CONVOCATION. The ninth anniversary of the University Convocation of the State of New York was held at Albany, August 6, 1872. The first paper liresented was by Professor M. H. Paddock, Medina Academy, on “The academy as the educator of common-school teachers.” The objections to special 252 REPORT OF THE COMMISSIONER OF EDUCATION. training-scliools were stated to be the great expense, the high wages of the graduates, and bad feeling engendered from distributing State aid unequally in different locali¬ ties ; while the advantages of academies were the preparation of greater numbers, more advantages for students, and the entire capability of the academies for the work demanded. He thought the academies and union schools ought equally to secure recognition from the State in her legislative appropriations for school jiurposes. Professor C. M. O’Leary, Ph. D., Manhattan College, read a paper on Ethical aspects of science,” which was discussed with favor. Professor E. F. Bullard, A. M., of Keeseville Academy, read a paper entitled “The new departure in education.” Professor Edward North, of Hamilton College, discussed, in ajiaper, “The good life in college.” The benefits enumerated as the results of college life were, that students learn what they are in themselves, were introduced into the world of letters, gained mental discipline, power in the use of English, habits of close observation, religious character, and social cultivation. G. W. Samson, D. D., Rutgers Female College, read an article on the “ Modification of the established curriculum requisite and legitimate in colleges for young women.” President Allen, of Alfred University, read a paper on “ The increase of the literature fund,” and Professor Gould, of Cornell University, a paper on “Agricultural educa¬ tion,” referring to the great lack in tliis direction, and the need of departments in col¬ leges and universities for imparting this kind of instruction. In a discussion which followed, President Wliite, of Cornell University, made a statement of what had been accomplished in agricultural education in that institution. The second day commenced with a paper by Professor Mears, of Hamilton Col¬ lege, on “ Herbert Spencer’s religion.” President Barnard, of Columbia College, discussed the subject of “ Elective studies in colleges.” Professor Tayler Lewis, LL. D., read a paper on “ The moral and the secular in education.” He concluded with the statement that four ideas must be taught in the schools, and we must not compromise beyond these : namely, a personal God, ruling over men and nations ; divine law for moral government ; man immortal ; Christ the light of the world. The State cannot be neutral ; to banish the Bible is to be anti- Christian. Dr. King, of Fort Edward Institute, expressed strong disapprobation of the resolu¬ tions of the State teachers’ association in opposition to the academies. Professor H. T. Eddy, C. E., Cornell University, read a i^aper on “A new method of integrating the square roots of quadratics.” Professor W. C. Given, of Ithaca Academy, discussed “ The co-relation of academies and universities.” Majority and minority reports were presented on “ The metric system,” by Drs. Davies and Thomjison, respectively. The honorary degree of Doctor of Philology was conferred ujoon J. E. King, D. D., of Fort Edward Institute, and that of Doctor in Literature upon Dr. Barnard, of Columbia College. The university necrology of the year is as follows : Vice-Chancellor Erastus Corning, Albany ,* Professor Samuel F. B. Morse, LL.D. ; Professor George W. Eaton, D. D., LL. D., Madison University ; Professor Edward W. Root, Hamilton College ; Trustee William Kelley, University of Rochester. In the evening the convocation enjoyed the hospitalities of Chancellor Pruyn. The third day opened with a paper on “ The relations of the schools to the State,” by Professor Oliver Morehouse, A. M., of Albion. He thought the system should be ar¬ ranged so that each grade should be a feeder to the one next above; that all should be free, from the primary school to the university, as well as the academies and normal schools. An animated discussion followed, a unanimous opinion being expressed by those who spoke that “the State should educate the youth of the State,” ];)roviding amply for free education. A committee on subjects relating to academies reported the advantage of the prelim¬ inary examination instituted by the regents in promoting thoroughness, and recom¬ mending its extension to higher branches. After a lengthy discussion of the report, a resolution was adopted that this convention recommend the preparation by the regents of a manual of questions on the subjects of arithmetic, geography, grammar, and his¬ tory of the United States, from which selections shall be made for the preliminary ex¬ aminations. The convocation then divided into college and academy sections, and each discussed certain topics pertaining to their respective sections. In joint session the two sections afterward reported progress; and a resolution was unanimously adopted, approving the action of the State teachers’ association, and pledging supp)ort to the establishment of the New York State EducationalJournal; and, after a brief concluding address by. Chancellor Pruyn, the convocation adjourned to the first Tuesday of August, 1873. NEW YORK. 253 NEW YORK STATE TEACHERS’ ASSOCIATION. The twenty-eiglitli annual meeting of this association was held at Saratoga Springs, July 23, 24, and 25, 1872. Wheaton A. Welsh, first vice-president, called the meeting to order, which was opened with prayer by Rev. Mark Hopkins, of Williams College. Superintendent L. S. Packard, of Saratoga, gave an address of welcome. Ex-President Cruikshank, of Brook¬ lyn, responded, referring to the early history of the association, and stating that a teachers’ association was formed in that place thirty-seven years ago, and three of the members then present were present also on this occasion, viz, M. P. Cavert, D. H. Crittenden, and Augustus P. Smith. The president, J. H. Hoose, of Cortland, then gave his inaugural address. This was an elaborate address, and closed with a general summary of the discussion of the busi¬ ness of teaching, as to the manner of introduction, by declarations and acts of indi¬ viduals, by customs and usages, and by principles of national method. He referred to the universal desire to develop the profession of teaching, as manifested in the efforts to establish a national university, to enlarge the Bureau of Education at Washington, the growing interest in educational associations, and the greater attention paid by normal schools to the philosophy of education. The address closed with appropriate suggestions as to the work of the association for the coming year, and urged all to unite to work out speedily a higher and nobler idea of the teacher’s profession. At the evening session Rev. C. H. A. Bulkley, of Malone, read a paper upon “Music in our schools,” which was followed by a lecture upon the “ History of the philosophy of pedagogics,” by Dr. C. W. Bennett, of the Syracuse University, who treated the sub¬ ject with great thoroughness. Second day. — Hon. Edward Danforth, of Albany, from the committee on the condition of education, reported that the school system of New YMrk is just sixty years old, and is to-day the proudest monument and noblest achievement of the State. There is not a hamlet so obscure that the children have not the opportunity of a free education. The statistics of the schools for the year were given, as furnished by the reiiort of the State superintendent, and it was stated, in addition, that during the year 1871 fifty- seven institutes were held in fifty-seven counties, besides one for Indian teachers on the Allegany and Cattaraugus reservations, with an aggregate attendance of 10,423, being the largest number ever recorded in a single year, and being 80 per cent, of the entire number employed in the counties where the institutes wore held. A x>aper on “Reading in our schools,” by Mrs. Emily A. Taylor, of Albany, was then read, which was followed by a discussion of the subject, in which Dr. Armstrong, Pro¬ fessor Barker, Professor Barrington, Dr. Woolworth, and several others took part. Professor S. S. Packard next read a paper on “ Preparation for business,” which called forth in an animated discussion Dr. Armstrong, Dr. McVicar, Professor Mead, and Professor Stowitts. In the afternoon Professor S. A. Ellis, of Rochester, read a paper upon the “Rise and progress of high schools in the State.” He said that in 1825 the first high school (for boys) was organized in the city of New Y^ork, and in 1826 a similar one was organized for girls. Now, he remarked, it is impossible to meet with an annual report of any city superintendent, in a locality where a high school has been established, in which it is not spoken of as the most valuable addition to the system of graded schools. Dr. T. L. Griswold, of Owego, read a paper upon “Physical versus Mental Training,” the object of which was to show that all educational training should be adapted to the outer or external man’s compound nature. Professor Stowitts, of Buffalo, favored physical training. Mr. Ross, of Seneca, thought Americans, as a race, were degenerating physically as well as mentally. Pro¬ fessor Barker, Dr. King, of Port Edward, Dr. Griswold, and Dr. McVicar, continued the discussion at length. In the evening a paper was read on the “Qualifications of teachers,” by Charles T. Poole, esq., of Deansville. Mr. Jelilfe, of Brooklyn, read Dickens’s trial scene from Pickwick. Hon. B. G. Northrop, of Connecticut, gave an address uiion “The schools of Europe — wdiat we may and ought to learn from them.” Thh'd day. — Dr. J. W. Armstrong, of Fredonia, read a report on “ Improved methods in education.” Professor S. D. Barr, of Penn Yan, read a paper oii “The aim of the State for the education of the masses.” Professor Jones opened the discussion, main¬ taining that the academic departments in union schools are more efficient than the old academies. Professor Love, of Jamestown, Mr. Ross, of Seneca, Professor Flack, of Claverack, and others, continued the discussion. Professor O. B. Bruce, of Binghamton, read a paiier showing the advantages of pho¬ nography, and urging teachers to attend to its claims. in the evening Hon. B. G. Northrop, of Connecticut, Professor W. L. Richardson, of Brooklyn, Hon. Joseph White, of Massachusetts, Hon. J. H. French, of Vermont, and many others, made brief addresses. 254 EEPORT OF THE COMMISSIONER OF EDUCATION. Officers elected: President, Edward Danfortli, Albany; corresponding secretary, James Cruikshank, Brooklyn. r>R. FRANCIS LIEBER. — OBITUARY. Dr. Francis Lieber died in New York, October 2, 1872. Francis Lieber was born at Berlin, Prussia, on the 18tb March, 1800. He received a good primary and secondary education ; was for some time assistant in the botanical garden, but finally devoted himself to the study of medicine. His studies were inter¬ rupted by Napoleon’s return from Elba, as his ardent German patriotism induced him to enter the Prussian army as a volunteer. He fought in the battles of Ligny and Waterloo, and was severely wounded on the 20th June, at the storming of Namur. On his return to Berlin, in 1816, he continued his studies, and became an enthusiastic pupil of Jahn, the famous “Father of Gymnastics,” (Turnvater,) as he is commonly called in Germany. His liberal views, whieh he freely uttered, brought upon him an imprisonment of four months, on the charge of being a demagogue, and the peremptory order not to study at any of the Prussian universities. He therefore went to Jena, where he took his doc¬ tor’s degree. In 1820 he was allowed to continue his studies in Halle, but, being con¬ stantly annoyed by a strict police supervision, he moved to Dresden. The struggle for freedom by the Greeks against their Turkish oppressors elicited his warmest sympathy, and in the fall of 1821 he sailed from Marseilles to Greece. After a stay in Greece of "several months, full of privations and disappointments, he went to Italy, where in Rome he found a home in the house of Niebuhr, the famous historian, and wrote his first work in German : “ Diary of my sojourn in Greece,” (Leipzig, 1823.) With Niebuhr he returned to Germany, but, in spite of solemn assurances that he should bo permitted to live undisturbed in any part of the Prussian monarchy, he was watched and x>ersecuted by the police, and in 1824 again imprisoned, but liberated through Niebuhr’s intercession. He now, under the worn de plume of Franz Arnold, published a volume of German poems, “ Songs of Wine and Joy,” ( Wein und Wonnelieder,) (Berlin, 1825.) Axiprised that a new imx3risonment was threatening, he fled to England in September, 1825, and lived for some time in London, where he earned a scanty living by giving x)rivate lessons. In the year 1827 he came to the United States, and lectured in several cities on polit¬ ical and historical subjects. He also started a swimming-school in Boston according to the x)rincixfles of General von Pfeul, whose pupil he had been in Berlin. In 1835 he became professor of history and political science in the college at Columbia, South Carolina, and in 1858 xn’ofessor of the same studies at Columbia College, New York, in which position he remained until his death. Soon after his arrival in the United States he displayed a great literary activity. Besides a large number of pamxffiiets and speeches on historical, political, and scientific questions, he wrote a number of large works, the more important of which are given in chronological order : Encyclopaedia Americana, (13 vols., Philadelphia, 1829-1833.) Letters to a gentleman in Germamy, (Philadelphia, 1834.) Essay on subjects of penal law, and on uninterrupted solitary confinement at night and labor by day, (Philadelphia, 1834.) Legail and political hermeneutics, or xirincixfles of interxiretation and construction in law and politics. On international cox)yright. On Anglican and Gallican liberty. Reminiscences of an intercourse with Niebuhr, the historian, (1837.) Political ethics, (2 vols., Boston, 1838.) Laws of property, (2 vols., New York, 1842.) Bruchstiicke fiber Gegeustande der Strafkunde, (Fragments on penal subjects,) (Hamburg, 1845.) Ueber die Uuabhaugigkeit der Justiz und die Freiheit des Rechts, (On the indei)end- ence of justice and the liberty of the law,) (Heidelberg, 1848.) On institutional self-government, or discourses on civil freedom, (Philadelx3hia,1853.) When our late civil war broke out. Dr. Lieber was one of the first to struggle, by tongue and x>en, against the madness of secession, and to impress upon the country the value of the institution which the insurrectionists were attempting to destroy. He continued his labor of love during the whole period of the war, publishing many treatises, letters, and addresses upon the stirring topics of the time. After the close of the war his pen was still busy with questions of x^ublic interest — ^tho jury question, changes in' the State constitution of New York, international copyright, fallacies of American protectionists, and points of international law. As a teacher. Dr. Lieber’s method of instruction was admirable. He never adopted in his lectures the simple narrative style, detailing events, nor, in recitation, the question- NEW YORK. 255 and-answer plan of drawing out the knowledge of a .student on any given subject. Ho referred to the text-book for facts, and exerted himself to show the causes — remote and proximate — of events, and their influence ; to give history, not in segregated i)arts, but as a whole, and philosophically. Not aiming at that science, falsely so called,” which imagines that it has found something better than the revelation of the Most High, he lived and died with all the consolations of the Christian faith. CHARLES ALFRED LEE. — OBITUARY. Charles Alfred Lee, A. M., M. D., professor emeritus of materia medica and hygiene in the University of Buffalo, died at his residence in Peekskill, New York, February 14, 1872. He was born in Salisbury, Connecticut, March 3, 1801 ; descended from the Lees and Browns of Massachusetts and Connecticut, who for more than two centuries had occupied distinguished xDOsitions ; spent much of his youth with an uncle in Sheffield, Massachusetts, where he fitted for college, at Lenox Academy ; graduated at Williams College, 1822 ; as M. D. at Berkshire Medical College, 1825 ; practiced two years in his native town, and moved to New York in 1827, where, by sound principles, close atten¬ tion to business, and indomitable perseverance, he soon overcame all the difficulties that usually lie in the path of young men, and took his iilace in the front rank of the profession. He was a profound thinker, an enthusiastic, ceaseless worker, and a public-spirited man. Dr. Lee had an extensive pri vate practice — after 1850, chiefly consultation ; was one of our best American teachers, but won his highest rex)utation as an author and editor of medical works. He was one of the founders of the Northern Dispensary of New York City, in which he was for four years the attending physician ; of the medical departments of the University of New York, and University of Buffalo, in both of which he was x>rofessor, as also in the medical colleges at Geneva, New York; Wood- stock, Vermont; Brunswick, Maine; Pittsfield, Massachusetts; and Columbus, Ohio. His greatest work was the American edition of Dr. James Cojieland’s Dictionary of Practical Medicine, the most conijilete and valuable work on the theoi-y and j)ractice of medicine ever issued from the English or American x>ress. For an account of his other works, labors in hospitals, &c., see Dr. Toner’s article in the New York Medi¬ cal Journal, April, 1872. DENNIS H. MAHAN. — OBITUARY. Among the men of science who have recently ended their labors and taken their place in history, no one has left a wider space or a more honorable record than Dennis H. Mahan, LL.D., late xirofessor of engineering in the Military Academy at West Point. Mr. Mahan entered the academy as cadet, from the State of Virginia, July 1, 1820; was graduated at the head of his class, 1824, and commissioned in the Corps of Engi¬ neers. He immediately ax3X>lied to the Government to be sent abroad, and in the best schools of Euroxie completed an education which had been well begun at home. He had early learned how to study ; was a laborious student and an ardent lover of knowl¬ edge, regarding his diploma as the evidence, not of a work completed, but of the first stex) in the x^ath of science. In 1832, soon after his retura, he was ax^poiuted professor of civil and military en¬ gineering, and brought back to his alma mater the culture of a man of science, the manners of a traveled gentleman, with the laudable ambition of doing a noble work in the national school which he ever honored and loved. Here he x^assed a laborious and useful life. The science which he taught was applied on every battle-field of the late war. Not a campaign was planned, or a trench dug, in which his instructions were not heeded. The dexDartment of civil engineering is also greatly indebted to his labors, for here, as in his own sx^ecial line, his works are the standard text-books. His social and domestic life was marked by culture and affection. For many years he was a communicant of the Exiiscopal Church, and bore himself with the amenity of a Christian gentleman. The returning graduates will find his grave in the public burying-ground, sur¬ rounded by the tombs of many heroes and by all that is grand and beautiful in nature. GEORGE W. EATON. — OBITUARY. George W. Eaton, D. D., LL.D., late president of Madison University and Hamilton Theological Seminary, in the State of New York, was born near Huntington, Pennsyl¬ vania, July 3, 1804. In 1805 his family removed to Ohio, where he was afterward pre¬ pared for college, and in 1822 matriculated at the Ohio University. 25 G EEPOET OF THE COMMISSIONER OF EDUCATION. Having remained at the university two years, the circumstances of his father ren¬ dered it necessary for him to relinquish his college course for a time that he might pro¬ cure funds for its completion. With this object in view he spent two years teaching in Prince Edward County, Virginia, at the end of which time he made, principally on foot, a tour of the seaboard States, as far north as Massachusetts, spending some time at Princeton, New Jersey, and at Andover, Massachusetts, and then, in 1827, en¬ tered the junior class of Union College, at Schenectady, New York, where, under the presidency of the late noted Elii)halet Nott, D. D., LL.D., in 1829, Mr. Eaton was graduated with the highest honors of his class. In college he was associated with men who have since risen to places of the highest eminence in civil life. Among his college associates he was highly esteemed for his unselfish disposition, his keen sense of honor, and his generous bearing toward those whose scholarship and college honors did not equal his own. Having won the personal regard of President Nott, be was, immediately upon his graduation, elected a fellow and appointed a tutor in the college. In this position he remained one year, and then, in 1830, much against the wishes of the ijresident, who, long years after, spoke of the circumstance with regret, he left the college and became principal of Union Academy, at Belleville, in the same State. Having been elected to the chair of ancient languages in Georgetown College, Kentucky, in 1831, he removed to Georgetown, where he remained, during the latter part of the time acting as president, until 1833, when he was called to the professor¬ ship of mathematics and natural philosophy in what was then known as Hamilton Ifiterary and Theological Institution, located at Hamilton, New York, a school which had for its chief object the training of young men designed for the ministry in the Baptist denomination. This institution was, in 1846, chartered as Madison University, and by this action the theological seminary became so separated from the college that, though they occupied the same buildings, and some members of the theological faculty gave instructions also in the college, yet the former was controlled by the New York Baptist Educatioual Society, and the latter became subject to the regents appointed by the legislature of the State. Professor Eaton remained in the chair of mathematics and natural philosophy for four years, and at the end of that time, in 1837, was elected to that of ecclesiastical history in the theological school. In 1844 he received the honorary degree of Doctor of Divinity from his alma mater, and in 1850 was elected professor of systematic theology. In 1856 he was elected to succeed Stephen W. Taylor, LL. D., deceased, as president of the university, still retaining his professorship of theology in the seminary. For twelve years he performed the double duty; as president, giving instruction in intellectual and moral i)hilosophy, at the same time continuing his lectures in theology, until 1861, when he exchanged systematic theology for homiletics. These arduous labors were unremitted except in the years 1863 and 1864, when, his strength giving way, he sought relief in a European tour, during which he labored earnestly and efficiently to give a true idea of the nature of the conflict then raging in our country. In this tour he formed the acquaintance and secured the personal friendship of many of the most prominent men of Great Britain and the continent, among whom were Caesar Malau, Merle D’Aubignd, John Bright, Goldwin Smith, Professor Farrar, and Dr. McCosli. In 1868, his physical powers having been so severely taxed for years, he sought relief from a portion of his responsibilities, and therefore resigned the presidency of the university, retaining simply that of the theological seminary, to which he had been elected several years- before. Thenceforth he gave instructions only in homiletics, until, in 1871, he was forced to cease from all active labor. He died on the 3d of August, 1872. It becomes us here to speak of Dr. Eaton as a teacher — an educator. While as a writer he was perspicuous, classical, and glowing; while as an orator he was elevated, fervid, and eloquent; while as a preacher he was catholic, tender,, and convincing; while in the command of fit expression he had no superior and but few equals; yet it is as an educator that he deserves to be spoken of here; and justice demands a careful pen. Perhaps his first and most prominent characteristic as a teacher was the enthusiasm with which he entered every department of instruction to which he was called. It was his first business to make himself thoroughly familiar with the whole field of investigation, and he rested not until he had examined every cognate ques¬ tion — encompassed all that could be regarded as valuable in the literature of the subject. He could never rest while there was another author unread and unweighed. The in¬ satiate thirst for knowledge with which be began never left him through the whole forty- two years during which he occupied the position of teacher; and even after retirement from active duty, he still seemed as anxious, as zealous, for new truth, as unremitting in his investigations and readings, as when he first began his splendid career. Though he occupied so many diflerent chairs, and had occasion to pursue so many difterent courses of study, he yet seemed as much at home in any one of them as though that had been the one department to which he had given his life. NEW YORK. 257 Another characteristic of the teacher avos the enthusiasm rs liich ho carried into the class-room and infused into his i)upils. When he taught mathematics, the mathemat¬ ical spirit seemed to pervade the school. Other professors sometimes complained that the attention of the students \Yas given too exclusively to mathematics. When he taught history, then history seemed to be the prominent subject, and historical themes would bo presented on public occasions. And when he taught metaphysics it was the same thing again ; questions in meta])hysical science from Kant, Cousin, Reid, Hamilton, and McCosh, came in for discussion, criticism, or approval. In theology ho adhered to the milder type of the Calvinistic system ; and as he unfolded to his classes the, to him, glorious and blessed doctrines of sin, redemption, atonement, and interces¬ sion, his whole soul seemed iufused into the subject, the tear would often stand in his eye, and, rising from his chair, he would pour himself out in a tlood of extemporaneous eloquence, which sent thrills of delight as well as of admiration through the hearts of Lis pupils. The memory “of the doctor’s” lectures aud gushes of eloquence lives in the hearts of hundreds of his pupils, as affording some of the highest pleasures of their lives. In his teachings he was at the furthest remove from dogmatism. Every point had to be carefully presented, with all the pros and cons, aud then the couclusioii was drawn from the whole. It was his delight to set his pupils to investigations on their own account, and they seldom left the lecture-rooms without being sent to the libraries to examine some author, with instructions to bring the results of their investigations for consideration at a future day. The consequence of all this was that very few of his pupils ever found occasion to differ with him. He treated their opinions and ob¬ jections so courteously, aud presented the rebutting arguments so kindly, that he dis¬ armed opposition before it had arisen, aud the objector felt that his points were fairly met and completely demolished. Finally, we would mention, as further characteristic of the man, the strong personal attachment formed by the pupil for the teacher, and so warmly reciprocated on his part. It is probable that no man ever spent any considerable time under his instruc¬ tion without becoming thus bound to him by ties of affection. His appreciation of what was meritorious in the effort of the pupil, and his criticism, so kind and so just, caused him who had most to bear to feel that he was honored by the strictures of his teacher; and then the sympathy with which he opened his heart to the trials and hardships of those who were contending with poverty, his efforts at assistance where it was within his power, made the most desponding hopeful and the weakest strong. So deep and reliable was this personal attachment that his government of the college was hardly known as such. He ruled by love; so seldom had occasion to resort to other measures that some even thought that “discipline” was a nullity, aud yet, during his presidency, he accomplished some of the most difficult feats of discipline which are known to college presidents. What has often shaken other colleges to their very cen¬ ters aud even sent a*way whole classes, was by him accomplished so quietly that some hardly knew that trouble existed. And it was because of the respect and love of the students who would not wound the feelings of their president. It was always counted among the felicities of the alumni of Madison University that they were permitted to experience “ a shake of the doctor’s hand.” His memory will be blessed as long as one of them survives to tell of his love for his old teacher. His remains lie in the college cemetery, in a spot overlooking the scenes of his life- work and the landscape which he ever regarded with the fondest delight. FACTS FROM THE UNITED STATES CENSUS. Area and population. — In 1870 New York was the first State in population, having 4,382,759 inhabitants within an area of 47,000 square miles, an average of 93.25 xrer- sous to the square mile. This population consisted of 4,330,210 wUites, 52,081 colored, 439 Indians, and 29 Chinese. Of these, 3,244,406 were natives of the United States aud 1,138,353 were foreign-born. Of the native residents 2,948,883 whites, 38,504 colored, aud 389 Indians, were born within its borders, while of the foreign residents 316,902 were born in Germany, 110,071 in England, and 528,806 in Ireland. School attendance. — According to Table IX, vol. 1, of Census Report, 846,796 persons attended school, aud of these, 40,146 were foreign-born. Of the 841,157 white scholars, 430,731 were males and 410,426 females. Of the 5,588 colored pupils, 2,835 were males and 2,753 females. One female Chinese, also 25 male and 25 female Indians, Avere le- X)orted as attending school. Illiteracy. — Two hundred and thirty-nine thousand two hundred and seventy-one inhabitants, of all races, 10 years old and over, were unable to write, and of these, 168,569 were foreign-born. Age and sex of illiterates. — Of the 228,424 white illiterates, 19,899 were from 10 to 15 years old, and of these, 10,772 were males and 9,127 females ; 18,573 were from 15 to 21 years old, of whom 8,138 were males and 10,435 females ; 189,952 were 21 years old and over, of whom 73,208 were males and 116,744 females. Of the 10,730 colored illiterates, 17 E 258 EEPORT OF THE COMMISSIONER OF EDUCATION. 737 were from 10 to 15 years old, and of these 371 were males and 366 females ; 1,207 were from 15 to 21 years old, of whom 585 were males and 622 females ; ‘8,786 were 21 years old and over, of whom 3,912 were males and 4,874 females. Thirteen male and 2 female Chinese, also 45 male and 57 female Indian illiterates were reported. Educational institutions. — According to Table XII, vol. 1, of Census Report, the total number of educational institutions was 13,020, having 28,918 teachers, of whom 8,035 were males and 20,883 females, to educate 862,022 pupils, of whom 373,276 were males and 488,746 females. Amount and source of educational income. — The total income of all the educational in¬ stitutions was $15,936,783, of which $674,732 were derived from endowment, $9,151,023 from taxation and public funds, and $6,111,028 from tuition and other sources. Public schools. — The 11,678 public schools, with 23,729 teachers, 5,711 males and 18,018 females, were attended by 719,181 pupils, of whom 302,373 were males and 416,808 females. To educate these they had a total income of $8,912,024, of which $13,122 were derived from endowments; $8,385,330 from taxation and j)ublic funds, and $513,572 from tuition and other sources. Colleges. — The 24 colleges, with 412 teachers, 335 male and 77 female, were attended by 5,526 pupils, of whom 4,492 were males and 1,034 females. They had a total income of $1,393,559, of which $582,279 were derived from endowment, $133,805 from taxation and public funds, and $677,475 from tuition and other sources. Academies. — The 189 academies, with 1,197 teachers, of whom 445 were males arid 752 females, had an attendance of 24,212 pupils, 9,795 male and 14,417 female, and a total income of $1,292,684, of which $932 were derived from endowment, $133,548 from tax¬ ation and public funds, and $1,158,204 from tuition and other sources. Private schools. — The 819 day and boarding schools had 1,948 teachers; 623'male and 1,325 female, and were attended by 46,851 pupils, of whom 18,597 were males and 28,254 females. They had a total income of $1,880,277, of which $300 were derived from taxation and public funds, and $1,879,977 from tuition and other sources. Libraries. — Thirteen thousand seven hundred and seventy-one public libraries were reported, with 3,524,869 volumes ; also 7,158 private libraries, with 2,785,483 volumes, in all 20,929 libraries, containing 6,310,352 volumes. The press. — The 835 periodicals issued had an aggregate circulation of 7,561,497 copies, and an aggregate annual issue of 471,741,744 copies. Churches.*— Oi the 5,627 church organizations, 5,474 had edifices with 2,282,876 sit¬ tings, and the church property w'as valued at $66,073,755. Pauperism. — Of the 14,100 paupers 5,289 were native whites, 664 native colored, and 8,147 foreigners. Crime. — Of 4,704 persons imprisoned June 1, 1870, 2,323 were native whites, 335 na¬ tive colored, and 2,046 foreign-born ; 5,473 persons were convicted during the year. Age and sex of population. — Of the total population 1,230,988 were from 5 to 18 years old, of whom 613,659 were males and 617,329 females ; 3,378,959 were 10 years old and over, of whom 1,658,504 were males and 1,720,455 females. Occupations. — One million four hundred and ninety-one thousand and eighteen per¬ sons of these ages were engaged in various occupations, of Whom 1,233,979 were males and 257,039 females ; 374,323 persons were engaged in agricultural pursuits, of whom 373,455 were males and 868 females ; 405,339 in personal and professional services, of w‘hom 233,569 were males and 171,770 females ; 234,581 in trade and transportation, of whom 229,789 were males and 4,792 females; 476,775 in manufactures and mechanical and mining industries, of whom 397,166 were males and 79,609 females. Age and sex of working population.— Oi the 1,491,018 employed x>ersons 44,588 were from 10 to 15 years old, of whom 29,661 were males and 14,927 females; 1,364,147 were from 16 to 59 years old, and of these 1,126,865 were males and 237,282 females ; 82,283 were 60 years old and over, of whom 77,453 were males and 4,830 females. SCHOOL OFFICIALS. Abram B. Weaver, Superintendent ofpuldic instruction, Albany. SCHOOL COMMISSIONERS. Counties and districts. Name. Post-office address. Alhfl.ny, first district Leonard A. Carhart . Coeymans. South Westerlo. second disti'ict Julius Thayer . third district John P. Wiiitbeck . West Troy. Albany. Cohoes. John 0. Cole, (c) . . . . . Murray Hubbard, (u) . Allegany, first district . Lucien R. Truman . Centreville. second district Richard L. Andrus . Bolivar. Brown, first district . Henry S. Monroe . Binghamton. Binghamton. Binghamton. second district . . Newton W. Edson . G. L. Earnham, (&) . NEW YORK. 259 School commissioners — Continued. Counties and districts. Name, Post-office address. Cattaraugus, first district . secoud district . Cayuga, first district. . . second district . third district . Chautauqua, first district . second district - Chemung . Chenango, first district . second district . Clinton, first district . second district . Columbia, first district . second district . Cortlaqd, first district . secoud district . Delaware, first district . secoud district . Dutchess, first district . secoud district . Erie, first district . second district . third district . Essex, first district . second district . Franklin, first district . second district . Fulton . Genesee . Greene, first district . second district . Hamilton . Herkimer, first district . second district . Jefierson, first district . second district . third district . Kings . . . Lewis, first district . second district . Livingston, first district . . second district. Madison, first district . second district... Monroe, first district . secoud district . . . . Montgomery . . New York . Niagara, first district . second district . . . Oneida, first district . . second district - third district . . fourth district . Onondaga, first district ... second district, third district . . . Ontario, first district . second district... Orange, first district . second district.... Orleans . Oswego, first district... second district third district.. Otsego, first district . . . . second district. Frank A. Howell . Jerome L. Higbee- . Samuel A. Cole . Leonard F. Hardy . Lewis V. Smith . B. B. Snow, (b) . Alonzo C. Pickard . Wellington Woodward.. Charles K. Hetfield . H. H. Kockwell, (b) . Matthew B. Ludington. . David G. Barber . Ira D. Knowles . Eobert S. McCullough . . . Hiram K. Smith. . . . Hiram Winslow . Cyrus Many, (c) . Daniel E. Whitman . . Kufus T. Peck . Isaac J. St. John . John W. McArthur . George W. Draper . Isaac F. Collins . B. Brittain, (d) . . Dr. Henry Lapp . James F.'Crooker . S. W. Soule . J. A. Lamed, (c) . William II. McLeuathan Thomas G. Shaw . Sidney P. Bates . Cyrus P. Whitney . Cyrus Stewart . Hi chard L. Seldon . John Beardsley . Hiram Borgardus . William D.' Smith . John D. Cliampion . Ezra D. Beckwith . Ali)honse E. Corley . Bennett F. Btoavu . Horace E. Morse . '. . . William G. Williams, (b) C. Warren Hamilton _ J. W. Bulkley, (c) . William Adams . Charles A. Chickering. . . John W. Byam . Eobert W. Green . Joseph E. Morgan . Pau.1 S. Maine . William E. Edmonds - George W. Lime . S. A. Elli.s, (c) . Charles Buckingham _ Henry Eiddle, (c) . David L. Pitcher . Jonas W. Brown . J ames Ferguson, (c) . Mills C. Blackstone . Charles T. Porter . Harvey S. Bedell . Eugene L. Hinckley . A. McMillan, (c) . I. Warren Lawrence _ George C. Anderson . Parker S. Carr . E. Smith, (c) . Ezra J. Peck . Eobert B. Simmons . George K. Smith . John W. Slawson . H. A. Jones, (c) . James H. Mattison . David D. Metcalf . Byron G. Clapp . George F. Woodbury _ Y C. Douglass, (c) _ _ _ _ Cbarles F. Thompson - Eli E. Clinton, jr . Machias. Eaudoli)h. Throopsvillo. AV eedsport. Genoa. Auburn. Busti. Jamestown. Hoi'seheads. Elmira. North Norwich, Oxford. Peru. Cliazy. West Taghkanick. Green Eiver. Hudson. Marathon. Solon. Walton. Bloomville. Clove. Ehinebeck. Poughkeepsie, Clarence. AVillink. Collins Centre. Butfalo. Jay. OlinstedviUe. Malone. Dickinson Centre. Gloversville. Le Eoy. Athens. Greenville. Hope Falls. Little Falls. Cedarville. Adams Centre. Philadelphia. Clayton. Watertown. New Lots. Brooklyn. Martinsburgh. CoiJenhagen. Livonia Station. Dansville. Earlyville. Perryville. Pittsford. Sweden. Eochester. Saint Johusville. New York. Lockport. Youngstown. Lockport. AVashiugton Mills. Deansville. Home. Prospect. Utica. Saliua. Borodino. Fayetteville. Syracuse. Canandaigua. Bristol. Monroe. Johnson’s. Newbury. Barre Centre. North Hannibal. Phoenix. Orwell. Oswego. Schuyler’s Lake. Butternuts. 260 ' EEPORT OF Counties and districts. Putnam . Queens, first district . second district . Eensselaer, first district . second district . Pichmond . Pockland . Saint Lawrence, first district - . . second district tliird district. . Saratoga, first district . second district . Schenectady . Schoharie, first district . second district . Schuyler . Seneca . Steuben, first district . second district . third district . SuflTolk, first district . second district . Sullivan . Tioga . Tompkins, first district . second district . Ulster, first district . second district . third district . Warren . Washington, first district . second district . . . Wayne, first district . second district . Westchester, first district . second district... thk'd district . Wyoming, first district . second tlistrict . Tates . THE COMMISSIONER OF EDUCATION. School commissioners — Continued. !Name. Post-ofldce address. Charles H. Ferris . Cold Spring. Glen Cove. Eugene M. Lincoln . Jamaica. Long Island City. Petersburgh. Wynantskill. Troy. Port Pichmond. Nyack. Hammond. Colton. Lawrenceville. Ogdensburgh. Ballston Spa. Saratoga Springs. Potterdam. Schenectady. Gallupville. Cobbleskill. W^atkins. Simon J. Schermerhorn . S. B Howe (c) . . . . . Ambrose P. Hunting . . . . . . . John Tan Voris . . . . . . Duncan C. Mann . William Hogan . . . W^ aterloo. John C. Higby, jr . . .Taonh H. Wnlr.ntt, . . Prattsburgh. Corning. Jasper. Piverhead. Edwin Whiting . Horace H. Benjamin . Thomas S. Mount . Stonybrook. Monticello. Charles Barnum . William H. Cole . Owego. Trumansburgho Caroline. Albert H. Pierson . Pohert G. H. Speed . Dr. C. Tan Stantvord . Kingston. Shawangunk. Ellen ville. Oscar Mulford . Horace W. Montrose . Adam Armstrong, jr . Chestertown. Abram G. Cochran. . Galesville. William H. Tifi’fc . Whitehall. John McGonigal . South Butler. Ethel M. Allen . Macedon. Franklin W. Gilley . . . Morrisania. George W. Smith . . Port Chester. Katonah. Joseph Barrett . John B. Smallwood . Warsaw. Pichard Langdon . Wethersfield. Josei)h W. Brown . Bluif Point. {a) President hoard of education. (6) Secretary hoard of education. (c) City superintendent. (d) Clerk hoard of education. NORTH CAROLINA. 261 WOKTH CAKOI.INA. {From report of Hon. Alexander Mclver, State superintendent of public instruction, for tlie period from March 14, 1872, to October 1, 1872.] EDUCATIONAI. FUNDS, Permanent fund. Balance on hand October 1, 1871 . |10, 022 12 Received for entries of vacant lands . 7, 068 17 Received for fines, &c . 6, 216 97 23,307 26 Paid for United States bonds . . . 16, 218 75 Balance permanent fund October 1, 1872 . 7, 088 51 Income fund. Balance on band October 1, 1871 . $178,523 55 Capitation taxes . 1,818 31 Interest on deposits . - . 400 88 Interest on United States bonds . 421 87 Dividends of Roanoke Navigation Company . 250 00 Interest on note for swamii-lands . . . 1, 513 50 Retailers’ tax . 28, 122 39 Auctioneers’ tax . 188 72 Total receipts . . . 211, 239 22 FINiysrCIAL STATEMENT. Received from State treasurer 187 1-’72 . $125,448 31 Received from poll-taxes . 108, 988 93 Disbursed for white schools . 88, 022 76 Disbursed for colored schools . 27, 256 14 Disbursed for school-houses . 16, 833 30 Disbursed for county examiners . . . 1, 154 20 Commission retained . 4, 473 15 Total disbursements . 137,739 55 Property tax for schools, 1871 . 38, 206 03 ATTENDANCE. Number of white males of school age . 94, 061 Number of white females of school age . 88,637 Number of colored males of school age . 44, 151 Number of colored females of school age . 41, 088 Number of Indians of school age . . . 396 Total scholastic population . 267, 938 Number of white males enrolled in school . 18, 830 Number of white females enrolled in school . 15, 464 Total white enrollment . . . 34, 294 Number of colored males enrolled in school. . 8, 304 Number of colored females enrolled in school . . . 8,083 Total colored enrollment . 16, 387 SCHOOL BUILDINGS AND TEACHERS. Number of public school-houses . 1, 627 Number of colleges and academies . 93 ^Number of white male teachers licensed . . .1 . . 1, 261 262 EEPOET OF THE COMMISSIONEE OF EDUCATION. Number of white female teachers licensed . 413 Number of colored male teachers licensed . 317 Number of colored female teachers licensed . 141 Whole number of teachers . 2, 132 Number of teachers’ institutes held . . . 8 THE SCHOOL SYSTEM. The superintendent says: We have had a system of public schools in the State since 1840. Prior to the war we had ample education funds. Additional sums were obtained by taxation. According to the reports of the superintendent of common schools, “ free public schools were kept three mouths every year within convenient distance of every child eligible in the State.” And yet the census of 1860 places North Carolina in the front rank of illiteracy. Applying the true test, “ By their fruits ye shall know them,” we are compelled to admit that the school system of North Carolina has been a failure. The first general assembly which met under the present constitution provided for a general and uniform system of public schools. The failure of this system resulted from the fact that, while the county commissioners were required to establish schools and authorized to order a tax for the purchase of sites, and for the building or renting of houses, they were given no authority to levy a county tax to pay the wages of teachers. The State school fund consists of 75 per cent, of the State and county capitation taxes, the income from taxes on auctioneers, and on licenses to retail spirituous liquors, and the income from the invested school funds. The whole amount which could be realized from these sources may be set down at fifty cents a year for each child in the State. It is true that the general assembly of 1868-’69 appropriated $100,000 for the support of public schools, to be paid out of the State treasury ; but this amount was not paid except by the tax of one-twelfth of one per cent., which was levied the following year. It is obvious that it would have required a very considerable tax on each township to build, repair, and furnish a sufficient number of school-houses, and to pay the wages of a sufficient number of teachers four mouths every year. The people, in their straitened condition, were unwilling to be taxed heavily for anything. In one case where the county commissioners attempted to levy such a tax, the matter was carried into the supreme court, where, in January, 1871, it was decided against the commis¬ sioners. The effect of this decision was practically to annul the school system of 1868-’69. This was the condition of the public-school system when the general assembly met in November, 1871. At the suggestion of the chairman of the senate committee on education, the super¬ intendent prepared a bill to revise the school law and provide for a system of public education. This wms adopted by a large majority in February, and went into opera¬ tion thirty days after its ratification. The present school law has, therefore, been on trial only since March 14, 1872. It is not and was not intended to be a complete sys¬ tem. It is but the germ of a system to be developed by future legislation. The extent to wdiich the present beginning of a school system shall be made to meet the wmnts of the people will depend upon the action of the general assembly. CONDITIONS OF THE PRESENT LAW RELATING TO SCHOOL FUNDS. ‘‘The school funds for the year 1872 are: 1. All balances of apportionment heretofore made and not applied in payment of teachers’ wages for schools taught prior to March 14, 1872. (The aggregate amount of these balances wliich has been paid by the State treasurer to the several county tieasurers since the ratification of the present school law is about one hundred thousand dollars.) 2. Seventy-five per cent, of the entire State and county poll-taxes for the year 1871, or so much thereof as shall remain after paying for the schools taught prior to March 14, 1872, according to the former law. 3. Seventy-five per cent, of the entire State and county poll-taxes for the year 1872. 4. Six and two-thirds cents on the one hundred dollars’ worth of all the property and credits in the State, and twenty cents on the poll. “ The school fund is not to be apportioned among the several townships as hereto¬ fore, but paid to teachers of free schools without regard to locality, in the order in which they may be presented. “ The board of education have adopted the rule that two terms of a public school may be taught in the same place in one year, if the school funds will justify it.” The superintendent thinks that “ the funds will be sufficient, on the present plan, to support schools four months in nearly all the counties in the State ; in many of the counties the funds will be sufficient to support two terms of four months each, in as many districts in the county as will make up free schools on the plan proposed. NOETH CAROLINA. 2G3 “ If tli8 people of any neighborhood desire to avail themselves of the pnblic-school money, they must make up, by subscriptiou, au additional sum sufficient to satisfy the teacher, and then employ the teacher. The teacher will he required by the school committee to have au assistant when the number of pupils is greater than he cau teach and govern well. ‘‘ If any neighborhood refuses to make up a school iu this way, it cau have no claim ■whatever to any j)art of the public-school funds.’’ DEFECTS OF THE PRESENT LAW. The greatest defect in the practical operation of the law is, that incompetent teach¬ ers are allowed to get teachers’ certificates. The county examiners yield to the idea that certificates must be given to a sufficient number of teachers to take charge of the public schools, and thus the school money is wasted. Another defect in the present law is, the want of uniformity in school-books. However competent a teacher may be, if, when he goes into a school of forty or fifty pupils, or a less number, he finds his pupils supplied with different kinds of school¬ books, as is now the case, he will be unable to class them as he might otherwise do, and it will be impossible for him to instruct them to advantage. Other defects noted are the failure to fix by law the time and manner of laying off districts, and the failure to make provision for the building and furnishing of school- houses. Concerning this, the superintendent says : “It should be submitted to a vote of the townships, whether or not a tax should be levied to defray half the expenses of building andfuruishing neat, substantial, and comfortable school-houses; the other half being paid out of the general school fund.” It is the intention of the superintendent at an early day to present to the general assembly a bill intended to remedy the defects of the laws and to jjerfect the school system. COMPULSORY EDUCATION. The superintendent,’ after quoting from the most distinguished educators upon this subject, and giving copious extracts as indications of iioiiular opinion on compulsory education, says : “ I am convinced of the necessity of adopting it in North Carolina.” His reasons for this conclusion he gives as follows: “According to the census of 1870, there are in this State 38,647 white children and 40,955 colored children, between the ages of 10 and 15 years, unable to read and write ; there are 31,911 white children and 44,805 colored children iu the State, between the ages of 15 and 21 years, unable to read and write. There are, in the State 191,961 whites and 205,0.32 colored, over the age of 10 years, unable to read and write ; adding 679 Indians, who can not read or Avrite, we find the sum total of illiterates in the State, over rhe age of 10 years, to be 397,690. The entire xmpnlation of the State is 1,071 361. If from this number Ave deduct the whole number of children in the State under the age of 10 years, and divide the remainder by 2, we will find that about one-half the population of the State, over the age of 10 years, are unable to read and write.” Upon the subject of the relation of education to crime he quotes largely from the last report of the Commissioner of Education, and continues : “ If it is true, as statistics abundantly prove, that pauperism and crime every where keep pace with ignorance, North Carolina has a gloomy prospect iu the future. Something must be done to arrest the evil. Comjmisory education is the remedy.” INDUSTRIAL EDUCATION. The superintendent further remarks that “ industrial education is a part of the system which can not be omitted. All children should be instructed in some one of the industrial pursuits of the State. They should be instructed to make an honest liAung. Instruction in trades and industrial pursuits will be more valuable than instruction in books ; but the latter is necessary to the former and bears to it the relation of means to an end. Every child in the State should be instructed in some trade, profes¬ sion, or pursuit. And if any parent or other person, having control of a child, neglects to do this, the law should inteiA^ene and secure the rights of the child and the safety of the State.” teachers’ institutes. The present school law authorizes and encourages the organization of teachers’ associations and teachers’ institutes. The general agent of the Peabody education fund, Rev. Dr. Sears, promised |;50 to each teachers’ institute which should be held in the State during the present year, under the provisions of the school law. This is the same as the amount given from the State school fund. This liberal and generous offer of Dr. Sears was advertised throughout the State early iu the year, but only six 264 REPORT OF THE COMMISSIONER OF EDUCATION. teachers’ institutes have been held in the State under the provisions of the law. To each one was paid $50 from the school fund and $50 from the Peabody fund. The attendance varied from 87 to 50. The superintendent suggests that if a well-qualified instructor could he appointed in each judicial district in the State, whose duty it should be to conduct institutes in every county in the district, and at the same time hold teachers’ examinations, the licensing of incompetent teachers would be efiectually prevented. EDUCATIONAL JOURNAL. The superintendent expresses the opinion that the department of education should have an organ to communicate with all school officers and teachers in the State upon all matters relating to schools, modes of teaching, &c. This has heretofore been done by means of circulars and letters, at very considerable expense to the State. If the general assembly should appropriate a small sum annually to assist in defray¬ ing the expenses of publishing a State journal of education, to be distributed among school officers, it would perhaps be the most economical mode which could be adopted to communicate information relating to public schools. Such a journal would be not only an organ of communication for the benefit of school officers and teachers, but it would become a depository of the history and progress of education in the State. EDUCATIONAL BENEFACTIONS. About seven years ago an association of ladies in the city of Boston undertook to es¬ tablish and support a school for white children in the South. Miss Bradley, a Boston lady, was delegated to select the place, and to organize and* superintend the school. She selected the city of Wilmington, in this State, where she established and has ever since maintained one of the very best schools in the State, supported mainly by the ladies of Boston. Many hundreds of children have been educated in this school, who, but for this noble charity, would have remained in ignorance — victims, perhaps, of vice and crime. About two years ago a wealthy Boston lady, who had been a large contributor in sup¬ port of Miss Bradley’s school, visited Wilmington. She was so well pleased with Miss Bradley’s work that she purchased a square in the city of Wilmington, and authorized Miss Bradley to have a building for a normal school put up at a cost of $30,000. That building, an ornament to the city of Wilmington, is now completed ; and the normal school is entirely free of tuition. The American Missionary Association, for the education of colored people, have main¬ tained schools for the colored people in the cities of Wilmington, New Berne, Raleigh, Beaufort, and other places since the close of the war. At one time there were 17 teachers and 1,600 pupils in Wilmington. The largest number of teachers reimrted at any time was 47. They now have a school at Wilmington with about 500 pupils ; one at Dudley with 100 pupils ; one at Raleigh with 100 pupils ; one at Beaufort, and one at Alamance. The Friends’ Freedmen’s Association employ 34 teachers, who instruct about 2,000 pupils. The Baltimore Association of Friends have also done much for education in North Carolina. As soon as the war was over they sent funds to carry on Friends’ schools in the South. A superintendent was sent to North Carolina. Teachers were employed, schools organized, school-houses built and furnished, school-books supplied, and edu¬ cational meetings held to rouse the people to the importance of the subject. The first yeai; twelve schools were established, in which about 900 ]>upils were in¬ structed. The schools were continued about nine-mouths every year. The number of schools and the number of pupils increased rapidly the first two or three years. The work has been going on now seven years. During the last four years the number of schools has been from thirty to thirty-four, and the number of x>Bpils instructed every year was from 2,700 to 3,300. These schools were at first intended for the children of Friends. Others, however, who desired to send their children were permitted to do so. If they were able to pay any thing, they were expected to pay ; otherwise, not. In this way all white children within reach of these schools were instructed upon equal terms. For the purpose of instructing the teachers and securing the best modes of instruc¬ tion in these schools, the superintendent collected the teachers once a year, and spent from four to six weeks iu training them in the best modes of teaching. Seven of these institutes have been held — one annually for the last seven years — at which from 50 to 100 teachers, or persons preparing to teach, were instructed every year. Three hun¬ dred and twenty persons have been instructed in these institutes. This association of Friends have also established a model farm near High Point, for the purpose of showing what can be done with worn-out lands in North Carolina. NORTH CAROLINA. 265 While these benefactions recognize the value of education, they also indicate the good-will of their authors. They are but so many olive-branches held out to the x>eople to unite in building up the prosperity of a common country upon the only basis on which it can be done — the education of the x^eoxile. EDUCATION IN CONGRESS. Extracts are given from an article written by the Hon. George E. Hoar, of Massa¬ chusetts, giving a very clear account of the two bills'which have been before Congress on the subject of education. No comment is made, but the fact is stated that the national educational association fully indorsed the bill now jiending in the United States Senate, and unanimously adopted a resolution asking the Senate to jiass the bill. STATISTICAL TABLES. The tables accompanying this report give the results of the present school-law from March 14, 1872, to October 1. It will be remembered that the six and a half months within these dates include the seasons of making and gathering croiis, when the great majority of the xieojile could not spare their children from work. The mode of start¬ ing and supporting schools was new to the people, and was not readily understood. Many preferred the former law, because it promised more money while it continued. Others sujiposed that the present law was unfavorable to the poor, because it was cal¬ culated to aid only those who could aid themselves. So that the jiresent exhibit can not be regarded as a fair test of the merits of the system. PEABODY FUND. Dr. Sears, in his sixth annual report, says : “ The public mind does not seem to be so well settled here in regard to free schools as in most of the other States.’’ The general assembly levied no State tax for schools for the present year ; and the poll- taxes were, in many cases, axijilied to other than school purposes. A letter from the suxierintendent says : “ In numerous instances the peoxile had not recognized the utility of free schools. “ I believe that your fund is doing much, not only to aid but to encourage education in this State, and that your rules are framed with great wdsdom and foresight.” About $10,550 have been expended from the fund, during the past year in the State, besides $1,000 set apart for teachers’ institutes. ‘‘ The State approxiriates $50 for every such institute held according to law during a period of four rveeks, and attended by tw'enty or more teachers. We have x>romised the same amount on the same con¬ ditions.” UNIVERSITY OF NORTH CAROLINA. This institution was opened to the jiublic in 1795. The jilan of the university in¬ cludes eight colleges. Of these, twm were fully and two j)artially organized at the date of the re^iort, July, 1871. The college of literature and the arts, and the college of j)hilosophy are fnlly organ¬ ized. The course in each of these extends over four years. A i)rex)aratory department is connected with them, for admission to wJiich no examination is required. The col¬ lege of agriculture and the mechanic arts is not yet fully organized, but instruction will be given in this department by the professor of agriculture. The normal college is not yet fully organized, but normal instruction will be given during the coming year (1870-’71) in connection with the classes in the college of literature and arts. The colleges whose organization is still to be effected are the college of science and the arts, the business and commercial college, the college of lawq and the college of medicine. The library of the university is the largest in the State. The charter speaks of the library as if it w ere to be a prominent part of the institution ; and with the gathering of the first classes, the library was begun. A yearly income wms approxniated to its extension, and imrchases of valuable books were at different times prior to 1825 made in Euroiie. The interest afterward declined, and for the last quarter of a century the library has been treated w'ith discourngiug neglect. It is now^ behind the require¬ ments of the times. One of the professors, wuiting about the year 18.36, said : “ The college library is never open to the students, and is almost never used by members of the faculty.” In 1850, a handsome building was erected for the library. It numbers now 6,700 volumes. The libraries of the dialectic and x>hilanthropic societies contain together about 15,000 volumes. 266 EEPORT OF THE COMMISSIONER OF EDUCATION. DAVIDSON COLLEGE. The twenty-fifth report of this college gives the number of students as 99, of whom 59 are from North Carolina. Although organized and controlled by Presbyterians, the instruction is not sectarian. The ch-ssical course occupies four years ; the scientific three. The large and admirable cabinets of minerals, shells, and fossils ofiter superior facilities for the study of mineralogy and geology. ^ TRINITY COLLEGE. The whole course of instruction in this college is embraced in eleven schools. The¬ ology or law may be studied exclusively ; in all other departments the student may make his own selection, but must take at least three schools. There are two courses for full graduation, of four years each. A preparatory school is connected with the college. “Certificates of proficiency’’ are given for satisfactory attainments in any school; also the degree of “graduate in a school,” in addition to usual degrees con¬ ferred by colleges and universities. NORTH CAROLINA COLLEGE. This college includes four departments— collegiate, scientific, academic, and theolog¬ ical. The latter was established by the Evangelical Lutheran Synod of North Caro¬ lina. The course of study in this department occuxiies two years ; in the collegiate, four. WAKE FOREST COLLEGE. A preparatory department is connected with this college. Besides the usual col¬ lege degrees, certificates of proficiency and graduation are issued. BINGHAM SCHOOL. This is organized as a military school. The courses of study are classical, English, and commercial. WESLEYAN FEMALE COLLEGE. This college is under the patronage of the Virginia conference of the Methodist Episcopal Church South, which has always furnished its president and agents. RALEIGH FEMALE SEMINARY. This seminary has two departments — preparatory and collegiate. Special facilities are offered for the ornamental branches. The geological cabinet contains several hun¬ dred specimens. SALEM FEMALE ACADEMY. This institution is believed to be the oldest existing boarding-school for young ladies in the Southern States. It is under the auspices and control of the Moravian Church. WILSON COLLEGIxVTE SEMINARY. This seminary for young ladies has three departments — primary, academic, and col¬ legiate. There is also an advanced class in literature for those who have completed the collegiate course. NORTH CAROLINA INSTITUTE FOR THE DEAF, DUMB, AND BLIND. With the close of the last session 11 of the pupils of this institution completed the allotted course of seven years. Of this number 3 were iiermitted to return to make special jireparation for teaching. At the beginning of the session a class of 25 was or¬ ganized for instruction in articulation and lip-reading. The results afford great reason for gratification. The mechanical deiiartment is not so flourishing as desirable. The priiiting-oftice has been in operation until within the last two months. Being very much in need of books, an old graduate of the institution was employed to do the printing. Great attention and labor have been bestowed upon the musical department. It is recommended that the State purchase the buildings used by the colored deaf, dumb, and blind, and save the annual rents for it, or provide elsewhere. Should this NORTH CAROLINA. 267 not be done, this class of pupils will be left wholly unprovided for. North Carolina was the first to undertake the education of colored j^npils of this class, and the hope is expressed that she will not now fail in her duty. The institution is in a generally flonrishiug condition. FACTS FROM THE UNITED STATES CENSUS. Area and pc pulafion.— In 1870 North Carolina was the fourteenth State in population, having 1,071,861 inhabitants within an area of 50,704 square miles, an average of 21.18 persons to the square mile. This population consisted of 678,470 whites, 891,650 col¬ ored, and 1,241 Indians. Of these, 1,068,832 were natives of the United States, and 3,029 were foreign-born. Of the native residents, 648,245 whites, 379,231 colored, and 1,202 Indians were born within its borders ; while of the foreign residents, 904 were born in Germany, 490 in England, and 677 in Ireland. School attendance. — According to Table IX, vol. 1, of Census Report, 65,301 persons attended school, and of these, 19 were foreign-born. Of the 53,868 white scholars, 28,357 were males and 25,511 females. Of the 11,419 colored pupils, 5,491 were males and 5,928 females. Eight male and six female Indians were al^o reported as attending school. Illiteracy. — Three hundred and ninety-seven thousand six hundred and ninety inhab¬ itants of all races, 10 years old and over, were unable to write, and of these 117 were foreign-born. Age and sex of illiterates. — Of the 166,397 white illiterates 38,647 were from 10 to 15 years old, and of these 20,240 were males and 18,407 females ; 31,911 were from 15 to 21 years old, of whom 15,384 were males and 16,527 females; 95,839 were 21 years old and over, of whoni 33,111 were males and 62,728 females. Of the 230,606 colored illiterates 40,955 were from 10 to 15 years old, and of these 21,313 were males and 19,642 females ; 44,805 were from 15 to 21 years old, of whom 21,341 were males and 23,464 females ; 144,846 wmre 21 years old and over, of whom 63,669 were males and 76,177 females. Two hundred and eighty-four male and 403 female Indians were also reported. Educational institutions. — According to Table XII, vol. 1, of Census Report, the total number of educational institutions was 2,161, having 2,692 teachers, of whom 1,739 were males and 953 females, to educate 64,958 puiiils, of whom 32,664 were males and 32,294 females. Amount and source of educational income. — The total income of all the educational institutions was $635,892, of which $9,160 were derived from endowment, $232,104 from taxation and public funds, and $394,628 from tuition and other sources. Public schools. — The 1,435 public schools, with 1,518 teachers— 1,125 males and 393 females — were attended by 41,912 pupils, of whom 21,279 were males and 20,633 females. To educate these they had a total income of $205,131, of which $600 were derived from endowment, $174,197 from taxation and imblic funds, and $30,334 from tuition and other sources. Colleges. — The 22 colleges, with 91 teachers, 60 males and 31 females, were attended by 1,526 pupils, of whom 694 were males and 832 females. To educate these they had a total income of $94,290, of which $5,820 were derived from endowment, $3,000 from taxation and public funds, and $85,470 from tuition and other sources. Academies. — The 111 academies, with 238 teachers, of whom 135 were males and 103 females, had an attendance of 5,006 pupils — 2,866 males and 2,140 females — and a total income of $98,631, of which $2,200 were derived from endowment, $1,040 from taxation and public funds, and $95,391 from tuition and other sources. Private schools. — The 542 day and boarding schools had 753 teachers — 378 males and 375 females — and were attended by 13,297 pupils, of whom 6,223 were males and 7,074 females. They had a total income of $178,621, of which $60 were derived from endow¬ ment, $4,448 from taxation and public funds, and $174,113 from tuition and other sources. Libraries. — Six hundred and fifty-six public libraries were reported, with 202,651 volumes; also, 1,090 private libraries, with 339,264 volumes; in all, 1,746 libraries, containing 541,915 volumes. ■ The press. — The 64 periodicals issued in the State, had an aggregate circulation of 64,820 copies, and an aggregate annual issue of 6,684,950 copies. Churches. — Of the 2,683 church organizations, 2,497 had edifices with 718,310 sittings, and the church property was valued at $2,487,877. Pauperism. — Of the 1,652 paupers, 1,119 were native whites, 528 native colored, and 5 foreigners. Crime. — Of 468 persons imprisoned, June 1, 1870, 132 were native whites, 330 native colored, and 6 foreign-born. One thousand three hundred and eleven persons Avere convicted during the year. Age and sex of population. — Of the total population, 359,930 were from 5 to 18 years old, of whom 182,421 were males and 177,509 females ; 769,629 were 10 years old and over, of whom 365,528 were males and 404,101 females. Occupations. — Three hundred and fifty-one thousand two hundred and ninety-nine 268 KEPORT OF THE COMMISSIONER OF EDUCATION. persons of these ages were engaged in various occupations, of whom 292,439 were males and 58,860 females. Two hundred and sixty-nine thousand two hundred and thirty-eight persons were engaged in agricultural pursuits, of whom 241,010 were males and 28,228 females ; 51,290 in personal and professional services, of whom 23,073 were males and 28,217 females; 10,179 in trade and transportation, of whom 10,094 were males and 85 females ; 20,592 in manufactures and mechanical and mining indus¬ tries, of whom 18,262 were males and 2,330 females. Age and sex of wording population. — Of the 351,299 employed persons, 47,789 were trom 10 to 15 years old, of whom 37,724 were males and 10,065 females; 279,055 were from 16 to 59 years old, of whom 232,583 were males and 46,472 females ; 24,455 persons were 60 years old and over, of whom 22,132 were males and 2,323 females. SCHOOL OFFICIALS. Alex. McIver, sup&'intendent piiblic instruction., Baleigh. COUNTY EXAMINEES. County. Examiner. County. Examiner. W. S. Lone?. Lenoir . W^. A. Coleman. Alex.ancler . W. E. White. Liucoln . . R. W. Wetmore. Macon . E. M. Scruggs, J. R. Sams. Anson . W. 0. Bennett. Madison . Beaufort . Burton Stilley. Martin . ; . H. H. Lanier. Bertie . David E. Tayloe. John N. Bennett. McDowell . M. L. Kayler. J. B. Boone. Brunswick ............ Mecklen burgh . Buncombe . . . Edward J. Astan. Mitchell . S. M. Green. Burke . Neilson Tally. D. B. Bruton. Monfe^omery . W. T. H. Ewing. W. J. Stewart. Cabarrus . . . . Moore . Caldwell . George H. Hound. T. B. Bousliall. Nash . A. W. Bridgers. A. R. Black. flamrlen . . New Hanover . Carteret . . . E. L. Perkins. Northampton . A J. Britton. Catawba . . M. E. Lawrence. Onslow . L. G. Woodward, Chatham . J. W. Hatch. Orange . Samuel W. Hughes. Frank Yaughan. J. T. Smith. Cherokee . W. H. H. Hughes. Jeptha A. Ward. W. A. Curtis. Pasquotank . Chowan . Perquimans . Clay . Person . J. J. Lansdell, Cleveland . L. N. Durham. Pitt . S. E. Hines. Columbus . J. W. Council. Polk . E. J. Bradley. Craven . C. A. Nelson. Randolph . M. S. Robbins. Currituck . V. L. Pitts. Richmond . H. H. Crow son. D.avidson . E. Raper. B. F. Lunn. Robeson . D. C. McIntyre. W. N. Mebane. JJavie . Rockingham . Duplin . Alex. Kirkland. Rowan . R. A. Knox. Edgecombe . Franklin . . W. A. Duggan. Robert M. Furman. Rutherford . Sampson . . W. W. Wallace. B. F. Grady, jr. S. J. Pemberton. Gaston . R. W. Sandifer. Stanley . Gates . M. L. Eure. Stokes . . . W. A. Flint. Granville . James B. Floyd. John Harney. N. Mendenhall. Surrey . . . J. C. Gilmer. Greene . Tyrrel . John A. Spruill. AY. AVhitaker. Guilford . . . Wake . Ilalifax . J. H. Nothing-ton. Warren . Joim E. Dugger, Haywood . . W. T. Wilson. W^ashington . Lewis C, Latham, Henderson . J. W. Kilpatrick. Watauga . William F, Shull. Hertford . J. B. Slaughter. W ayne . John Robinson. Hyde i1lrp.ers. “ Thus we claim, that by such management and forethought on the part of the teacher as becomes so important a calling as his, many advantages of the study of the natural sciences may be secured, in and below our grammar schools, without greatly diminishing the valuable results now sought through an almost exclusive devotion to text-book routine. In this we do not advocate smattering ; but insist all the more severelj^, as our interest rises in the work here recommended, that a correct and thorough method of teaching the text-books is the shortest way out of them, and the true and only way to gain time for this important work. “ In conclusion, let me beg you not to suppose that I am more interested in the few topics I have discussed than in many others. Music, well taught as a science in all our schools, may be of untold value in preparing the pupils for refined enjoyments, and for the exertion of powerful influences for good. I should like, also, to report some of the results of the sprightly conversational methods of teaching the modern languages adopted in our schools some years since, as compared with the results of the mere text¬ book routine of former years. The iiractice of early studying up short topics in biog¬ raphy, history, natural history, &c., as subjects of free conversations in the class, has added great interest and efficiency in the acquisition of the languages, besides furnish¬ ing an occasion, under the hand of an intelligent teacher, for the accumulation of much useful information.’^ STATE REFOEM SCHOOL FOR GIRLS. The general workings of this institution during the iiast year have been highly sat¬ isfactory. The improvement of the inmates has been, almost without exception, very marked. The entire enrollment of the school at the close of the last year was 104, of whom 5 have been discharged by the trustees, 2 by legal process, 2 by expiration of time, and 1 died. The age prescribed by law for admission to the institution is from 7 to 16 years. The average age of those admitted during the first year was 15 years ; of the second year, 13 years ; and of the third year, 12^ years. The rapid increase in the number of pupils has made it necessary to ask of the legislature an appropriation of $12,000 for one new building, and $5,000 for remodeling old ones to meet temporary de¬ mands. Eeceipts for the year, $25,759 ; aggregate expenditure, $18,180. TOLEDO UNIVERSITY OF ARTS AND TRADES. Mr. Jesup W. Scott, of Toledo, has donated 160 acres of land, valued at $80,000, within the limits of the city of Toledo, for the endowment of an institution to be known as the Toledo University of Arts and Trades. “All the advantages offered by this insti¬ tution are to be free of cost to the pupils who have not the means to pay for the same, and all others are to X)ay such tuition and other fees as the trustees may require.” The institution is to be open to both sexes. Mr. W. H. Eaymond has made a gift to the university ample for the endowment of a professorship. OHIO AGRICULTURAL AND MECHANICAL COLLEGE. The land-scrip voted by Congress to Ohio for the purpose of establishing a college of agriculture and the mechanic arts has been sold, and the proceeds, with the interest thereon, amount at the present time to nearly $460,000. This fund has been increased by $300,000, voted by the citizens of Franklin County, in consideration of the location of the college within the limits of the county. Of this sum $111,000 have been paid for 315 acres of land near the city of Columbus, and $112,000 are to be paid for the college building now in process of erection. The remainder of the $300,000 will bo expended for additional buildings, for axiparatus, and other necessaries. The - college building vras to have been comxrlcted by the Ist of November, 1872. The faculty is not yet chosen. As yet, our State has no institution which attempts to give a thorough scientific training, as a xireparation either for agriculture or the arts. This deficiency the agri¬ cultural and mechanical college will su^rply, and, if well conducted and liberally sus¬ tained, can not fail to give a comxfleteness to our educational system that has not thus far been attained. KENYON COLLEGE AND THEOLOGICAL SEMINARY. This institution embraces the theological seminary of the Protestant Exiiscopal Church in the diocese of Ohio, Kenyon College, and Kenyon grammar school. This school is l)rex)aratory to the college. Students are only admitted to matriculation in the col¬ lege after sustaining a satisfactory j)robation. The course of study in the theological seminary embraces eight departments, and extends through three years. Students in the seminary are allowed to attend, gratuitously, any recitations in Kenyon College. Aid is given to properly qualified students, by scholarshixis, or by the education com¬ mittee of the diocese. OHIO. 279 ANTIOCH COLLEGE. The educational course of this institution is thoroughly practical, and equal oppor¬ tunities are afforded to both sexes. Students not desiring to take the regular college course may pursue selected studies, and after a satisfactory examination receive cer¬ tificates of proficiency. A preparatory school is connected with the college, where students are fitted for the freshman class. To those not desiring to pursue a collegiate course this school offers the advantages of the best academies. B.\XDWIN UNIVERSITY. The design of the university is to provide for students, without distinction of sex, a thorough collegiate education in the college of arts ; and by means of other colleges and departments, to provide a thorough scientific basis for the professions and indus¬ trial pursuits of the country. The university embraces the college of arts, with a clas¬ sical, a scientific, and a preparatory department ; the German Wallace college, formerly the German dejiartment of the university, but now an independent college, includiuo- a theological school ; the college of pharmacy ; and the commercial department. Dui^ ing the term of 1872- ?3 a normal class will be conducted for the imeparation of teachers of common schools. Other departments will be added, as demands and means may justify. There are 50 perpetual scholarships for the use of orphans. ' OHIO WESLEYAN UNIVERSITY. The departments of this institution are collegiate, preparatory, scientific, and theo¬ logical. Special attention is given to modern languages and to practical surveying and engineering. An elective course is ijermitted. The museum is extensive and valua¬ ble, including an interesting collection of Indian relics. The arboretum on the college grounds is designed to include every variety of tree and shrub, native and foreign, that will grow in this latitude. The collection now embraces over 600 varieties. Valuable additions are annually made to the university libraries. CINCINNATI WESLEYAN COLLEGE. This institution, for the education of young women, includes six departments: pre¬ paratory, academic, collegiate, (with two courses, classical and scientific,) the depart¬ ment of modern languages, the department of music, and the department of drawing and painting. In the music department there are three grades, preparatory, academic, and normal. In the latter of these, pupils are fitted to become teachers of music. The college building is one of the finest and most commodious in the West. The average attendance for the last four years has been 230. OHIO FEMALE COLLEGE. This has been in successful operation for 21 years. The course of study is the same as in the best colleges for young men. Special advantages are offered for the study of modern languages, drawing, and painting. The college property is wholly unincum¬ bered by debt, and the institution, both in its financial and educational affairs, is in a prosperous condition. MEDICAL COLLEGES. The trustees and faculty of the Cleveland Medical College, which is in its twenty- ninth session, announce that they have added greatly to the educational advantages of the college, not only in the increase of instructors, but also in greatly enlarged clinical advantages and in the means of practical illustrations and appliances. It is claimed that the course of study is exceptionally thorough. The past session of the Miami Medical College was remarkably prosperous, the class being decidedly in advance of any preceding. The Cincinnati Hosi)ital, located near the college, offers special advantages for clinical study. The college is in its thirteenth session. The Starling Medical College is most advantageously situated in the vicinity of the State institutions for the insane, the idiotic, the blind, and the deaf-mute. The hos¬ pital of the Ohio penitentiary, and the city and county infirmary are open to the stu¬ dents. The college has been in operation twenty-five years. The Ohio College of Dental Surgery announces its twenty-seventh annual session. The candidate for graduation must have had two full years of pupilage with a reputable dental practitioner, inclusive of two complete courses of lectures in the dental college. OHIO INSTITUTON FOR THE EDUCATION OF THE BLIND. During the term commencing September 13, 1871, there were 105 pupils in theinstitu- 280 REPORT OF THE COMMISSIONER OF EDUCATION. tiou ; males 54, females 51. Of these, 28 are new pupils. In the different departments of the school a fair degree of success has been attained. The trades taught are hroom- making and chair-seating. Three men who entered to learn the broom trade have learned it, and left to go into business. lu addition to broom-making, the females are taught knitting, sewing, and bead-work. The new building of the institution is nearly completed. An appeal is made to the legislature for a larger appropriation. OHIO REFORM SCHOOL. The school is located upon a farm of 1,170 acres in Fairfield County. Since its opening, in 1858, there have been admitted 1,479 hoys. The number received during the year 1871 was an increase of 34 over the previous year. The average time of detention is 2 years and 6 months. The boys are classed in families, (50 in each,) and are cared for by officers, called “elder brothers.” No means are emj)loyed to prevent the boys from escaping. Most of them can, by judicious management, be trusted to go about without supervision, and without any danger of their running away. Five hours’ instruction are given in the school each day, and every boy works one-half his time, either on the farm or in the shops. HOUSE OF REFUGE. The twenty-first annual report, for the year 1871, states that the number of inmates dur¬ ing the year was 474; boys 389, girls 85. Average time of detention, 1 year, 4 months and 7 days. A peculiar feature of the institution is the division of the inmates into five distinct families, with entirely separate apartments, so that each family is prevented from communicating with the others. This prevents the contamination of the younger and better class by the older and more vicious. In the schools the children have made rapid advancement. A large number of those who have been discharged give satisfac¬ tory evidence of complete reformation. THE WESTERN RESERVE AND NORTHERN OHIO HISTORICAL SOCIETY. This society, located at Cleveland, Ohio, was organized in 1867. It is engaged in the work of collecting the materials for Western history, especially to discover, pro¬ cure, and preserve whatever relates to the history, biography, genealogy, and antiquities of the Western Reserve, the State of Ohio, and the great West. Its library is one of reference only, and is special in its objects. It contains 2,134 volumes, 3,100 pamiih- lets, 1,350 maps, and 28 volumes of bound manuscripts. The following are the officers of the society : Charles Whittlesey, president ; M. B. Scott and J. H. Salisbury, vice-iiresidents ; A. T. Goodman, secretary; Samuel Wil¬ liamson, treasurer. HON. SAMUEL GALLOWAY.— OBITUARY. Hon. Samuel Galloway, of Columbus, died of consumption April 5, 1872. He was born at Gettysburgh, Pennsylvania, March 20, 1811 ; removed to Ohio on the death of his father, just before his majority; graduated at Miami University, 1833; taught a classical school in Hamilton one year ; studied theology a year at Princeton; elected professor of Latin and Greek in his alma mater, but resigned after one term on ac¬ count of ill-health ; professor ancient languages Hanover College, 1839, but soon retired in feeble health; resumed the study of law, which he had commenced on leaving college, and was admitted to the bar in 1842 ; secretary of State, and ex-officio State superintendent of schools in 1844 to 1849, in which office he labored zealously and effectively for the improvement of common schools. He prepared six annual re¬ ports, ably advocating universal education, teachers’ institutions, normal schools, supervision, and other measures of improvement. The great educational revival, which began in 1845, and resulted in the liberal school legislation of 1848-49, was due largely to his efforts. He was three years president of the Ohio teachers’ association, from its organization in 1847. His interests in the association and in the progress of education continued through life. HON. WARREN m’CLINTOCK.— OBITUARY. Warren McClintock, superintendent of the London schools, died February 29, 1872. He was a graduate of Dartmontli College, Hanover, New Hampshire, 1864; superin¬ tendent schools, Waynesville, 1866 ; London, from 1867 till his death. OHIO STATE teachers’ ASSOCIATION. The twenty-fourth annual meeting of this association was held at Put-in Bay, July 3 and 4, 1872 ; President, George S. Ormsley, of Xenia. Besides the inaugural address OHIO. 281 by the president, an able address was made by E, 0. Vaile, of Cincinnati, on “ The studies required of a pupil in a public school.’’ Miss Harriet L. Keeler, of Cleveland, made a report on “ Object lessons.” These addresses and papers were discussed at length by President E. T. Tappan, W. S. Furby, John Hancock, Professor J. B. Weston, Professor John B. Perry, I’resident O. N. Hartshorn, of Mount Union College, President J. H. Fairchild, of Oberliu, and others. Officers elected : President, Ulysses T. Curran, of Cincinnati; recording secretary, L. S. Thompson, of Sandusky ; corresponding secretary, Lewis W. Day, of Cleveland. OHIO superintendents’ association. The third annual meeting of this association was held at Put-in Bay, July 2, 1872 ; President, R. W. Stevenson, who gave his inaugural address on Supervision : its ex¬ tent and its limitations,” which was discussed by President Tappan, of Kenyon Col¬ lege, Superintendent G. S. Ormsley, of Xenia, School Commissioner T. W. Harvey, and Superintendent W. Watkins. Superintendent S. Friudley pesented an able report on ‘‘Uniform classification and course of study;” G. 0. Fay reported upon “Methods of deaf-mute education ;” A. T. Wiles reported upon “A uniform method of computing percentages of attendance.” Each of these papers was discussed at length. Officers elected: President, Samuel Friudley, of Akron; secretary, H B. Furness, of Tiffin. ' FACTS FROM THE UNITED STATES CENSUS. Arm and ‘population. — In 1870 Ohio was the third State in population, having 2,665,- 260 inhabitants within an area of 39,964 square miles, an average of 66.69 iiersous to the square mile. This population consisted of 2,601,946 whites, 63,213 colored, 100 In¬ dians, and 1 Chinese. Of these 2,292,767 were natives of the United States and 372,493 . were foreign-born. Of the native residents 1,813,069 whites, 29,192 colored, and 52 Indians were born within its borders, while of the foreign residents 182,897 were born in Germany, 36,561 in England, and 82,674 in Ireland. School attendance. — According to Table IX, vol. 1, of Census Report, 645,639 persons attended school, and of these 13,437 were foreign-born. Of the 635,780 white scholars, 329,367 were males and 306,413 females. Of the 9,844 colored pupils, 5,097 were males and 4,747 females. Seven male and 8 female Indians were also reported. Illiteracy. — One hundred and seventy-three thousand one hundred and seventy-two inhabitants of all races, 10 years old and over, were unable to write, and of these 39,070 were foreign-born. Age and sex of illiterates. — Of the 152,383 white illiterates, 26,436 were from 10 to 15 years old, and of these 15,064 were males and 11,372 females; 16,059 were from 15 to 21 years old, of whom 8,568 were males and 7,491 females; 109,888 were 21 years old and over, of whom 41,439 were males and 68,449 females. Of the 20,766 colored illiter¬ ates, 2,389 were from 10 to 15 years old, and of these 1,274 were males and 1,115 females; 2,770 were from 15 to 21 years old, of whom 1,372 were males and 1,398 feujales; 15,607 were 21 years old and over, of whom 7,531 were males and 8,076 females. Niue male and 14 female Indians were reported. Educational institutions. — According to Table XII, vol. 1, of Census Report, the total number of educational institutions was 11,952, having 23,589 teachers, of whom 10,266 were males and 13,323 females, to educate 790,795 pupils, of whom 419,591 were males and 371,204 females. Amount and source of educational income. — The total income of all the educational institutions was $10,244,644, of which $222,074 were derived from endowment, $8,634,815 from taxation and public funds, and $1,387,755 from tuition and other sources. Puhlic schools. — Eleven thousand four hundred and fifty-eight public schools, with 21,743 teachers, 9,306 males and 12,437 females, were attended by 737,693 pupils, of whom 389,022 were males and 348,671 females. To educate these they had a total income of $8,528,145, of which $10,000 were derived from endowment, $8,495,145 from taxation and public funds, and $23,000 from tuition and other sources. Colleges. — The 33 colleges, with 268 teachers — 238 males and 30 females — were attended by 6,183 pupils, of whom 4,596 were males and 1,587 females. They had a total income of $300,054, of which $144,574 were derived from endowment and $155,480 from tuition and other sources. Academies. — The 94 academies, with 587 teachers, of whom 204 were males and 383 females, had an attendance of 12,191 pupils — 5,608 males and 6,583 females — and a total income of $491,125, of which $26,000 were derived from endowment and $466,125 from tuition and other sources. Private schools. — The 18 day and boarding schools had 26 teachers, 10 males and 16 females, and were attended by 648 pupils, of whom 268 were males aud 380 females. They had an income of $28,000. 282 REPORT OF THE COMMISSIONER OF EDUCATION. Libraries. — Six thousand and twenty-five public libraries were reported, with 1,334,363 volumes; also, 11,765 private libraries, with 2,353,000 volumes; in all, 17,790 libraries, containing 3,637,363 volumes. The lyress. — The 395 periodicals issued had an aggregate circulation of 1,388,367 copies, and an aggregate annual issue of 98,548,814 copies. Churches. — Of the 6,488 church organizations, 6,284 had edifices, with 2,085,586 sittings, and the church property was valued at $25,554,725. Pauperism.~Oi the 3,674 paupers, 2,659 were native whites, 201 native colored, and 814 foreigners. Crime. — Of 1,405 persons in prison June 1, 1870, 892 were native whites, 126 native colored, and 387 foreign-born. Two thousand five hundred and sixty persons were convicted during the year. Age and sex of populaiion. — Of the total population, 845,971 were from 5 to 18 years 'old, of whom 425,466 were males and 420,505 females; 1,953,374 were 10 years old and over, of whom 976,-588 were males and 976,786 females. Occupations. — Eight hundred and forty thousand eight hundred and eighty-nine persons of these ages were engaged in various occupations, of whom 757,369 were males and 83,.520 females; 397,024 persons were engaged in agricultural pursuits, of whom 396,267 were males and 757 females; 168,308 in personal and professional services, of whom 104,018 were males and 64,290 females; 78,547 in trade and trans¬ portation, of whom 77,690 were males and 857 females; 197,010 in manufactures and mechanical and mining industries, of whom 179,394 were males and 17,616 females. Age and sex of woidcing population. — Of the 840,889 employed persons, .38,437 were from 10 to 15 years old, of whom 34,392 were males and 4,045 females; 751,459 were from 16 to 59 jmars old, and of these 673,513 were males and 77,946 females; 50,993 were sixty years old and over, of whom 49,464 were males and 1,529 females. SCHOOL OFFICIALS. The names of superintendents of city schools will be found in the table of city school systems at the end of this volume. OKEGON. 283 OISE ersons, 458 were from 10 to 15 years old, of whom 417 were males and 41 females ; 29,066 w'ere from 16 to 59 years old, and of these, 28,439 were males and 627 females ; 1,127 x>ersons were 60 years old and over, of whom 1,112 were males and 15 females. SCHOOL OFFICIALS. Hon. Mr. Sampson, State sujgerintefndent, Salem. COUNTY OFFICERS. Baker . Benton . Clackamas. . Clatsop . . Columbia . . . Coos . Curry . Douglas. . . . Grant . Jackson . Josephine. . . Lane . Linn . Marion . Multnomah. Polk . Tillamook... Umatilla.... Union . Wasco . Washington Yam Hill... County. Name. Post-Office. J. T. Wisdom . A. E. Brown . J. A. McCrum . Kev. William A. Tenney, J. Hamilton . Isaiah Hacker . J. Canfield . C. W. Todd . J. A. Holmes . W. J. Stanley . A. Adams . T. G. Hendricks . T. J. Stiles . Bev. P. S. Knight . Hev. T. L. Eliot . J. C. Grubbs . . . John S. Tripp . . John Ingle . H. AVhite . Thomas Smith . A. J. Anderson . H. H. Hewitt . Baker City. Corvallis. Oregon City. Astoria. Saint Helena. Empire City. Ellen sherg.' Koseburgh. Canyon City. Jacksonville. Kerbyville. Eugene City. Albany. Salem. Portland. Dallas. Tillamook. Umatilla. La Grande. The Dalles. Eorest Grove. 288 REPORT OF TPIE COMMISSIONER OF EDUCATION. PENNSYILVANIA. [From report of Hon. J. P. Wickersham, superintendent of common schools, for the year ended June 3, 1872.J SCHOOL FUND. Penusylvaiiia lias no school fund; the money she pays for education being entirely raised by voluntary taxation. FINANCIAL STATEMENT. The following statement shows the receipts and expenditures for the year, excluding Philadelphia : Eeceipts. From collectors, unseated lands, and all other sources, exclusive of State' approiiriatious . . . . . . . . . $5, 120, 267 77 From State appropriation for 1871 . 318, 389 12 Total receipts . 5,438,656 89 Expenditures. Cost of instruction . . . $3, 221, 121 78 Fuel and contingencies . . . 863,738 96 Cost of school -houses, including renting, repairing, &c-. 2,535,637 39 Total expenditures . 6,620,498 13 Deficit 1,181,841 24 COMPAEATIVE STATEMENT. The following statement presents a comparison between the receipts and expendi¬ tures of 1871 and 1872 : Whole amount of tax levied and State appropriation, 1872 . $5, 879, 024 69 Whole amount of tax levied and State aiipropriation, 1871 . 5, 516, 801 73 Increase in 1872 . . . . 362, 222 96 Total expenditures of the system for tuition, building purposes, and con¬ tingencies, in 1872 . . . . . . . $6,620,498 13 Total in 1871 . . 6, 988, 888 75 Decrease in 1872 . 368, 390 62 EDUCATIONAL PEOGRESS. The following table shows the educational growth in the past eight years ; Tear. Graded schools. Superintendents. Average salary of male teachers per month. Average salary of female teachers per month. Cost of tuition. Cost of school- houses. Total cost, includ¬ ing all expenses. Number of teach¬ ers who attended count y institutes. 1865 . 1,743 65 $31 82 $24 21 $2, 515, 528 63 $465, 088 08 $3, 614, 238 55 2, 755 1866 . 2, 800 66 34 34 26 31 2, 748, 795 08 725, 000 00 4, 195, 258 57 3, 704 1867 . 3,225 68 35 87 27 51 3, 028, 065 70 1, 262, 798 68 5, 160, 750 17 3,944 1868 . 3, 362 75 37 28 28 76 3,273,269 43 1, 991, 152 55 6, 200, 539 96 10, 268 1869 . 3, 425 76 39 00 30 52 3, 500, 704 26 2, 455, 847 71 6, 986, 148 92 11, 381 1870 . 3, 872 79 40 66 32 39 3,745, 415 81 2, 765, 644 34 7, 791, 761 20 11, 2ie 1871 . 4, 634 81 41 04 32 86 3, 926, 529 88 3, 386, 263 51 8, 580, 918 .33 11, 890 1872 . 4, 998 85 41 71 34 60 4, 104, 273 53 2, 864, 113 35 8, 345, 072 78 11, 625 PENNSYLVANIA. 289 GENERAL STATISTICS. The condition of the school system for the year 1872, in comparison with its condition for tlie year 1871, including Philadelphia, is shown in the following figures : Whole number of schools in 1872 . 15, 999 Whole number of schools in 1871 . 15^ 700 Increase in 1872 . 299 Whole number of teachers in 1872 . 18, 308 Whole number of teachers in 1871 . 18, 021 Increase in 1872 . - . 347 Whole number of pupils registered in 1872 . 834, 313 Whole number of pupils registered in 1871 . 834^ 614 Decrease in 1872 . 301 Average attendance of pupils in 1872 . 536,221 Average attendance of pirpils in 1871 . 567, 188 Decrease in 1872 . . . 30, 967 The following are the statistics for the year 1872, excluding Philadelphia: Whole number of schools . . . . . Whole number of pnjiils . . . . Average attendance of pupils . . . Perceutage of attendance . Average length of school term . . . Average cost of tuition per month for each pupil . Whole number of male teachers . . . Whole number of female teachers . . . Average salaries of male teachers per month . Average salaries of female teachers per month . Average number of mills on the dollar, school tax . Average number of mills on the dollar, building tax . . . Amount of tax levied . Amount of tax levied and State appropriation . Total amount of State -appropriation paid to all the State normal schools . . . . 14, 415 . 699,802 . 464,127 . 66 - 6 months. - - - 99 cents. . 7, 674 . 9, 110 . $40 55 . $31 96 . 7. 27 . 5. 06 $5,229,024 69 $5,879,024 69 $284, 815 28 EXPENDITURE EOR THE CORNPLANTER INDIANS. Amount of appropriation for 1872 $300, 00 Paid for four months’ teaching . $100 00 Paid for school articles, books, apparatus, &c . 16 40 Paid for fencing and repairs . . 93 (30 Paid for two months’ teaching . 90 00 Total . . 300 00 teachers’ INSTITUTES. The entire number of institutes held throughout the year was seventy. These had in all a continuance of four hundred and forty-one days. The attendance of actual members was 11,625; of honorary members, 898 ; of spectators, 28,6-55. The institutes were instructed by 431 lecturers and 236 essayists, the cost to the several counties being $12,150. 18, to the members $4,812.03. Money was received from other sources to the amount of $4, 932. 97. Of the money received, $1,750.71 remain on hand. TECHNICAL EDUCATION. Mr. Wickersham, State superintendent of common schools, calls attention to the great need of technical schools throughout the State. He says : “ We have our Franklin Insti¬ tute, School of Design, and Polytechnic College, in Philadelphia, and our State Agricul¬ tural College. This is about all; and yet Pennsylvania has 4,000,000 people, and there is no better field on the broad earth for the disjilay of high art. To our shame be it 19 E 290 REPORT OF THE COMMISSIONER OF EDUCATION. said that the prreat hody of our skilled artisans are foreigners. AVe should furnish them for ourselves.’^ And again : It is fearful to think how much time is lost in our towns and villages. The average Pennsylvania village has no public i^lace better for spend¬ ing the time of a leisure evening, or a holiday, than the store, the saloon, the tavern, or the street-corner. Education should not end with school-days. We want schools for men and women. AVe need all our three score and ten years well improved to become the full-grown men and women God intended us to be.^’ BUILDING SCHOOL-HOUSES. The vast and steady increase in the money appropriated to building school-houses in the iiast five years has been truly wonderful. Much money has been loaned, and many school districts are now heavily in debt ; but this is inevitable under the law that limits the amount of tax that can be levied for building purposes. Nearly all the boards that have gone into debt have provided a sinking fund, and propose to make annual reductions in the amount owed by their districts. The falling off in the amount expended for school-houses during the last year is owing to the passage of the law of 1871, authorizing the several courts of com¬ mon pleas of the commonwealth to grant school directors power to borrow money to build school-houses. The feature of the law most objectionable is that which requires directors “ to produce to the court tlie consent, in writing, of a majority in number of the qualified electors ” of their resiiective districts. LENGTH OF SCHOOL TERM. The minimum term fixed by law for the schools to be kept open was, up to 1854, three months ; in that year it was made four months, and the last legislature enacted a law making it five months. All districts must now keep open their schools at least five months in the year, or lose their State ap^iropriation. NEED OF EDUCATIONAL REFORM. The suggestions made by Mr. AVickersham to the “ convention to revise the State constitution ’’ represent the improvements needed in the constitutional j)rovisions re¬ lating to education. The principal suggestions are that the arts and sciences shall be promoted in the several colleges of the State and other higher institutions of learning and schools of art; that normal schools shall be encouraged by appropriate legislation; that the general assembly shall provide ways of preventing truant, vagrant, and neg¬ lected children from growing up in ignorance ; that a department of public instruction shall be organized, comprehensive enough to embrace all the school interests of the State ; ,and that a State educational fund shall be provided by law. ORPHAN SCHOOLS. By an act of the legislature the control of the schools for soldiers’ orphans came into the hands of the superintendent of common schools June, 1871. He immediately directed orders to be issued for the admission into school of all children above the age of 8 years, amounting in all to nearly 500, whose applications were on file in the department, and also established the rule that, in future, all children legally eligible as soldiers’ orphans should at once be admitted into school, upon making proper applica¬ tion to that effect. This action increased the number of orphans in these schools to 4,235 during the year, and left, after all the discharges were made, 3,527 in them on the 31st of May. The actual number of children in schooFand the average number drawing money from the State were greater during the past year than during any other year since the system of orphan schools went into operation. During the winter the legislature, at the suggestion of Mr. AA^ickersham, removed the restriction' that kept from school chil¬ dren under 8 years of age, and all soldiers’ orphans, from before January 1, 1866, who have asked to be admitted into the schools, have been allowed the privilege. Much of the history of the orjihan schools is condensed in the following statement : Number of institutions in which there are soldiers’ orphans . 37 Number of orphans in schools and homes May 31, 1872 . 3, 527 Number of orders issued from May 31, 1872, to October 1, 1872 . 880 Number of discharges issued from May 31, 1872, to October 1, 1872 . 847 Number of orphans in charge of the State, October 1, 1872 . 3, 482 Number of orders of admission issued since system went into operation. 7, 218 Number of applications now on file . None. Probable number of orphans that will be cared for under the system.. . 7, 000 Cost of the system for the past year . $476, 245 47 AA’’hole cost of the system since going into operation . $3, 467, 543 81 Probable amount of future appropriations that will be needed . |1, 500, 000 00 PENNSYLVANIA. 291 Financial statement. State appropriation . $520,000 00 Unexpended balance for 1871 . 10, 962 94 Amount accruing from loans . 8,400 00 Total . . . 539,362 34 Expended for education, maintenance, and clothing ...... $467, 260 52 Expenses of department . 7,984 95 Deficit of 1870 paid . 38, 685 15 Total . . 513,930 62 Balance in treasury to the credit of the department . 25, 431 72 NORMAL SCHOOLS. The whole number of normal schools in operation in the State is six, and buildings are in course of erection for four others. The law of 1857 contemplates the establish¬ ment of twelve such schools, and from present appearances that number will be sup¬ plied within a few years. The report urges upon the State the importance of adopting and adhering to some broad general principles, by which the appropriations to these schools shall be equal¬ ized. The normal-school policy of Pennsylvania has differed from that of other States, in that the people have had more, and the State less, control in their management. The tendency of this policy has been to make the administration of the schools narrow and more disposed to seek private than public ends. To make this administration broader, to give it a greater degree of public confidence, and to unite more closely the private and public interests represented in the schools, the legislature at its last session au thorized the State supei inteudent of common schools, with the consent of the normal-school associations, to appoint two trustees to rej)re- seut the State in the boards of trustees of the several normal schools. The six normal schools already in operation have had since their organization 15,052 students, of whom 2,453 attended the past year ; have graduated 575, of whom 59 graduated the x^ast year. Four hundred and forty-one students have received State aid as graduates, and 1,049 as undergraduates. The normal schools had, during the past year, 74 professors and teachers. The aggregate number of volumes in their libraries is 9,956. PHILADELPHIA. CENTRAL HIGH SCHOOL. The attendance at this school continues steadily to increase, the average for 1871 being the unprecedented number of .575.42. It is now, however, near its limit, unless enlarged x)rovision be made for the recex^tion of students by the erection of a new build¬ ing. The growth of the school continues to be, where it is most desired, in the middle and higher classes, which proves conclusively that the full course of study is growing in favor. The demand among business men for its graduates continues in excess of the suxiply, and affords a gratifying indication of the good results of the methods of teach¬ ing x^ursued. What has been done in little more than a generation is but an earnest of what may be looked for in the future. THE NORMAL SCHOOL. This school comxffeted in December, 1871, its forty-seventh terra. Since its organi¬ zation, 3,401 pupils have been enrolled ; of that number 1,324 have graduated, and 1,916 have been appointed as teachers. The average attendance last year was more than 97 per cent. Of those who graduated this year, each one received a certificate of qualification to teach. It is recommended that there be established, in connection with the normal school, a school of practice, and that this include a kindergarten, in order to secure teachers well trained in object-teaching, thus making our x>i’imary departments schools of art. PUBLIC NIGHT SCHOOLS. The number of these schools has this year been increased, so that amxile accommoda¬ tions are provided tor all adults seeking instruction. Care has been taken to place these schools in the manufacturing districts of the city, where they are esiiecially needed. They are conducted with skill and success, and have an aggregate attend¬ ance of 6,353. 292 REPORT OF THE COMMISSIONER OF EDUCATION. NIGHT SCHOOL FOR ARTISANS. This school continues its useful and successful career. Almost every workshop is represented, and the lectures are lisrened to with the same degree of interest as in former seasons. The beneficial results which these night schools are working out in educating so many middle-aged, and even old men, and the manner in which they are i absorbing the old fire department and gathering in so many whose evenings were I spent in the engine-houses, are hopeful signs that the morals of the rising generation ! will be purified and society greatly benefited by the institution of these schools. I READING. , PUBLIC SCHOOLS. This is the first report of the Reading public schools since 1862. During that period the enrollment of the schools has increased from 4,012 to 5,852, or very nearly 46 per cent. ; the teaching force has increased from 80 to 112, (not including the normal-school teachers,) or 40 per cent. ; the average number of impils for each teacher, which was then 50, is now 52 ; and the cost of teaching has increased nearly 71 per cent. Until three years ago the school accommodations were entirely insufficient. Since then four new buildings have been erected, and an extension added to the high-school building. Over $80,000 have been spent for building purposes within two years. The school property is valued at $300,000. The whole number of sittings is 5,239. FEMALE PRINCIPALS. Six years ago a change was made in the management of the grammar schools, by the substitution of female for male principals. This change was made in the face of great opposition. The experiment, however, has worked well, and the schools give general satisfaction. HIGH SCHOOL. The high school, which was organized in 1852 with 1 teacher and 35 pupils, has grown until its jiupils number over 200, with 8 teachers. The greatest opxiosition was manifested when the male and female high schools were united in 1859, but this soon died out before the successful working of the system. THE NORMAL SCHOOL. Attention is called to the want of interest manifested by the teachers in the normal school. This is considered to be in great measure owing to the fact of their being- required to prepare lessons which have nothing, to do with what they need, namely, X)ractical knowledge of the best methods of instruction. It is suggested that if lectures were substituted for lessons, the interest would be greater, ancl more good would be acconqilished. Under the existing regulations of the normal school, each member is required to attain a fixed standard, to x)rocure a renewal of the superinteudenFs certifi¬ cate, without examination. The establishment of night schools was agreed upon last year, but was x>ostx)oned from financial considerations. ALLEGHENY. CONDITION OP SCHOOLS. The committee of inspection report the schools in a generally satisfactory condition. The study of drawing was introduced into the schools about two years ago, but its success thus far has been but jiartial, owing to the inability of most of the teachers to give adequate instruction. It is strongly recommended that a special teacher be ax)X>ointedfor this branch. The study of chemistry has been introduced into the higher grades during the year with great success. The committee deem it essential that it should be taught, so far as practicable, in all the grades. It is earnestly recommended that some means be adopted to retain the services of exiDerienced teachers, many of whom are seeking more remunerative emploj^ment elsewhere, while their places are filled with comparatively inexxierienced teachers. *. EVENING SCHOOLS. Evening schools were maintained during three months, with an enrollment of 931 and an average attendance of 412. The cost of these schools, xier x)ux)il, on total enrollment, is $25.72. The average cost per month of each pupil in the day schools is $1. The committee on colored schools report them fully equal to any of the others. PENNSYLVANIA. 293 SCHOOL FOR MUTES. The mute school has 36 pupils eurolled. Their progress is in the highest degree sat¬ isfactory, and the teachers, oue of them a mute, are indefatigable in their efforts. UNIVERSITY OF PENNSYLVANIA. The trustees of this institution, desirous fully to meet the needs of the times, have recently established a new department of the university, to be known as the depart¬ ment of science. Different departments have been heretofore established as the exi¬ gencies of the times seemed to demand them. The department of arts was established in 1755, that of medicine in 1765, that of law in 1789, that of the auxiliary faculty of medicine in 1864. The government and instruction of the students in the department of science will be in charge of a distinct faculty, under the general supervision of the provost and board of trustees. Charles J. Stille, LL.D., is provost of the university, and J. Peter Lesley, A. M., is dean of the faculty. The course will extend through four years. The first two years will be devoted to a thorough training in the preparatory and elementary mathematics, chemistry, &c., English studies, modern languages, and mechanical drawing. At the close of these two years the student will select one of four parallel courses, to which, during the remainder of the course, his attention will be confined. These courses are; 1. Analyt¬ ical and applied chemistry and mineralogy; 2. Geology and mining; 3. Civil en¬ gineering ; 4. Mechanical engineering. A new building, 260 feet front by over 100 feet in depth, and of most extensive and convenient arrangements, erected by the trustees for the accommodation of the dejiart- ment of arts and of science, was opened for the reception of students in September, 1872. The formal inauguration of the building took place October 11, 1872. The provmst, in his address, congratulated the faculties and trustees upon the fact that “we have here, at last, a true university, complete in all its parts, in which men may receive, in all the various departments of human knowledge, that training and liberal culture which shall fit them to be the leaders and guides of their fellow-mefi.’^ MEMORIAL WINDOWS. Hon. James R. Ludlow made the presentation of the memorial windows, and in doing so sketched briefly the history of the university. The Franklin memorial window is the gift of the alumni of the institution, in honor of the founder of the college of Philadelphia. In 1749, by the direct efforts of Benjamin Franklin, his friends sub¬ scribed £600 for tlie endowment of an academy. The building then used stood until very recently, and in its place the present structure was built. In 1755 a charter was granted for the college. This institution was the sixth in order of age of the colleges in the United States. Franklin was a trustee until the time of his death, and the early record-books remain in his handwriting as secretary of the college. Another memorial window is in honor of the Pemr family, to whom the college is much indebted. Thomas Penn, a son of William, contributed £4,500 in money, and 2,500 acres of laud in Bucks County, Pennsylvania. Other officers of the college are also commemorated: Ebenezer Kimersley, whose name is familiar to scientific men of Europe; David Rittenhouse, mechanician and astronomer, of whom Jefferson said, “the world has but one Rittenhouse, and it never liad one before;” Rev. .John Ewing, first provost of the university ; the Pattersons, father and son, both of whom held the office of vice-provost; Bishop De Lancey ; Alexander Dallas Bache, upon whom three univer¬ sities conferred the degree of LL.D.; Henry Reed, LL.D., who was lost on the steamer Arctic six mouths after his election to the office of vice-provost, and others. COST OF UNIVERSITY EQUIP.MENTS. The chairman of the building committee stated that the cost of the building, exclu¬ sive of sj)ecial fittings for laboratories, museums, &c., and the furniture, was $235,910. Professor Lesley, in the course of his address, remarked that it would need $100,000 to supplement the present equipment with a working laboratory and complete museums, and to endow chairs to make the faculty complete. AGRICULTURAL COLLEGE. The president of fjie agricultural college. Dr. James Caider, submits the suggestion that such recognition of the college be made by the department of common schools as will bring it into fuller co-operation in the State’s noble work of popular education, and that some provision be made by vrhich at least a few of the meritorious graduates of the schools may be enabled to avail themselves of the advantages provided by tlio combined bounty of the National and State Governments. 294 EEPORT OF THE COMMISSIONER OF EDUCATION. He adds: “To the graduates of the schools under control of the department, and to all the students sent to us hy the State, admission will be granted at any time to classes which their members may be qualified to enter ; and to them our charges, already quite low, will be further reduced. The charge for the full college year of forty weeks will be $‘200, which will include all expenses of board and tuition.” The college property consists of a tract of 400 acres, of which 100 have been set off as a model and experimental farm, and worked separately from the main college farm. Unusual facilities are offered for the study of chemical analysis. Students vrho have conscientious scruples against bearing arms are exempted from military drill, but will be required to work three hours each week. Until September, 1871, no j)rovision was made for lady students. At that time it was decided to admit them, and ladies are now admitted to the same course of study as gen¬ tlemen, are subject to the same rules, and receive the same degree. Dr. Calder suggests the ap^oointment of a committee by the legislature to act in con¬ junction with the board of trustees of the college in originating some practical jDlan for effecting a union between the agricultural college and the schools controlled by the State. WESTERN UNIVERSITY OF PENNSYLVANIA. The university comprises an academical department, a scientific department, a department of civil and mechanical engineering, a law department, and a preiiaratory department. The collegiate course extends over a period of four years ; the scientific, three. WASHINGTON AND JEFFERSON COLLEGE. Two full four-year courses are now organized in the college, and it is the plan of the trustees to enlarge and perfect these, and add others as the demands of the public may require and the resources at command will justify. The study of Greek and Latin in the classical course is made elective after the sophomore year. A ]ireparatoiy depart¬ ment is connected with the college. The report states that a professorship of agricul¬ ture and correlative branches would be filled by the opening of the next college year. DICKINSON COLLEGE. The principle of elective courses is carried out as far as the college resources permit. A scientific department and law department have been established during the last three years ; also, a biblical course for students iireparing for the ministry. PENNSYLVANIA COLLEGE. / The course of study occupies four years. The department of physical and natural sciences has been thoroughly reorganized, and now offers superior advantages for the study of these branches. The study of the German language is made a part of the reg¬ ular college course. A preparatory department is connected with the college. The number of under-graduates is 92. SAINT VINCENT’S COLLEGE. There are three courses of study — ecclesiastical, classical, and comm.ercial — besides an elementary school. This institution is under the care of the Roman Catholic Church. MERCERSBURGH COLLEGE. This college is conducted in the interests and under the care of the Reformed Church. A preparatory department is connected w'ith it. The collegiate course extends over a period of four years ; the preparatory, three. ♦ MUHLENBERG COLLEGE. This institution embraces two departments — collegiate and academic. The collegiate course occupies four years ; the preparatory, three. Arrangements are made for special studies. VILLANOVA COLLEGE. This institution was founded by the Augustine Fathers, and incorporated in 1848. It embraces two departments— collegiate and preparatory. The collegiate course extends through four years; the xireparatory, three. Scientific and commercial courses have been established. PENNSYLVANIA. 295 . URSINUS COLLEGE. ♦ This college was named in honor of Ursinns, the renowned German theologian. It embraces collegiate and academic departments ; also a theological course. PENNSYLVANIA MILITARY ACADEMY. The mathematical and scientific courses are the same as at West Point ; the classical department offers a full collegiate course. The institution is under strict military rule. LUTHERAN MISSIONARY INSTITUTE. This institute embraces three departments — iireparatory, collegiate, and theological. NAZARETH HALL. The method of instruction is the same as that usually pursued in Moravian schools. PITTSBURGH FEMALE COLLEGE. This institution is incorporated with collegiate powers and privileges by the legisla¬ ture of the State. It embraces a collegiate and a preparatory dexiartment, and a de¬ partment of music and drawing. UNIVERSITY FEMALE INSTITUTE. The regular course occupies three years. There is also a preparatory department, and a department of music and drawing. COTTAGE HILL COLLEGE. This institution, for the education of young ladies, was chartered in 1868 with full collegiate powers. It embraces a collegiate department, a scientific course, and a xu’e- paratory department. There were 5 graduates in 1872. SCHOOL OF DESIGN FOR WOMEN. This institution, located at Philadelphia, has for its object the systematic training of women in a knowledge of the xu’iuciples and xM’actice of the art of design, and their qualification for the x^ractical axii)licatiou of art to the common uses of daily life. Tlie school is divided into three distinct branches of study : Class A, ornament ; class B, laudscax)e ; class C, human figure; each with its subdivisions and sections. The course lasts from two and a half to four and a half years, according to the industry of the student. The fee is $20 per session of five months, excexit in the industrial classes, where tuition is free. The attempt has never been made to render the school self-sus¬ taining, as that involves the necessity of raising the tuition fee to an amount that would imxiair the usefulness of the institution and tend to defeat its object. There¬ fore, subscrixitions and donations are necessary to assist in meeting expenses. THE ACADEMY OF NATURAL SCIENCES. The Academy of Natural Sciences in Philadelxihia was founded by a few gentlemen who associated together with a view to mutual instruction and research in natural history. At first they met weekly at their own homes, in turn; then in rented rooms. In 1826 a hall was purchased, and the x>i’esent edifice was built in 1840. The society was founded March 21, 1812, and incorxiorated by an act of the legislature of Pennsylvania, apxiroved March 24, 1817, as a “ Society in Philadelphia for the encouragement and cultivation of the sciences, by the name of the ‘Academy of Natural Sciences in Phila¬ delphia.’ ” With the excexition of exemption of its hall from taxation, the society has received no aid from the treasury of the State, nor from that of the municixial government. It derives sux)X)ort exclusively from the semi-annual contributions of its members, and donations fro*m individuals. Its museum now contains about 400,000 specimens, many of them tyxucal, and some of them unique. They are classed as follows : 296 REPORT OF THE COMMISSIONER OF EDUCATION. Minerals . 6,000 Eocks . 700 V egetable fossils . . 2,000 Invertebrate fossils . 25, 000 Vertebrate fossils . 5, 000 Unarranged . 33, 000 Botany, (species) . 100, 000 Zoophytes . 1, 000 Crnstaceans . 2, 000 Myriapods and Aracbnida . 500 Insects, (species) . 25, 000 Shells, (species) . 20,000 Eep tiles, ( species) . 813 FishSs, (species) . . . 1,170 Birds, (specimens) . 31, 000 Birds’ eggs, (specimens) . . 5,000 Birds’ nests, (species) . 200 Mammals, (specimens) . 1,000 Osteology, (skeletons and pieces). 876 Human crania . 1,300 Mummies . 41 Microscopes . 5 Microscopic specimens . 225 Chemical apparatus, (pieces) ... . 1,500 Each sj)ecies is rej)resented by five or six specimens. During nearly a half century the museum has been opened gratuitously to the pub¬ lic two afternoons every week. The number of visitors became so large — as many as three or four thousand crowding into its saloons every afternoon — that few, if any of thena, were able to obtain a satisfactory view of anything. The movements of crowds gave rise to clouds of dust, which penetrated the cases and obscured the specimens. To obviate this, and to guard the collections against damage from dust and breakage of glass, an admission fee of ten cents has been charged since June, 1870. Classes from schools, accompanied by their teachers, are freely admitted. Artists and stu¬ dents from the school of design occasionally resort to the museum and library for aid in the exercise of their beautiful art. . The library, which is maintained for reference exclusively, and is free to all appli¬ cants, contains 23,000 volumes. The society has published eight octavo and seven quarto volumes, entitled “ Journal of the Academy of Natural Sciences in Philadelphia,” and twenty-four octavo volumes entitled “ Proceedings of the Academy of Natural Sciences in Philadelphia.” These volumes average 400 pages each. By means of its x^ublications the academy is in cor¬ respondence with two hundred kindred societies in different parts of the world. Through. the Jessup fund, held in trust for the purpose, the academy enables young persons to qualify themselves to engage in original researches in natural science. The income from all sources during the year 1872 was $6,600, and the expenditures about the same amount. This may be assumed as about the average annual cost of conducting the institution. IMORAVIAN SEMINARY FOR YOUNG LADIES. This institution was founded in 1749 as a church boarding-school ; and in 1785 was reorganized with power to receive pupils from other denominations. Under the Mo¬ ravian system, no degrees or diplomas are conferred, but certificates of character and scholarshiiJ are furnished. ALLENTOWN FEMALE COLLEGE. This college is conducted under the auspices of the Eeformed Church. It embraces three dexiartments — academic, and collegiate. HOLLIDAA^SBURGH SEMINARY. This institution is for the instruction of young ladies. The full course occupies four years. BROORE H.VLL FEMALE SEMINARY. This institution was organized under the auspices of Bishop Potter, of Pennsylvania. The course of study embraces classical, literary, and scientific dexiartments. There is also a dexiartment of music and art. WILSON COLLEGE. This is an institution for the education of young ladies. Its charter gives full col¬ legiate powers and xwivileges. Sxjecial advantages are offered in the dexiartment of music and fine arts. SWARTHMORE COLLEGE. This institution is under the care of the society of Friends. The college embraces a collegiate department, a scientific dexia.rtment, and a preparatory school, and is open to both sexes. PENNSYLVANIA. 297 WESTMINSTER COLLEGE. This institution is under the care of the Presbyterian Church, and is open to both sexes. It embraces three departments— collegiate, scientific, and preparatory. LEBANON VALLEY COLLEGE. This college is open to both sexes, and embraces a classical department, a ladies’ department, a scientific department, and a commercial department. THEOLOGICAL SEMINARY OF THE EVANGELICAL LUTHERAN CHURCH. The course of study extends through three years. The doctrinal system taught is that of the Lutheran Church. The number of graduates in 1872 was 9. THEOLOGICAL SEMINARY, GETTYSBURGH. This institution is conducted in the interests and under the care of the Evangelical Lutheran Church, though students of all Christian denominations are received. The course of study occupies three years. There were 11 graduates in 1871. JEFFERSON MEDIC^VL COLLEGE. The graduates of this college in 1872 numbered 114. Total number of graduates since organization, 6,052. Philadelphia oifers superior facilities for clinical instruc¬ tion, which is given at the various hospitals throughout the year. PENNSYLV^lNIA COLLEGE OF DENTAL SURGERY. The museum of this college is not surpassed by any dental museum in the country; and the faculty consider that “the facilities afforded for the acquisition of a complete theoretical and practical dental education stand unrivaled.” The number of graduates last year was 29. PHILADELPHIA DENTAL COLLEGE. Candidates for graduation “must have had two years’ private tuition, and have at¬ tended two full courses of lectures in a dental or medical college, one of which shall have been in this institution.” Degrees are otherwise conferred under certain con¬ ditions. The number of graduates in 1872 was 32. PENNSYLVANIA INSTITUTION FOR THE DEAF AND DUMB. The report for 1871 states that “at no time since the foundation of the institution was the number of pupils as large as it is at present.” An earnest effort was made by the directors to ascertain the number of deaf-mutes in the city of Philadelphia between the ages of 6 and 12 years, with the design of estab¬ lishing one or more day schools. Every leading paper in the city called attention to the subject, and requested the parents of such children to communicate with the directors. Only four communications were received. The success thus far in teaching articulation has been sufficiently encouraging to lead to the recommendation that this be made a permanent feature of the institution. The nnmber in this class is 25. Sboemaldug and tailoring are the trades taught. The directors have not thought it advisable to introduce any others. Sixty-nine boys have been employed at these trades with satisfactory results during the year. Pupils are not received under 10 years of age. The term allowed in the institution is six years. Of the 49 pupils dismifised during the year 30 had completed the full term. In February, 1871, the institution celebrated its semi-centennial anniversary. More than 300 persons educated in the institution assembled on this occasion. PENNSYLVANIA INSTITUTION FOR THE INSTRUCTION OF THE BLIND. The number of blirfd persons in the institution December, 1871, including assistant teachers and inmates of the “ industrial home,” was 183, of whom 103 are males and 80 females. Of this number 28 (including 18 in the home) support themselves wholly or in part as instructors, or in the industrial dei)artmeut ; 3 are i)aying pupils in full; 7 298 REPORT OF THE COMMISSIONER OF EDUCATION. in part. Over.50 of the former pupils of this institution have been, or are now, engaged as instructors in literature or music. The branches of instruction have been generally the same as taught for several years past. The manufacturing department is, as usual, in vigorous oiieration. The prin¬ cipal remarks that, “as so large a number of the blind must hereafter depend upon the work of their hands in skilled labor, this part of their education can hardly be over¬ estimated. The three departments of literature, music, and mechanical training are co-essential, and should be so considered in the organization of eveiy institution for the blind.’’ A number of the females learn cane-seating, and to operate on sewing- . , machines. The principal refers to the need of some provision in the shape of work¬ shops for the blind, after their separation from the institution, and quotes the example of the London Association for Promoting the General Welfare of the Blind. Reference is made in the report to the style of printing for the blind, which unites the capitals with the Boston system. The advantages claimed for the “combined sys¬ tem” are admitted, but the objection is made that it obliges the linger to distinguish 52 letters instead of 26, and defeats the hope of a simple, uniform print for adoption throughout this country. The accommodations for pupils are entirely occupied and insufficient for all the pur¬ poses of instruction. Many applicants are still waiting admission. It is many years since any material additions were made to the buildings, and in that time the blind population has nearly doubled. HOUSE OF REFUGE. The board of managers make their forty-fourth annual report. On the 1st of Jan¬ uary, 1871, there were in the white department 408 inmates; in the colored department, 139 ; total, 547. Received during the year, 263 whites and 53 colored. Discharged during the same period, 268 white and 73 colored. Remaining, January 1, 1872, in the white department, 337 boys and 66 girls ; total, 403 ; and in the colored department, 81 bo3"s and 38 girls ; total, 119. Whole number white and colored, 522. Average age in the white department, boys 14^ years, girls 15 years; in the colored department, boys 12-^ yeai's, girls 13-^ years. Letters received irom persons to whom former inmates have been indentured show that the reformation in many cases is assured. The managers consider that “the suc¬ cess that has attended these reformatory schools has amply repaid all the expense and anxiety attendant on their management.” The subject of having a school-ship, similar to those in Massachusetts, has been presented to the board, but no action has been taken. It is regarded as a subject of much importance and will be carefully con¬ sidered. JOHN SMITH RICHARDS.— -OBITUARY. John Smith Richards died in Reading, August 26, 1872. He was born in Robeson Townshi]), Berks County, February 8, 1815 ; enjoyed but meager advantages for schooling, the highest and last opportunity being a year at the old Reading Academj'-, at the age of 15. But from his childhood he was a diligent reader, and bj^ keeping a daily record of his boyish occupations he learned to use the pen. While tending store and serving as clerk at the iron-works, he studied algebra and geometry without a tutor ; studied Latin and law, and was admitted to the bar at the age of 22. The practice of writing for the newspapers, v/hich he commenced in his boyhood, was continued through life; and for seven years (1838-45) he edited the Berks and Schuylkill Journal. Ho was prominent as a lawyer and politician ; took a leading part in the temx>erance movement ; and was specially distinguished as the friend of education. Says the Journal : “ Not for half a century or more has any one passed away in Read¬ ing who was so widely useful in his day, or whose works will have so marked an influence for good on the rising generations. He was the father of the public-school sys¬ tem in our city, and the leader in every educational, literary, and progressive enter¬ prise.” For twenty-five years he had been closely identified with the schools of Reading; and at a time when the system of popular education met with the most powerful opposition, he stood side by side, in its defense, with such men as Thomas H. Burrows and Thaddeus Stevens. May the youth who enjoy the benefits of his labors emulate his diligence in the improvement of their greater opportunities. WILLIAM J. HAMILTON. — OBITUARY. Lieutenant William J. Hamilton died at his home in Bristol, February, 1872. For a short time he was assistant professor of mathematics and military tacfics in Cornell University, and won the respect of all who knew him there by thoroughness in instruc¬ tion and gentlemanly bearing. PENNSYLVANIA. 299 WILLIAM HENRY HUNTER.— OBITUARY. William Henry Hniiter, A. M., j)rincipal of the Vaughan grammar school. Philadel¬ phia, (lied July 5, 1872. He Avas horn in Columbia, Lancaster County, April 12, 1824 ; entered the Central High School, Philadelphia, January, 1840 ; graduated December, 184J; adopted teach¬ ing as his profession, and was several years preceptor of the academy at Lcesburgh, Vir¬ ginia; returning to Philadelphia, he was elected principal of tiie public school ia Eoxborough ; in March, 1851, he became principal of the Abaughan grammar school, Avhich position he filled with inarKcd energy and skill till his death. ‘‘ Formed by nature for a teacher, and liberally educated for the profession, he carried into the workings of his every-day life the patient investigation, thorougli analysis, and attractive power of illustration which rendered him so successful in his art,"an(i which has placed his name in the foremost rank of the imblic instructors of his day.’’ He fitted about four hundred pupils for the high school, and was “ one of the most faith¬ ful, energetic, and successful teachers of our city.” JOHN G. MOORE. — OBITUARY. John G. Moore, principal of Hallo well Seminary, died of consumption at his residence in Philadelphia, April 18, 1372. ' He was born in Chester County, February 2, 1834, and followed teaching from his youth ; was among the first who entered the normal school at Millersville, where ho graduated with high honor in 1858 ; married Miss E. McA^. Budd, a teaclier in the school, and settled in Philadelphia as first assistant in the Friends’ High School ; after some ten years, became principal, in connection with Mr. GeorgeEastburn, of Hallowell Seminary, which was in a highly flourishing condition at the time of his death. Mr. Moore was one of the most regular and valued contributors to the PeunsyHania School Journal; a skillful teacher, but excelled pre-eminently as a lecturer on scien¬ tific subjects. He forgot himself in the interests of science, and toward the close of his life seemed willing to barter all his remaining strength for a new fact or a new truth.” SAAIUEL HENRY DICKSON.— OBITUARY. Samuel Henry Dickson, M. D., LL. D., professor of the practice of medicine in Jefferson Medical College, died of abdominal tumor, in Philvidelphia, March 31, 1872. He was born in Charleston, South Carolina, of Scotch-Irish parents, September 20, 1798; graduated at Yale College 1814; studied medicine with Dr. Prioleau, of Charles¬ ton, and graduated Lkictor of Medicine at the UniA^ersity of Pennsylvania 1819; took charge of the yelloAv fever and marine hospitals in Charleston ; commenced lecturing in 1822; founded the State Medical College, in which he occupied the chair of insti¬ tutes and practice of medicine, 1824; was called to the same position in the University of New York 1847 ; returned to medical college of South Carolina, where he received an oAuition from the citizens of* Charleston, 18.50; resigned in 1858 to accejit the position in Jetierson Medical College which he occupied until his deatli. Dr. Dickson stood in the front rank of his in’ofessiou. He Avas an acute irhilosophical thinker, and an accomplished writer. Prominent among his published works are “Elements of Medicine,” “Essays on Life, Sleep, Pain, and Death,” and “Studies in Pathology and Therapeutics.” As a man he was cheerful, genial, friendly to all, of poetical temperament and the most courteous manners. ANN PRESTON. — OBITUARY. Ann Preston, M. D., dean and professor of physiology and hygiene in the AVoman’s Medical College of PeunsyHania, died of heart clisease Aiiril 19, 1872. She was born in Chester County, Pennsylvania, 1813, and Avas one of the earliest graduates of the AA'oman’s Medical College of Pennsylvania. No other iudiA'idual has been more thoroughly identified Avith that institution, or done so much toAvard its per¬ manent establishment and improA'ement. Probably no woman in this country, certainly none in Philadelphia, has done so much toward securing for woman the adAUintage of thorough medical education, and thfe priAulege of practicing that profession. In personal character Miss Preston was one of the gentlest of Avomen, attaching to herself all around her with Avarm atfection. Her lectures w^ere characterized by excel¬ lent judgment, industrious research, and admirable clearness of expression. As a writer she displayed uncommon poAver on seA^eral important occasions, especially in coutroA'ersies growing out of the prejudice among medical men against the entrance of women into the profession. Calm, refined, and dignified, Avbile thoroughly earnest in her conA’ictious, some of her communications to the press on this subject Avere models of controversial Avriting, and to none of them Avas there ever sent an effectual reply. 300 REPORT OF THE COMMISSIONER OF EDUCATION. JOHX r. FRASER. — OBITUARY. Johfi F. Fraser, LL. D., died at Philadelphia October 12, 1872. Professor Fraser had filled the chair of physical science in the University of Pennsylvania with signal ability for nearly thirty years. Upon the day after the proceedings at the dedication of the new building devoted to the arts and sciences, he was stricken down with heart disease while entering his own room at that building. At a meeting of the faculty. Professor Allen, LL. D., one of his co-laborers, spoke of the deceased ini the following feeling terms : “Our deceased colleague,’^ he said, “was undoubtedly one of those men whom we spontaneously recognize as unique. With the liveliest animal spirits, with the keenest enjoyment at the same time of out-of-door activity and of elegant society, he was always, even at the gayest period of his life, an enthusiastic and systematic student. His mind was quick in its action and penetrative beyond example. No man ever mas¬ tered a subject ling with any imxiortant question. There was a brief discussion on teachers’ certificates, and the subject of the co-education of the sexes in American colleges was also discussed with much ability ; the association at the end reversing its action of eighteen years ago, and passing a resolution unanimously ax^xiroviug of the x^lan. The addresses given at the opening of the sessions were an address of welcome by Professor F. F. Christine, of Philadelphia ; a resxiouse by Professor A. R. Harne ; and general addresses by Professor J. E. Syxiher, Dr. Frank Taylor, and the State superin¬ tendent, Hon. J. P. Vfickersham. The latter gentleman referred to some historical matters in relation to the association, which, he said, was organized during Christmas week, 1852, at Harrisburgh. The first xiresideut was John H. Brown, of the Zane-street grammar school, Philadelxjhia. Other addresses were the inaugural, by Hon. Henry Houck, dexmty State suxieriu- tendent; by Hon. A. Mori, minister from Jaxiau; and by Hon. B. G. Northrox), of Con¬ necticut, upon the “ Schools of Europe.” Baxters were read by Miss Anna B. Bailey, of Bristol, upon “Haxis and mishajis by President W. C. Cattell, of Lafayette College; by Edward Shipxien, esq., of Philadel- Xihia, uxion “ Comxiensation of teachers;” by Professor F. A. Allen, of Cransfield, iqjon “Reform in primary teaching;” by Rev. S. K. Brobst, of Allentovm, ux)on “English and German in the xmox)le’s schools ;” by the Rev. J. K. Loos, of Bethlehem, upon “Re¬ ligion in our schools ;” by Miss F. S. Nash, of Williamsxiort, a x^oem, “ What hath the angel written ?” by Mr. G. H. Davis, of Philadelphia, ux)on “ Sunny teaching ;” by President Edward H. Magill, of Swarthmore College, uxion the “ Co-education of the sexes.” Resolutions were adoxited with reference to the centennial exxiosition, providing for the conference and co-operation, by a committee of the association, with the commis¬ sioners of the General Government for the promotion of the objects of the exxmsition. Officers elected : President, Edward Gideon, of Philadelxihia ; secretary, J. P. McCaskey; treasurer, D. S. Burns. • FACTS FROM THE UNITED STATES CENSUS. Area and population. — In 1870 Pennsylvania was the second State in poxoulation, having 3,521,951 inhabitants within an area of 46,000 square miles, an average of 76.56 persons to the square mile. This poxiulation consisted of 3,456,609 whites, 65,294 PENNSYLVANIA. 301 colored, 34 Indians, and 14 Chinese. Of these, 2,976,042 were natives of the United States and 645,309 vrere foreign-horn. Of the native residents, 2,684,965 whites, 41,740 colored, and 7 Indians were horn within its borders, while of the foreign resi¬ dents, 160,146 were horn in Germany, 09,065 in England, and 235,798 in Ireland. School attendance, — According to Table IX, vol. 1, of Census Keport, 725,004 persons attended school, and of these, 18,288 were foreign-born. Of the 717,119 wliitc scholars, 369,074 were males and 347,445 females. Of the 7,880 colored pupils, 4,023 were males and 3,857 females. Four males and 1 female Indian were reported. Illiteracy. — There were 222,356 inhabitants of all races, of 10 years old and over, unable to write, and of these, 95,553 were foreign-born. Aye and sex of ilUtei'ates. — Of the 200,458 white illiterates, 10,688 were from 10 to 15 years old, and of these, 5,735 were males and 4,953 females ; 18,159 were from 15 to 21 years old, of whom 8,504 were males and 9,655 females; 177,611 were 21 years old and over, of whom 01,350 Avere males and 116,261 females. Of the 15,893 colored illiter¬ ates, 851 Avere from 10 to 15 years old, and, of these, 401 were males and 450 females ; 1,815 were from 15 to 21 years old, and of these, 719 were males and 1,090 females ; 13,227 were 21 years old and over, of Avhoni 5,758 were males and 7,469 females. Two male and 3 female Indians were also reported. Educational institutions. — According to Table XII, vol. 1, of Census Report, the total number of educational institutions was 14,872, having 19,522 teachers, of whom 8,507 were males and 11,015 females, to educate 811.863 pupils, of whom 428,023 were males and 383,840 females. Amount and source of educational income. — The total income of all the educational institutions was $9,628,119, of Avhich $539,496 wore derived from endowment, $7,187,700 from taxation and public funds, and $1,900,923 from tuition and other sources. Public schools. — The 14,107 public schools, with 17,118 teachers — 7,298 males and 9,820 females — Avere attended by 745,734 pupils, of Avhom 393,953 Avere males and 351,781 females. To educate these they had a total income of $7,292,946, of Avhicli $10,000 Avere derh^ed from endoAvment, $7,060,111 from taxation and public funds, and $222,835 from tuition and other sources. Colleges. — The 33 colleges, Avith 349 teachers — 249 male and 100 female — were attended by 4,897 pupils, of whom 3,597 Avere males and 1,300 females. They had a total income of $733,933, of which $307,010 were derived from endowment, $17,500 from taxation and public funds, and $409,423 from tuition and other sources. Academies. — The 138 academres, with 576 teachers, of whom 313 were males and 263 females, had an attendance of 10,987 pupils— 6,010 males and 4,977 females — and a total income of $410,017, of Avhich $8,600 were deriA^ed from endowment, $7,745 from taxation and public funds, and $393,672 from tuition and other sources. Private schools. — The 400 day and boarding schools had 672 teachers — 246 male and 426 female — and Avere attended by 16,100 pupils, of Avhom 7,720 were males and 8,380 females. They had a total income of $385,057, of aaFIcIi $33,749 were derived from endoAvment, $12,000 from taxation and x)nblic funds, and $339,308 from tuition anti other sources. Libraries. — There were 4,966 public libraries, with 3,049,247 Amlumes; also 9,883 priA'ate libraries, liaAuug 3,328,598 volumes; making in all, 14,849 libraries, containing 6,377,845 volumes. The press. — The 540 periodicals had an aggregate circulation of 3,419,765 copies, and an aggregate annual issue of 241,170,540 coxiies. Churches. — Of the 5,984 church organizations, 5,668 had edifices with 2,332,288 sittings, and tlie clnirch property Avas valued at $52,758,384. Paujyerism. — Of the 8,796 paupers, 4,354 AA'ere native Avhites, 468 natiA^e colored, and 3,974 foreigners. Crime. — Of 3,231 persons in prison June 1, 1870, 2,088 were natiA^e Avhites, 444 natiA^e colored, and 699 foreign-born. Three thousand three hundred and twenty-scA'en per¬ sons were conAucted during the year. Age and sex of population. — Of the total population, 1,076,040 were from 5 to 18 years old, of AA'hom 540,133 were males and 535,907 females ; 2,597,809 Avere 10 years old and over, of whom 1,292,518 were males and 1,305,291 females. Occupations. — There were 1,020,544 persons of these ages engaged in various occupa¬ tions, of whom 886,209 were males and 134,335 females. Tavo hundred and sixty thousand and fifty-one persons were engaged in agricultural x)ursuits, of whom 258,772 were males and 1,279 females ; 283,000 in personal and p)rofessional seiwices, of whom 192,674 were males and 90,326 females; 121,253 in trade and transportation, of whom 116,714 were males and 4,.539 females ; 356,240 persons Avere engaged in manufactures and mechanical and mining industries, of whom 318,049 Avere males and 38,191 females. Age and sex oftvorlcing population. — Of the 1,020,544 employed persons, 38,987 Avere from 10 to 15 years old, of whom 29,347 Avere males and 9,640 females ; 926,699 Avero from 16 to 59 years old, and of these, 804,756 were males and 121,943 females ; 54,858 were 60 years old and OAmr, of Avhom 52,106 Avere males and 2,752 females. 302 REPORT OF THE COMMISSIONER OF EDUCATION. SCHOOL OFFICIALS. Hon. J. P. Wickbrsham, State superintendent of common schools, Harrishiirgli. COUNTY SUPERINTENDENTS. County. Superintendent. Post-ofiice. Getty sburgh. Pittsbui'O'h. A. D. Glenn . Eddyville. Industrj'. Bedford. Eeading. Newry. To wan da. New Hope. Coultersville. Ebensburgh. Emporium. E. F.^Holford . Lehightou. Bellefoute. Oxford. Knox. Clearfield . J. A. Gregory . Clearfield. Salon a. Catawissa. MeadA’ille. Mechanicsburgh. Harrisburgh. Media. Elk . Eufus Lucore . Early. Erie . C. C. Taylor . W atcrford. Fayette . Joshua V. Gibbons . . Brownsville. E'orest . S. F. Eohrer . Marionville. Era nkl in Jacob S. Smith Brown’s Mill. Fulton . H. H. Woodal . New Grenada. Greene . Thomas J. Teal . Eice’s Landing. Huntingdon K M. McNeal . Hubelsville. Indiana . Samuel "VVolf . Indiana. .T etfp.rsnn James A. Lowry . . . Punxatawny. Juniata . D. E. Eobison . . Poi't Eoyal. Lancaster . B. E. Shaub . Strasburgh. Lawrence . William N. Aiken . NeAvcastle. Lebanon . William G. Leliman . Lebanon. Lehigh . James 0. Knauss . Allentown. Luzerne . William A. Campbell . Shickshiuny. Lycoming . Thomas E. Gahan . Montoursville. McKean . H. Curtis . . Smithport. Mercer . N. W. Porter . Mercer. Miffln John M. Bell . - Kishacoquillas. Mfinmn Jeremiah Eruttchey . Stroudsburgh. 'l\f nnto-oTnery Abel Eambo .. ' . Trappe. W^illiam Henry . Pottsgrove, North. Northampton ... _ _ Benjamin F. Eaesly . Motuit Bethel. Northumbei'land . Saul Shipman . Sunbury. Perrv George C. Welker . Liverpool. .................. Pilie John Layton . Dingman’s Ferry. Potter J. W, Ailen . Coudersport. Sob nyl kill Jesse Newlin . . Port Carbon. Snyder W^illiam Noerting . Selin’s GroA^e. Somerset Daniel W. Will . Glade. John W IVfartin . Snsrpiebannn William C. Tilden . Forest Lake Centre. H'iotra, _ . Elias Horton, jr . KnoxA’iUe. Union A. S. Burrows . . . . . . Mifiiinburgh. Yen a n fm W, J. McClure . Petroleum Centre. VV n r ren Byron Sutherland . - . ... . . . . Columbus. Y^nsliin oton AYilliam G. Fee . . . . Cannonsburgh, TPayne D. G. Allen . _ *. . Promptou. Yt estm ore! and Henry M. Jones - . . . . . Salem Cross-Eoads. \V yomino- Thompson Bodle . . . . . - . . Tunkhanncck. York W^illiam H Eain . York. PENNSYLVANIA. 303 CITY OR BOROUGH SUPERINTENDENTS. City or borough. Superintendent. Post-office. H. K. Buehrle . Allentown. Altoona. Carbondale. Chester. John Miller . Mathew G. Nearv . A. A. Meader...'. . Easton . W. W. Cottingham . Erie . H. S. Jones . Erie. Harrisburgh. Hyde Park. Lebanon. Harrisburgh . Daniel S. Burns . Hyde Park . Jeremiah E. Hawkes . . Lebanon . J. T. Nitrauer . Lock Haven . A . N. Haul) . Lock Haven. Meadville. N oi'i’istown. Pittsburgh. Pottsvilie. Meadville . Georp'e W. Haskins . . Norristown . Joseph K. Gotwals . Pittsburgh . George J. Luckey . . . . . Pottsville . Be.nja.min E. T'ntterson _ Heading . Thomas Severn _ _ _ _ _ _ Scranton . Joseph Honey . Scranton. Titusville . Henry C . Basley . . . . . . Titusville. Wilkesbarre . Charles J. Collins . Wilkesbarre. Williamsport . M. W. Horton . Williamsport. York. York . William H. Shelley . 304 EEPORT OF THE COMMISSIONER OF EDUCATION. RIIOBE ISEAWB. [From report of Hon. Thomas 'W. Bicknell, State superintendent of instruction, for the scholastic year ended April 30, 1871.J SCHOOL FUND. Amount of State appropriations . $90,000 00 Amount of town appropriations . 315, 348 34 Amount from registry taxes and other sources . . 36, 363 19 Amount of district taxes . 58, 951 66 Amount of balance unexpended last year . 13, 377 32 Total receipts for the year . 514, 040 51 EXPENDITURES. Amount expended for teachers, &c . . . $312,325 73 Amount expended for school-houses, &c . 148, 834 68 Total expenditures . 461, 160 41 APPROPRIATIONS FOR 18Tl-’72. State appropriation for public schools . $90, 000 00 State appropriation for State normal school . 10, 000 00 State appropriation for mileage to State normal school . 1, 500 00 State appropriation for teachers’ institutes . 500 00 State appropriation for lectures, &.c . 500 00 State appropriation for Rhode Island Schoolmaster . . . . . 300 00 Town approiiriations for public schools . 259,801 63 ATTEND/USiCE OF PUPILS. Number of children in the State under 15 years of age . 64, 930 Estimated number between 5 and 15 years of age . 42, 000 Number of pupils registered in summer schools . 26,447 Number of pupils registered in winter schools . 28, 396 Average attendance at summer schools . 21, 821 Increase over last year . . . .• . 1, 7? 3 Average attendance at winter schools . 23, 150 Increase over last year . . . 715 Per cent, of children between 5 and 15 registered in summer . 63 Per cent, of children between 5 and 15 registered in winter . 69 Per cent, of attendance on total school population. . . 53 Per cent, of attendance on number registered in summer . 82 Per cent, of attendance on number registered in winter . 85 Estimated number of pupils in private and Catholic schools . 7, 500 Estimated number instructed at home or detained as invalids . 1, 000 Estimated number at public and private schools or instructed at home . 38, 000 Estimated number not attending school, about . 4, 000 Estimated percentage of school j)opulation under instruction . ’ 90 Estimated percentage of school population not under instruction, 10, or one child in every ten between 5 and 15 years of age. TEACHERS AND TEACHERS’ PAY, Summer schools. Number of male teachers . . . 92 Number of female teachers . 603 Total number of teachers . 695 Increase over last year . . . 44 Average xnay per month, including board . . . $32 52 RHODE ISLAND. 305 Winter schools. Number of male teachers . 1G9 N umber of female teachers . 552 Total number of teachers . 721 Increase over last year . 19 Average pay per month, including board . $38 24 NUMBER OF SCHOOLS. Number of summer schools . 682 Increase over last year . 99 Number of winter schools . 719 Increase over last year . 84 Whole number of schools . 1, 401 Average duration of schools . , . 34 weeks. EDUCATIONAL PROGRESS. Total receipts . Total expenditures , Number of districts Number of schools.. Number of teachers. Number of pupils . . . 1844. S53, 014 57 53,741 23 359 428 515 22, 156 1870. $514,040 51 461, 160 41 423 1,401 1, 41.6 29,500 SCHOOL LAW. The school laws have passed a careful revision by the general assembly. The section relating to State appropriations has been so amended as to provide that no town shall receive any part of the State appropriation for public schools, unless it shall raise by tax a sum equal to the amount to which it is entitled from the State treasury. By the former law each town was required to raise a sum equal to one-half the amount received from the State appropriation. Towns are now required to elect ’a school superintendent; by the former law they were simply authorized to do so. The law- relating to truant children and absentees from school is vsdiolly inetfective, inasmuch as no penalty folloAvs a neglect to fulfill its requirements. Not a city or town in the State has taken action as authorized and required by law. It is recommended that sufficient i^enalties be attached to secure the enforcement of the law, or that it be wholly revoked, as it is now practically null and void. teachers’ institutes. Successful institutes of instruction have been held during the year at Providence, Chepachet, Kingston, and Central Falls. Local institutes have also beeu held in various places. The annual institute held at Providence in January was the largest and most spirited meeting of teachers ever held in the State. For one day the public schools of Providence were open for examination by teachers and school officers from others parts of the State. An educational mass-meeting was attended by over two thousand people, who were addressed by Governor Padelford, the mayor of Providence, Hon. Joseph White, of Massachusetts, and Hon. Warren Johnson, of Maine. Music and select readings added to the interest of the exercises. No better work to advance the interests of common schools in Rhode Island has been done than was accomplished by the various exercises of this institute. teachers’ associations. Associations of teachers have been formed, and regular meetings have been held during the year, in ten towns, and teachers’ meetings have beeu held in nearly every town in the State, at intervals not exceeding two or three months. With the interest in this matter manifested by school officers and teachers, such meetings will soon be held in every town in our State, at least twdce in each term. This is one, and not the least encouraging, of the signs of progress. the RHODE ISLAND SCHOOLMASTER. This journal continues to do a good work for the cause of education in our State. The number of its readers has never been larger than at present, nor its pages more practically valuable. Nearly all its articles are from the pens of our own teachers. An appropriation of $300 is made by the State for its support. The subscriptions from other States, even as far distant as the Pacific coast, are gratifying evidence of its success. 20 E 306 REPORT OF THE COMMISSIONER OF EDUCATION. RHODE ISL.iND EDUCATIONAL UNION. The object of this association is to aid in snpplementing the work of public instruc¬ tion through the agency of evening schools, libraries, and reading-rooms. By these and kindred means, it was thought something might be done for the 15,000 in the State beyond the school-age, 10,000 of whom can not read. The hope with which the union was originated has been in a large measure realized. There is a steady increase in the attendance at evening schools and reading-rooms, and an extending ai^precia- tion of their utility. Originally commenced, in many cases, by the voluntary services and subscriptions of individuals, they are gradually winning the public support. Several towns hate fully adopted them, some appropriate in part for their mainte¬ nance, and others purpose to ingraft them into their system of public instruction. The manufacturers of Woonsocket have this year united in closing their mills so early as to allow those in their employ to avail themselves of evening schools, lectures, &c. Liberal provision is made in many of our villages for reading-rooms, libraries, and evening schools, and in some cases this is done by manufacturing companies. The Lonsdale Company have, during the past year, completed a large’ building containing a reading-room, library, and a lecture-hall capable of seating 1,000 persons. A. & W. Sprague have erected at Central Falls a hue edihce 100 by 40 feet, with an L 40 by 50, for educational purposes. Hazard & Sous have made the same provision for Peace- dale. Others, who can not be mentioned, have been equally liberal. With such facili¬ ties for self-culture well established and capable of indefinite expansion, (as lately, for example, into a ^‘polytechnic ” school in Providence,) incalculable benefits must, in a few years, result not only to the individual but to the State. EVENING SCHOOLS. The evening school must, for a time, supplement the common-school system, and is a necessity for that large portion of our minor population Avho are entirely deprived of the privileges of the day school. Many can neither read nor write on their admission. Others are young men and women who have already gained the rudiments of an English education, and are desirous of making larger acquisitions of knowledge. The following statistics from evening schools, which have been successfully sustained, will be read with interest. They are taken from the reports of seven towns, including Providence. The average number of pupils was 103 ; average age of x)upils, 16 ; aver¬ age duration of school, 15 weeks ; average length of sessions, 2 hours ; average salary of male teachers, $9.50 per week ; average salary of female teachers, $3.50 per week ; average cost per pupil, $2.92. In one town the services of teachers are gratuitous, and in Providence, which is not included in the above statement of salaries, the payment is $2 a night for principals, and $1 a night for assistants, male or female. In all these schools, with the exception of Providence, the pupils are factory operatives. These schools are uniformly pronounced a success, and their reports are highly encouraging DRAWING IN PUBLIC SCHOOLS." “ Ill my last annual rej)ort I referred to the importance of technical education in a State dependent, as ours, upon the value of its skilled labor. The first step toward improve¬ ment is the introduction of elementary drawing in our schools. As an initial move¬ ment, our teachers must become qualified to lead in instruction, and hence the pupils in the normal school have received a limited number of lessons in free drawing.” WOMEN AS SCHOOL OFFICERS. “ I am fully satisfied that it is wise to appoint women of talent, public spirit, and "business tact, as school officers. In the town of Tiverton, the school board, during the past year, has been wholly composed of women, and it is the uniform testimony of the people of that town, that in no previous year has so much time and labor been devoted to the advancement of the interests of the schools. I trust that the public confidence Avill be shown by the appointment of women to fill a portion of the places upon the school boards at all subsequent elections.” ILLITERACY IN RHODE ISLAND. Notwithstanding the great facilities for the diffusion of knowledge, and the increased interest of our people in the cause of education, we are compelled to admit the fact that illiteracy is on the increase in the State. The number of persons over 21 years of age who can neither read nor write, as given by the census of 1870, is nearly five times greater than that given in the census of 1850. In 1850 the number was 3,607, in 1870 it was 16,786; and the minor illiterate population, from 10 to 21 years. RHODE ISLAND. 307 is 5,115, making the total of illiterate population, over 10 years of age, 21,901. The source of this mass of ignorance is shown by the hict that, of this 21,901, 17,477 are of foreign-birth. These statements only show the alarming aggregate of the illiterate population of Rhode Island, We have no statistics to show the inlluence of such a population upon the present history and future prosperity of our State. The intimate relations of ignorance to crime appear by reference to the records of public courts, jails, the State farm, and the State prison. Ignorance and idleness produce the evils from which wo now sulfer; education and labor will banish them. Among the remedies for illiteracy are the enforcement of a law which shall not allow a child under twelve years of age to be employed in a manufacturing establish¬ ment; also, the enforcement of a law re(iuiriug children so employed to attend school at least five months in each year; a truant and vagrant law, by which every child between the ages of 6 and 16 years not attending any school, or without any regular and lawful occupation, may be committed to some suitable institution, or bound as an apprentice to some good home, for the purpose of gaining the rudiments of an education and of learning some useful trade; the establishment of evening schools in every town; and a constitutional enactment which shall restrict the franchise to those who can read and write. PROVIDENCE. [From report of Eev. Daniel Leach, superintendent of city schools.] SCHOOL BUILDINGS. The city has in use at present thirty-six school buildings, two of which are hired. Some of these buildings are equal to the best in New England. Others, however, are badly lighted, poorly ventilated, and neither pleasant nor convenient. The accom¬ modations of the high school are by no means creditable to the city. Larger and better school accommodations are imperatively needed. The value of the school estates owned by the city is estimated at |1, 000,000. The aggregate annual expend¬ iture for the schools is nearly $170,000, about $140,000 of which are required to pay the salaries of teachers. SCHOOL TERMS. The school committee consider that, as a whole, the public' schools are in a very satisfactory condition. By the present arrangement, the school year of 42 weeks is divided into four terras: three of 10 weeks each, and one of 12 weeks. Under this plan it becomes necessary to carry the fourth term considerably into July, a step which does not meet entire approval. The proper length of the school year and its rightful division into terms constitute a problem difficult to solve. BRANCHES OF STUDY. Drawing has been made an established study in the intermediate and grammar schools, and most commendable progress has been made during the year. In the dejiartment of musical instruction, the former faulty manner of teaching has given way to a systematized method. By this change, together with a regular daily drill on the part of the pupils, the most satisfactory results have been produced. Pujiils in all the grades are now taught not only to sing, but to read and write music. TRUANCY. It is stated that while the percentage of truants is not so large as in some New England cities, it is altogether too large, and is increasing. The committee are of opinion that the legislation which has been had upon this subject is well calculated to meet the evil, and that if a place of detention — a house of industry — were provided, the law would prove an effective means of restraint. An industrial school is needed, and it is a question whether there shall be such an institution, or whether the accommodations of reform schools and joUsons shall be enlarged to meet the demand that is sure to be made. r EVENING SCHOOLS. These schools were held for a term of twenty weeks. The number of pupils registered was 2,195, an increase of 5.34 over last year. In connection with the evening schools a polytechnic school was opened. The interest evinced testified to the need that had been felt for this kind of instruction. The committee are fully con¬ vinced that the time has come for the establishment of an evening high school, thus supplying the intermediate link between the lowest and highest grade of evening schools. Singing exercises were introduced in two of the schools, and in each instance the inlluence was marked and beneficial. 308 KEPOET OF THE COMMISSIONER OF EDUCATION, NEWPpRT. fFrom report of Professor A. D, Small, superintendent of city schools.] PUBLIC SCHOOLS. The general condition of the schools is very satisfactory. The tables of attendance show a healthy condition in this respect; and it is considered worthy of note that out of the whole number of pupils, only one hundred and twelve have been sent to the oihce for discipline; and of these but forty-five have come the second time. The number of really bad boys is remarkably small, and the authority of the teachers well recognized. TRUANCY. The passage of a comprehensive and specific law with regard to truancy is urged ; also, the establishment of a reformatory school for habitu^ truants. The unfavor¬ able action of the general assembly upon this matter is much regretted. EVENING HIGH SCHOOL. The evening school continues to do an excellent work, yet it does not fully meet the wants for free evening instruction. There is a large class who have already attended the day school, and who are prepared for more advanced studies than are usually taught in the evening school. For these an evening high school should be established. An experiment of this kind was made in the spring. The season was unfavorable, but the attendance (averaging fifty-eight) proved conclusively the demand existing for schools of this character. HIGH-SCHOOL ENDOWMENT. The late WiUiam Sanford Rogers, of Boston, has left $100,000 to the city of Newport, in trust, for the endowment of a high school. Detailed information concerning the bequest has not yet been communicated to the committee. STATE NORMAL SCHOOL. The state Normal School was opened September 6, 1871. The report of the trustees and the semi-annual report of the principal show its successful operation, and the wis¬ dom of its establishment. Its indirect benefits are already seen and felt in the improved tone and spirit of many of our schools. An appropriation of $1,500 was made by the general assembly to aid in defraying the traveling expenses of pupils residing out of the city of Providence. The trustees recommend a renewal for the coming year of the appropriation of $10,000 for the work of the school, together with that of $1,500 to aid in defraying the traveling expenses of pupils. Lessons in drawing were given during the winter, with the view of preparing the pupils to teach the elements of that branch. The number of graduates in 1872 was 24. BROWN UNIVERSITY. The whole number of applications for admission during the year was 77 ; admissions, 69. Of those admitted, the ratio for the four years’ course is 87 per cent. ; a larger Mumber than usual. This is considered as affording gratifying evidence, on the part of the public, of a desire for complete education. Departments of practical science have been established, in which provision has been made for courses of instruction in such branches as are related to agriculture and the mechanic arts. This provision has been made in accordance with resolutions of the general assembly, assigning the congressional grant of land for the establishment of an agricultural college to Brown University. SCHOLARSHIPS. The fund of $50,000 which accrues from this grant is, by agreement on the part ot the university, devoted to the education “of scholars, each at the rate of $100 per annum, to the extent of the entire annual income.” Appointments to these -scholarships are made by the governor and secretary of state, on the nomination of the general assem¬ bly. There are now 52 scholarships established for the aid of indigent students, to the amount of $60 each per annum. In consideration of the advance in the price of tuition, two years ago, from $50 to $75 per annum, the corporation gave to the faculty discre- RHODE ISLAND. 309 tionary power to make a reduction of per annum on the tuition of indigent stu¬ dents, to a number not exceeding two-fifths of the whole number in college. Under this ’ provision relief has been extended to 67 students. The endowment fund of the university amounts to ^602,653.73. The museum of nat¬ ural history has received large additions during the year, and uoav comprises 19,250 specimens. Contributions amounting to $5,450 have been received in aid of this museum. PROVIDENCE REFORM SCHOOL. The whole number of inmates since organization has been 2,638. The average num¬ ber of months in the institution of those discharged during the year is, boys, 13.7 ; girls, 28.3. The largest number of commitments during the year was for theft. The expendi¬ ture for the year amounts to $42,948.04, and the earnings of the children in the labor department to $19,271.36. More apparent good has resulted from the work in the boys’ school than ever before. The girls’ school has been less satisfactory. The report of the trustees states that the general condition of the institution is entirely gratifying, and its prospects of usefulness in the future highly encouraging. scholfield’s commercial college. A feature of this institution is that book-keeping is never taught in class. Each student receives separate personal instruction adapted to his mental constitution and proficiency. The system upon which the college is conducted allows pupils to enter at any time. ALBERT A. GAMWELL.— OBITUARY. Albert A. Gamwell, principal of the Fountain-street grammar school, Providence, died of typhoid pneumonia December 18, 1871. He was borii in Peru, Massachusetts, October 29, 1816 ; graduate of Brown University 1847 ; immediately after became prin¬ cipal of the Fountain-street grammar school, (since called Federal street, and lately the Hughes school,) where he labored with great fidelity and success till his death. * A farmer’s son, among the hills ot Berkshire, he faithfully improved the advantages offered by the common school, and prepared for college at the Connecticut Literary In ¬ stitution at Suffield. He was remarkable throughout life for patient, untiring industry ; methodical in the employment of his time, both at school and at home ; frugal in his habits, and moderate in his desires, neA^er sacrificing substantial comfort for fashion and empty show. As a teacher he w^as quiet and unpretending, but thorough, teaching principles and not theories or text-books. He loved honesty and truthfulness ; he de¬ spised vanity and deceit. Hence the usual quarterly examinations were with him gen¬ uine examinations, and not exhibitions specially prepared for the occasion. He did not approve the introduction of so many general exercises, believing in the old-fash¬ ioned way of studying and reciting all lessons in the school-room and within school hours, leaving the rest of the time for work and play. He had a profound reverence for religion and religious institutions, and lived and died in the Christian faith. REV. T. A. CRANE. — OBITUARY. The Rev. T. A. Crane, D. D., rector of St. Luke’s Church, East Greenwich, Rhode Island, entered Brown University in 1823, supporting himself for the most part dur¬ ing his college course by his own exertions, and taking high rank as a scholar. After his graduation he was appointed to the office of a tutor in the university, which he he held for four years. In 1839 he was elected to the presidency of Kemper College, and after two years of hard labor, prosecuted in defiance of jieculiar difficulties and embarrassments, he resigned his office and returned to the rank of the Christian min¬ istry as a pastor. During his residence in Saint Louis he delivered the annual address before the medical society of the college, which was printed. The last thirty years of his life were passed in Rhode Island, and the interest that Dr. Crane had always felt in the cause of education was manifested here by the oversight that he took of our pub¬ lic schools, and his frequent valuable contributions to our educatioual journals. An accurate scholar himself, he appreciated fully the great importance of laying broad and deep foundations as the basis of all effective training, and his influence in this respect will be long felt in our community. RHODE ISLAND INSTITUTE OF INSTRUCTION. The exercises of the twenty-seventh annual meeting of this institution were held in Providence, commencing on the morning of the 18th of January, by visits of the mem¬ bers to the normal and high schools, the normal school being the special scene of 310 EEPORT OF THE COMMISSIONER OF EDUCATION. attraction, wliere classes in various brandies were taught in the usual manner, as illus¬ trations of the method of teaching these branches. In the afternoon the primary, intermediate, and grammar schools were visited, and exercises similar to those of the quarterly examinations were witnessed. In the even¬ ing a most pleasant reunion of the teachers was held in the Roger Williams Hall. On the morning of the 19th, the president, Mr. A. J. Manchester, referring to the social exercises of the preceding day, as having well replaced the usual introductory addresses, proceeded at once to the business of the day, introducing Mr. A. D. Small, superintendent of schools of Newport, who read a paper on “ Practical education.” He said, in answer to the question “ What is practical V’ there were three requisites : books, health, and religion. Under these heads, he spoke of the importance of good reading, which must be impressed upon the scholar by teacher or parent ; of the ne¬ cessity of health, and a better appreciation of the means of physical conservation ; and the desirableness of religious instruction, which should not be sectarian, but should teach by pointing out examples of the good and the bad. The discussion which followed was confined to the approval of the excellences of the paper, and was participated in by Mr. Merrick Lyon, Rev. E. M. Stone, Professor O. H. Kile, and Rev. Mr. Holman. Mr. D. W. Hoyt, of the Providence high school, read an essay on “ The cultivation of the memory.” The paper was discussed by Mr. William A. Mowry, Professor Ban¬ croft, i^rofessor J. C. Eastman, and Mr. J. F. Cady. In the afternoon a class exercise was given by the pupils of the State Normal School in reading, conducted by Mrs. M. H. Miller. Professor J. C. Greenough, principal of the State Normal School, then read a paper on “ a course of study,” which, he said, is a means to an end ;” and in order to understand what means to employ to secure an end, the end itself must be clearly understood. In this country no teacher can predict what will be the life-work of his pupils, and therefore can not give special training for an employment. One of the defects of our system is a failure to 'develop pupils with elementary instruction, before attempting to teach them scientific truth. Joshua Bates, esq., head-master of the Brimmer school, Boston, read a paper on “ The manners and morals of school-rooms.” A mass-meeting of the institute was held in the evening at Music Hall, with exer¬ cises varied, high-toned, and enthusiastic, among which were music and addresses by Governor Padelford, Mayor Doyle, Commissioner Bicknell, and others. The commis¬ sioner stated that the State had, during the past year, appropriated $500,000 for x^ub- lic education ; that 80 per cent, of the school x^opulation was in the public schools ; and that a first-class normal school had been established and was in successful operation. Thirty-four weeks of school are now secured in every town in the State annually. The objects urged by the commissioner as necessary were, a higher public sentiment, a truant law, a law as to child-ox^eratives, school missionary work, and homes such as are proposed in Newport. Rev. Daniel Leach, sux^erintendeut of x^nblic schools in Providence, also made an able address ; and Hon. W. P. Sheffield, of Newxiort, spoke of the relations of the State to the public education of its citizens. On the closing day, the officers for the ensuing year were elected, as follows : Presi¬ dent, Merrick Lyon ; recording secretary, G. E. Whitteinore ; corresponding secretary, D. R. Adams, Centreville ; with a list of vice-x>residents, directors, &c. FACTS FROM THE UNITED STATES CENSUS. Area and population.— 1m 1870 Rhode Island was the thirty-second State in population, having 217,353 inhabitants, within an area of 1,308 square miles, an average of 166.43 Xiersons to the square mile. This population consisted of 212,219 whites, 4,980 colored, and 154 Indians. Of these 161,957 were natives of the United States, and 55,396 were foreign-born. Of the native residents 122,626 white, 2,520 colored, and 126 Indians Avere born within its borders, while of the foreign residents 1,201 were born in Germany, 9,291 in England, and 31,534 in Ireland. School attendance. — According to Table IX, Ami. 1, of Census Report, 34,948 persons attended school, and of these 2,027 were foreign-born. Of the 34,292 white scholars 17,643 were males and 16,649 females. Of the 618 colored pupils 309 were males and 309 females ; 22 male and 16 female Indians were also reported. llUteracij. — Twenty-one thousand nine hundred and twenty-one inhabitants of all races, 10 years old and over, were unable to write, and of these 17,477 were foreign- born. Age and sex of illiterates. — Of the 21,031 white illiterates 2,484 were from 10 to 15 years old, and of these 1,289 were males and 1,195 females ; 2,473 were from 15 to 21 years old, of whom 1,090 were males and 1,383 females ; 16,074 were 21 years old and over, of whom 5,922 Averc males and 10,152 females. Of the 870 colored illiterates 46 Avere from 10 to 15 years old, and of these 26 were males and 20 females; 112 were from 15 to 21 years EH ODE ISLAND. 311 old, and of these 63 were males and 49 females ; 712 were 21 years old and over, of whom 291 were males and 421 females ; 6 male and 14 female Indians were also reported. Edxicational According to Table XII, vol. 1, of Census Report, tho total number of educational institutions was 561, having 951 teachers, of whom 237 were males and 714 females, to educate their 32,596 pupils, of whom 15,491 were males and 17,105 females. Amount and source of educational hicome.— The total income of all the educational institutions was $565,012, of which $31,535 were derived from endowment, $348,656 from taxation and public funds, and $184,821 from tuition and other sources. FuMic schools. — The 487 public schools, with 775 teachers — 165 males and 610 females — were attended by 27,250 pupils, of whom 12,736 were males and 14,514 females. To educate these they had a total income of $3.55,582, of which $1,085 wore derived from endowment, $348,656 from taxation and public funds, and $5,841 from tuition and other sources. College. — The one college, with 11 male teachers, was attended by 203 male pupils, to educate whom it had a total income of $45,150, of which $30,000 were derived from endowment and $15,150 from tuition and other sources. Academies. — The 2 academies, with 16 teachers, of whom 10 were males and 6 females, had an attendance of 415 pupils— 241 males and 174 females — and an income of $20,400, derived from tuition and other sources. Private schools. — The 63 day and boarding schools had 106 teachers — 34 males and 72 females — and were attended by 1,896 pupils, of whom 820 were males and 1,076 females. They had a total income of $119,380, of which $450 were derived from endowment, and $118,930 from tuition and other sources. Libraries. — There were 334 public libraries, with 309,696 volumes ; also, 425 private libraries, with 383,691 volumes; making in all, 759 libraries, with 693,387 volumes. The press. — The 32 periodicals had an aggregate circulation of 82,050 copies, and an aggregate annual issue of 9,781,500 copies. Churches. — Of the 295 church organizations, 283 had edifices, with 125,183 sittings, and the church property was valued at $4,117,200. Pauperism. — Of the 634 paupers, 407 were native whites, 35 native colored, and 192 foreigners. Crime. — Of 180 persons in prison June 1, 1870, 113 were native whites, 12 native colored, and 55 foreign-born. Two hundred and eight persons were convicted during the year. Age and sex of population. — Of the total population, 55,775 were from 5 to 18 years old., of whom 27,834 were males and 27,941 females ; 173,751 were ten years old and over, of whom 82,824 were males and 90,927 females. Occupations. — There were 88,574 persons of these ages engaged in various occupations, of whom 66,859 were males and 21,715 females. Eleven thousand seven hundred and eighty persons were engaged in agricultural pursuits, of whom 11,767 were males and 13 females; 19.679 in iiersonal and professional services, of whom 12,349 were males and 7,330 females ; 10,108 in trade and transportation, of whom 9,878 were males and 230 females; 47,007 in manufactures and mechanical and mining industries, of whom .32,865 were males and 14,142 females. Age and sex of tvorking population. — Of the 88,.574 employed persons, 5,534 were from 10 to 15 years old, of whom 3,510 were males and 2,024 Jfemales ; 77,102 persons were from 16 to 59 years old, and of these 58,419 were males and 18,683 females ; 5,938 per¬ sons were 60 years old and over, of whom 4,930 were males and 1,008 females. 312 REPORT OF THE COMMISSIONER OF EDUCATION. SOUTH CAROUINA. [From report of Hon. J. E. Jillson, State superintendent of public instruction, for the scholastic year ended June 30, 1872.] SCHOOL REVENUE. ' State school appropriation, (not yet paid) . $300, 000 00 PoH-tax, amount reported as collected . 36, 563 00 Local or school-district taxes, amount reported as collected . 75, 393 35 Total . 411,956 35 SCHOOL EXPENDITURES. Salaries of teachers . - . $268,091 67 Building of school-houses . 11,505 50 Rent of school-houses . . 2, 854 13 Total . 282,451 30 The foregoing is not a complete exhibit of school expenditures for the scholastic year. Five counties made no returns of the total amount of salaries paid to teachers ; and quite a number of school-houses have been erected during the year, concerning the cost of which the returns are either incomplete or entirely wanting. The amount required for the 8upx)ort of the school system for the year 1872-73 is es¬ timated at $600,000. AUIENDANCE. LfOcal school age . 6-16 White children of school ago, (males 40,956, females 41,240) . 82, 196 Colored children of school age, (males 58,776, females 56,207) . 114, 983 Total scholastic population . 197, 179 White children enrolled in school, (males 19, 446, females 18,241) . 37, 687 Colored children enrolled in school, (males 19,428, females 19,207) . 38,635 Whole number enrolled in school . 76, 322 Increase over last year . 10,266 TEACHERS AND TEACHERS’ PAY. Northern white teachers, (males 13, females 40) . 53 Southern white teachers, (males 988, females 646) . 1,634 Northern colored teachers, (males 16, females 6) . . . 22 Southern colored teachers, (males 346, females 130) . 476 Whole number of teachers employed, 1872 . 2, 185 Increase over last year . 287 Number of teachers holding first-grade certificates . 549 Number of teachers holding second-grade certificates . 807 Number of teachers holding third-grade certificates . 829 Number of State certificates granted during the year . 14 Average monthly pay of male teachers . ' . $32 55 Average monthly pay of female teachers . 31 25 SCHOOL DISTRICTS AND SCHOOLS. N umber of school districts . . 462 Number of free common schools, 1872 . 1, 639 Increase over last year . 280 Average number of mouths schools were in session . 5 SCHOOL-HOUSES. Nuifiber of school-houses reported as erected during the year : log, 127 ; frame, 98 ; l)rick, 1 . 226 Cost of school-houses erected during the year* . $11,505 50 possible to estimate their aggregate cost. SOUTH CAROLINA. 313 Number of scbool-liouses previously erected : lo^<-, 950 ; frame, 679 ; brick, 15 . 1,644 Valuation, (returns deficient) . $220,448 00 Condition: good, 707 ; fair, 460; bad, 477. Number with grounds inclosed....* . 178 Whole number of school-houses in the State . 1, 870 Number owned by school districts . . . 239 There are in the city of Charleston four good brick school-houses, valued at $100,000. They are public property, and are included in the foregoing statement. CONDITION OF THE SCHOOL SYSTEM. The superintendent remarks that “ While something has been accomplished during the year in edncational matters, yet it is a source of anxiety and regret to every well- wisher of the cause that so little has been done. The bankrupt condition of the Statens exchequer has been most disastrous in its effect upon the common schools. Not one dollar of the State school appropriation of $300,000, for the fiscal year ended October 31, 1872, has yet been disbursed from the State treasury, and this in the face of the fact that $1,044,000 were collected on account of taxes for the said fiscal year. ‘‘Public confidence has been betrayed and destroyed, schoolteachers and school officers have been forced to labor without receiving their salaries. The whole system is, in its jjresent condition, a reproach to those who claim to be its friends and advo¬ cates. Our free common-school system, efficiently, faithfully, respectably, and success¬ fully administered and applied, can not fail to become popular. The continuance of the present condition of affairs must plunge it into utter ruin and uselessness. “ There are two essentials to the success of the system, namely : 1. Such legislation as will secure liberal and certain school revenues. 2. The election and appointment Of none but competent and efficient persons as school officers. Our whole State policy, so far as common education is concerned, has been, from the beginning, narrow and illiberal. While other enterprises and interests have received due attention and proper care, the education of the people has been a matter of the last and least consideration.” The superintendent states that he has visited several counties during the year, aud has conversed with the people concerning educational matters. He has observed a growing interest in the cause of free common schools. The universal cause of com¬ plaint is that the State has not met its school appropriations. It is believed that if the school finances were placed on a sound -basis, the schools would prosper throughout the State. SCHOOL FUNDS. The following legislation is recommended concerning school funds : 1. That the general assembly levy a special State school-tax of two mills on each dollar of taxable property in the State. Such a tax would j)robably realize a revenue of about $300,000. 2. That it be declared a misdemeanor to appropriate any portion of said tax for any purpose except that of free common schools, with a penalty of not less than $10,000 attached. 3. That it shall be the duty of the State superintendent of education to apportion, as the law specifies, the free-school funds of the State among the several counties thereof only. 4. That it shall be the duty of such county school commis¬ sioner to apportion, according to law, the free-school fund of his county among the several school districts thereof. 5. That it shall be the duty of each county treasurer to report monthly the amount of collections made by him for the month, on account of school funds or taxes or poll-tax, which shall be jiaid on the orders of boards of school-district trustees, countersigned by the county school commissioper. POLL-TAX. The superintendent remarks : “ There is no good reason w’hy each and every voter in the State should not be willing to pay annually, or be compelled to pay, in case of unwillingness to do so, the small sum of $1, as a consideration of the rights and privi¬ leges of citizenship, particularly when the same is to be specially ai^plied to school purposes.” The whole number of votes cast for governor at the last State election was 106,722 ; the annual amount of poll-tax collected in the State ought to be, therefore, at least $100,000, a very considerable item in the matter of school revenue. Legislation com¬ pelling the prompt aud complete collection of the poll-tax is strongly urged. ANNUAL REPORTS OF COUNTY SCHOOL COMMISSIONERS. These reports constitute the princii^al source from which the information and mate¬ rial necessary to the preparation of annual State reports are obtained. Much delay, as 314 REPORT OF THE COMMISSIONER OF EDUCATION. well as annoyance, is experienced every year concerning them. Many of them are not only forwarded tardily, but are made out without due regard to completeness and cor¬ rectness. These reports should be printed with the annual State report; but this will be impracticable, so long as no more care is taken in their preparation. UNIFORM SYSTEM OF SCHOOL RECORDS. The general assembly, at its last session, appropriated the sum of $7,000 to defray the expenses of preparing, publishing, and distributing a uniform systern of school records. The greater portion of these records has already been prepared and pub¬ lished. Wlien completed and distributed, they will be of great service to school officers and school-teachers in making out the reports and keeping the records required of them by law. This work has been seriously hindered on account of the embarrassed condi¬ tion of the school finances. DISTRIBUTION OF TEXT-BOOKS. School text-books have been distributed from the office of the State superintendent during the year to every county in the State, except two, which made requisitions. The supply of books has been wholly inadequate to meet the demands, and this cir¬ cumstance has given rise to much dissatisfaction. The superintendent has been led, by an unpleasant experience, to the conclusion that the plan of furnishing text-books by the State, either free or otherwise, is unsound and impracticable, and ought to be dis¬ carded at once. teachers’ institutes. Seven institutes have been held in three counties of the State during the year. No report is made of the attendance at any of the meetings. The superintendent recommends the passage of an act providing and organizing teachers’ institutes as a preliminary measure to meet the demand for a supply of com¬ petent teachers. STATE NORMAL SCHOOLS. The superintendent recommends attention to that part of the State constitution which refers to the establishment of State normal schools. The wisdom and impor¬ tance of this requirement of the law are considered too obvious to require further com¬ ment. PEABODY FUND. Of this State the agent of the fund. Dr. Sears, says : We learn from the report of the superintendent, and from the proceedings of the board of education, that the num¬ ber of children of school age in the State is 206,610, of whom 123,063 are colored; that the number attending the public schools is 66,056, of whom 33,834 are colored, showing an increase of attendance of 100 per cent, over last year; that there are in the State 422 log school-houses, and 339 frame and brick houses ; that the number of teachers is 1,898 ; that the amount raised by taxation for schools in 1871 was $250,000, while not less than $500,000 are neeessary to keep free schools in operation in the State six months in the year. In the report complaints are made and reiterated of the unfaithfulness of State officials in the use of the school funds and of the incompetency and indifference of many of the school officers. Under these circumstances it has been impossible to accomplish anything important in connection with the public schools of this State the past year. We have rendered assistance to two small schools only: $300 to one in Beaufort, and $200 to another in Spartanburgh.” EDUCATIONAL INSTITUTE OF SOUTH CAROLINA. A meeting of this institute was held at Greenville in August, 1871. The members numbered 48, most of them principals of schools or professors in colleges. The principal subjects of discussion were “Geometrical text-books and methods of instruction,” “School organization,” and “Southern colleges, and their claims upon the liberality of the jieople.” The president was requested to appoint a committee of two on each of the following subjects: Arithmetic, history and geography, English grammar and rhetoric, and alge¬ bra; each member of these committees to present, at t& next annual meeting, a report upon text-books, methods of instruction, or any other matter relative to the subjects assigned them which they may deem of interest. STATE ORPHAN ASYLUM. The annual report of the trustees gives the number of inmates as 140: boys 71, girls 69. The average attendance in the school connected with the institution is 87. The boys are instructed in agriculture, and the girls in needle-work. The State appropriation for the support of the institution for the year ended October 31, 1872, was $15,000. The actual amount exx^ended during the year was $21,396.49, an excess of $8,030.27 over the receipts. SOUTH CAROLINA. 315 SOUTH CAROLESTA INSTITUTION FOR THE EDUCATION OF THE DEAF AND DUMB AND THE BLIND. The twenty-fourth annual report of this institution states that, of the whole number of pupils (luring the year, 22 w^ere deaf and dumb and 19 were blind. The number of pupils was larger than during any previous session. The progress of the pupils iu their studies during the year is commendable. The institution stands greatly in need of increased shop facilities. There is only the boot and shoe trade for the deaf and dumb boys, and no trade for either males or females of the blind pupils, or for the mute girls. It is recommended that an appropri¬ ation be made for the juirpose of establishing an industrial department for .the females of both departments, a printing office and cabinet shop for the deaf and dumb boys, and the broom, mat, brush, and chair-seating trades for the blind boys. Of the latter a majority must have trades taught them or remain in a state of dependence after leaving the institution. It is represented that many who -would gladly avail themselves of the advantages of the institution are prevented doing so by their inability to provide suitable clothing and pay the expenses of transportation. A fund should be set apart for the relief of such persons. It is recommended that the superintendent be authorized to visit some of the lead¬ ing institutions for the deaf and dumb and the blind in the United States, during the next session, in order to acquaint himself with all improvements iu books, aiqiaratus, regime., &c. The books and apparatus of the institution, particularly for the blind, have been in use for a long time and need replenishing. The State superintendent of instruction recommends an appropriation of $15,000 for this institution for the next year. UNIVERSITY OF SOUTH CAROLINA. The university consists of ten distinct and independent schools. Students are allowed a choice, provided they enter at least three schools. The State appropriations for the university during the last fiscal year amounted to $37,850. This institution afibrds superior educational advantages. The State appropriations for its support have been liberal, its location is central and healthy, its buildings are commodious, its library is the finest in the Sonth, and there is a full corps of learned, efficient, faithful professors. The number of students in attendance, however, is ex¬ ceedingly unsatisfactory, and ought, by every reasonable consideration, to be largely augmented. The apparatus of the university, particularly in the departments of chemistry and jffiilosophy, is incomplete and should be replenished. It is recommended that a special appropriation be made for this purpose. WOFFORD COLLEGE. This institution is, by the terms of its endowment, under the control and manage¬ ment of the conference of the Methodist Episcopal Church of South Carolina. The endowment fund of the college (over $200,000) was, with the exception of a few thou¬ sand dollars, lost during the late war. The college includes two departments, colle¬ giate and preparatory. NEWBERRY COLLEGE. The college, having been removed from Newberry Court-House, is now located in Walhalla, Oconee County. It is under the care of the Evangelical Lutheran synod of South Carolina. The departments of the college are collegiate, preparatory, primary, and theological. GREENVII.LE BAPTIST FEMALE COLLEGE. This was organized by the Baptist State convention of South Carolina. The courses of study are primary, academic, and collegiate. The collegiate course has been ex¬ tended from three to four years, and the stucly of languages made a condition of gradua¬ tion. An extended course in mathematics is not required. CLAFLIN UNIVERSITY. This institution is designed for the education of colored youth of both sexes. It occupies a large and commodious building. It was purchased not long since by Rev. A. Webster, U. D., irresident, and the late Rev. T. W. Lewis, of Charleston, through -v^ffiose joint labors it assumerl its present proportions. Its name was given in honor of the Hon. Lee Claflin, of Massachusetts, who contributed largely to its purchase. 316 REPOET OF THE COMMISSIONER OF EDUCATION. The university comprises four departments : 1. The college proper, with the usual four years’ course of college studies. 2. The normal department, for the training of teachers ©f both sexes. 3. The Baker Theological Institute, which was removed from Charles¬ ton to the university. 4. The preparatory department. The university buildings contain 56 rooms, and will accommodate 200 scholars. No charge is made for tuition, room-rent, or lectures, but a tax of 10 cents a week is required of each student for incidental expenses. Board is provided at the rate of $2 a week. The leading men in South Carolina favorable to education and equal rights have, without exception, commended this enterprise. His excellency Governor R. K. Scott, who is one of the trustees, headed the subscription for the purchase with $500. Sen¬ ator Sawyer and others have subscribed generously. FURMAN UNIVERSITY. This university comprises seven distinct schools. Students are allowed entire freedom in the selection of their schools ,* and the schools are so arranged as to enable the student to pursue to the best advantage any particular course he may select, and to whatever extent he miay desire. No limit of time is fixed for the completion of a course of study. The usual college degrees are conferred; also the degree of “ proficient,” in the several schools. SOUTHERN BAPTIST THEOLOGICAL SEMINARY. The seminary was established by general co-operation of Southern Baptists, with the design of furnishing such theological education as is needed by Baptist ministers. The course of instruction is divided into eight schools, comprising eleven departments. The course in each school is completed in one year, except Hebrew and Greek. A full course occupies from three to four years. Tuition and lodging are free. The library formerly belonging to the theological department of Fnrmau University was trans¬ ferred to this seminary. FACTS FROM THE UNITED STATES CENSUS. Jrea and population. — In 1870 South Carolina was the twenty-second State in popula¬ tion, having 705,606 inhabitants within an area of 34,000 square miles, an average of 20.75 persons to the square mile. This population consisted of 289,667 whites, 415,814 colored, 124 Indians, and 1 Chinese. Of these 697,532 were natives of the United States and 8,074 were foreign-born. Of the native residents 270,301 whites, 408,285 colored, and 122 Indians v/ere born within its borders, while of the foreign residents 2,754 were horn in Germany, 617 in England, and 3,262 in Ireland. School attendance. — According to Table IX, vol. 1, of Census Report, 41,569 persons attended school, and of these 50 w^ere foreign-born. Of the 24,692 white scholars 12,731 were males and 11,961 females. Of the 16,873 colored jmpils 8,339 were males and 8,534 females ; 4 male Indians were also reported. Illiteracy. — There were 290,379 inhabitants of all ra,ces, 10 years old and over, unable to write, and of these 653 were foreign-born. Age and sex of illiterates.— Oi the 55,167 white illiterates 13,674 were from 10 to 15 years old, and of these 7,299 were males and 6,375 females ; 11,102 were from 15 to 21 years old, of whom 5,411 were males and 5,691 females ; 30,391 were 21 years old and over, of whom 12,490 were males and 17,901 females. Of the 235,164 colored illiterates 40,805 were from 10 to 15 years old, and of these 20,887 were males and 19,918 females ; 45,605 were from 15 to 21 years old ; of these 20,329 were males and 25,276 females ; 148,754 Avere 21 years old and over, of Avhom 70,830 w'ere males and 77,924 females ; 48 illiter¬ ate Indians were also reported. Educational institutions. — According to Table XII, vol. 1, of Census Report, the total number of educational institutions was 750, having 1,103 teachers, of whom 620 were males and 483 females, to educate their 38,249 pupils, of whom 17,397 rvere males aud 20,852 females. Amount and source of educational income. — The total income of all the educational in¬ stitutions was $577,953, of which $51,506 were derived from endowment ; $282,973 from taxation and public funds, and $243,474 from tuition and other sources. Puhlic schools. — The 581 public schools, with 781 teachers, (429 males and .352 females,) w'ere attended by 31,362 pupils, of whom 13,682 were males and 17,680 females. To educate these they had a total income of $279,723, of which $tl70,423 were derived from taxation and public funds, and 9,300 from tuition aud other sources. Colleges. — The 9 colleges, with 58 teachers, (40 males and 18 females,) were attended by 755 pupils, of whom 480 were males and 275 females. They had a total income of $54,800, of which $16,000 were derived from endowments, $4,500 from taxation and pub¬ lic funds, and $34,300 from tuition and other sources. SOUTH CAROLINA. 317 Academies. — The 17 academies, with 46 teachers, of whom 30 were males and 16 females, had an attendance of 1,154 pupils, (650 males and 504 females,) and a total income of $72,825, of which $15,000 were derived from endowment, $50 from taxation and public funds, and $57,775 from tuition and other sources. Private schools. — The 132 day and boarding schools had 163 teachers, (83 males and 80 females,) and were attended by 3,966 pupils, of whom 1,798 were males and 2,168 females. They had an income of $68,040, derived from tuition and other sources. ii&raries.— There were 741 public libraries in the State, with 149,224 volumes; also, 922 private libraries, with 397,020 volumes; making in allf 1,663 libraries, containing 546,244 volumes. The press. — The 55 periodicals had an aggregate circulation of 80,900 copies, and an aggregate annual issue of 8,901,400 copies. Churches.— the 1,457 church organizations 1,308 had edifices, with 491,425 sittings, and the church property was valued at $3,276,982. Pauperism. — Of the 2,071 paupers, 888 were native whites, 1,106 native colored, and 77 foreigners. Crime. — Of 732 persons in prison June 1, 1870, 130 were native whites, 584 native col¬ ored, and 18 foreign-born; 1,399 persons were convicted during the year. Age and sex of population. — Of the total population 233,915 were from 5 to 18 years old, of whom 118,509 were males and 115,406 females ; 503,763 were 10 years old and over, of whom 241,492 were males and 262,271 females. Occupations. — Two hundred and sixty-three thousand three hundred and one persons of these ages were engaged in various occupations, of whom 182,355 were males and 80,946 females ; 206,654 persons were engaged in agricultural pursuits, of whom 147,708 were males and 58,946 females; 34,383 in personal and professional services, of whom 15,526 w'ere males and 18,857 females ; 8,470 in trade and transportation, of whom 8,250 were males and 220 females ; 13,794 in manufactures and mechanical and mining indus¬ tries, of whom 10,871 were males and 2,923 females. Age and sex of worlcing population. — Of the 263,301 employed persons 30,414 were from 10 to 15 years old, of whom 18,968 were males and 11,446 females; 214,414 were from 16 to 59 years old, and of these 148,719 were males and 65,695 females ; 18,473 were 60 years old and over, of whom 14,668 were males and 3,805 females. SCHOOL OFFICIALS. * Hon. J. K. JiLLSOX, State superintendent of education, Columbia. COUNTY SCHOOL COMMISSIONERS. County. Kanie. Post-office address. Abbeville . William Presaly . . . Abbeville C. H. Hamburgh. Anderson C. H. Blackville, Beaufort. Aiken . . . .John Gardner . . . . . Anderson . Thomas P. Benson . Barnwell . Abraham Middleton . Beaufort . T. E. Miller . . Charleston . . . B. H. H nyt ... ... Charleston. Chester C. H. Chester . Dublin J. Walker . Chesterfield . W. L. T. Prince . Chesterfield C. H. Clarendon . L. A. Benton . Wright’s Bluff. W alterborough. Florence. Colleton . E. D. Holmes . Darlington . Joshua E. Wilson . Edgefield . George A. Morgan . Edgefield C. H. Winnsborongh. Georgetown C. H. Greenville C. H. Eairfield . William J. Crawford . Georgetown . Greenville . S. B. Gipson . . . . James H. Taylor . Horry . Daniel Lewis . Conwayborough. Camden. Kershaw . Frank Carter . Lancaster . . . M. J. Shaver . . _ _ _ Lancaster C. H. Laurens . Pratt S. Sober . . .. . . Laurens C, H. Lexington . A . D. Haiti wanger . . . , . Lexington C. H. Marion C. H. Marion . Mitchell K. Holloway . . . . Marlborough . Frank S. Hoyle . Bennettsville. Ke wherry . . Mnnaon S. T.nng . . . . ... Newberry C. H. Perryville. Oraugeburgh C. H. Pickens C. H. Oconee . . Thomas T.. T.ewis _ _ _ _ _ _ ... Orangebnrgh . Francis Bi McKinlay . . . . Pickens . D. F. Bradley . Kichljind . D. Salmond . Columbia. Sparta, nbnrgh _ W^. H Richardson ......... . _ ........ _ _ Spartanburgh C. H. Sumter C. H. . Sumter . J. H. Corbett . . . Union . W. H. Norman . . . . . Cross Keys. Kingstree. Yorkville. William sburgh . Henry H. Mon yon . . York . C. A. King . 318 EEPOET OF THE COMMISSIONEE OF EDUCATION. TENNESSEE. fFrom reports of Hon. ‘William Morrow, state superintendent of instruction, and of J. B. Killebrew, assistant superintendent.] CONDITION OP EDUCATIONAL INTERESTS. The facts presented in the following report bring before the general assembly the question whether it is not the duty of that body to impose a specific tax for school purposes. Less than thirty counties in the State have levied a tax for school purposes. In the remainder no action whatever has been taken by the county courts. Very few counties have schools at present in operation, and a degree of languor and inaction prevails throughout the State that bodes anything but good to our educational interests. ILLITERACY. Facts developed by the census and prison statistics form a startling comment upon our educational condition, and offer a warning which we shall do well to heed. From the ninth census it appears that the number of illiterate persons in the State of Ten¬ nessee, 10 years old and over, is 364,668, of whom 138,955 are between the ages of 10 and 21 ; the remainder, 225,713, are 21 and over. Of the adults there are of white males 37,713; colored, 55,927; aggregating 93,640 male adults unable to read and write; yet whose votes are as potential for good or evil as those of the wisest men in the State. The total vote at the last election was 120,479, and ignorance cast 93,640 of them. There are in the State, of white women 68,825, of colored women 63,248, who can neither read nor write, making in all of illiterate w^omeu, 132,073. There are also in the State, of white children between the ages of 10 and 21, 72,189, and of colored children of the same ages, 66,766, who can neither read nor write. INCREASE OF ILLITERACY. Another lamentable fact deducible from the census is, that while the white popula¬ tion has increased but 13 per cent., the increase in the number of white illiterates has been 50 per cent. The number of illiterates among the adults has increased from 71,114 to 106,538. And this illiteracy is to-day increasing in a still gveater ratio. IGNORANCE AND CRIME. The prison statistics of the State are significant. There are now in the penitentiary 768 persons, of whom 668 can neither read nor write. Of the remaining 100, reported educated, one-half only read and write, and about five have been liberally educated. It has been estimated that the loss to the State by these 768 unproductive persons is $440 for each one annually, aggregating a sum which would educate in public schools six times the number ot inmates. It is easier and less costly to x^revent crime than to punish it. The amount paid out of the State treasury for the conviction and prosecution of criminals for the year ended October 1, 1871, was $171,542.76. In this is not included damage to property, nt)r loss of life, nor the extra police force demanded. It is a great responsibility to levy a tax to make useful men and women instead of criminals and paupers of the children of our State ; it is a still greater responsibility not to do it. NECESSITY OF PUBLIC SCHOOLS. One reason that should arouse our people to the necessity of establishing a good system of public schools is, that without it au industrious, intelligent, and energetic Xiopulation will not be induced to settle uxion its surp] us lands. Out of 29,000,000 acres of land in the State, only a little over 6,000,000 are under cultivation. The remaining 23,000,000 are lying idle, contributing nothing to the State, and will hang a dead weight upon its prosperity until they can be tilled and occupied by industrious, intel¬ ligent citizens. But such will not settle in a State that offers no facilities for educa¬ tion. An intelligent laborer will annually add, on an average, at least 25 per cent, more to the wealth of the State than au ignorant one. Statistics show that one person in the rigorous climate and xioor soil of Massachusetts makes nearly three times as much as one in the rich fields and genial climate of Tennessee. PREJUDICES TO BE OVERCOME. The greatest obstacle to be overcome in the establishment of a system of public instruction is the inherited idea that education should be left to private enterprise, and TENNESSEE. 319 that property should not he taxed to educate those 'without means. There is also in some localities a strong feeling against levying a school-tax, because the negroes -will share its benefits. Public schools are unpopular also because they have been so inef¬ ficient. SCHOOL LEGISLATION. The constant changes made in the system by our legislative bodies have created in the public mind a sense of their instability and inefficiency ; and the parsimonious appropriations have just been sufficient to interfere 'with, and, in a measure, break down, all private enterprises. If the educational bill introduced into Congress shall become a law, Tennessee will receive, under that act, about $130,000, which, with the interest on the school-fund of $1,500,000, and the sum realized from other sources, will, if sup¬ plemented by a small tax, enable the State to maintain a very respectable school sys¬ tem. What is most needed now is unity of action, a livelier interest in educational matters, a larger amount of energy in the school system, and more frequent and relia¬ ble statistics from each county. The meageruess of reports is sufficient proof that some other method should be devised to collect the scholastic statistics of the counties • COUNTY REPORTS. The whole number of counties in the State is 92, from 81 of which reports have been received ; in most cases meager, indefinite, unsatisfactory, and discouraging in every particular. So far as can be gathered from these reports a school tax has been levied or voted in 37 counties, but sometimes insufficient to accomplish any object. In 44 counties the tax has been voted down or the subject utterly ignored. Commissioners have been appointed in a whole or part of the districts of 54 counties, but these are frequently reported as taking no interest in the matter, and occasionally as resigning or refusing to serve, while in 27 counties no commissioners at all have been elected. Only in 24 counties are schools of any sort reported in existence, and these not in every case free or even public ; even when public they seem to be limited to white children. In 32 counties it is definitely stated that there are no schools, and in the remainder it is inferred that this is the case, there being usually no tax and no commissioners. In a few instances schools have been suspended and are to be resumed as soon as convenient or possible. Where schools are taught it is generally for but a short period, sometimes even limited to from one to two months of the year. Only in one county are the schools reported as in a really prosperous condition, and only in two or three counties is the prospect at all hopeful for improvement. PEABODY FUND. The agent of the fund reports as follows : “ On the 19th of December last the State teachers’ association addressed to me a com¬ munication containing the following passages : ^ We deem it of the utmost importance that at this juncture an efficient agent should canvass the State and arouse the various counties to action under the present school law. Wo would respectfully request your consideration of the propriety of appropriating $1,500, during the year 1872, toward the support of such an agent, to co-operate with the treasurer, who is, ex officio, sujieriu- teudent, and to work under the immediate super'jfision of the officers and executive committee of the State teachers’ association. We’ are satisfied that in no other wniy can this amount of money accomplish equal good to the cause of education in this State.’ “ This recommendation was finally agreed to, not only on account of its intrinsic merits, but because the resident member of our board of trustees is the president of the associa¬ tion. To guard against any misapplication of the money contributed by us, it was placed at the disposal of our associate above referred to, w'ith the request that he would make such an arrangement with the teachers’ association as would, in his judgment, accomplish the greatest amount of good.” An agent was appointed who, in January, was made assistant superintendent of pub¬ lic instruction, which circumstance is itself the best evidence of the wisdom of the course pursued. In March last he mdde a most valuable report, which rvas published by authority, for the purpose of being circulated in the State. He says that “The sys¬ tem as it at present exists is ntterly devoid of vitality.” “ Less than thirty counties have levied a tax for school purposes, and in the remainder no action has been taken by the county courts.” The assistancereuderedfrom the fund is as follows: Knoxville, $2,000 ; thirteenth civil district, Davidson County, $1,000; Jouesborough, $1,000; Greenville, $1,000; Lookout Mountain normal school, $1,000; Fisk University colored normal school, $800; Edge- field, $800. The understanding with this town was that the assistance should end with 320 REPORT OF THE COMMISSIONER OF EDUCATION. last year, but an unexpected deficiency of school funds occurring, it was considered expedient to make another donation. Four places received donations of $600 each, one of $500, ten of $450 each, thirty-four of $300 each, and one of $200; making a total of $25,400. Reports received from most of these schools give very favorable ac¬ counts of their success. Many of them have been held in college or academy buildings, and instructed by a higher order of teachers than is common in the public schools. ADDUESS BEFORE THE TEACHERS’ ASSOCIATION. At the meeting of the Tennessee Central Teachers’ Association, at Murfreesborough, in August, Dr. William Shelton delivered an address upon the relation of public schools to the welfare of the State. He considered the subject especially in its bearing on the j>resent condition of the people of Tennessee. ^‘Tennessee is now trying to adapt her¬ self to the changed circumstances in which she is placed, so as to bring good for her people out of the evil she has suffered.” As the great means of securing prosperity, he urged popular education. He maintained that the true principles of political economy demand the education of every child in the State. “ A common-school education for all the children of Tennessee is absolutely indispens¬ able: 1. As a. means of increasing our population. Our sources of wealth lie unim¬ proved for the want of population ; and immigrants are unVilling to settle in a State where they can not educate their children. 2. As a means of preventing crime. The vast majority of our criminals are men of no education ; 87 per cent, of the inmates of the i)enitentiary in Nashville can not read or write. If the State can diminish the amount of crime by furnishing the means of education to her people, true State policy requires that she shall expend a few thousands to prevent what it requires many thou¬ sands to punish. 3. As a means of utilizing labor. Capacity for useful labor is so much productive capital ; and as the State increases the capacity of her laborers by edu¬ cating them, she increases in the same proportion the productive capital of her people. 4. As a means of protecting xiroperty. If the people had intelligence enough to make them good citizens, proi>erty would be rendered more secure and its value thereby increased. Is it not then the duty of the State, by an efficient system of juiblic schools, to augment the intelligence of the next generation ? And if property receives such ad¬ vantages from the public schools, is it not just and fair that property should be taxed for their support ? 5. As a means of perpetuating our free, democratic institutions. An ignorant and degraded people are incapable of governing themselves. The doctrine of universal suffrage, without general education, will inevitably lead to anarchy, and finally to desxiotism. If we would preserve our free institutions we must educate our people. “ Our legislators plead our impoverished treasury as an unanswerable argument against establishing an efficient system of public schools. They shrink from the idea of increased taxation. They are afraid the people will not bear the necessary tax. The people are willing to bear any tax that they are convinced is necessary to secure their own advantage.” “They have been opposed to taxation for xjoblic schools, because the taxation is not great enough to make the public schools efficient. They ought not to be taxed for an object that is never received. Let there be an adequate taxation for public schools, or else let public schools be abandoned.” “ The school-tax need not be very high, no higher than is necessary to put the educational interests of the counties under the supervision of the State, and also to enable the State to make such appropriations to the counties as will induce them to tax themselves. According to the educational bill passed by the last Congress, Tennessee will be entitled to about $130,000. This, added to the other sources of income to the State for educational purposes, will diminish the amount of taxation for public instruction ; so that by a moderate increase in the present rate of taxation, the legislature may do all that is necessary to make our system of public schools efficient.” “This will bo the most important question that will come before the next legislature. It is earnestly to be hoped that they will lift themselves high enough above mere partisan aims to take the resxionsibility of doing what they know is for the good of the people.” MEMPHIS, CONDITION OF 8<;H00LS. The growing popularity of the schools is plainly indicated by the demand for increased accommodations. Commencing in September with 42 rooms, the requirements of the schools rendered it necessary to increase the number to 48. The presence of sick¬ ness of various tyx^es has militated seriously against the attendance and strength of the schools, but in other respects their condition is in the highest degree satisfactory. The closing exercises of the schools were very creditable. At the commencement of the session the colored schools required the services of only 8 teachers ; but as the season advanced the number had to be increased to 12. It has TENNESSEE. 321 been a difficnlt matter to provide suitable teachers for these schools. The attendance is variable and unsatisfactory. The per cent, of attendance has been in white schools, 88.04 ; in colored schools, 80.43'. Per cent, of tardiness in white schools, 2.89 ; in colored schools, 5.18. Cost of maintaining white schools, based on enrollment, ^^5.94 ; based on attendance, ^-28.24. Cost of maintaining colored schools, based on enrollment, §20.86; based on attendance, §22.52. SCHOOL BUILDINGS. During the year a new school building has been completed, at a cost (including fur¬ niture and lot) of $81,500. It contains 12 rooms, each provided with accommodations for GO jmpils. The Peabody building is apjn’oaching completion, and will probably be readv for use in September. It will afford sittings for 480 pupils. Cost of building, $30,000. NASHVILLE. CONDITION OF SCHOOLS. In consequence of the reduction of the school age from 21 to 18, the scholastic popu¬ lation is 1,456 less than last year, but the total enrollment is about the same. The per cent, of attendance on number belonging is 95^ against 93 last year, and on total en¬ rollment it is 664 against 61. The per cent, of attendance on number belonging is, in white schools, 95.7, and in colored, 93.7 ; on total enrollment, it is 71 in the former and only 51 in the latter. The per cent, of tardiness of the colored schools is four times as great as that of the white schools. They have, however, made a much better record this year than last. SCHOOL BUILDINGS. No funds have been placed at the disposal of the board of education since 1865 for providing buildings to accommodate the increasing number of children. Two govern¬ ment buildings, patched up for temporary purposes, have become utterly worn out, and the city should, withiu the next year, provide better accommodations for the 400 chil¬ dren now most uncomfortably housed in them. A special tax, sufficient to raise $25,000, is recommended for this purpose. The other school buildings arc in good order. BRANCHES OF STUDY. During the past session the study of German has been added to the high-school course. B3' enactment of the city council, it will be introduced next term into the grammar schools. It is recommended that steps be taken to provide for the systematic teaching of drawing and music. ADDRESS OF HON. WILLIAM H. STEPHENS BEFORE THE UNIVERSITY OF NASHVILLE. The annual address before the alumni society of the University of Nashville was de¬ livered b^^ Hon. William H. Stephens, of Memphis, Tennessee. Kis theme was, “ Ten¬ nessee, and the duty of her educated sons.’^ While endeavoring to strengthen the feeling of attachment to the State, he should aim at the same time and by the same means to awaken a deeper interest in behalf of her eldest daughter, the University of Nashville. He sketched briefly the historj^ of the university. Tlie first settlement on the Cumberland was only six years old when, in 1785, its inhabitants procured from the legislature of North Carolina the charter of an academy. This was the first incorporated seminary of learning in the vallej" of the Mississippi. In 1806 the academy was raised to the rank of Cumberland College, and in 1826 to that of the University of Nashville. Niue years after the creation of this academy^, the legislature, in 1794, incorporated Blount College, at Knoxville, now the University of East Tennessee ; and at the same session, Greene College, in Greene County ; and in 1795, Washington College, in Washington County. What is the duty, he asked, of educated men toward this university, which is so closely connected with the fortunes of the State, and which should exert so great an influence ? He deprecated the general leeling of indifference. In New England, college commencements are subjects of general attention and interest. But when the central university of Tennessee assembles her children to take counsel for the promotion of education in the State, the fact is scarcely known by the mass of the people, and where known excites little or no interest. Much of the blame of this lies at the door of the educated class of Tennessee. No one feels called upon to speak a word in behalf of our own schools, or to demonstrate the advantages of sustaining within our borders at least one complete university. “ Yet it is 21 E 322 EEPOET OF THE COMMISSIONER OF EDUCATION. undoubtedly the duty of every citizen to endeavor, according to bis ability, to make our schools and colleges as useful, as successful, and as perfect as those of any other State. Viewed in the light of a mere business transaction, such a consummation would save to the State a fund sufficient to give a gratuitous English education to every indigent child within her limits. ‘It would cheapen every branch of education, and would save millions to our overburdened people.” “Moreover, as a question of wise political economy, it mUvSt be granted that the great body of our young men who seek a col¬ legiate education, poor as well as rich, should have the opportunity of being trained together at the same university, so as to measure strength with each other, and to learn by actual contact and intercourse that in this free land there is no other aristoc¬ racy than that of individual merit and personal accomplishments.” There is no cause which renders it impossible to maintain in the city of Nashville a university of the highest order of excellence. “ The cause of the university is the cause of the State. The x>rosperity of the one is the xrrosperity of the other. The university has already emerged from her dim twilight, and, with her 400 students, stands forth in conscious strength. And in regard to the State, it is permitted to us, in the exercise of a reasonable hope, to auticiitate the si)eedy coming of a brighter day.” The number of graduates from the university since 1813 is as follows : In 1816, 1857, and 1871, 2; 1814, 1854, 1858, and 1862, 3 ; 1855 and 1859, 5; 1813, 1815, 1829, and 18.56, 7 ; 1830 and 1860, 8 ; 1832 and 1851, 9 ; 1826 and 1834, 10 ; 1852 and 1861, 11 ; 1827 and 1837, 12; 18.53, 13; 1842 and 1850, 14 ; 1828, 183.3, and 1840. 16; 1836, 1843, 1846, and 1849, 18 ; 1835 and 1838, 20 ; 1839, 1847, and 1848, 21 ; 1831 and 1845, 22 ; 1841, 23 ; 1844, 25. Whole number of graduates from 1813 to 1871, 512. For eight years — 1863 to 1870, inclusive — there were no graduates. LOOKOUT MOUNTAIN EDUCATIONAL INSTITUTION. The school at Lookout Mountain was closed at the ex^nration of the academic year, June, 1872, and, in place of the usual annual report, there is xiresented a brief sketch of its origin, history, and the causes of its discontinuance: Early in the year 1865, Mr. C. E. Robert, of New York, conceived the plan of estab¬ lishing a school of high character at some central, accessible xioiut in the South. Sev¬ eral gentlemen, at nearly the same time, independently of each other, were found to be interested in such a project. The plan contemx>lated a school open to both sexes, under the most api)roved modern methods of instruction, with accessories inviting to iiersons of refinement, yet at a cost not beyond the reach of xmifils dejiendent uipon their own exertions. State xiatronage, with its x^olitical comx)lications; a partisan bias, with its sectional x>rejudices; a sectarian control, with its incidental exclusiveness ; were to be equally avoided. Dex)endence ux)on local xiatronage would give a local character and tone to the school, while the association of minds of both sexes from a wide range of society was regarded as the best condition of a truly liberal education. The grow¬ ing tendency to a superficial and merely ornamental education was to be firmly resisted. The sumniit of Lookout Mountain was selected as a site combining the best advan¬ tages. A tract of laud, more than two hundred acres in extent, about five miles from Chattanooga, elevated two thousand feet above the sea-level, with fine building-stone nearby, was purchased, as were also the buildings erected thereon by the Government. Parts of these buildings were finished and fitted nxi for school jmrposes, with accom¬ modations for eighty xmxiils, the resident officers and their families, at an exxiense of over $40,000. A charter from the legislature of Tennessee conferred university xirivi- leges, and a name was adopted which would cover whatever dexiartments the future of the institution might demand. The school oxiened May 15, 1866. The whole number of x)ux)ils received was 953, averaging 80 x^er half-year, with an average of five teachers. Private gifts of the founder and others, an annual axix^roxn'iation for the last three years from the Peabody fund, in connection with the normal dexiartment, together with certain benevolent and educational society funds, amounting in all to several thousand dollars, have been distributed to students needing assistance. Many of the students arc xiroviug their education in the higher institutions, in the xu'ofessions, and inxmacti- cal life. A number have begun their preparation for the ministry, and some are already in the field. It had been the aim of the founder, as soon as the institution should be well organ¬ ized and x>laced on a sound financial basis, to transfer it to a board of trust, who would conduct it after the original design. Several causes have combined to defeat this in¬ tention. Neither the men nor the money could be secured. Protracted and vexatious litigation has prevented the accumulation of endowments and the erection of perma¬ nent buildings. For these reasons Mr. Robert has felt constrained to close the school, sell the property, and transmit the proceeds to the trustees of the Robert College, Con- stantinox>le. It is believed that a concentration of funds and effort upon this institution will secure larger results than the separate maintenance of both. The officers, in closing their connection with the Lookout Mountain school, express the belief that its career, though short, has been honorable, and its influence good, wide-spread, and lasting. TENNESSEE. 323 freedmen’s normal institute. This institution is the result of a convention held in Deceinl)er, 1871, hy the colored citizens of East Tennessee, at the instance of Professor Yardley Warner, of German¬ town, Pennsylvania. ' • Resolutions were offered by several colored men present. The most important of these were carried by an overwhelming majority, and were to the effect that — 1st. The colored people of East Tennessee wmuld have. Providence favoring the en¬ terprise, a teachers’ training school, so conducted as to enable those unable other¬ wise to procure boarding, and to liquidate other contingent expenses, to do so at the expense of the labor of their hands, while at the institution and under instruc¬ tion. 2d. That the institution should be exclusively for the benefit of the freedmen, and therefore should be called The Freedmen’s Normal Institute of East Tennessee,” Over !|300 were subscribed at the convention, and many white persons of East Ten¬ nessee have also offered subscriptions. In all, $14,000 have been subscribed, of which nearly $8,000 have been paid in. Liberal subscriptions have been made by some friends in Philadelphia. Aid has also been received from New York, Rhode Island, New Jersey, Ohio, Delaware, Indiana, and England. The subscription of the colored people has reached the amount of $2,300. With this subscription list before him, and at the earnest desire of the colored people to commence the work. Professor Warner had iilans and specifications prepared for a suitable building, 120 feet long, 36 feet wide, twm stories high, with a basement. Thirty acres of laud, suitably situated near Maryville, the county-seat of Blount County, were purchased, at a cost of $1,000, and deed taken in the name of the trustees of Indiana Yearly Meeting. A barn, 40 by 50, has been built, and 500,000 bricks have been made. The corner-stone of the building was laid August 29, 1872, and it is fairly under way. The whole cost is estimated at $12,000, and is to be completed by Feb¬ ruary or March. It is built to accommodate 60 or 70 normal students and 200 day scholars. After it is completed it is to be conducted by a board of managers, mostly selected from citizens of that vicinity. Great enthusiasm is felt by the colored people in the enterprise. They have done most of the work. All the workmen enter into an obli¬ gation to avoid profanity and intemperance. A circulating library of 400 volumes has been placed in the Maryville institute, for the use, of the imblic ; and it is estimated that, through the liberality of several book- publishers and friends in Philadelphia, nearly $4,000 worth of school and other books have been gratuitously distributed wfithin the past two years in East Tennessee. A monthly newspaper, the Maryville Monitor, is published in the interest of the freedmen, education, and religion, and is found to accomplish much good. The whole expenditure, up to September 17, is reported to be $7,217.33. The interest in this work is not confined to any particular religious creed or political faith j all have entered into the wmrk Awth heart and soul. UNIA^ERSITY OF NASHVILLE. This institution dates its origin more than ten years anterior to the birth of the State of Tennessee, having been founded, incorporated, and endowed in 1785, under the name of Davidson Academy. The collegiate department embraces nine distinct schools. Each student may select, the schools he Avill attend, but must attend at least three. The medical department is rapidly regaining the i)osition it held before the war. The class of last session was the largest for several years. The military department is in suc¬ cessful operation. MONTGOMERY BELL ACADEMY. This is the preparatory school of the unWersity, and had its origin in the benevolent bequest of a late citizen of Tennessee, Avhose name it bears. It annually supi)lies gra¬ tuitous instruction for 25 students from four counties of the State. It consists of a high school and grammar school, each having a three years’ course. The school aims to prepare young men for business as well as for college. EAST TENNESSEE UNIVERSITY AND STATE AGRICULTURAL COLLEGE. The proceeds of the sale of land scrip which fell to the share of the State of Tennes¬ see were appropriated to East Tennessee University, and in 1869 a college of agricul¬ ture and the mechanic arts Avas established. The AA’ork has been prosecuted in the face of unexpected difficulties, resulting especially from the delay in the payment of accrued interest on bonds constituting the endoAvment. These obstacles have been to a con.siderable extent removed, and the success of the enterprise is certain, if it only has the hearty and generous co-operation of the legislature and the people. 324 REPORT OF THE COMMISSIONER OF EDUCATION. The standard of attainments for admission to the agricultural and mechanical courses has heretofore been considerably lower than for admission to the classical course. In the incipient stages of the departments this has seemed an unavoidable evil. The fac¬ ulty are', however, of the opinion that the scieutitic courses should be such that students completing them shall have gone through as thorough a course of study as those who graduate from the classical course. The requirements for admission to these two will, therefore, be raised materially. A preparatory department is connected with the university. The college is under military discipline. FISK UNIVERSITY. In January, 1866, the American Missionary Association and Western Freedmen’s Aid Commission founded in Nashville, Tennessee, the Fisk School. In August, 1867, a charter, as Fisk University, was secured, and the academic and normal departments were opened the following September. In June, 1871, a college course was established and a class admitted. The courses of study already established are the college, the college preparatory, the theological, the higher normal, and the common-school normal. Other courses, including medicine and law, will be added as may be required. A model school is con¬ nected with the normal school. Students in the normal and preparatory courses are required to take book-keeping. The graduates of the normal school have, as a rule, ob¬ tained good positions as teachers. The demand for them is in excess of the supply. The great wants of the institution are j)ermanent and commodious buildings on a permanent site, and endowments. At present the salaries of its teachers, as well as its current expenses beyond its income, are paid by the American Missionary Associa¬ tion. Without a permanent fund, from which a continual income is obtained^ it can not rest on a solid basis. The trustees of the Peabody fund have for some time past given aid to needy and worthy students preparing themselves for teaching. It is expected that this will continue. The Jubilee Singers have, by concerts given during the year, raised the sum of $20,000 toward the erection of a building to be called “ Jubilee Hall.” The privileges of the university are offered alike, without distinction of race or sex. Students may defray a xiortion of their expenses by labor in the city or institution. CUMBERL.VND UNIVERSITY. This comprises the following departments : Collegiate, theological, law, medical, a commercial school and an engineering school. Several courses of elective studies are jirovided. The course in the law school has been condensed so as to allow gentlemen to graduate in two sessions of fivm months each. The medical department, located in Meriiphis, became a branch of the university in 1871. Canqi Blake, an institution organized in connection with the theological department, in September, 1868, for the gratuitous instruction of candidates for the Presbyterian ministry, continues in successful oxieration. WEST TENNESSEE COLLEGE. This comprehends four departments of study, each complete in itself, and furnishing together, by easy transition, a consecutive course of 10 years; the xirimaiy school, the grammar school, the academy, and the college. An elective course is x>ermitted. Stu¬ dents ])ledging themselves to teach for five years after graduation receive tuition free. The college is under military discixiline. KING COLLEGE. This college has only been in operation feree years. Of the 11 graduates sent forth, 10 are engaged in the work of the ministry. The course of study prescribed is equal to that of the best colleges. One professorship has been endowed by Holden Presbytery with $25,000, the interest of which alone is to be used. Two other presbyteries have engaged to raise a like amount. These presbyteries will be entitled to nominate the men who shall fill the chairs which they endow. MARYVILLE COLLEGE. This was founded in 1819 by the Rev. Isaac Anderson, D. D., who was its president for thirty-eight years. The college was in continuous operation from its beginning ux> to the 8]u'iug of 1861, when its work was suspended by the war, but resumed again in 1866. More than 120 of its graduates are in the profession of the ministry. Its work has been accomplished with very limited means. Young ladies are admit¬ ted to all the classes in the college. TENNESSEE. 325 EAST TENNESSEE WESLEYAN UNIVERSITY. The course of study comprises classical, scientific, and preparatory departments. A normal school for the training of teachers will be o^)ened whenever a sufficient num¬ ber of students apply to justify the additional expense. The institution is open to both sexes. MARY SHARP COLLEGE. In the work of giving to women a truly liberal education, this college claims to be a pioneer. At the time of its foundation it is believed there was no school in existence which offered to women a course of study so nearly commensurate with that of col¬ leges for young men, as was then, and still is, insisted upon at this institution, in order to obtain the honors of the college. More than 100 graduates of the college are now engaged in teaching. The institution is sustained without endowments. TENNESSEE TEACHERS’ ASSOCIATION. At the meeting of the Tennessee Teachers’ Association, Hon. James Whitworth pre¬ siding, an interesting debate upon “Normal schools” followed a lecture on this subject by Professor B. W. McDonald, of Cumberland University. General E. Kirby Smith thought good normal schools constituted the basis of every system of public instruction. Captain Donelson, superinteudent of the public schools of Davidson County, reported 83 schools, 60 white and 23 colored, in operation in the county. The committee on the school fund reported that the fund originally au)ounted to $1,500,000, from which accrued annually $100,000, which were annually appropriated for common schools until and including 1861; and that, as there had been no interest paid since that date, there was now an amount of $900,000 of accrued interest, which, by the constitution, should be api^ropriated to the superintendent of common schools. A committee of five was appointed to report some feasible plan whereby Tennessee might secure the advantages of normal schools. Professor A. L. Mint gave an address on “The necessity of the professional teacher,” and was followed by Professor Baldwin, who thought teachers should have as much liberty accorded to them as is allowed to the profession of law or medicine. On motion of Professor Baldwin, a resolution was adopted for apj)ointing a committee of three members of the association, who are actually engaged in teaching in public schools, to consider what legislation, if any, is needed to protect the rights of teachers, and report at the next annual meeting. At the closing session, addresses were given by Professor McDonald, who claimed that Tennessee could educate her youth more economically in public than in private schools; and by Professor Baldwin, who extolled the work of education as equal to any other in importance ; he expected, by training youth in his school for the responsible\luties of citizens, to aid the State in all enterprises looking to her welfare. Other addresses were made by Professor A. R. Spence, of Michigan, Professors Phelan and Stobey, and Dr. Stout. Officers elected : President, Hon. James Whitworth, with a number of vice-jiresi- dents, and an executive committee of three. The next meeting of the association is to be held at Knoxville. FACTS FROM THE UNITED STATES CENSUS. Area and pojmlafion. — In 1870 Tennessee was the ninth State in population, having 1,258,520 inhabitants within an area of 45,600 square miles, an average of 27.60 persons to the square mile. This population consisted of 936,119 whites, 322,331 colored, and 70 Indians. Of these, 1,239,204 were natives of the United States, and 19,316 were foreign-born. Of the native residents, 766,997 whites, 260,630 colored, aiid 26 Indians were bom within its borders, while of the foreign residents 4,539 were born in Germany, 2,0v'^5 in England, and 8,048 in Ireland. School attendance. — According to Table IX, vol. 1, of Census Report, 120,710 persons attended school, and of these 141 were foreign-born. Of the 110,314 white scholars, 58,524 were males and 51,790 females. Of the 10,391 colored pupils, 4,938 w'ere males and 5,453 females. Five male Indians were also reported. lUiteraci/. — There were 364,697 inhabitants of all races, 10 years old and ov^r, unable to write, and of these 1,742 were foreign-born. Age and sex of illiterates. — Of the 178,727 white illiterates 38,878 were from 10 to 15 years old, and of these 20,887 were males and 17,991 females ; 33,311 were from 15 to 21 years old, and of these 15,962 were males and 17,349 females ; 106,538 vrere 21 years old and over, of whom 37,713 were males and 68,825 females. Of the 185,952 colored illiterates 31,632 were from 10 to 15 years old, and of these 16,407 were males and 326 REPORT OF THE COMMISSIONER OF EDUCATION 15,225 females ; 35,134 were from 15 to 21 years old, of whom 16,299 were males and 18,835 females; 119,186 were 21 years old and over, of whom 55,938 were males and 63,248 females. Niue male and 9 female Indians were also reported. Educaiional institutions. — According to Table XII, vol. 1, of Census Report, the total number of educational institutions was 2,794, having 3,587 teachers, of whom 2,440 were males and 1,147 females, to educate their 125,831 pupils, of whom 65,979 were males and 59,852 females. Amount and source of educational iacowe.— The total income of all the educational institutions was |1,050,692, of which $79,100 were derived from endowment, $629,461 from taxation and public funds, and $942,131 from tuition and other sources. Public schools. — The 1,932 public schools, with 2,141 teachers, 1,579 males and 562 females, were attended by 82,970 pupils, of whom 43,600 were males and 39,370 females. To educate these they possessed a total income of $683,008, of which $1,100 were derived from endowment, $580,416 from taxation and public funds, and $101,492 from other sources. Colleges. — The 51 colleges, with 225 teachers — 140 males and 85 females — had an at¬ tendance of 5,579 students, of whom 3,082 Vv^ere males and 2,497 females. They pos¬ sessed a total income of $288,950, of which $63,540 were derived from endowment, $4,110 from taxation and public funds, and $221,300 from other sources, including tuition. Academies. — The 152 academies, with 391 teachers, 208 males and 183 females, were attended by 12,793 pupils, of whom 6,418 were males and 6,375 females. They possessed a total income of $247,485, of which $5,160 were derived from endowment, $6,135 from taxation and public funds, and $236,190 from other sources, including tuition. Private schools.— The 624 day and boarding schools had 740 teachers, of whom 461 were males and 279 females, and were attended by 22,461 pupils, of whom 11,815 were males and 10,646 females. They possessed an income of $303,215, derived from tuition and other sources. Libraries. — There were 773 public libraries, containing 204,713 volumes, and 2,732pri- vate libraries, with 597,399 voluntes ; making in all 3,505 libraries, containing 802,112 volumes. The press. — The 91 periodicals had an aggregate circulation of 225,952 copies, and an aggregate annual issue of 18,300,844 copies. Churches. — Of the 3,180 churches 2,842 had edifices, with 878,524 sittings, and the church property was valued at $4,697,675. Pauperism. — Of the 1,332 pauxiers 966 were native whites, 314 native colored, and 52 foreign-born. Crime. — Of 981 persons imprisoned June 1, 1870, 342 persons were native whites, 560 native colored, and 79 foreign-born. Age and sex of 2)opulation. — Of the total population 429,592 persons were from 5 to 18 years old, and of these 217,922 were males and 211,670 females; 890,872 were 10 years old and over, of Avhom 436,154 were males and 454,718 females. Occupations. — There were 367,987 persons of these ages engaged in various occupa¬ tions, of whom 322,585 were males and 45,402 females ; 267,020 were engaged in agri¬ cultural pursuits, of whom 237,953 were males and 19,067 females ; 54,396 in personal and j)rofessional services, of whom 30,077 were males and 24,319 females ; 17,510 in trade and transportation, of whom 17,417 were males and 93 females; 29,061 in me¬ chanical and manufacturing and mining industries, of whom 27,138 were males and 1,923 females. Age and sex of worhing population. — Of the 367,987 employed persons 41,456 were from 10 to 15 years old, of whom 34,091 were males and 7,365 females ; 303,655 were from 16 to 59 years old, and of these 268,463 were males and 35,192 females ; 22,876 were 60 years old and over, of whom 20,031 were males and 2,845 females. TEXAS. 327 TEXAS. [From the report of Hon. J. C. De Gresa, State superintendent of public instmction, for the fiscal year ended August 31, 1871, and supplementary report to December 10, 1871.] TERMANENT SCHOOL FUND. Specie . 199 17 United States currency . . . . 919 5^ Six per cent, bonds of the United States . (31 qOO 00 Five per cent, bonds of the United States . 49 000 00 Six per cent. State bonds . 32o’ 307 13 Five per cent. State bonds . 82,’ 168 62 Six per cent, railroad bonds . 1^ 753’ 317 oo Total . . . 2,267,971 70 In the above item of ‘^Six per cent, railroad bonds” the amount of $295,800 in bonds of the Houston and Brazoria Railroad Company is included. That road has been sold by the governor for about $130,000, which renders the $295,800 in bonds virtually null. That amount, therefore, is to be taken from the total, and $130,000, the proceeds of the road, added. AVAILABLE SCHOOL FUND. The available school fund, liable to appropriation, is declared by the school act to be all interest which has accrued, or may hereafter accrue, to the school Innds from rail¬ roads or otherwise since March 31, 1670; one-fourth of all the ad valorem and occupa¬ tion taxes assessed since that date, the poll tax, and such other taxes as have been or may be provided by law for the support of public schools. This fund, as shown by eoniptrollei’s report, August 31, 1871, is as follows: Balance on hand in specie . . $62, 036 62 Balance on hand in currency . 74, 060 19 Total . . . . . . . 136,096 81 SCHOOL APPROPRIATION. The twelfth legislature, at its first session of 1871, appropriated as follows for the period ended August 31, 1871 : For salary and expenses of superintendent of public instruction . $1, 300 00 • For salaries of teachers and employes . . . 50, 000 00 For stationery, printing, school-books, and apparatus for x^ublic schools _ 10, 000 00 Amount of appropriation expended up to August 31, 1871 . 15, 194 59 SCHOOL STATISTICS. Scholastic population, white males . . . 71, 762 Scholastic population, white females . . . 65, 536 Scholastic population, colored males . . . 25, 636 Scholastic population, colored females . . 23,961 Total scholastic population, from county returns. . 191, o69 Number upon which apportionment was made from the United States census returns . 229,568 Number of pupils in public scho'ols . 63, 504 Average number of pupils to a school . 48 Average appropriation x>er child . $1. 75 Number of teachers . . . 1 , 578 Number of teachers’ certificates issued to December 10, 1871 . 3, 687 N umber of graded schools . 1,107 Whole number of schools. . . . . 1, 324 Number of school directors in 123 counties . 615 Number of school (judicial) districts . 35 Number of sux)ervisors of districts . 35 328 EEPORT OF THE COMMISSIONER OF EDUCATION. INAUGURATION OF A FREE-SCHOOL SYSTEM. The first annual report of tlie superintendent of public instruction of the State of Texas contains a statement of the difficulties encountered in the organization of a free- school system. Assuming the responsibilities of his x)osition in May, 1871, he found nothing but a bare office and the educational laws approved April 24, 1871, as the ground-work of a system that required care, caution, and patience in bringing it to a successful working. No records of educational work of the past existed. No approx¬ imate estimate, even, could be made of the number of children to be x^rovided for. Prejudice of the most unfounded character existed in many communities against xmblic schools, and unscrux>ulous j^ersons sought to add to the opposition by misrepresentation. At every stej), stubborn ox)i)osition has been met from factions oi)x>osed to free schools ; but, notwithstanding, schools have been opened in nearly every district and are now in operation, and, as if by magic, over 63,000 children have been gathered into these schools, and a corps of teachers, able, efficient, and experienced, been provided, who already report most favorable progress. SUCCESS OF THE SYSTEM. The success of the system during the first scholastic term has exceeded the most sanguine exx)ectations. From the workings of the educational law and the rules and regulations adox)ted by the board of education, the most gratifying results have been experienced. As yet, few of the schools have advanced to anything more than a j)rimary or jireparatory system of instruction. Pligli schools and normal schools have yet to be established ; but an amount of latent xu’ogre.ssive force has been developed among the xieople of the State that insures complete success for the future, if the proper means are but taken to enlist their symxjathies, hox)es, and ideas in educational advancement. SCHOOL LAW. The governor, in his message to the legislature in January, 1871, recommended the passage of an efficient school law, declaring the law of 1870 impracticable, and to this recommendation, and the knowledge of the inox>erativeness of the old law, the State is indebted for the law under which the jrresent system has been established. Until the I>assage of this act, Ax)ril 24, 1871, there has not been in the State an educational law free from the most glaring defects. In the j^resent law there are advantages that many States, after years of experience, are just x>rex)aring to adopt, “ and we know that the fundamental principles of onr educational structure are those most approved by edu¬ cators of experience and ability.” The educational law has undergone some modifications since its passage. Economy suggested some changes ; the number of educational districts has been reduced to twelve ; a corresj)onding reduction has been made in the number of sux^ervisors, and the area of country over which each has control is thus considerably extended. • SCHOOL LANDS. In 1839 three leagues of the public domain were set apart for each county, for school purposes, and in the following year a further donation was made to each county of an additional league. A x)ortion of this land has been sold. The permission to sell was subsequently restricted to lease for a sx)ecific period. The number of acres claimed by counties in 1868 aggregated 2,763,072 acres. The convention of 1866 set aside the alternate sections of land reserved from surveys made by railroad companies, so that the land endowment of schools aggregated nearly 5,000,000 acres. In February, 1858, an act was passed adding to the j)rincipal of the school fund the proceeds of all sales of imblic lauds. This act was reiiealed by the legislature of 1862, to enable them to apply the moneys from sales to w^ar xmrj)oses. There was thus diverted from the school fund the amount of $236,579.40. Most of this amount was jjaid into the treasury in State war warrants or confederate notes, and it is a question whether titles to laud thus acquired are valid. The x^’esent law gives to the school fund all money that may be realized by the sale of public lands. The report from the Land Office shows the unclaimed x^ublic domain to be 91,920,420 acres, and the sales of Xiortions of it in the future will bring a handsome sum to the school fund. SCHOOL FUND. This fund, that in 1861 amounted to $2,592,533.14, became during the war the prey of the enemies of the National Government, and every available xmrtion of it was used by them for furthering their treasonable x)nrposes. One million two hundred and eighty- TEXAS. 329 five thousand three hundred and twenty-seven dollars and five cents of available funds were, from time to time, during the existence of the relxdlion, withdrawn from the school fund and expended, most of it under the direction of the military board. “ But fraudulent legislation or corruption can not again reach the heritage that is the endowment of the school fund. A higher law, which shields this fund with national care, has been enacted by Congress, and only through the National Government itself can its permanency hereafter be affected.’’ The “ act to admit the State of Texas to ' representation in the Congress of the United States,” approved March 30, 1870, contains these words: “The constitution of Texas shall never bo so amended or changed as to deprive any citizen or class of citizens of the United States of the school rights and privileges secured by the constitution of said State.” Out of thirty-seven States Texas ranks seventh in the possession of a large perma¬ nent school fund ; this now amounts to $2,070,798.12. SCHOOL TAX. The collection of the 1 per cent, tax levied in the different counties by the boards of school directors promises to be accomx)anied by many difficulties. In December, 1871, it was found necessary to iiass a law providing that any officer who shall fail to assess and collect such taxes shall be guilty of a misdemeanor. GRADATION OF SCHOOLS. The gradation of schools and teachers’ pay proved a difficult and delicate matter, but has been so adjusted that every part of the State shares alike in the benelits of the l^ublic free schools. Special provision was made for settlements on the frontier, and others, where the population was small in numbers and widely scattered. The min¬ imum number for which a teacher could draw third-class pay was placed at 20 in such settlements, and is a provision far more liberal than that of any other State in the Union. SCHOOL BUILDINGS. While nearly every other State of the Union has its public school-houses and colleges that are State or corporation property, Texas had, when this system was inaugurated, not more than one or two, and those of small capacity. It was decided to lease build ings until such time as the State or counties were able to provide for building them. In 386 instances a merely nominal rent of $1 has secured a school-house. ‘‘ And it is with pride thiit I thus record the public spirit shown, and the liberality of those who evince their willingness to foster and encourage the educational interests of the State. “In other communities, where opposition to free schools found a strong foothold, build¬ ings that were for rent have been refused for school purposes ; while in others the spec¬ ulative propensities of lessees have evinced themselves in the higli charges made for the use of their buildings.” It is to be regretted that a bill introduced at the last session of the legislature, to provide for the building of school-houses throughout the State, without entailing upon the people burdensome and immediate taxation, did not become a law. The character of buildings leased as school-houses is very poor, lacking space, convenience, furniture, and, what is of greater importance than all, proxier ventilation. SCHOLASTIC TERMS. The scholastic year has been divided into three terms. The first to commence Sep¬ tember 4, and to close December 1. The second term to commence December 11, and close March 19, with a vacation from December 23 to January 2, both days inclusive. Third term to commence April 1 and close June 28. This division gives teachers full oiiportunities to complete their quarterly reports, and in other ways possesses advan¬ tages for both teachers and scholars. SCHOLASTIC CENSUS. It is feared that the present law directing the compiling of the scholastic census statistics has proved and will continue to prove inoperative. The returns lack that accuracy so requisite in guiding the distribution of funds to the different counties. Steps should be taken before the next appropriation to have the scholastic census per¬ fected, and such penalties attached as will insure full and accurate returns from every .part of the State. 330 REPORT OF THE COMMISSIONER OF EDUCATION. SUPERVISORS. The employment of thirtj'-five supervisors was a necessity in the organization of schools, but economy suggested a reduction in number as soon as headway was made in opening schools. The superintendent extends to these supervisors bis thanks for their uniform zeal, ability, and discretion in managing the affairs of their respective dis¬ tricts.” Their districts were large, the means ot transportation expensive and fatiguing, their duties onerous. Undaunted by any obstacles, they have performed their duties in the most satisfactory manner, and, above a.11, they are to be complimented for the patience and courtesy with which they have withstood the oiiposition of the enemies of public schools. SCHOOL DIRECTORS. In the matter of selection of school directors much difficulty has been experienced. A commendable spirit has been shown in some counties, by the best citizens accepting the office of school director, which offers no emoluments, but a decided degree of respon¬ sibility and considerable labor; but in others sectional feeling has operated to such an extent that it was impossible at first to obtain a sufficient number of citizens to act as a board of directors. Great difficulty has been experienced in keeping directors to the strict limit of the rules and regulations and the provisions of the circulars of instruction issued from the superintendent’s office. This is manifested in an extraordinary degree in the matter of levying the school ta-x. In some counties board after board of directors have resigned their positions under the pressure of political influence brought to bear by opposing factions, the proceedings of a so-called tax convention at Austin making it a part of their programme to invite the non-x3ayment of this tax. In a State with but a few hundred miles of railroad, the inconveniences of travel, coupled with its expense, oper¬ ate against the frequent convening of boards of directors. This accounts for much that should have been done in their districts remaining undone. , PRESrCIPALS.’^ In the second scholastic term approaching, an increase in the number of schools, and consequently of teachers and pupils, can be expected. The reduction of the num¬ ber of supervisors from thirty-five to twelve may necessitate the employment of prin¬ cipals in our State, which will throw the work of grading schools and making the examination of classes, as prescribed in the law, on them. Teachers, following the law of self-interest, are liable to push scholars beyond their actual capacities in enlarg¬ ing the first or second classes, so as to draw larger salaries. This evil the employment of principals will remedy, arid they will, in this feature alone, be able to save to the State yearly many thousands of dollars — more than sufficient to pay the salaries allot¬ ted to them. EXAMINERS. The small appropriation made for the purposes of examination rendered it impossible to appoint boards of exanuners for each county, and it was decided to appoint travel¬ ing boards of examiners, whose powers should extend to several districts. The results of this arrangement have been most happy. Three thousand six hundred and eighty- seven certificates have been issued and 1,3:17 applicants rejected.' The number of examinations is still very large. The certificates issued are chiefly of the second, third, and fourth grades. TEACHERS. The teachers selected in the different districts are giving complete satisfaction both to the department aiid to the xiarents and guardians of pupils. In some localities they are subject to such xiersecutions as malice and political bias of optiuion can invent. Owing to the sparse population of some districts, and the distance that some scholars would have to travel to reach the nearest graded school, it has been deemed expedient to authorize a school, or fourth class, in Avhich all the primary branches are taught, and young children can attend without being under the necessity of walking three or four miles. The rate of jiay for fourth-class teachers has been fixed at $35 a month, and the selection of such teachers fills a vacancy that was keenly felt in the less popu¬ lated districts of the frontier and coast counties. Assistants are also provided for whore pupils to the number of fifteen more than the minimum number x>rescribed for one teacher attend a xmblic school. Their x)ay is fixed at $1.50 x>er month for every scholar of the fifteen and over. * The report speaks of the “ principal of a county,” or of “ one or two counties,” so this otSce would seem to correspond with that of “county superintendent” in the Northern States, rather than with that of “ principal of a school.” TEXAS. 331 EQU.ii. co:mpexsatiox to male and female teachers. In the matter of equal compensation to male and female teachers, Texas has taken a stand that places her in advance of a majority of the States of the Union. The exi)e- rience of all States has proved that as educators women are fully as efficient as men ; in the matter of primary education they are far preferable. There is no shadow of reason why a faithful and competent female teacher, subject to the same expenses as a male teacher in supporting herself, should be wronged by an act of partiality in the important consideration of pay. The drawing of lines of distinction is simi)ly a relic of barbarism. teachers’ convex tioxs. The superintendent urges the importance of holding teachers’ conventions, especially in a State where, for want of a system of normal schools, the most approved methods of teaching can not receive such attention as they otherwise would. It is suggested that such a conVention be called by the board of education. TEXT-BOOKS. The text-books adopted by the board of education are giving universal satisfaction and are rapidly being introduced into the schools of the State. In the introduction of a uniform system of school-books, the State has been saved the annoyances which result from leaving the selection of these to the counties. Scholars who, l>y change of residence, are transferred from one school to another, find the same texts, treated in the same familiar way, and are able to go on with their studies without mastering new dehuitions. In the matter of economy the saving to the people is immense. • LANGUAGES IN SCHOOLS. The large proportion of citizens of German and Spanish birth and descent in the State rendered necessary the introduction of a rule luovidiug for instruction in the French, Spanish, and German languages. Under its provisions teachers are permitted to teach these languages in the public schools, provided the time so occupied shall not exceed two hours each day. This provision has met with much favor throughout the State, as it brings children of scholastic age, of foreign birth or descent, into the public schools, while otherwise they would be subject to the expense of supporting private schools. Great difficulty is experienced in finding teachers fully conversant with these languages, and at the same time up to the required standard in other branches. What few are found deem themselves entitled to extra remuneration for instruction in lan¬ guages, which, in view of the liberal provision already made for teachers, the superin¬ tendent has not felt at liberty to grant. NIGHT SCHOOLS. Privilege has been extended to teachers of public schools to open night schools, and use the school- bouses of their respective districts for that purpose. This privilege is accompanied by a proviso that attendance upon such night schools does not exempt children of scholastic age from attending public day schools the required four months in the year. But little progress has been reported by teachers in opening night schools, though it is believed they would be largely attended if the system was duly inaugu¬ rated and proper publicity given to the announcement of their organization. PRIVATE SCHOOLS. A positive indication of the success of the free-school system is found in the daily applications from persons controlling private schools, offering to reorganize under the present free-school law. Among these applications are many from teachers of experi¬ ence, who express themselves in decided approval of our public-school system. The number of private schools is becoming gradually less, few people being so blind to their own interests as to incur the expense of from thirty to fifty dollars per year for a child at a private school and pay the assessed taxes besides, when the public" schools are fully equal in every res^iect to the best of private schools. EDUCATION OF THE COLORED RACE. Schools for colored children have been opened all over the State, find are crowded to overflowing with children who evince an eager thirst for knowledge that augurs well for the future of the race. The problem that agitated the southern mind a few years 332 REPORT OF THE COMMISSIONER OF EDUCATION. apjo, of what would be the future of the colored people, is settled, for education will make them self-reliant, 8elf-sui3porting, and valuable citizens. They enter into the educational work before them with a zest that bespeaks their full understanding of its importance. Where it has been impossible to lease buildings for school-houses, they have offered their cliurches, and in many instances have clubbed together and put up buildings for the purpose. The greatest difficulty experienced in giving them the benefits of the law has been in procuring teachers for them, few persons having the nerve and hardihood to meet the continual insults, the social ostracism, the threats of injury, and all the annoyances to which teachers of colored schools are subject. Some few teachers have braved all this and conquered; but in other cases insult and intimidation have done their work, and the schools are closed for want of teachers. In some communities teachers of col¬ ored schools have been unable to procure board or even lodging; in other instances they have been dragged from their houses at night and whipped; others, going to their sehool-houses in the morning have found them a heap of ashes. This state of affairs can be remedied in every community by the citizens frowning upon such violations of law, but they will not do it till they begin to feel that their interest demands it. It is recommended that a law be passed assessing communities where school-houses are burned with the expense of a new one, and midnight incen¬ diarism will soon cease. Let a provision of that law allow an action for damages to be entered against the people in x>iaces where teachers are outraged by midnight whip¬ pings or other bodily injury, and this phase of Ku-Klux management will also disap¬ pear. Something must be done speedily to remedy these evils, and give to the colored people full protection in person and property in their educational rights. • ILLITEEACY. The statistics of illiteracy show this State in an unenviable light. Of illiterate per¬ sons 10 years old and over, the census returns show, of Avhites, 70,895; of colored per¬ sons, 150,617. The division of male and female illiterates is nearly equal: of males, 110,448; of females, 111,064; and the aggregate is 27 per cent, of the population. Add to this the number of children between the ages of 6 and 10 who have received no education, and we have a result alarming in its prox^ortions and truly signilicant of the cause that reveals such an exhibit of crime. cniME. Of the exhibit of homicides in the thirty-seven States of the Union, Texas shows more than double the number of any other State for 1870. Only four other States reach the number of 100. The highest of these is Louisiana, with 128; while the num¬ ber reported in Texas is 323. COMPULSORY EDUCATION. “With the statistics of crime and illiteracy in Texas, as warning of the shoals over which our ship of state has been strained and weakened, we should be earnest in the supx)ort and advocacy of the compulsory feature of our school law, which strikes at the eradication of our greatest evils.” The law requires that all children of suitable age shall attend some school for four months in the year. Sufficient time has not ela^ised to give any exjjerience of the workings of this feature of the school law. SECTARIANISM AND POLITICS IN PUBLIC SCHOOLS. Great care has been taken to secure the public schools from the introduction of any sectarian or political influence, and notice of any such attempted exercise of religious or jiolitical bias has met with the prompt discharge of the offending teacher. PEABODY FUND. The sixth report of the agent of the fund contains the following with regard to this State : “ The school fund, after being sadly plundered, is still larger than that of any South¬ ern State, being $2,285,279. The number of children of school age in the State is, according to the imiierfect returns recently made, 227,615. Of these 63,504 (increased to about 90,000 April 5) have been already brought into the public schools. “ The superintendent in a letter says: ‘I cannot sufflciently thank you for your kind suggestions conceruiug the donation intended for this State. I commend the wisdom of the plans innposed, and shall enter into a hearty co-oiieration with you in executing the same.’ TEXAS. 333 CONDITION OF SG-tlOOLS AT THE CLOSE OF THE YEAH 1872. A letter from the superintendent, dated Decemher, 1872, says: ‘‘At present thojre are coinparatively few injunctions rostrainiuo- the collection of the school tax as pro¬ vided for by the twelfth legislature, and in two of Uio counties where such injunctions stand, the people, with but few exceptions, refuse to take advantage of them, and will¬ ingly and cheerfully pay the tax. In fact, throughout the whole State, there is a strong feeling favorable to public schools. The counties have built many school- houses out of the proceeds of the 1 per cent, tax, and a very liberal spirit is evinced on the part of many citizens in the donation of school sites and buildings for educa¬ tional purposes. “The number of pupils enrolled in the schools averages about 115,000. In the grad¬ ing much improvement is noticeable. The duties of ofQccrs having one, tv.u), or three counties in charge have been so modified as to make it incumbent on them to personally visit, report upon, and grade every school at least once in every two months. Tiio consequence has been a large reduction of expenses, and selection of the better teach¬ ing material at hand. “ Regarding the compulsory features of our law, I can as yet say nothing definite. Sufficient time has not elapsed to speak advisedly of its workings.” We have teachers’ institutes organized iu seventeen counties, and a State teachers’ institute, whose officers are constantly busy in endeavoring to further the cause of education by the dissemination of useful information. An educational journal has been established in the State. This year we will be entitled to a considerable sum from the Peabody fund, for we have many schools that, in every respect, fulfill the requirements of the trustees iu order to receive aid. The whole expenditure for 1871-’72 ammunts to $1,217,101.48. Of this there were received from the State appropriation, |477,U33.44 ; from county taxation, $739,468.04, The amount expended for salaries of teachers and employes was $1,066,604.26 ; for the purchase and building of school-houses, $18,435.33, and for rent of school- houses, $64,866.25. FACTS FHOM THE UNITED STATES CENSUS. Area and 2)0}) illation. — In 1870 Texas was the nineteenth State in population, having 818,579 inhabitants within an area of 274,356 square miles, an average of 2.98 persons to tlie square mile. This population consisted of 564,700 whites, 253,475 colored, 379 Indians, and 25 Chinese. Of these 756,168 were natives of the United States, and 62,411 were foreign-born. Of the nativ^e residents 254,091 whites, 134,306 colored, 109 Indians, and 4 Chinese were born within its borders, while of the foreign residents 23,985 were born in Germany, 2,037 in England, and 4,031 in Ireland. School attendance. — According to Table IX, vol. 1, of Census Report, 65,205 persons attended school, and of these 821 were foreign-born. Of the 61,010 white scholars, 31,598 were males and 29,412 females. Of the 4,189 colored scholars, 2,045 were males and 2,144 females ; 1 male and 5 female Indians wore also rei)orted. /Zlfierdcy.— There were 221,703 inhabitants of all races, 10 years old and over, unable to write, and of these 18,369 were foreign-born. Age and sex of illiterates. — Of the 70,895 white illiterates, 19,919 were from 10 to 15 years old, and of these 11,171 were males and 8,748 females j 13,626 were from 15 to 21 years old, and of these 7,144 were males and 6,482 females; 37,350 were 21 years old and over, of whom 17,.505 were males and 19,845 females. Of the 150,617 colored illit¬ erates, 27,689 were from 10 to 15 years old, and of these 14,323 were males and 13,366 females; 28,110 were from 15 to 21 years old, of whom 13,070 were males and 15,040 females; 94,818 were 21 years old and over, of whom 47,235 were males and 47,583 females; 114 male and 77 female Indian illiterates were also reported. Educational institutions. — According to Table XII, vol. 1, of Census Report, the total number of educational institutions was 548, having 706 teachers, of wliorn 600 were males and 106 females, to educate their 23,076 pupils, of whom 12,244 were males and 10,832 females. Amoimt and source of educational income. — The total income of all the educational insti¬ tutions was $414,880, of which $760 were derived from endowment, $15,230 from taxa¬ tion and public funds, and $398,890 from tuition and other sources. Colleges. — The 4 colleges, with their 18 teachers — 16 males and 2 females — had an attendance of 425 students, of whom 319 were males and 106 females. They possessed a total income of $14,500, of which $400 were derived from endowment and $14,190 from other sources, including tuition. Academies. — The 3 academies, with 32 teachers — 12 males and 20 females — were attended by 290 pupils, of w hom 170 were males and 120 females. They had an income of $3,500, derived from tuition and other sources. Private schools. — The 535 day and boarding schools had 649 teachers, of whom 567 334 EEPORT OF THE COMMISSIONER OF EDUCATION. were males and 82 females, and were attended by 22,276 pupils, of whom 11,690 were males and 10,586 were females. They possessed a total income of $381,330, of which $360 w'ere derived from endowment, $480 from taxation and public funds, while $o80,490 were derived from other sources, including tuition. Libraries. — There were 135 public libraries, containing 25,018 volumes, and 320 pri¬ vate libraries, with 62,093 volumes ; making in all 455 libraries, containing 87,111 volumes. The press. — The 112 periodicals had an aggregate circulation. of 55,250 copies, and an aggregate annual issue of $4,214,80(> copies. Churches. — Of the 843 church organizations 647 had edifices, with 199,100 sittings, and the church property was valued at $1,035,430. Pauperism. — Of the 202 pau^jers 73 were native whites, 104 native colored, and 25 foreign-born. Crime. — Of 732 persons imprisoned June 1, 1870, 237 were native whites, 365 native colored, and 130 foreign- born ; 260 persons were convicted during the yeai\ Age and sex of population. — Of the total population 284,851 persons were*from 5 to 18 years old, and of these 145,184 were males and 139,667 females ; 571,075 were 10 years old and over, of whom 297,356 were males and 273,719 females. Occupations. — There were 237,126 persons of these ages engaged in various occupa¬ tions, of 'whom 208,529 were males and 28,597 females ; 166,753 were engaged in agri¬ cultural pursuits, of whom 152,722 were males and 14,031 females ; 40,882 in personal and professional services, of whom 27,168 were males and 13,714 females; 13,612 in trade and transi)ortation, of whom 13,576 were males and 36 females; 15,879 in mechanical and manufacturing and mining industries, of whom 15,063 were males aud 816 females. Age and sex of worlcing population. — Of the 237,126 employed persons, 17,760 were from 10 to 15 years old, of whom 13,544 were males and 4,216 females ; 210,387 were from 16 to 59 years old, and of these 186,697 were males aud 23,690 females ; 8,979 were 60 years old and over, of w^hom 8,288 were males and 691 females. SCHOOL OFFICIALS. STATE BOAED OF EDUCATION. Governor E., J. Davis, Austin ; Attorney-General William Alexander, Austin; Hon. J. C. De Gress, Austin. Hon. J. C. De Geess, superintendent of public instruction. SCHOOL INSPECTORS. District. Inspector. Post-office address. Dirst district . Ch.arles Parle er . Houston. Crockett. • Hendei^son. Clarksville. Dallas. Denham. AYaco. Austin, Seguin. Bourne. Georgetown, Brownsville. Second district A. T. Monroe . Third district . Fourth district .... A. D. Tinsley . . W. A. Ellett . Fifrli di.stT'ict David Mackav . Sivtih district _ A . G. Stobaujrh . Sc.vcnth district Thomas Ford . Fin'll til district J. W. Shatter . Ninth district . AY. D. Carey . Tenth district . A. Zoeller . ThlpiTrOTltll tllftfioof'. J. AY. Talbot . . . Tvelfth district . A. J. Dennett . VERMONT. 335 V E IS M O M T . [From report of Hon. John H, French, secretary of the hoard of education, for the school year 1872.] teachers’ IXSTITCTES. A comparison of the institute statistics for the past three years indicates a growing interest in these important edncatioual auxiliaries, which is in the highest degree en¬ couraging. In 1870 the total memhership was 1,165 ; in 1871 it increased to 1,177 ; and in 187*2 to 1,262. The total attendance at the institutes of 1872 was 4,611 days. The average attendance in 1872 was 73 per cent., against 65:^ per cent, in 1870. There were 54 tow*n sux)erintendents iiresent in 1872 against 44 the year x)revious. The prom¬ inent obstacles to greater usefulness are ; 1. Indifference of superintendents. Of the 229 superintendents in the counties in which institutes have been held the past year, only 54 were i)reseut, and some of these but a single day. 2. Indifference of some teachers. Although the attendance increases from year to year, yet the total annual enrollment has not reached more than one-third of the teachers emiffoyed in the State. 3. Opposition of xirudential committees. In some instances committees have forbidden their teachers to attend, and the opposition is growing stronger every year, principally from the fact that the discontinuance of a school for five days involves a loss of the irublic money, which is divided, “ in proi^ortion to the aggregate attendance,” among the various school districts. To obviate this trouble, it is recommended that the terms of county institutes be reduced to two days ; that teachers attending the institutes be authorized to give as the attendance of those two days the daily average attendance for the term, thus securing the district against loss of jiublic money ; that three State insti¬ tutes be held annually, in different ^larts of the State, during the spring and fall, when but few schpols are in session ; and that the examination of teachers for institute cer¬ tificates be confined to these State institutes and to the teachers who attend them through the entire session. EX.VMINATIONS OF TEACHERS. The statistics of teachers’ institutes show that the T)ro}5ortion of those passing the institute examinations has increased 38 per cent, in six years. In the last two years the increase has been 15 per cent., notwithstanding the higher standard of qualification adox)ted by the amendment of 1870. The ox^inion has been exx^ressed that the addi¬ tional requirements of this amendment make the law unjust to the teachers of the State. The secretary reviews the method of examining teachers, and shows that some of the requirements are hardly ux^ to the standard of other States mentioned. He regards this law as making “a ‘new dexmrture’ in the educational affairs of the State.” “ It was regarded with favor by superintendents, progressive teachers, and the active friends of common schools throughout the State; and an interest greater than had been known for many years at least, if ever before, was awakened on the subject of qualifications of teachers.” One of the most noticeable results of the enforcement of this law is the largely increased attendance at normal and high schools of yoiiug x^er- sons who are fitting themselves to become teachers. teachers’ associations. The annual meetings of the Vermont State Teachers’ Association haye done valuable service to the cause of education in the State. The attendance of teachers and others was large; the addresses and discussions were full of interest; and the xiroceedings refiected credit ux)on the association, and gave renewed courage to the teachers xiresent. Five county teachers’ associations have been organized. Four of these meet annually and one semi-annually. NORM.VL SCHOOLS. There are three normal schools in the State, supported at an expense to the State of $3,000 per annum. These schools have been steadily improving in the quality of their work, and they accomplish as much as could reasonably be exxiected of institutions no better endowed. The board of education recommend a larger ax)xn’ox)riatiou for each of them. The benefits resulting from the action of the board, under the enactments of 1870, are seen in the greater maturity of the students, and the advance in the grade of scholarship. 336 REPORT OF THE COMMISSIONER OF EDUCATION. UNIFORMITY OF TEXT-BOOKS. The law requires the use, in all the schools of the State, of the text-hooks selected by the board of education. This selection is to be made once in five years. Daring the j>re8eut year a selection has been made of text-books to be used in the schools for five years from November 1, 1873. Guyot’s Geogra]>hy, French’s Arithmetics, Greene’s English Grammars, and the New American Readers are substituted for the books now in use. It is recommended by the board of education that physiology, vocal music, and elementary drawing be added to the list of studies, and that the board be authorized to select suitable text-books upon these subjects, and also to adox)t a text-book on civil government, and some uniform system of penmanship. THE TOWN OR MUNICIPAL SYSTEM. The secretary strongly advocates the town system,” as xirovided for in the law of 1870. “It has not had a fair, imxiartial trial. A constant, x^ersisteut, active opxiosition to the law has been kept up in the towns wUere it has been adox)ted, evidently for the Xmrpose of making it so uuxiopnlar as to cause its repeal by the general assembly.” It is admitted that there! are obiectionable features in the law, which it is very desirable to have modified: 1. The lack of any provision whereby a, town may, after a trial of the system, have the ox)portunity to vote whether it will continue this or return to the district system. 2. The xieople of a town have no voice in determining the number of primary schools that shall be maintained in the town. 3. The difficulties that are found in attempting to equalize the value of the district property, under the provisions of the law. It is the oxfinion of many that, if these objectionable features could be done away with, many towns would, in the coming two years, adopt the law and give the system a fair trial. It is strongly urged that the law be amended in these respects. The town system is advocated by all the teachers of the State and by a majority of the town superintendents ; and the leading educational sentiment of the State is decidedly in favor of it. EDUCATIONAL PROGRESS. “While we are thoroughly conscious that there is yet much to be done to elevate our common schools to their highest capabilities, it is gratifying to know that those who have closely observed the develox)ment and working of our school system for the x^ast few years concede that we are making commendable progress ; that our schools are im¬ proving ; and that we have never had more to encourage us to work for the further advancement of our school interests than we have at the jiresent time. Graded schools are being organized in many of the larger villages, and central and union schools in some of the towns ; better qualified teachers are being employed throughout the State, and better schools are the inevitable result ; the average length of the school year is gradually increasing; the expenditures for new buildings are liberal; the teachers’ ^ wages are increasing; and more attention is given to the subject of common schools, year by year, in nearly all parts of the State.” RECOMMENDATIONS OF THE SECRETARY. In an address delivered by the secretary of the board of education in the hall of the house of rexiresentatives, before members of the legislature and others, he recommended a State x>ioperty-tax of 20 x^er cent., and a ])oll-tax of 12 ; 5 per cent, of the whole State tax to be set apart for the xiurcbase of books and ax^paratus. He made some state¬ ments concerning the scarcity of ax^X^^ii’^Aus, dictionaries, and globes in most school- houses in the State. VERMONT STATE NORMAL SCHOOL. This was established as a normal school in 1886. The number of [lupils for five quar¬ ters, beginning with the winter quarter of 1870-’71, and ending with the winter quarter of 1871-’72, was 258. Cost of tuition, $6 x^er quarter. STATE NORMAL SCHOOL, CASTLETON. This institution has comxdoted its sixty-sixth year, having been known as Castleton Seminary before it becaujc a normal school. Cost of tuition: Primary and junior years, $8 per quarter; middle and senior years, $10 per quarter. LYNDON LITERARY INSTITUTION. A new, commodious building has recently been erected for the use of the school. VERMONT. BARRE AC.VDEMY. This institution is open to both sexes. A “ teachers’ class ” is organized in connec¬ tion with this school, in which instruction is given on the various subjects connected with teaching. CALEDONIA COUNTY ACADEMY. The academy has a fund of some $14,000, the income of which is applied to the pay¬ ment, in part, of teachers’ salaries and defraying the other expenses of the institution, so that the tuition is a merely nominal sum. The income from a legacy of $1,000 is applied to paying the tuition of indigent students. There is a good library in the village, to which the students may have access. By the will of the late Hon. Thad- deus Stevens, the library receives a bequest of $1,000, the interest of which is to be expended yearly for the best books and publications of the day. VERMONT EPISCOPAL INSTITUTE. Gymnasium, bowling-alley, and carpenter-shop are connected with this school, and there is a regular military drill. NORWICH UNIVERSITY. The students are called cadets, and are under military discipline. The military department is under the charge of an officer of the United States Regular Army, ap¬ pointed by the Secretary of War. MIDDLEBURY COLLEGE. Seven scholarships have been recently provided by donations of $1,000 each. A per¬ manent fund has recently been established for the enlargement of the library. There is also a valuable cabinet of natural history. STATE UNIVERSITY AND AGRICULTURAL COLLEGE. This institution has, by the decision of its trustees, opened the doors of all its de- imrtments to students of both sexes, on terms of equality. Several ladies have taken advantage of the opportunity thus offered to pursue a regular university course. VERMONT REFORM SCHOOL. The seventh annual report of this institution shows that during the year 15 boys have been furloughed, 29 discharged, 7 have escaped, and 1 has died. Number re¬ maining July 31, 1872, 117. Average number during the year, 122. Average time of detention of those discharged during the year, 1 year, 9 months, 17f days. After considerable experience, it has become the practice of the institution not to discharge boys, but to furlough them for good conduct; then, if their conduct under the furlough shows that tliey need further discipline, they are easily recalled to the school without additional legal proceedings, and thus no pretended reformation can deceive the officers of the school. The adoption of this rule has been followed by the most satisfactory results. The number of inmates could be increased 100 or more with little additional expense ; and there are more than 100 boys in the State, in the daily practice of vice, and truants from school, whom a residence hero might place in the class of the virtuous and useful, instead of the dangerous and criminal. New buildings have been erected during the year at a cost of $47,390.74, including fixtures. Of this amount, $2,185.54 were paid by the surplus earnings of the school. FACTS FROM THE UNITED STATES CENSUS. and 2)oj)ulation. — In 1870 Vermont was the thirtieth State in population, having 330,551 inhabitants within an area of 10,212 square miles, an average of 32.37 persons to the square mile. This population consisted of 329,613 wliites, 924 colored, and 14 Indians. Of these 283,396 were natives of the United States and 47,155 were foreign- born. Of the native residents, 243,272 whites, 540 colored, and 2 Indians were born within its borders, while of the foreign residents, 370 were born in Germany, 1,946 in England, and 14,080 in Ireland. School attendance. — According to Table IX, vol. 1, of the Census Report, 70,1699 persouH attended school, and of these 2,964 were foreign-born. Of the 70,104 white scholars, 36,755 were males and 33,349 females. Of the 95 colored scholars, 58 were males and 37 females. 22 E 338 EEPORT OF THE COMMISSIONER OF EDUCATION. lllUeraci/.— There were 17,706 inhabitants of all races, 10 years old and over, unable to write, and of these 13,804 were foreign-born. Jffe and sex of illiterates. — Of the 17,584 white illiterates 1,850 were from 10 to 15 years old, and of these 1,035 were males and 815 females ; 2,422 were from 15 to 21 7vears old, and of these 1,317 were males and 1,105 females ; 13,312 were 21 years old and over, of whom 6,867 were males and 6,445 females. Of the ll6 colored illiterates 6 were from 10 to 15 years old, and of these 3 were males and 3 females ; 28 were from 15 to 21 years old, of whom 16 were males and 12 females ; 82 were 21 years old and over, of whom 45 were males and 37 females. Three male and 3 female Indians were also reported. Educational institutions. — According to Table XIT, vol. 1, of Census Report, the total number of educational institutions was 3,084, having 51,60 teachers, of whom 1,356 were males and 3,804 females, to educate 62,913 pupils, of whom 31,295 were males and 31,618 females. Amount and source of educational income. — The total income of all the educational institutions was $707,292, of which $13,046 were derived from endowment, $523,970 from taxation and xmblic funds, and $170,276 from tuition and other sources. Public schools. — The 2,830 public schools, with 4,622 teachers — 1,171 males and 3,451 females — were attended by 52,067 pupils, of whom 25,872 were males and 26,195 females. To educate ^hese they possessed a total income of $516,702, of which $1,366 were derived from endowment, $504,006 from taxation and public funds, and $11,330 from other sources, including tuition. Colleges. — The 3 colleges, with 19 male teachers, had an attendance of 155 male stu¬ dents. They possessed a total income of$21,251, of which $8,550 were derived from endowment, $3,203 from taxation and iiublic fuuds, and $9,498 from other sources, including tuition. Academies. — The 41 academies, with 174 teachers— 74 males and 100 females — were at¬ tended by 3,973 pupils, of whom 2,029 were males and 1,944 females. They possessed a total income of $80,050, of which $2,400 were derived from endowment, $373 from taxation and public funds, and $77,277 from other sources, including tuition. Private schools. — The 203 day and boarding schools had 316 teachers, of whom 80 were males and 236 females, and were attended by 5,770 pupils, of whom 2,731 were males and 3,039 females. They jDossessed a total income of $77,793, of which $11,427 were derived from taxation and public fuuds, and $86,366 from other sources, including tuition. Libraries. — There were 736 public libraries, containing 321,727 volumes, and 1,056 private libraries with 405,536 volumes ; making in all 1,792 libraries, containing 727,263 volumes. The press. — The 47 periodicals had an aggregate circulation of 71,390 copies, and an aggregate annual issue of 4,055,300 copies. Churches.— Oi the 699 churches 744 had edifices with 270,614 sittings, and the church property was valued at $3,713,530. Pauperism. — Of the 1,785 i)aupers 1,231 were native whites, 31 were native colored, and 523 were foreign-born. Crime. — Of 193 persons imprisoned June 1, 1870, 143 were native whites, 2 native col¬ ored, and 48 foreign-born ; 139 persons were convicted during the year. Age and sex of population. — Of the total population 89,831 persons were from 5 to 18 years old, and of these 45,667 were males and 44,164 females; 258,751 were 10 years old and over, of whom 129,248 were males and 129,503 females. Occupations. — One hundred and eight thousand seven hundred and sixty-three persons of these ages were engaged in various occupations, of whom 95,263 were males and 13,500 females ; 57,983 were engaged in agricultural pursuits, of whom 57,889 were males and 94 females ; 21,032 in personal and professional services, of whom 9,680 were males and 11,352 females; 7,132 in trade and transportation, of whom 7,101 were males and 31 females ; 22,616 persons in mechanical and manufacturing and mining indus¬ tries, of whom 20,593 were males and 2,023 females. Age and sex of ivorlcing population. — Of the 108,763 employed persons 2,224 were'from 10 to 15 years old, of whom 1,615 were males and 609 females ; 97,333 were from 16 to 59 years old, and of these 84,821 were males and 12,512 females ; 9,206 were 60 years old and over, of whom 8,827 were males and 379 females. VIRGINIA, 339 VEROI^IA. [From the report of Hon. W. H. Ruffner, State superintendent of public instruction, for the scholastic year ended August 31, 1872.] FINANCIAL STATEMENT. Received from State funds . . . $422,602 43 Received from county funds . 219, 863 63 Received from district funds . . . 249, 104 33 Received from other sources . 101,748 20 Total receipts for school purposes . 993,318 59 Expended for pay of teachers and treasurers . $643,065 68 Expended for pay of county superintendents . 45, 295 03 Expended for central office . . . 6,490 33 Expended for district expenses . 298, 467 55 Total expenditures . 993,318 59 ATTENDANCE. Number of pupils enrolled in public schools . 166, 377 Increase over last year . 35, 289 Per cent, of school population enrolled . 40. 5 Average daily attendance . 95, 488 Increase over last year . . 19, 766 Per cent, of school population ih average attendance . . 23. 2 Per cent, of enrollment in average attendance . . 57. 4 Average cost of tuition per month, per pupil enrolled . $0. 70 Average cost of tuition per month, per pupil in average attendance . $1. 22 Number of pupils attending private schools . 20, 497 Decrease from last year . . . 5, 451 Total number of pupils in public and private schools . 186, 874 Increase over last year . a . 29,838 TEACHERS AND TEACHERS’ PAY. Number of teachers in public schools . i 3, 853 Increase over last year . 769 Average monthly pay of teachers . . $29 81 Number of county and city superintendents . 91 Average number of visits by county superintendents . . . 78 Average number of days employed . . 138 Average salary of superintendents . . $497 75 Number of school trustees in cities and counties . 1, 362 SCHOOL DISTRICTS AND SCHOOLS. N umber of counties in the State . . . . . 99 Number of cities of first class . 6 Number of school districts in cities and counties . 454 Number of public schools in cities and counties . 3, 695 Increase over last year . 648 Number of graded schools . . 107 Average number of months schools were taught . . . 5.72 Increase over last year . 1.06 SCHOOL PROPERTY. Number of school-houses owned by districts . . . 504 Increase over last year . . . . . 414 Estimated value ot' public-school property . $387,672 Increase over last year . $176, 506 GROWTH OF THE PUBLIC-SCHOOL SYSTEM. ‘‘ Considering the embarrassments under which the mighty work of universal education was begun and has been continued, we have reason to thank God and take courage. The 540 REPORT OF THE COMMISSIONER ’ OF EDUCATIONr hostile and the feeble-hearted expected that in a year or two onr public-school system would end its existence, but it was boru a giaut and has grown with giant vigor.’’ During the past year, the second of the public-school system, there has been an increase of 648 schools and 769 teachers. More than a month has been added to the average length of the school sessioUj and there has been an addition of 35,289 pupils to the enrollment in the schools. It is evident from the diminution of pupils in the lower grades of private schools, taken in connection with the large increase in the corresponding public schools, that the latter are rapidly absorbing the former. “The increased liberality of the people is worthy of note, especially in view of the fact that in the counties and districts the money was voted by the peoi^le at the polls, and came in most opportunely to supple¬ ment the weaning income from the State.” DIMINUTION IN THE PROCEEDS OF STATE SCHOOL TAX. The amount received from this source during the year 1870-’71 was $362,000 ; received during 1871-’72, $315,428 ; diminution, $46,572. After the expiration of the scholastic year 1870-’71 additional funds pertaining to that year were received, which raised the total to $435,182. Even this sum, however, fell short of the first auditor’s estimate by more than $55,000. On September 1, 1872, the school revenue from the State tax was nearly $175,000 short of the auditor’s estimate. Part of this will, no doubt, yet come in. Still the amount can not reach within $100,000 of what was expected. The disas¬ trous results were mitigated by the interest received from the vested literary fund. But liabilities must be paid in the districts out of money belonging to the now current year. This, with the danger of still further diminution from reduced assessments, must tell badly on the schools during the year upon which they have entered. THE LITERARY FUND. On the 1st of May, 1871, this fund consisted of $1,596,069 in solvent securities, on which the unpaid interest would, on the 1st of July, 1871, amount to $566,616. Inasmuch as the constitution, and also the school law, set apart this fund, and require its annual interest to be used for the support of the xmblic free schools, it is to bo hoiied that the general assembly will provide for the payment of full interest on the fund. Unless some special effort be made, the school revenues for the current year will be seriously curtailed. AID FROM- THE PEABODY FUND. The Virginia schools received from the Peabody fund during the past scholastic year the sum of $28,900, The bulk of this was given to graded schools, and was highly influential in promoting the formation of this class of schools, and in the prolonging of their sessions. Aid was also rendered.to teachers’ institutes, and to the Educational Journal. “ Dr. Sears has contributed his much-coveted personal services in aid of the work, by traveling extensively, delivering addresses, and rendering counsel.” The agent of the fund says : The cities and districts in Virginia which we have assisted to the amount\ of $26,000 this year have themselves paid for schools and school-houses not far from $280,000 ; more than half as much as was paid last year ($550,000) by all the fjlaces receiving aid from us in twelve States.” \ PROGRESS OF PUBLIC SENTIMENT. There is abundant evidence that the public-school system is growing in favor with all classes of the peoxfle. There are some counties in which many of the land-holders have as yet strangely failed to recognize the advantages of xiopular education to the owners of the soil. But, every thing considered, the advance in xmblic sentiment has been far more rapid than could have been anticipated. Many leading men who are still theoretically opposed to public education are co-operating in the effort to make the system a good one. The existence of xmblic schools being thoroughly assured, there is now special need of proper sentiment as to the character and efficiency of the schools. LAW^'-ABIDING CHARACTER OF THE PEOPLE. A section in the constitution providing that “each city and county shall be held accountable for the destruction of school xmoperty that may take place within its limits by incendiaries or open violence,” discloses on the part of its framers some apprehension of resistance to the working of the public free-school system in Virginia. Results have X-uoved that this provision was unnecessary. Not a case of incendiarism or violence has occurred. It is v/orthy of remark also, that, although the mode of raising local school taxes first adopted was unpopular, there was a disposition manifested in only two or three counties, and these on the part of a very few individuals, to throw obstacles in the way of their collection. “Taken altogether, xu'obably no new scheme of legivslation ever ox)erated more smoothly.” VIRGINIA. 341 IMPROVEMENT IN SCHOOL-HOUSES. The funds applicable to district purposes were so small that hut little improvement has been made in comparison with what is needed. Yet there has b(!eii some advance. In many counties several new houses have been built, and a large majority of the superintendents report much done in the way of refitting. Many districts would gladly multiply and improve their school accommodations, if they were allowed to raise the necessary means of so doing. IMPROVEMENT IN THE QUALITY OF SCHOOLS. An important item of improvement is the approach which has been made to uniform¬ ity of text-books. There has also been great improvement in the teachers, who in many places have progressed rapidly in professional intelligence and skill. The exam¬ ination by the county superintendents has proved a powerful stimnlus ; and the rc-ex- amination which was required at the beginning of the second year enabled the officers to drop such teachers as had not met expectation. But there is still great room for improvement. In some places the mode of teaching is the same that was practiced half a century ago, and the teachers can not be induced to read or inquire. The only means by which'the schools can be brought up to the educational advance of the times lies in the thorough and systematic training of teachers. The graded system has been introduced to a considerable extent in the cities and towns. The cities of Richmond and Lynchburgh have made the greatest advance in organi¬ zation, systematic visitation of schools, instruction of teachers, and commodious school accommodations. The authorities of those cities embraced the cardinal doctrine that a superintendent of schools, sufficiently paid to enable him to give his whole time to official duties, was the only guarantee of complete success. “ Considering how short a time has elaiised since the establishment of the system in those cities, the maturity and efficiency of their plans of instruction and management are really surprising. This is especially true of Richmond, where the school officers have been greatly strength¬ ened by the liberality of the city council and the aid of an enlightened mayor. Already families are moving into the city, in order to obtain for their children the educational advantages there presented.” THE COLORED PEOPLE. The statistical tables show in many counties a better average of school attendance for the blacks than for the whites, and a general average nearly as good. The fact that the number of colored schools is not as large as of white, in proportion to popula¬ tion, may be ascribed mainly to the want of a sufficient number of teachers and of school-houses for colored schools. The average ability of the teachers of colored schools has been rising, partly because of the improved feeling on the subject, and partly as a consequence of the educational work which has for seven years been going on among the colored people. ” The Hampton Institute, the colored normal school, and the Colver Institute in Rich¬ mond, are doing a most valuable work in giving to colored youth of both sexes a sound education, and training them for teachers. But there must, for a time, continue to be a deficiency of really competent teachers for colored schools. The only remedy for the want of suitable school-houses is an adequate public provision. “It is pleasant to observe,” says the superintendent, “that our intelligent citizens are becoming more and more favorable to the education of the negro. But the burden of taxation is heavy, and many of them feel that the Congress of the United States should grant them aid in the heavy work of educating the children of the freedmen.” COUNTY SUPERINTENDENTS. The superintendent bears emxihatic testimony to the ability and faithfulness of the county and city superintendents. After a comxiarison with other States he feels “ safe in saying that our superintendents stand in the front rank of their class in point of ability and efficiency, and at the fag-end in pay.” The average salary is ^497.75 ; or, deducting official expenses, $405.34; equivalent to a per diem of §2.93. The State gives only §310.95 of this, or §218.44 above official expenses; a per diem of §1.58. The additional pay was voted to them by the iieople of their counties ; so that, by the present law, they must run the gauntlet of school trustees, supervisors, and county judges before they can get anything beyond the §1.58. SCHOOL TRUSTEES. These have in most cases discharged their duties with a remarkable degree of atten¬ tion ; in individual instances with devoted zeal. It is recommended that, to secure the x)roY)er discharge of trustees’ duties, each trustee receive some remuneration. Many of the townships are of such unusually large size that, in attending the meetings of 342 KEPORT OF THE COMMISSIONER OF EDUCATION. scnool boards, trustees are frequently subjected to personal expense, wbicli ought to be paid out of the local school funds; but this the law does not permit. “Either trustees must be paid or the districts must be made smaller. The former alternative is greatly preferable.” LOCAL SCHOOL TAXES. The reports of county superintendents show that the present law regulating the raising of local school taxes is almost universally regarded as an improvement on the former law. But objection is made to the power given to the supervisors and the county judge to curtail and damage, if not to destroy, the means of education in any county. In a number of cases these evil results occurred. It is claimed that these questions should be left entirely in the hands of the school trustees, who are better able to judge of them ; also, that if the decision as to school estimates is placed in the hands of supervisors, the interests of education will be dragged into every local contest, and men will go into office simply on the question of the school tax. With regard to the severe limitations placed by the present law ux)on the raising of means for the support of schools, the superintendent says : “ This will, I fear, have a bad effect in many ways. School privileges will be reduced in so many counties this current year that I dread the exhibit which I must make in my next report. Bitter complaints wnll abound when the result is seen and felt. No doubt strong efforts will be made to supplement the public funds from private sources. But the i^eople grow more reluctant to draw on their private means for public purposes, and the operation of the plan of private additions is unequal and unsatisfactory.” PEOPOSED CHANGE IN THE TAX LAW. As the law now stands it is possible for the supervisors to cut the people off from all school privileges, or, by failing to make appropriations, leave the State money to be absorbed by the wealthy neighborhoods. The superintendent suggests the following X)lan for the consideration of the general assembly, as a compromise: Allow the several school boards to fix absolutely the rate of taxation up to the present maximum of the law, leaving the oxition so far only to them. Then legalize a certain higher maximum, and jmt the increase at the discretion of the sujiervisors, so that a part will be sure and part contingent. From ^150,000 to $175,000 more than was expended last year would liay teachers for a full sup^ily of primary schools for the State. CENSUS OP SCHOOL POPULATION. The change made in the law concerning the taking of the census of school population proves to have been an unfortunate one. There is no economy in it, and there was scarcely a county in the State in which the assessors x)erfOrmed the work satisfactorily, and in some counties they neglected it wholly. So unreliable are the lists returned that the census of the previous year will be used as the basis of axiportionmeut, until more accu¬ rate lists can be obtained. The superintendent suggests that the responsibility of tak¬ ing the census be left, where it properly belongs, with the school officers. They alone ax^preciate the matter, and they alone can be subject to a x^roxier supervision. ACADEMIES AND COLLEGES. It is stated, as a highly gratifying fact, that during the year there have been in oper¬ ation in the State 187 high schools or academies, with 7,701 xhix^Us, a large xiortion of whom will shortly enter the colleges. The statistics of colleges for the x^ast year are very encouraging. The aggregate of students was probably greater than at any xirevious period in the history of the State. The colleges are ably manned, and lack nothing but large endowmenfs. The two uni- Amrsities are worthy of their fame, and should not be allowed to languish for want of means. Ten technical schools, rexoresenting at least six different xmcations, were sus¬ tained last year. To these have since been added the agricultural and mechanical college. With regard to the use of the land-scrip, nothing could ever be agreed upon in the legislature until, in the winter of 1870-71, the senate passed a bill requiring that any institution which might receive the fund should give up its name and distinctive char¬ acter, and be fully merged into a new agricultural and mechanical college. It was not believed that there Avas any existing demand for such a school; but it was believed that there Avas a great poxmlar want or need of it, and that its creation would gradually develop a consciousness of want, succeeded by an actiAm xiatrouage. In the Avinter of 1871-72, after a long struggle, the general assembly, by a large ma¬ jority, besides giving a third to IIamx3ton Institute, Avhich was a technical colored school already established, set ax^art the remaining tAvo-thirds to the establishment of a sx)ecial school for the whites. It accepted the offered X3iox)erty of Preston and Olin VIRGINIA. 343 Institute, swept away all its previous character and history, and ordered the creation of a new institution for the benefit of the agricultural and mechanical x)eople of Vir¬ ginia. At the farmers’ convention, held at Petershurgh, November 27 and 28, Professor C. L. C. Minor, president of the agricultural college, stated that ‘‘ The rapid growth of the college for some weeks past has shown that the trustees were right in not delaying the opening for another year, as some thought it necessary to do, that there might'be some accumulation of the funds to meet the expenses of equipment for a first opening. At first but a handful of students presented themselves, but as the knowledge of the real work that was doing spread abroad, and the mistaken impression that it was to bo a mere labor school ©f the most elementary sort was dissipated, the students came in fast. In sixty days after the opening the number had reached 78, and there were indi¬ cations of a further increase. A farm has been purchased, and in January the trustees will appoint a i^rofessor of agriculture and a farm-manager. “Many ai^pointments were yet vacant, as has always been the experience of the mili¬ tary institute and the University of Virginia, but, like the faculties of those institu¬ tions, the faculty of the agricultural college are prepared to give a.ppoiutmeuts, in place of the counties not applying, to students who may seek them from the counties that have already secured appointments.” ALEXANDRIA. HISTOllY OF THE PUBLIC SCHOOLS. The first free school in Alexandria was founded by George Washington. In Decem¬ ber, 1785, he wrote to the trustees of the Alexandria academy, as follows : “It has long been my intention to invest, at my death, £1,000 in the hands of trustees, the interest of wUich is to be applied in instituting a school in the town of Alexandria for the pur¬ pose of educating orphan children, or the children of such indigent parents as are un¬ able to give it. * * * I will, until my death, pay the interest thereof, to wit, £50 annually. * ^ It is my intention to a^iply this to that sort of education as would be most extensively useful to people of the lower classes of citizens, viz, reading, writ¬ ing, and arithmetic, so as to fit them for mechanical x^ursuits.” From General Wash¬ ington’s will it axipears that he left twenty shares in the Bank of Alexandria, worth $4,000, to the trustees for the support of the school. The records show that in April, 1788, a school was opened with 20 scholars. “ Two girls were admitted upon this condition : 4hat General Washington shall explain it to be consistent with his intentions that girls may be taught in this school.’” That Gen¬ eral Washington ai)proved the admission of girls is to be inferred from the fact that these were retained and others afterward admitted. The school hours at that date were as follows : “ From the 1st of May to the 1st of Sexitember from 6 to 8 and from 9 to 12 a. ra., and from 2 to 5 x)- m-; and from the 15th of Sexitember to the 1st of May from 9 to 12 a. m., and from 2 to sunset. CONDITION OF THE SCHOOLS. The greatest difficulty at present is in securing full attendance. The xiercentage of enrollment to the school i)OX)ulation is only 53. The average attendance is far lower than it should be. Children are kexit at home for the mos-t frivolous reasons. The great wants of the schools are competent teachers and good school-houses. The former can only be secured by the xiayment of suitable salaries, and it is recommended that some xfian be at once adoxited whereby the salaries of the most efficient teachers shall be gradually raised. But one school-house belongs to the city, and that is sixty years old. The colored schools are well accommodated, but most of the white schools are crowded into small axiartments in every way unsuitable, and only two of these have furniture better than the long old-fashioned forms and benches. teachers’ institutes. The first meeting of this kind in Alexandria was held August 21 and 22, 1871. About 40 xiersons, including all the teachers of the x>BhIic schools, attended. On the 2Gth, 27th, and 28th of August, 1872, the second institute was held. This was largely at¬ tended by x>rivate teachers and others interested in education, besides the xmblic-school teachers. UNIVERSITY OF VIIiGINIA. This institution has comxileted its forty-eighth session. In establishing the University of Virginia, Mr. Jefferson, for the first time in America, threw ox)en the doors of a univer- 344 EEPORT OF THE COMMISSIONER OF EDUCATION. sity in tlie true sense of the name, providing for thorough instruction, in independent schools, in all the chief branches of learning. The wisdom of this plan has been amply vindicated by time aud experience. The university includes four departments : literary and scientific, agricultural, medi¬ cal, and law. The library of the university was originally selected and arranged by Mr. Jefferson, and has since been enlarged by purchases and donations. In the medical department the collection of paintings for the illustration of the lectures on anatomy, physiology, and surgery — several hundred in number — is une¬ qualed by anything of the kind in the United States, or x^erhaps abroad. The univer¬ sity offers no facilities for clinical instruction. VIRGmiA MILITARY INSTITUTE. This institution was organized as a State military and scientific school upon the basis of the United States Military Academy at West Point, and the system of iustruc- tion and government is very nearly the same as in the latter institution. During the war the buildings, wfith the library and axiparatus, were destroyed, and the institute was temporarily transferred to Richmond. In 1865 it was reorganized at Lexington, and opened with 50 cadets. The State makes an annual appropriation for the suxiport of the institute of ^15,000. A number of the cadets are annually appointed by the State, and receive tuition free. The number of State cadets admitted since organization is 575 ; of x>ay cadets, 2,050. Number of cadets during the past year: State, 46; pay, 300; total, 346. Since organ¬ ization there have been 715 graduates. The military staff numbers 7. The State property attached to the institution is worth about $250,000. There is also an interest-bearing fund, the gift of xirivate individuals, to the amount of $50,000, the income of which sustains the chairs of agriculture and of animal and vegetable physiology applied to agriculture. WASHINGTON AND LEE UNIVERSITY. This university includes the following departments : academic, law, engineering, and a business college. It is proposed to add to the course schools of agriculture, commerce, and mechanical engineering. The course of study is elective. Prize schol- arsliips are oftered to high schools aud academies, and the board of trustees have authorized the faculty to appoint to scholarships a number of young men intending to make x^tactical printing and journalism their business in life. A summer school is organized during the vacations, in which students may be prepared for entrance with advanced classes at the beginning of the regular session. A flourishing Young Men’s Christian Association exists among the students. UNION THEOLOGICAL SEMINARY. This institution is under the care of the Presbyterian synods of Virginia and North Carolina. It was opened January , 1824, with 1 xirofessor and 3 students. After the war, the seminaiy, left w^ithout income, was sustained for a year by x^rivate subscrip¬ tions. The buildings have since been put in repair, aud the losses sustained by^ the war reiflaced. The seminary possesses the control of funds for eight or nine scholarships. Hampden Sidney College, near by, offers collegiate instruction in all its classes gratis to the students of the seminary. ROANOKE COLLEGE. The course of study includes a preparatory department, a collegiate department, and a special course. A normal dexiartment has been established in connection with the college. Special facilities are offered for acquiring a business education. One thou¬ sand volumes have been added to the library during the x>ast year. RANDOLPH MACON COLLEGE. Of the 167 students during the year, 32 were studying for the ministry. There is no prex)aratory school, but young men not x)i‘ex)ared for the regular college classes receive instruction sex>araitely. i RICHMOND COLLEGE. The college embraces an academic, a law, and a commercial dexiartment. The academic department comprises seven independent schools. Every student is required to attend at least three of these schools. The success of the college has made it nec¬ essary to provide additional buildings. For this object the sum of $12,000 has already been secured. VIRGINIA. 345 t STAUNTON BAPTIST FEMALE INSTITUTE. This school Mas established at Charlottesville in 1857, and transferred to Staunton 1871. The course of study is arranged in four departments: preparatory, collegiate, a school of music, and a school of drawing and painting. EdANOKE FEMALE COLLEGE. The course of study is divided into three departments, viz, preparatory, collegiate, and ornamental. LOUDOUN VALLEY ACADEMY. This institution is open to both sexes. A normal department and a commercial de¬ partment are connected with the school. THE OLD DOMINION BUSINESS COLLEGE. The aim of this institution is to impart a thorough and systematic mercantile educa¬ tion. There are three departments : theoretical, theory and practice, and actual business. There is also a normal class in penmanship, for such as wish to become teachers of this art. INSTITUTION FOR THE DEAF AND DUMB AND THE BLIND. Of the pupils enrolled during the past year 100 are deaf-mutes, and 38 are blind. This number is quite in excess of any former period, and beyond the convenient accommodations of the institution. The dormitories are too crowded, and great embar¬ rassment is caused by the want of sufficient school-rooms. The schools during the past session have attained a higher position than ever before. The scholarship of the pupils has been, in a very marked degree, advanced beyond that of any previous period. The class in articulation has made excellent progress. The mechanical department has been very successful, and almost every male puj)il, on leav¬ ing the institution, has acquired the means of gaining an independent livelihood. An apimopriatiou for the purchase of a printing-office is recommended, printing being one of the avocations open to deaf-mutes, and one in which many of them have excelled. SOCRATES ?/IAUPIN. — OBITUARY. Socrates Maupin, A. M., M. D., professor of chemistry and pharmacy in the Univer¬ sity of Virginia, died at Lyuchburgh, in consequence of being thrown from a carriage, October 19, 1871. He was descended from Huguenot ancestors who emigrated to America on the revocation of the edict of Nantes ; born in Albemarle County, Novem¬ ber 12, 1608 ; graduated at Washington College, (now Washington and Lee Univer¬ sity,) 1828; studied medicine at the University of Virginia; graduated M. D. 1830; changed his plans of life and entered upon a general literary and scientific course of study ; received the degree of A. M., having graduated in all the academic schools of the university, 1833; was immediately elected professor in the College of Hampden Sidney, where he filled successively and very successfully the chairs of ancient lan¬ guages and mathematics; became principal of Richmond Academy, 1835; resigned in 1838, and established a private school of a high order, which he conducted with signal success as long as he remained in the city; was one of the founders, in 1838, of the Richmond Medical School, in which he was professor of chemistry, and afterward dean, where he showed that remarkable administrative capacity’’ wffiich was always the distinguishing feature of his character; was a member of the city couucil of Rich¬ mond, and extremely active in promoting the interests of tlie Virginia Historical So¬ ciety ; was appointed professor of chemistry and pharmacy in the University of Vir¬ ginia, 1853, and spent the rest of his life in the service of his cherished alma mater. In 1854 Dr. Maupin became chairman of the faculty, and as such the chief executive officer of the university. In this position, to which he was annually re-elected by the board of visitors for fif¬ teen successive years, his services were inestimable. At the close of the war, in 1865, the institution was constrained to commence a new career, amid multiplied embar¬ rassments, W’ith a precarious income and dubious prospects. Present resources were supplied by the private credit of Dr. Maupin and his colleagues. His bravo spirit triumphed over all difficulties, and he soon had the satisfaction of seeing the univer¬ sity rival the extraordinary prosperity which, under his administration, it had achieved before the war. The university faculties have ex^iressed their estimate of Dr. Maujiin in the follow- 346 EEPORT OF THE COMMISSIONER OF EDUCATION. icg terms: ^‘During this long incumbency (of the chairman’s office) his official con¬ duct was cliaracterized by such moderation, firmness, and tact as to win universal confidence and respect. It was, indeed, a j)ost in which his sympathy with the young, his sincerity and manliness, as well as his sound judgment and insight into men, had ample scope. Merit was sure to be appreciated by him, and youthful frailties met with a construction as indulgent as a father could extend to au erring child. “ His extraordinary aptitude for affairs, his clear perceiition of complex transactions, his rare sagacity and promptness of decision, his varied knowledge of the practical interests of society, would probably have led him, had he adop)ted an active career, to the highest pinnacle of success, whether of fortune or of fame. ^‘Always the mirror of integrity and truth, Just, benevolent, and self-denying, exem¬ plary in all the relations of life, our departed colleague had yet looked closely enough into his own heart, and into the perfect law of God, to know that he had no merit ^ with which to approach the throne of his judge, and he had accordingly fled for refuge to the hope set before him in the gospel of Christ.” A. L. COLEMAN. — OBITUARY. Arthur Ludwell Coleman, student in the University of Virginia, and professor-elect of Greek in Miami University, Ohio, was killed by a railway accident near Charlottes¬ ville in the spring of 1872. He was a young man of brilliant promise, sound scholarship, and exalted Christian character. He belonged to a family distinguished in connection with higher education in Virginia, being the son of the late Judge Richard H. Coleman, of Caroline County, and nephew of Mr. Frederick Coleman, a teacher of great renown in the State. VIRGINL4 EDUCATIONAL ASSOCIATION. The seventh annual session of this association was held at Staunton, June 9 to 12. The jiresident. Professor W. K. Abbot, called the meeting to order, and, after ]Drayer by Rev. J. William Jones, an address of welcome was extended to the association by Rev. R. H. Phillips, in behalf of the citizens of Staunton. The president then read his annual address, congratulating the association on its flourishing condition, and making important practical suggestions as to its general interests. Fitting tributes were paid to several members of the association who had deceased during the year. The report of the secretary showed that there had been twenty-two additions to the association during the year, making its iireseut number one hundred and sixty-five. On the second day the committee on nominations reported Professor E. S. Jaynes as president, and a full list of officers. Professor Jaynes then read a jiaper dn “A curric¬ ulum for primary and secondary schools, and some system of equivalents for secondary schools, whereby, if possible, students, not studying the complete curriculum may be brought to pursue some complete and consistent course of study.” He argued in favor of the elective rather than the curriculum system, insisting that the latter is fast pass¬ ing away; but deprecated the extremes of both systems. While he would allow a choice of studies by the student, the choice should be regulated by the advice of the teacher. A discussion of the paper by Professor Jaynes then took place, Mr. Abbot, of Belle¬ vue school, agreeing with Professor Jaynes so far as colleges and universities are con¬ cerned, but doubted the applicability of the doctrine to secondary schools. He insisted on the absolute necessity of the classics in the secondary schools. General F. H. Smith insisted that the teacher was better qualified than the pupil to judge as to the proper studies. He thought the tendency to abolish the curriculum should be resisted, as a great evil. - • Colonel William P. Johnson gave an address on “The importance and place of his¬ tory in a school of liberal education.” “ The best projection for school maps” was the subject of considerable discussion. Major J. Hotchkiss advocating the “iirojection” adopted by the United States Coast Survey. Other subjects discussed were with reference to the establishment of a polytechnic school for the South, the expediency of regular and systematic exercise in elocution, and the propriety of the association expressing an opinion in regard to text-books. Professor H. H. Harris read the report on German, and Professor J. A. Turner read that upon French. These reports were discussed at length by Professor John Hart, Professor Jaynes, Professor Abbot, and Professor L. M. Blackford. Professor Hart was opposed to free translation, while Professor Jaynes favored it, and insisted that good French should be put into good English. Professor C. D. Walker, of the Virginia Military Institute, read the report on “ Instruction, higher and lower, in mathematics.” The metric system was earnestly approved for primary schools. The report was discussed by several members of the association. VIRGINIA. 347 Professor W. A. Shepard, of Randolph Macon College, read a report upon the ques¬ tion, “Which of the natural sciences will it he best to introduce into our system of male school instruction ? ’’ While admitting the importance of the classics, as occupy¬ ing the first place, the report claims that natural sciences shouhl not be neglected. Zoology and botany especially are recommended for the primary and secondary schools ; the latter, rather than the former, if both can not bo included. Mr. R. Carue, superintendent of public schools in Alexandria, and Professor Pike Powers cordially indorsed the recommendations of the report. A joint paper on “ Instruction, higher and lower, in English,’’ prepared by Professor George F. Holmes and Mr. Hugh Craig, was read and subsecpiently discussed. Mr. A. O. English wanted to know how to teach English grammar. Mr. Abbot thought Latin grammar was the best to teach English. Professor Jaynes was per¬ suaded that we have no suitable book on English grammar, but earnestly combated the idea that we should learn English through the Latin ; and insisted that both English and French should precede Latin. Mr. Abbot would reverse the order of Professor Jaynes, and insisted on his own views. Professor Harris would take Eng¬ lish, French, and Latin, and then reverse the order. A report on “Instruction in Latin, higher and lower,” by Professor T. R. Price, was read and briefly'- discussed ; and a report on “ Method and discipline,” by Rev. Dr. J. M. P. Atkinson, was also read. This report strongly advocated physical exercises in schools ; the principle of obedience ; and the curriculum rather than the free-choice system in all institutions below the university ; took strong ground in favor of a high standard of admission to college, as well as of graduation ; and severely condemned the loose manner of conferring degrees. There was a general expression as to the success of this meeting, and it was pro¬ posed to meet on the 8th of July, 1873, at Alexandria. FACTS FKOM THE UNITED STATES CENSUS. Area and 2)0}7uJation. — In 1870 Virginia was the tenth State in population, having 1,225,163 inhabitants within an area of 38,348 square miles, an average of 31.95 persons to the square mile. This population consisted of 712,089 whites, 512,841 colored, 229 Indians, and 4 Chinese. Of these 1,211,409 were natives of the United States, and 13,754 were foreign-born. Of the foreign residents, 4,050 were born in Germany, 1,909 in England, and 5,191 in Ireland. School attendance. — According to Table IX, vol. 1, of Census Report, 70,871 persons attended school, and of these 103 were foreign-born. Of the 59,792 white scholars, 31,783 were males and 28,009 females. Of the 11,048 colored scholars, 5,105 were males and 5,943 females. Fourteen male and 17 female Indians were also reported. Illiteracy.— There were 445,893 inhabitants of all races, 10 years old and over, unable to write, and of these 1,270 were foreign-born. Aye and sex of illiterates. — Of the 123,538 white illiterates, 34,103 were from 10 to 15 years old, and of these 18,745 were males and 15,358 females ; 21,438 were from 15 to 21 years old, and of these 11,095 were males and 10,343 females ; 67,997 were 21 years old and over, of whom 27,646 were males and 40,351 females. Of the 322,236 colored illiter¬ ates, 57,433 were from 10 to 15 years old, and of these 29,723 were males and 27,710 females ; 57,208 were from 15 to 21 years old, of whom 26,161 were males and 31,047 females ; 207,595 were from 21 years old and over, of whom 97,908 were males and 109,687 females ; 1 Chinese male, and 51 male and 67 female Indian illiterates were reported. Educational institutions. — According to Table XII, vol. 1, of Census Report, the total number of educational institutions was 2,024, having 2,697 teachers, of whom 1,452 were males and 1,245 females, to educate their 60,019 pux)ils, of whom 30,878 were males and 29,141 females. Amou^it and source of educational income. — The total income of all the educational in¬ stitutions was $1,155,585, of which $47,586 were derived from endowment, $120,148 from taxation and jiublic funds, and $987,851 from tuition and other sources. Piiblie schools. — The 122 joublic schools, with 171 teachers, 43 males and 128 females, were attended by 8,700 xnixiils, of vrhom 4,275 were males and 4,425 females. To edu¬ cate these, they possessed a total income of $93,770, of which $1,050 were derived fj oni endowment, 55,425 from taxation and public funds, and $42,295 from other sources, in¬ cluding tuition. Colleges. — The 14 colleges, with 113 teachers, 93 male and 20 female, had an attend¬ ance of 2,097 students, of whom 1,535 were males and 562 females.. They |)ossessed a total income of $203,329, of which $25,626 were derived from endowment, $17,250 from taxation and public funds, and $160,453 from other sources, including tuition. Academies. — The 88 academies reported, with 206 teachers, 141 males and 65 females, were attended by 4,027 x>upils, of whom 2,201 were males and 1,826 females. Tliey posse.ssed a total income of $190,592, of which $1,080 were derived from taxation and public funds, and $189,512 from other sources, including tuition. 348 EEPOET OF THE COMMISSIONER OF EDUCATION. Private schools. — The 1,722 day and hoarding schools had 2,019 teachers, of whom 1,086 were males and 933 females, and were attended by 40,519 pupils, of whom 20,621 were males and 19,898 females. They possessed a total income of $505,501, of which $1,723 were derived from taxation and public funds and $503,778 from other sources, including tuition. Libraries. — There were 1,409 public libraries, containing 386,020 volumes, and 2,762 private libraries, with 721,293 volumes : making in all 4,171 libraries, containing 1,107,313 volumes. llie press. — The 114 periodicals had an aggregate circulation of 143,840 copies, and an aggregate annual issue of 13,319,578 copies. Churches. — Of the 2,582 churches, 2,405 had edifices, with 765,127 sittings, and the church property was valued at $5,277,368. Pauperism. — Of the 3,280 paupers, 1,942 were native whites, 1,312 were native colored, and 26 were foreign-born. Crime. — Of 1,244 persons.imprisoned June 1, 1870, 331 were native whites, 901 native colored, and 12 foreign-born ; 1,090 persons were convicted during the year. Age and sex of population. — Of the total population 396,812 persons were from 5 to 18 years old, and of these 200,103 were males and 196,709 females ; 890,056 were 10 years old and over, of whom 427,455 were males and 462,601 females. Occupations. — There were 412,665 persons of these ages engaged in various occupa¬ tions, of whom 337,464 were males and 75,201 females ; 244,550 were engaged in agri¬ cultural pursuits, of whom 228,082 were males and 16,468 females ; 98,521 in personal and professional services, of whom 45,407 were males and 53,114 females ; 20,181 in trade and transportation, of whom 19,992 were males and 189 females ; 49,413 in me¬ chanical and manufacturing ’and mining industries, of whom 43,983 were males and 5,430 females. Age and sex of worJcing population. — Of the 412,665 employed persons, 48,346 were from 10 to 15 years old, of whom 33,954 were males and 14,392 females ; 333,527 were from 10 to 59 years old, and of these 275,501 were males and 58,026 females ; 30,792 were 60 years old and over, of whom 28,009 were males and 2,783 females. SCHOOL OFFICIALS. W. D. Ruffner, State superintendent of public instruction, Bichmond. COUNTY AND CITY SUPERINTENDENTS. County or city. Superintendent. Post-office. Accomack . Albemarle . Alexandria County and City.. Alleghany and Craig . Amelia . Amherst . Appomattox . Augusta . Bath and Highland . Bedford . Bland . . . Botetourt . Brunswick . Buchanan . Buckingham . Campbell . Caroline . Carroll . Charles City and New Kent. . . Charlotte . Chesterfield . Clarke . Culpeper . Cumberland . Dinwiddle . Elizabeth City and "Warwick Essex . Fairfax . Fauquier . Floyd . Fluvanna . Franklin . Frederick . Giles . , . Gloucester - '. . James C. Weaver . D. P. Powers . Richard L. Came . Robert L. Parrish . Dr. M. F. T. Evans . W. B. Henley . Chapman H. Chilton . J.E.Guy . J. Henry Campbell . Sidney L. Dun ton . Rev. William Hicks . Rev. G. Gray . B. B. Wilkes . Jacob Baldwin . William Merry Perkins. ... Dr. R. T. Lemmon . Thomas R. Dew . D. B. Brown . Rev. James A. Waddell — William W. Read . B. A. Hancock . Jarvis Jennings . Robert E. Utterback . Dr. Richard P. Walton - Roger P. Atkinson . George M. Peck . J. G. Cannon . . D. McC. Chichester . William A. Cave . Dr. C. M. Stigleman . Dr. P. J. Winn . William A. Griffith . W. H. Gold . James I\. I’cek . Rev. Ykilliam E. Wia.tt - Onancock. Scottsville. Alexandria. Covington. Paineville. Amherst C. H. Spout Spring. Staunton. Monterey, Highland Co. Liberty. Eland C. H. Fincastle. Charlie Hope. Grundy. Buckingham C. H. Castle Craig. Rappahannock Academ y. Hillsville. Providence Forge, New Kent County. Charlotte C. H. Black Heath. White Post. Jeffersontou. Cartersville. DiuAviddie C. H. Hampton, Elizabeth City County. Tappahannock. Fairfax C. H. Salem, Fauquier County. Floyd C. H. Fork Union. Gogginsville. Wincliester. Pearisburgh. Gloucester C. H. VIEGINIA. 349 County and city superintendents — Continued. County or city. Superintendent. Post-oflice. Goochland . Grayson . Greene and Madison Dr. O. W. Kean . Fielding K. Cornett.. Kev. TVilliam A. llill. Greenville and Sussex John K. Mason Halifax . Hanover . . Henrico . . . Henry . Isle o"f Wight . - . . . James City and York . King and Queen and Middlesex. Henry C. Coleman.. J. B. Brovm . Dr. J. K. Powell . G. T. Griggs . Col. E. M. Morrison . Col. James H. Allen Dr. J. Mason Evans King George and Stafford . King WiUiam . . Lancaster and Korthumherland. Addison Borst. Dr. John Lewis A. T. Cralle ... Leo . Loudoun . Louisa . Lunenburgh . Lynchburgh . Matthews . Mecblenburgb . Montgomery . Kansemond . Kelson . Korfolk County . Korlblk City . Kortbampton . . Kottoway . . Orange . Page and Warren . Patiick . Petersburgb . . Pittsylvania . Portsmouth . Powhatan . Prince Edward . . Prince George and Suny . Princess Anne . . Prince William . . Pulaski . Kappahaunock . Eichmond and Westmoreland. Eev. William A. Taylor . John W. Wildman . Eev. L. J. Haley . Eobert M. Williams . A. F. Diggers . G. Taylor Garnett . Eev. Edward L. Baptist . George G. Junkin . E. L. Brewer . Pati ick H. Cabell . John T. West . . . W. W. Lamb . John S. Parker . Eev. Thos. W. Sydnor . Jaq. P. Taliaferro . Martin P. Marshall . A. Staples . Sidney H. Owens . Eev. George W. Dame, D. D James F. Crocker . Dr. P. S. Dance . Eev. B. M. Smith, D. D . Col. M. W. Eainey . Edgar B. Macon" . Ma^or W. W. Thornton . J. G. Cecil . : . Henry Turner . Eev. W. W. Walker . Eichmond City. Eoanoke . Eockhridge. . . . Eockingham . . . Eussell . Scott . Shenandoah ... Smyth . Southampton .. Spottsylvania. . Tazew’ell . Washington ... Wise . AYythe . James H. Bin ford! . Major W. W. Ballard . Professor J. L. Campbell. Eev. George W. Holland. E. D. Miller . George H. Kendrick . JohffH. Grabill . D. C. Miller . Dr. James F. Bryant . J ohn Howison . Eev. Jonathan Lyons _ Eev. A. L. Hogshead . William Wolfe . Eev. James D. Thomas. . . Korthsido. Elk Creek. Eapidan Station, Cul¬ peper County. Hicksford, Greenville County. South Boston. Kegro Foot. Eiclamoud. Martinsville. Smithfield. Burnt Ordinary Church View, Middlesex County. Frederickshurgh. King William C. H. Heathsville, Korthum- herland County. Jonesville. Leeshui'gh. Harris. Lunenburgh C. H. Lynchburgh. Matthews C. H. Boydton. Christiansburgh. Churchland, Korfolk Co. Variety Mills. Lake Drummond. Korfolk. Eastville. Blacks and Whites. Orange C. H. Front Eoyal, Warren Co. Patrick C. H. Petersburgb. Danville. Portsmouth. Powhatan C. H. Hampden Sidney. Prince George C. H. London Bridge. Brents ville. Kewbern. W oodville. Oldham’s Cross - Eoads, Westmoreland County. Eichmond. Salem. Lexington. Harrisonburgh. Kew Garden"! Point Truth. Woodstock. Seven-mile Ford. Franklin Depot. Frederickshurgh. Tazewell C. H. Osceola. Big Stone Gap. Wytheville. 350 EEPOET OF THE COMMISSIONEE OF EDUCATION. WEST VIKOINIA. IFrom report of Hon. C. S. Lewds, State superintendent of instruction, for tlie scholastic year ended August 31, 1871.] SCHOOL FUND. The State school fund is invested as follows : Stock in the First National Bank of Fairmont . $■50, 000 00 Stock in the First National Bank of Wellsburgh . 18, 800 00 Stock in the National Bank of West Virginia, at Wheeling . 30, 000 00 Stock in the Parkersburgh National Bank . . 40, 000 00 United States registered Central Pacific Eailroad bonds . . 37, 000 00 United States registered Union Pacific Eailroad bonds . 35, 000 00 United States 5-20 bonds . . . . . . 18,500 00 Certificates of United States 5-20 stock . . . 45, 800 00 Total . 275, 100 00 , FINANCIAL STATEMENT. % Eeceipts. State school fund . . $212,71138 Township levies . 384, 100 59 From other sources . . . 25, 258 47 Total receipts for 1871 . . . . 632, 070 44 Balance on hand at commencement of year . 51, 443 58 Total assets for school year . . . 683, 514 02 Increase in State school fund . $94, 192 68 Increase from township levies . 85, 823 98 Total increase in receipts over last year .. . . 172, 038 31 Total value of school property in State . 1,266,711 08 Increase in value of school property over last year . 209, 273 14 Amount paid per pupil for tuition, 1871 . 4 77^ Amount paid per pupil for all purposes, 1871 . 7 54^ Total expenditures for schools . . . 365, 685 21 Total exi^enditures from building fund . . . 212, 033 51 Total expenditures during the year . 577, 718 72 Increase in expenditures over last year . 107, 609 19 ATTENDANCE. Number of males enrolled . 41, 586 Number of females enrolled . 35,413 Total enrollment . 76, 999 Average attendance of males . , . 28,758 Average attendance of females . 22, 578 Total average attendance . 51, 336 NUMBER OF PUPILS STUDYING THE VARIOUS BRANCHES. Orthography . . . . 60, 342 Eeading . . 43, 026 Writing . 36, 572 Arithmetic . . . 24, 317 Geography . 10,263 English grammar . . . . 10, 416 Algebra . . . *. . . 697 Other branches . 3,084 WEST VIRGINIA. 351 TEACHERS. Number of male teachers . 1, 951 Number of female teachers . 517 Total . . . 2, 468 SCHOOL DISTRICTS AND SCHOOL-HOUSES. Number of school districts . . . 2, 339 Number of high schools . ' . 3 Number of graded schools . . . . . . 48 N umber of common schools . . . 2, 272 Total uumber of schools . . . 2, 323 Number of school-houses . 2, 059 Number built during the year . 151 SUMMARY OF STATISTICS. Number enrolled in public schools . . 76, 999 Average attendance . 51,336 Number of teachers . . 2, 468 Average salary of teachers per month . . . $32. 69 Number of months taught . 10, 260. 03 Certihcates granted during the year . . 2, 506 Number of visits of county superintendents . 1,649 SCIICOL REPORTS. The officers of some of the counties have failed to report, and the reports from others are incomplete. There are fifty-four counties in the State, and the city of Wheeling lias a separate school organization. From the city of Wheeling and five counties only, have full statistical reports been made for the school year ended August 31, 1871. From twenty-one the reports received were incomplete in several important iiarticulars, aud from the residue they were very deficient. Therefore the summary given only approximates the actual results. Part of this is owing to the defective blanks fur¬ nished. This has been remedied, and the excuse for insufficient and incomplete reports will no longer exist. A HOPEFUL PROSPECT. Notwithstanding the many defects and deficiencies in the several reports, the results exhibited give just cause of hope and no cause of discouragement for the future educational interests of West Virginia. The number of teachers and scholars, schools and school-houses, and the number of months taught during the year are regularly increasing. The debts contracted for the jiurchase of land and the building of school- houses are being discharged. The permanent school-fund is annually augmenting, and the amount received from township levies increasing from year to year. Public sentiment is becoming awakened, interested, and enlightened on the subject of free- school education : opposition is withdrawing, and by its practical results our system is daily recommending itself to the judgment and affections of the people. The several county superintendents bear unmistakable testimony on this subject. THE PEABODY FUND. During the school year just closed. Dr. Sears, the general agent for the Peabody fund, has distributed $12,750 in aid .of our common schools, and in August last he ex¬ pressed a desire to continue his co-operation with the friends of our State school sys¬ tem, and thought he would be able, during the present year, to aid all our free schools that would jirobably comply with the terms and conditions theretofore prescribed by the board of trustees. The agent of the fund reports as follows : “ Some apprehension was felt, in the early part of the year, that the convention which was to be held in the autumn for revising the constitution wmuld abolish that feature of it which provided for free schools, flaviug been advised to sus^iend operations in the State till that question should be settled, I deemed it prudent to consult the super¬ intendent of schools on the subject. He replied to my inquiries : ‘Ido not believe there is the least cause of apprehension from that body. True, we are not a unit on 352 EEPOET OF THE COMMISSIOJ^ER OP EDUCATION. the subject of free schools, but there is in this State no party that -would dare to raise its hand against it.’ The subsequent action of the convention veritied these predic¬ tions. After a very earnest discussion of the subject, this part of the constitution was left nntouched.” The distribution of aid to schools in this State is as follows: Wheeling, $1,500; Wellsburgh, Parkersburgh, Martinsbnrgh, Fairmont, $1,000 each; Clarksburgh and Grafton, $800 each; Buckhanuon, Palatine, and Morgantown, $600 each; and to sixteen other places sums varying from $500 to $200. To four normal schools $2,000 have been given in sums of $500 each. An appropriation of $1,000 has been conditionally made for teachers’ institutes, and another of $200 for a journal of education. SCHOOL LAW. Our school statistics clearly demonstrate the inefficiency of some provisions of the school law to accomplish tbe end proposed. It is suggested that some slight modifi¬ cations be made which will render the law more iDractical, efficient, and salutary. INDEPENDENT SCHOOL DISTRICTS. A number of these have been created by special laws, and at each session of the leg¬ islature applications for others are made. An indiscriminate organization of independ¬ ent districts is believed to be at variance with some of the most prominent features of our system, and otherwise injurious. It tends to localize the system by giving to wealthy neighborhoods the exclusive control of their own school-funds and schools, regardless of the wants and necessities of the other and often less-favored parts of the town¬ ships from which they are taken. It is recommended that special privileges be granted to none, except for special reasons, keeping in view at all times the uniformity, equal¬ ity, and symmetry of our system, and its paramount purpose of extending to the chil¬ dren of ail the citizens of our State the blessing of a free-school education. DISTRICT TRUSTEES. This feature of our system seems to meet with especial disfavor. It is reprehended and condemned by many, and approved by few, if any. Where friends and enemies alike concur, as in this instance, the conclusion is almost irresistible that the public- school interests demand some change. TEXT-BOOKS. Frequent and unnecessary changes in text-books are to be deprecated ; but a fixed and unalterable series, except by legislative enactment, is not thought to be the most wise and salutary expedient that may be devised to avoid the evil. Some of the books named in the series now prescribed by law, after a trial for three years and more, are condemned as ’defective and unsuitable by many of our best teachers. That the authority to make such changes in the text-books as our educational interest may require should be more conveniently provided for, is considered important, and is most respectfully and earnestly recommended. STATE teachers’ ASSOCIATION. The session of this association was held at Eavenswood, in the county of Jackson, on the 27th of last June. It was nnmerously attended and quite successful in its re¬ sults. To its agency may justly be attributed much of the impetus recently given to the cause of popular education in our midst. About seventy-five teachers were present, comprising representatives from twenty-two counties. Among the distinguished per¬ sons present may be mentioned Hon. E. E. White, of Columbus, editor of the Na¬ tional Teacher ; Professor F. A. Allen, of Pennsylvania ; Professor Kidd, the elocutionist ; President Marlin, of the State University; and Professors Crago and Gilchrist, princi¬ pals of the State normal schools. After a three days’ session the association adjourned to meet in Fairmont next summer. NORMAL SCHOOLS. These schools for the training of teachers must be regarded as indispensable to a successful common-school system. We have three of these schools, Marshall College, in the city of Huntington, one at Fairmont, aud the other at West Liberty. Their condition is prosperous and promising of good results, and with confidence they are all recommended as eminently deserving a continuance of the fostering care of the State. It is also recommended that two, if not three, additional normal schools be established, one in the northeastern aud the other in the southeastern part of the State. WEST VIRGINIA. 353 W^HEELING. SCHOOL PROPERTY. The borough of South Wheeliug has been recently included Avithin the city limits. Its school property is valued at $U,0C)0. Exclusive of this, the estimated value of the X)ublic-school property of Wheeliug is $145,500. POPULARITY OF THE PUBLIC-SCHOOL SYSTEM. Little more than twenty-three years have elapsed since the first establishment of public schools in the city of Wheeling. The movement at hrst met with great opposi¬ tion from members of both political parties. In evidence that these schools have grown in the popular favor, may be stated the fact that whereas for a number of years after their organization tlie ratio of entire enrollment to entire population was about as 1 to 10, during the last scholastic year the total enrollment was equal to about one-sixth of the entire population. What our school system now needs is the crown¬ ing feature of a central high school. Although the public schools have done and are doing effective work, yet it can not be expected that they will compare favorably with the schools of other cities until the high school is added. MARSHALL COLLEGE NORMAL SCHOOL. This, the recognized head of our State normal schools, is under the immediate direc¬ tion of a> full, able, and efficient board of instruction. Its statistics for the present year exhibit an increased and growing prosperity. It has already taken high rank among kindred institutions of the country. EAIRjMONT state normal SCHOOL, The normal school located at Fairmont, on the banks of the Monongahela River, has had a varied history, but under its present corps of teachers it has acquired new impulses, and is giving promise of greater success. The number of pupils is much increased, and the work of the school moro systematic and thorough. The results, so far, under the present administration of the school, are well calculated to encourage renewed efforts to place the institution on an independent footing, and to afford it every facility for expansion. More capacious buildings are needed ; also a library for the use of normal pupils. mh:st liberty state normal school. This institution has entered upon its present school-year with an increased number of pupils, giving assurance of renewed prosperity and usefulness. Its board of instruct¬ ors is substantially the same as heretofore, and is able, popular, and eflicieut. W^EST VIRGINIA UNIVERSITY. The state university has an endowment of $100,000, mainly realized from a grant of laud-scrip from the National Congress. Fifty thousand dollars haA^e been contributed in grounds, buildings, and money, by the citizens of Morgantown. Regular ap-propria- tions are also annually made by the legislature. The board of regents consists of eleven gentlemen, one from each senatorial district. The grounds of the uniA'ersity consist of about twenty acres, finely adapted for a college campus. It does not appejir from the report of the regents that any grounds have yet been purchased, as authorized and required by Congress, for experiments and improvements in agriculture. Two State cadets Rom each regent’s district are required by law to be taught free of charge for tuition, books, and stationery. Under the presidency of Doctor Martin, the university has risen to a first-class position among the literary institutions of the land. Beginning Avith less than forty students, last year’s catalogue shows an aggregate of one hundred and seventy-one in attendance. The increase, so far, this year, indicates that the attendance will exceed two hundred. This success is, no doubt, OAving in great measure to the Avise adaptation of the university to the actual wants of the State. Other elements of success are the character, both as scholars and teachers, of the inofessors, the thorough instruction inqmrted, and the firm but kindly discipline maintained. WEST VIRGINIA TEACHERS’ ASSOCIATION. This association held its session at Fairmont, at which an address of welcome was extended by ex-Governor Pierpont ; other addresses Avero given by Professor Allen, of Pennsylvania; by Hon. C. S. Lewis, State superintendent; Professor Kidd, of In¬ diana, and others. 23 E 354 REPORT OF THE COMMISSIONER OF EDUCATION. Hon. Mr. Lewis stated tLat in his travels through the State he had found no organ¬ ized opposition to the public-school system ; that all parties were equally in favor of such a system. There was a general attendance of nearly all the prominent educators of the State, including several professors from the university, the princix^als and teachers of the State normal schools, and many county superintendents. Resolutions were adox>ted, pledging every etfort toxwomote free schools and promote higher education; that the office of county superintendent should be retained, and the incumbent designated by the teachers of the county ; that the State superintendent should be designated by the teachers of the State in the State teachers’ association ; recommending teachers’ institutes in every locality where the number of teachers will warrant ; and that teachers who do not attend institutes or take educational works are recreant to duty, and not worthy the name of teacher. FACTS FROM THE UNITED STATES CENSUS. Area and population. — In 1870 West Yirgiuia was the twenty-seventh State in popu¬ lation, having 442,014 inhabitants within an area of 23,000 square miles, an average of 19.22 x^ersons to the square mile. This xiopulation consisted of 424,033 whites, 17,980 colored, and one Indian. Of these, 424,953 were natives of the United States, and 17,091 were foreign-born. Of the foreign residents, 6,232 were born in Germany, 1,811 in England, and 6,832 in Ireland. School attendance. — According to Table IX, vol. 1, of Census Report, 82,193 persons at¬ tended school, and of these 407 were foreign-born. Of the 80,981 white scholars, 43,278 were males, and 37,703 females. Of the 1,212 colored scholars, 634 were males, and 578 females. Illiteracy. — There were 81,490 inhabitants of all races, 10 years old and over, unable to write, and of these 3,101 were foreign-born. Age and sex of illiterates. — Of the 71,493 white illiterates, 20,046 were from 10 to 15 years old, and of these 10,704 were males and 9,342 females; 11,721 were from 15 to 21 years old, and of these 5,808 were males and 5,913 females; 39,726 were 21 years old and over, of whom 15,181 were males and 24,545 females. ' Of the 9,997 colored illiter¬ ates 1,665 were from 10 to 15 years old, and of these 861 were males and 804 females ; 1,704 were from 15 to 21 years old, of whom 844 were males and 860 females ; 6,628 were 21 years old and over, of Avhom 3,186 were males and 3,442 females. Educational institutions. — According to Table XII, vol. 1, of Census Rexiort, the total number of educational institutions was 2,445, having 2,838 teachers, of whom 2,070 were males and 768 females, to educate 104,949 xmpils, of whom 55,238 were males and 49,711 females. Amount and source of educational income. — The total income of all the educational institutions was $698,061, of vdiich $15,300 were derived from endowment, $598,124 from taxation and xmblic funds, and $84,637 frem tuition and other sources. Puolic schools.— The 2,371 public schools, with 2,687 teachers, 1,997 males and 690 females, were attended by 101,493 x^^pils, of whom 53,.587 were males and 47,906 females. To educate these they x^ossessed a total income, of $599,811, of which $1,800 were derived from endowment, $575,324 from taxation and public funds, and $22,687 from other sources, including tuition. Colleges. — The 6 colleges, with 49 teachers, 31 males and 18 females, had an attend¬ ance of 1,290 students, of whom 599 were males and 691 females. They possessed a total income of $58,300, of which $13,500 were derived from endowment, $22,800 from taxation and public funds, and $22,000 from other sources, including tuition. Academies. — The 8 academies, with 20 teachers, 8 males and 12 females, were at¬ tended by 312 pupils, of whom 125 were males and 187 females.- They x^ossessed an income of $16,856, derived from tuition and other sources. Frimte schools. — The 54 day and boarding-schools had 72 teachers, of whom 28 were males and 44 females, and were attended by 1,546 pupils, of whom 749 were males and 797 females. They x^ossessed an income of $17,364, derived from tuition and other sources. Libraries. — There were 638 x^uklic libraries, containing 152,183 volumes, and 1,090 private libraries, with 220,562 volumes ; making in all 1,728 libraries, containing 372,745 volumes. The press. — The 59 periodicals had an aggregate circulation of 54,432 copies, and an aggregate annual issue of 4,012,400 copies. Churches. — Of the 1,529 churches, 1,018 had edifices, with 297,315 sittings, and the church property was valued at $1,835,720. Pauperism.— Oi the 994 paupers, 839 were native whites, 109 native colored, and 46 foreign-born. Crime.— Oi 191 persons imprisoned June 1, 1870, 138 were native whites, 37 native colored, and 16 foreign-born. One hundred and fifty-five x>ersons were convicted dur¬ ing the year. Age and sex of population— Of the total population, 150,844 persons were fi’om 5 to 18 WEST VIRGINIA. 355 years old, and of these 76,879 were males and 73,965 females ; 303,424 were 10 years old and over, of whom 154,234 were males and 154,190 females. Occupations. — There were 115,229 persons of these ages eugaged in various oeeupa- tions, of whom 107,076 were males and 8,153 females j 73,960 were engaged in agrieul- tural pursuits, of whom 73,725 were males and 235 females ; 16,699 in personal and professional services, of whom 9,636 were males and 7,063 females ; 6,897 in trade aud transportation, of whom 6,888 were males and 9 females ; 17,673 in mechanical aud manufacturing and mining industries, of whom 16,827 were males and 846 females. Age and sex of worldng population.— Of the 115,229 employed persons, 6,212 were from 10 to 15 years ok^of whom 5,608 were males aud 604 females ; 101,394 were from 16 to 59 years old, aud of these 94,070 were males and 7,324 females ; 7,623 were CO years old and over, of whom 7,398 were males and 225 females. SCHOOL OFFICIALS. Hon. C. S. Lewis, general superintendent of free schools, Charleston. COUNTY SUPERINTENDENTS. County. Name. Cabell . S. B. Grose . . . Gilmer . John S. Withers . Grant . E. F. Vossler . Greenbrier . Walter C. Preston . Hampshire . Townsend Clayton . Hancock . Thomas C. Carothers . Hardy . Philip W. Anderson . Harrison . Cruger AV. Smith, jr . Jackson . George B. CroAv . Jefferson . William L. AVilson . Kanawha . AV. L. Hindman . Lewis . John S. Hall . Lincoln . 1. V. Sweetiand . Logan . Crispin S. Stone . . Marion . Dr. J. C. Barnes . Marshall . Samuel R. Haven . Mason . Dr. Charles T. B. Moore . Mercer . AVm. M. Reynolds . Mineral . . John W. Vandiver . Monongalia . Henry L. Cox . .• . Monroe . Augustus B. Beamer . Morgan . Wm. TT. Potter’ _ _ McDowell . Georne W. Payne . . . . . Nicholas . John S. Kern . • . Ohio . John C. Paris . Pendleton . Andy Dyer . Pleasants . Richard Towzey . . . Pocahontas . C. J. Stulling . Preston . John H. Feather . Putnam . Thomas P. Carpenter . Raleigh . Alfred Berkley, sr . Randolph . . . Jacob J. Hill . Ritchie . Festus H. Martin . Roane . John B. Thompson . Summers . John H. Pack . Taylor . Perry Gawthrop . Tucker . Philetus Lipscomb . - . Tyler . J. Edgar Boyers . Upshur . L. B. Moore . Wayne . Charlea B. W ebb . . i . Webster . Charles W. Benedum . Wetzel . AVm. A. Newman . . . . . Wirt . Charles C. Little . Wood . Samson H. Piersol . Wvoming . Theodore F. Bailey . Wheeling’ _ _ F. S. Willi.ama . .. . . . . . Post-office address. Philippi. ' Martinsburgh. Madisou. Eraxtou C. H. Bethany. Ouslie’s Gap. Grantsville. Clay C. H. AVe'st Union. Payette C. H. Glenville. Grant C. H. Lewishurgh. Spriugfiekl. Holliday’s Cove. Moorelield. Clarkshurgh. Jackson C. H. Charlestown. Charleston. Jacksonville. Hamlin. Chapmansville. Boothsville. Mouudsville. Point Pleasant. Princeton. Burlington. Morgantown. Union. Sleep3" Creek. Perryville. Nicholas C. H.. West Libei't3’.. IHanklin. Saint Mary’Sv. Academy.' Valley Point, liaymond City; Raleigh C. H. Huttonsville-. I’ennshorough. Spencer. Pack’s Ferry. Prnntytowu. Saint George.. Middlehonr'ue.. Buckhanuon. Ceredo. Webster C. H; Knob Fork. Burning Springs. Parkersburgh. Son Hill. AYheeling City. 356 REPORT OF THE COMMISSIONER OF EDUCATION. WISCOIVSIIV. [From the report of Hon. Samuel Fallows, State superintendent of public instruction, for tbe scliolastic year ended August 31, 1871.] EDUCATIONAL FUNDS. The araoiiut belonging to each of the trust-funds of the State on the 30th day of Sep¬ tember, was as follows : School fund . . . . ^2, 3S9, 488 28 University fund . . . 207, 139 38 Agricultural-college fund . 182,970 20 Normal-school fund . 734,111 24 Total of educational funds . 3, 513, 709 10 FINANCIAL STATEMENT. Receipts. Money on hand August 31, 1870 . $388, 856 94 From taxes levied for building and repairing . * 250, 646 65 From taxes levied for teachers’ wages . 871, 452 70 From taxes levied for apparatus and libraries . 9, 568 01 From taxes levied at annual town meeting . 219, 156 30 From taxes levied by county supervisors . 195, 615 14 From income of State school-fund . 148, 395 79 From all other sources . . *. . 221, 690 73 Total receipts . 2,305,332 26 Expenditures. For building and repairing . $305, 198 79 For apparatus and libraries . . . . . 6, 549 65 For services of male teachers . 503, 954 60 For services of female teachers . 790, 055 99 For old indebtedness . 101,750 80 For furniture, registers, and records . . 35,962 66 For all other purposes . . . 195, 616 3-2 Total expenditures . . . 1, 932, 539 24 ATTENDANCE. Scholastic popul ation . 420, 948 Increase over last year . 8, 467 Scholastic population of districts maintaining school 5 or more months _ 418, 358 Number of pupils enrolled in public schools . u . . '’’265, 285 Decrease from last year . 2, 606 Number of days’ attendance of different pupils during the year . 20, 627, 575 Increase over last year . . . 315, 649 Number of pupils who have attended private schools . 17, 267 Increase over last year . . . . . . . 1, 649 Number of children of school age not in attendance iixion any school . 126, 764 SCHOOL DISTRICTS AND SCHOOLS. Number of school districts . 5,^031 Number of districts reported . 4, 976 Number of schools with two departments . 230 Number of schools with three or more departments . ^ . 155 I Whole number of graded schools . 385 , Increase over last year . 50 Number of days in which schools have been taught by Cjualified teachers. . 848, 200 Increase over last year . 52, 305 Average number of days in which schools were maintained, (estimated).. . 155 Number of schools visited by county superintendent . . . 4, 886 Increase over last year . 205 *Of these, 2,338 are over or under the legal school age. WISCONSIN. 357 TEACH Ei;S AND TEACHEKS’ PAY. Number of teachers required for the schools . 5, 837 Increase over last year . 17G Number of differeut teachers employed during the year . 9, 1G8 Average wages of male teachers in the country . $-11. 40 Average wages of female teachers iu the country . $-27. (>2 Average wages of male teachers iu the cities . $105. 30 Average wages of female teachers iu the cities . $36. 70 Number of certificates issued, (exclusive of the city and State certificates,) males, 2,272; females, 4,953 . 7,225 Number of certificates issued iu cities . 443 Number of State certificates granted . 15 Total of teachers’ certificates granted during the year . 7, 638 SCHOOL-HOUSES. Number of public school-houses in the State . *4, 9^33 Number of pupils the school-houses will accommodate . . . 310,292 Increase over last year . 13, 923 Number of sites containing less than one acre . 3, 705 N umber of sites well inclosed . . . 1, 353 Number of school-houses built of brick or stone . 603 Increase over last year . . 25 Number of school-houses with outhouses iu good condition . 2, 957 Decrease from last year . . . 5'/7 Highest valuation of school-house and site..., . . . $75, 000 Total valuation of school-houses . 3, 441, 120 Total valuation of sites . 468, 609 Total value of apparatus . . . 31, 138 APPORTIONMENT OF SCHOOL-FUND INCOME,. The ratio of apportionment for the past year was 39 cents xier scholar. The appor¬ tionment is made on the basis of the number of children returned as residing in those districts which maintained school five or more months during the preceding year. No apportionment was made for those districts which did not maintain school at least live mouths during the preceding school year, except in some cases of peculiar hardship, which were provided for by special legislation. As such legislation is now prohibited, some general provision seems necessary, more especially in view of the destruction of so many school-houses in the northern xiortious of the State by the great fires of October last. teachers’ institutes. Forty-eight institutes have been held during the last school year, the largest num¬ ber ever held in the State in one year. At the recjuest of the teachers of the State, on the recommendation of the State super¬ intendent, the legislature at its last session axix>i’opriated $2,000 annually for the siip- l)ort of normal institutes, of not less than four weeks iu length, to be .held in counties not directly enjoying the benefits of the normal schools. It is expected that at least 600 teachers will be directly reached by these institutes the first season, and thereafter from 1,000 to 2,000. STATE teachers’ ASSOCIATION. The nineteenth annual meeting of this body was held at Madison on the 12fh and 13th days of July last. Addresses were delivered by the xu'esident. Professor Peabody, of Harvard University, and others, and several valuable papers were read. The dis¬ cussions held on various toxiics connected with the work of education, and the results of the meeting can not- but be of benefit to the State. STATE PRINCLP.ALS’ ASSOCIATION. The leading principals of public schools in the State have formed an association, and held a meeting at Madison iu December last. Among other subjects discussed were, “ Compulsory education,” “How far may the State wisely prescribe matter and method of instruction in the schools it supports?” “What course of instruction best disciplines the child for good citizenshixi?” A resolution was xiassed which declares “that, in the opinion of this convention, it is both the right and the duty of the State to enforce the elementary education of all its children.” It was also resolved to x>ctition the legisla¬ ture to make some provision for the education of feeble-minded children. * This would be a decrease of 32 from last year. As a number of bouses have been built, this is not prob.able. 358 REPORT OF -THE COMMISSIONER OF EDUCATION. STATE teachers’ CERTIFICATES. The attention of teachers has been called to the desirability of their obtaining the highest certificates known to the law. Twenty j)ei'sons presented themselves for examination in July. To fifteen of these certificates were awarded ; seven of the first grade and eight of the second grade. It is recommended that limited State certifi¬ cates, good for five years, be given to teachers who shall pass a successful examination in the studies required for a first-grade county certificate, with the addition of one or two more studies. It is believed the efiiect would be to stimulate many to reach at once a higher standard of qualification. CHILDREN INCAPACITATED FOR COMMON-SCHOOL INSTRUCTION. An effort has been made to ascertain the number of children who, from defect of vision, or of hearing, or of intellect, are incapacitated for instruction in the common schools. From eleven counties no returns have been made. The returns from the remaining twenty-five counties are as follows : Incapacitated for instruction from defect of vision . 136 Incapacitated for instruction from defect of hearing . 218 Incapacitated for instruction from defect of intellect . 351 In view of the fact that the most numerous of the three classes are those incapacita¬ ted by defect of intellect, the hope is exx)ressed that the subject of providing for their education, as has been done for the other two classes, will receive the favorable con¬ sideration of the legislature. COMPULSORY EDUCATION. Alarm has been felt at the large number of persons of school age not in attendance upon the public schools. At the last session of the legislature it waoS enacted that each district clerk, in addition to the returns already provided for as to school attendance, shall report “the number of children attending school, any i)art of the year, between the ages of 4 aud 7, 7 and 15, 15 and 20, respectively.” The returns, though imperfect, show that nearly five-eighths of those who attend school are between the ages of 7 and 15. Put still the attendance out of this class is 45,334 less than the wUoie number embraced in the class. The majority are no doubt kept away from school through the ignorance, neglect, or poverty of parents. This is precisely the class that should be regarded and cared for as the wards of the State. The subject is commended to the earnest attention of the legislature. With regard to legislation in this matter, the superintendent says : “ Although some legislation may be needed upon the subject of vagrancy and truancy, I do not think public sentiment Avould, as yet, sustain compulsory attendance upon our public schools. The more prevalent feeling seems to be that we must raise our schools to a higher degree of efficiency before we can sustain any law of this character.” THE COUNTY SUPERINTENDENCY. This feature of the school system has been in oiieration nine years. The number of superintendents now in commission is sixty-three. An efficient county superintendency is the “right arm” of a State school system. “It is all important that the offices be filled with competent men, and these can be secured only by the payment of a reason¬ able salary. It is qnite safe to say that, where the administration of the office has not given reasonable satisfaction, a niggardly policy has been content to employ inferior men, or to ^lay for but a portion of a competent man’s time.” TOWNSHIP, SYSTEM. The superintendent strongly recommends more simplicity and unity in the school system. The general drift of intelligent opinion in this, as in other States, has been toward a preference for the “town system of school government,” as distinguished from the “single district system.” It is deemed important to keep the matter before the local school officers, and extracts are made from discussions of the subject. Atten¬ tion is called to the fact that graded schools could be much more extensively Introduced in the rural districts under the “ town system.” ACADEMIES. The fact noticed last year may be repeated with emphasis, namely, that there is a tendency to the extinction rather than increase of academies, arising from the fact that the high schools, normal schools, and the preparatory departments of the State university and the colleges absorb the larger share of academical students. In fact, WISCONSIN. 359 most of tlie colleges in the State are as yet in the academical rather than tlie col¬ legiate stage of development. As they take a higher rank, it may be presumed that their preparatory departments rrill disappear, and that academies, a part of whose especial work it shall bo to fit young persons for college, may be again built up and liberally sustained. A bill was introduced at the last session of the legislature bearing upon this subject. It proposed the appropriation of !i?100,000 annually for the establishment of an acad¬ emy in each county in the State having a population of 2,000 or over. Any county that shall establish such an academy in the manner prescribed shall receive $100 for every 1,000 inhabitants, provided that the county will raise at least an equal amount aud provide for the necessary building. NORMAL SCHOOLS. These important institutions are in a prosperous couditiou. The Oshkosh school, opened September, 1871, has been placed in charge of G. S. Albec, A. M., formerly principal of the Eacine high school, aud widely known as one of the best educators in the State. Twelve students graduated during the year at Platteville aud ten at White- water. The graduates of these iustitutious are filling responsible j)ositions, with credit to themselves aud their instructors. Nearly four hundred undergraduates are engaged in teaching in the common schools, with greater or less success. The board of regents of normal schools at their meeting in .June last directed that an institute course of six weeks in duration be held at the opening of the fiill term of each nornfal school, for the benefit of teachers who are unable to take the requisite course for graduation. INSTITUTE FOR THE EDUCATION OF THE DEAF AND DUMB. The articulation class has been continued during the year with varied success. One section has constituted a regular class in the school, with uniform studies. According to the present law the maximum school period is seven years. In some cases all ’’that can be done for a pupil is accomplished in less time; but there are other cases where an extension of the time is very desirable. In consequence of this limitation the institute has not yet had the opportunity of illustrating the full meas¬ ure of attainment iiossible to the deaf-mute. It is strongly recommended that the time be extended for those whose attainments warrant the privilege. The work of the institution is hindered for want of suitable accommodations. The present edifice is not adapted to a school numbering over 150. Besides the 100 between the ages of ten aud twenty, not now in school, a sufficient number arrive at the school-age every year to form a new class. “Immediate and prospective wants de¬ mand planning and execution without delay.” INSTITUTE FOR THE BLIND. Instruction has been given during the year, as usual, in literature, music, and various branches of industiy. Those Avhich are usually styled “ common branches” have received by far the greater amount of attention. In harmony there have been two classes. The orchestra numbers fourteen pieces. In the industrial department pupils have been taught broom-making. » It is lioped that the law passed by the last legislature, providing for obtaining a census of blind children, may afford the means of communicating with the parents of such children, many of whom do not even know of the existence of an institution for their benefit. UNIA^ERSITY OF WISCONSIN. Since the last annual report, the regents have secured the services of Eev. J. H. Twombly, D.D., of Boston, as president of the university. Rev. J. W. Sterling, who has been identified with the institution for a quarter of a century, retains his ]iosition as vice-president. The university report shows the institution to be in a A^ery prosperous condition. The college classes are aboAm the average of former years, both in numbers and scholar¬ ship, while an unusually large number of the jireparatory students are fitting for the regular courses. The university embraces, 1. The college of arts, in which are included the depart¬ ments of agricuiture, mining and metallurgy, and engineering; 2. College of letters; 3. Female college ; 4. Luav department ; 5. Preparatory department, where x)ui)ils are fitted to enter either the college of arts or the college of letters. The legislature of 1870 apxu’opriated $50,000 for the erection of a college building for females, the first instance of a State appropriation for university buildings. The completion of this building and its opening, during the past year, mark an era in the history of the university. While other high educational institutions of the country 360 EEPORT OF THE COMMISSIONER OF EDUCATION. Lave opened their doors to ladies seeking college education, this State, it is claimed, has taken a step in advance of all the others in making such provision that they may avail themselves of all the privileges of the university, or may choose their studies en¬ tirely within the limits of a female seminary of the highest character. The board of visitors speak in high terms of this college. The report says : “ The classes of ladies show a scholarshix) not inferior in any respect to those of the gentlemen.” The board, however, “ fail to see the necessity of having a distinct department, known as the female college,” and suggest the propriety of allowing ladies and gentlemen, pursuing the same studies, to recite together.” The military department is thoroughly organized, and placed under the direction of an officer of the United States Army. By action of the board of regents, military drill is required of all the members of the sophomore and freshman classes. The department of agriculture is well organized and well conducted. The land given by Congress has been located, and when sold will afford abundant means for carrying on this department in the most liberal manner. The law department offers peculiar advantages to students,. from the fact that the law library of the State, which is the largest collection of the kind in the Northwest, is at ail times accessible. The library of the historical society*, numbering over 30,0G0 volumes, is also open to the students of rhis school. The present income of the nuiversit.y is insufficient to meet its actual wants. It is estimated that at least $10‘,'000 i^er annum will be needed to cover the deficiency. The choicest lands of the original grant by Congress, and of the agricultural college grant, have been sold by the State for ^1.25 per acre only, and but a little over $500,000 vriil be realized from these grants when the remaining 80,000 acres shall have been sold. The report of the board of regents says; “There is urgent need of books for the library; of' apparatus for school-room and laboratories; of maps and furniture ; all essential for thorough teaching, but entirely beyond the means at the disposal of the regents.” “A stringent need is for a public hall or chapel, large enough to assemble the whole school.” The regents urge upon the legislature to give the university a chapel, and such an annual approp>riation as will enable the board to meet these press¬ ing needs. EIPOX COLLEGE. There are two courses of study, the classical and scientific — which extends over four years — and a normal course. The courses of study are open to students of both sexes. Young ladies, w'ho wish, may assist in the domestic department, and thus pay in part for their board. Young men who need it may generally find remunerative em- j-doyment, but the college does not agree to furnish it. The progress of the college has been very encouraging. The endowment subscrip¬ tion has reached nearly $40,000, of which about $27,000 are paid in and well invested. But the work which the college is doing requires that its endowment fund should be raised to $100,000. The cabinet is furnished with a valuable collection of minerals. BELOIT COLLEGE. A preparatory school is connected with this college, for which there is marked out a three years’ course of study, in preparation for college, and a parallel three years’ course for students who do not intend entering college. Funds are provided to some extent for aiding indigent students who ha,ve the min¬ istry in view. Through the board of education in Wisconsin, and the educational organizations of various denominations, young men of this class may receive assistance to the amount of from $60 to $80 a year during their prepjaratory course, and Irom $80 to $100 a year when in college. EACINE COLimGE. *The college charter provides that all the trustees shall be communicants of the Pro¬ testant Episcopal church. The object of the college is to educate youth in the princi¬ ples of that church. There are four college classes, and a scientific school has been organized. KASHOTAII THEOLOGICAL SEMLXAEY. The object of this institution is to educate ministers for the Protestant Episcopal church. It is the outgrowth of a mission established in 1841. The seminary has here¬ tofore been supported'by voluntary contributions. Adequate endowments are essential to its permanence. The fund should be from $50,000 to $100,000. WISCONSIN FEMALE COLLEGE. Two scholarships have been founded during the year, and a fund of $1,000 has been given for the support of the principal. Several valuable donations of books, pictures, and coins have been received. WISCONSIN. 3G1 GALESVILLE UNIVEESITY. This Eiiiversity ©ffers l)otli a classical ami scientific course. Students completing the classical course receive the degree of Bachelor of Arts. Upon the completion of the scientitic course young gentlemen receive the degree of Bachelor of Science, and young- ladies that of Mistress of English Literature. NOETHWESTEEN UNIVEESITY. This institution was founded hy the Evangelical Lutheran Synod of Vfisconsin. Instruction in some of the studies is given in the German languagk The faculty and most of the students are German. The institution is open to both sexes. MILWAUKEE ACADEMY. Two general courses of study are laid down : an English and scientific course, and a classical course. There is also a x»reparatory department. The study of German is made a jnominent feature of each course. EOCHESTEE SEMIXAEY. This institution is under the control of the Free-Will Baiitists, hut, though denomi¬ national, it is not sectarian. SAINT CLAEA ACADEAIY. This academy is conducted hy the Sisters of the Order of St. Dominic. WISCONSIN ACADE3IY- OF SCIENCES, AETS, AND LETTEES. The academy was organized February 16, 1870, hy a convention called for that pur- l)OSO hy the governor and more than one hundred other jn-ominent citizens of the State. The general objects aimed at were the material, intellectual, and social improve¬ ment of the State, and the advancement of science, literature, and the arts. The acad¬ emy was broadly jilanned, so as to embrace every important interest of the State and every department of investigation looking to the advancement of knowledge. One of its specific objects is a thorough scientific survey of the State, with a view to determine its mineral, agricultural, and other resources. The departments named in the constitution are the dexiartmeut of sciences, the department of arts, and the department of letters. With a view to subsequent develop¬ ment, it- is provided that “ any branch of these departments may be constituted a sec¬ tion, and any section or group of sections may be expanded into a full dexiartment whenever such expansion shall be deemed important.^^ The present scheme of the departments is as follows: I. The department of specu¬ lative philosophy, (not yet organized.) II. The department of the social and political sciences, embracing jurisprudence, political science, political economy, education, public health, and social economy. III. The department of the natural sciences ; em¬ bracing mathematics, iihysics, natural history, and medicine. IV. The department of arts ; embracing the useful arts and the fine arts. Y. The department of letters ; em¬ bracing language, literature, and history. Each department has its own officers, while all are under thfe direction of a general council. Three meetings are held annually for the reading and discussion of xiapers. The proceedings at these meetings, including abstracts of the x>Epers read, are x>ub- lished in a periodical called The Bulletin. The presidents of our colleges, as well as the professors connected therewith, distin¬ guished scientivsts, and members of the several professions, have heartily united in the inauguration of this enterx)rise, and have shown their deei) interest in its welfare by giving to it not only their moral and x^ecuniary support, but also the fruits of their in¬ tellectual labor. Since the organization of the academjq (1870,) forty-two xiapers on subjects embraced by the difierent departments have been xirextarcd for its meetings. The duties of all officers have been x^ei’formed wnthout comxiensation, and the ex¬ penses of members in making investigations and attending the meetings have been defrayed by themselves. The museum of natural history and the useful arts has made considerable growth, and must eventually come to be exceedingly valuable to the State for scientific uses. The present number of life members is 12 ; of annual members, 55 ; of corresponding members^ 27. INDUSTEIAL SCHOOL. The managers of the Wisconsin Industrial School for boys report as follows: Num¬ ber in school October 1, 1871, (boys, 237 ; girls, 2,) 239 ; whole number in school during the year, 288 ; whole number in school since July, 18G0, 779. During the year 30 hava 362 EEPORT OF THE COMMISSIONER OF EDUCATION. been returned to parents on ticket-of-leave ; 8 have gone ont to place on ticket-of- leave ; the term of one has expired ; 1 has been honorably discharged ; 6 have escaped, and 3 have died. The expenses for the year amount to $32,367.95. The legislature, at its last session, appropriated $16,000 for the erection of another bnilding, and $4,000 for the purchase of 40 acres of land- • In the government of the institution the family system has been adopted, with eminent success. In the school all the common branches of English education are taught. A new branch of industry has been introduced — the cane-seating of chairs. This furnishes employment to a number of small boys who could not bo employed in the other work-simps. The school is not self-sustaining. It is not considered important that it should be. Pecuniary profit is a small matter to be considered in an institu¬ tion like this, intended for the reformation of character and the formation of honest, law-abiding citizens. Its usefulness can not be measured by money returns. MILWAUKEE ORPHAN ASYLUM. There have been 94 children in this institution during the year, 47 boys and 47 girls. Gf these 9 have been given homes in families where they will be weli cared for; 26 have been taken by their friends, leaving 59, the ju'esent number. Whole number since the foundation of the institution, 603. Colored orphans are received, and entitled to the same privileges as other children. A school Gs maintained and attended by all inmates over 3 years of age. WISCONSIN STATE TEACHERS’ ASSOCL4TION. The twentieth annual meeting of this association was held at Madison, July 9, 10, and 11 ; President ^Samuel Shaw, of Berlin, occupied the chair. An address of welcome was given by the president of the board of education of the city of Madison. Addresses were given upon “ Educators and their iirofession,” by President J. H. Twombly, of the State Uiliversity ; an inaugural address, by President Shaw ; on “Conscience and culture,” by Rev. J. L. Dudley, of Milwaukee ; by Dr. .J. W. Hoyt, on “A national university;” on “ The work in the Chicago schools during the past year,” by Hon. J. L. Pickard. Essays and papers were read ou “ Woman’s wages for teaching,” by Miss Martha A. Perry; on the “Self reporting system,” by W. C. Whitford ; on “ Rhetorical exercises,” by A. Salisbury ; ou “ The child,” by Mrs. H. E. G. Arey ; on the “State school system,” by G. S. Albee ; on “ The county teacher,” by Mrs. I. N. Stew¬ art; on “ Oral instruction,” by D. E. Gardner. Ex-Governor Fairchild also addressed the teachers very effectively. Discussions were had on many of the papers read, and reports made upon educa¬ tional progress in the State by a number of the county superintendents. The session was divided into a high-school section, and an intermediate and primary section. Messrs. A. Earthraan and Warren D. Parker, a committee on the establishment of county academies, in closing a lengthy report on the subject, express the opinion that at present it would be impolitic to ask for a law for that purpose. Resolutions were adopted re-affirming the duty of the State to provide for the educa¬ tion of the feeble-minded children of the State ; urging greater efforts to secure normal training for teachers ; approving the policy of holding teachers’ institutes throughout the State ; and indorsing the plan of a national university. Officers elected : President, J. R. Purdy ; vice-presidents. Dr. McGregor, T. C. Cham¬ berlain, and Ella M. Stewart ; secretary, M. T. Park ; treasurer, D. E. Gardner ; and an executive committee of five members. FACTS FROM THE UNITED STATES CENSUS. Area and 'population. — In 1870 Wisconsin was the fifteenth State in population, having 1,054,670 inhabitants in 53,924 square miles, an average of 19.56 persons to the square mile. This population was composed of 1,051,351 whites, 2,113 colored, and 1,206 In¬ dians ; 690,171 were natives, and 364,499 were foreign-born. Of the native residents 448,743 whites, 611 colored, and 918 Indians were born within the State, while of the foreign residents 162,314 were born in Germany, 28,192 in England, and 48,479 in Ire¬ land. ‘ /School attendance.— AcGOTdmg to Table IX, vol. 1, of Census Report, 260,732 persons attended school. Of these 24,897 were foreign-born. The white scholars numbered 260,296, of whom 135,015 were males and 125,281 females. The colored scholars num¬ bered 306, of whom 180 were males and 126 females ; 60 male and 70 female Indians were also reported. Illiteracy. — The number of inhabitants of all races, 10 years old and over, unable to write was 55,441, of whom 41,328 were foreign-born. WISCONSIN. 3G3 Age, sex, and race of illiterates. — Of the 54,845 wliite illiterates, 9,274 were from 10 to 15 years old, of whom 5,030 were males and 4,244 females; 5,264 were from 15 to 21 years old, of whom 2,777 were males and 2,487 females ; 40,307 were 21 years old and over — 17,637 males and 22,670 females. Of the 360 colored illiterates 19" were from 10 to 15 years old — 12 males and 7 females ; 41 were from 15 to 21 years old — 25 males ami 16 females; 300 were 21 years old and over, of whom 185 were males and 115 females ; 101 male and 135 female Indians were also re])orted. Educalimal institutions. — According to Table XII, vol. 1, of Census Report, the total number of educational institutions was 4,943, with 7,955 teachers— 2,511 males ami 5,444 females, and with 344,014 pujhls — 176,541 males and 167,473 females. Amount and source of educational income. — The total income of all the educational institutions was $2,600,310, of ■which $32,953 were derived from endowment, $2,027,876 from taxation and public funds, and $539,481 from tuition and other sources. Puhlic schools. — The 4,859 public schools had 7,669 teachers — 2,383 males and 5,286 females, with 337,008 pujoils— 172,950 males and 164,058 females. They posses.sed a total income of $2,209,384, of Avhich $350 were derived from endowment, $1,962,741 from tax¬ ation and public funds, and $246,293 from other sources, including tuition. Colleges. — The 12 colleges had 99 teachers — 62 males and 37 females ; they were at¬ tended by 2,387 students — 1,439 males and 948 females. They had a total income of $161,300, of which $30,603 were derived from endowment, $13,823 from taxation and juiblic funds, and $116,874 from other sources, including tuition. Academies. — The 5 academies had 24 teachers — 6 males and 18 females, with 451 pu¬ pils — 205 males and 246 females. They possessed a total income of $23,200, of which $2,000 were derived from endowment and $21,200 from tuition and other sources. Private schools. — The 38 day and boarding schools had 51 teachers — 6 males and 45 females, and were attended by 1,319 pupils — 421 males and 898 females. They pos¬ sessed an income of $46,625, derived from tuition and other sources. Libraries. — There were 1,332 public libraries, with 378,680 volumes, and 1,-551 private libraries, with 527,131 volumes ; in all 2,883 libraries, Avith 905,811 Amlnmes. The press. — The 190 periodicals had aii aggregate circulation of 343,385 copies, and an aggregate annual issue of 28,762,920 copies. Churches. — Of the 1,864 church organizations, 1,466 had edifices, with 423,015 sittings, and the church imoperty was Amlued at $4,890,781. Pauperism. — Of the 1,126 paupers, 374 were uathm whites, 16 native colored, and 736 foreigners. Crime. — Of 418 persons imprisoned, June 1, 1870, 192 were native whites, 23 native colored, and 203 foreigners. Eight hundred and fifty-seven x>ersons Avere convicted during the year. A.gc and'sex of poptilation. — Of the total population, 354,016 persons were from 5 to 18 years old, of Avhom 178,669 were males and 175,347*females ; 751,704 Avere 10 years old and over, of Avhom 391,603 were males and 360,101 females. 'Occupations. — Two hundred and ninety-tAVO thousand eight hundred and eight per¬ sons of these ages Avere employed in various occupations, of Avhom 267,273 were males and 25,535 females ; 159,687 persons Avere engaged in agricultural pursuits, of whom 158,300 were males and 1,387 females; 58,070 in personal and professional services, of whom 37,898 Avere males, and 20,172 females ; 21,534 in trade and transportation, of whom 21,342 were males and 192 females; 53,517 in manufacturing and mechanical and mining industries, of Avhom 49,733 were males and 3,784 females. Age and sex of ivorlcing population. — Of these 292,808 employed persons, 7,750 were from 10 to 15 years old, of whom 6,472 Avere males and 1,278 females ; 266,699 were from 16 to 59 years old, of Avhom 243,4.57 Avere males and 23,242 females ; 18,359 were 60 years old and over, of Avhom 17,344 were males and 1,015 females. SCHOOL OFFICIALS. Hon. Samuel Falloavs, State Superintendent of Puhlic Instruction, Madison. COUNTY, SUPERINTENDENTS. County. Superintendent. Post-office. A djiTna _ _ ff. M. Ilighee . . . . . . Plainville. Ashland . . John ^Y. Bell . Barron . A. B. Finlev . Prairie Farm. Bayfield. AUiightstown. Alma. Grant.sburgh. Chilton. Cliippewa Falls. Lcyiil. BaA'field . John McCloud . Brown . Martin XiA’^^eh _ _ _ _ _ ..... _ _ ....... Buffalo . Lawrence Kessinger . Burnett . Marten McMillen . Calumet _ : . W. B. Minajihan . Chippewa, . . . John A. McDonald . Clark . S. S. Smith . 1 . y . 364 RE'PORT OF THE COMMISSIOXER OF EDUCATION County sux)e)'intcndents — Continued. County. Superintendent. F. D. Mills . 0. J. Tavlor . ... Fond da Lac, first district . . . :.W. L. O'Connor . Fond da Lac, second district.. Morris Moriarty . W. H. Holford . Kenosha . T. V. Maguire . Kewaanee . . . J ohn M. Eead . . . La Crosse . Geor^'e Paton . La Fayette . George A. Marshall . . . Manitowoc . Michael Kirwan . . . Marathon . Thomas Greene _ _ _ . Marquette . ' R. T). Foid)es _ _ _ ^Milwaukee, first district . James F. Divine . Iklilwaukee, second- district . . James L. Foley . Monroe . H. H. Holden '. . Oconto . Harding JF- Gilkey . Outagamie . A. H. Conkey . . . Ozaukee . J ohn T. Whitford . 1 . Peifin . D. F. Eeid . Pierce . Eugene F. Case . Polk . Charles E. Means . Portage . W. E. Alban . Eacine . George Skewes . Eicbland . William J. Wa^' goner . Eock, first district . Edson A. Burdick . Eock, second district . C. M. Treat . Saint Croix . J. E. Hinckley . . . .Saak . J. H. Terry . Shawanaw . Charles E. Klebesadel . . . . . Sheboygan . Emmet A . T.ittle Trempealeau . . Amos Whiting . Vernon . . . Hartwell Allen _ Walworth . M. Mont.a,.o'ue . . . . Washington . Fred. Eeo'enfn.sa . . W aukesha . A . F. K orth . . . Waujiaca . William B. Mnmbrne . . . Waushara . Theodore S. Chipman . Winnebago . H. A. Hobart . Wood . J. E. Emery . Post-ofl&ce. T^est Point. Seneca. Sun Prairie. Middleton. Mayvilie. Lowell. Sturgeon Bay. SuperioT'. Menomonee. ■\V est Eau Claire. Eosendale. Armstrong’s Corners. Bloomington. Llonroe. Berlin. Mifflin. Black Eiver Falls. Fort Atkinson. Eew Lisbon. Paris. Kewaunee. Hamilton . Darlington. Manitowoc. Wausau. Packwankee. Lamberton. Butler. Sparta. Oconto. Axmleton. Grafton. Pepin. Ellsworth. Osceola Mills. Plover. Ives’ Grove. Eicbland Centre. Janesville. Clinton. ^ Hudson. Spring Green. Shawanaw.. Plymouth. Trempealeau. Kewton. Allen’s Grove. West Bend. Pewaukee. W eyauwega. Berlin, Green Lake Co. M^inneconne. Grand Eapids. ARIZONA. 3G5 A K I S O jV A . The following letter from the governor of the Territory, lion. A. P. R. Saftord, who is also ex-officio superintendent of public instruction, gives the most recent information of the educational condition of the Territory : Executive Office, Tucson, A. T., July 8, 1872. Sir : In compliance with yonr request, I send you six copies of the school law of this Territory. No amendments have been made to the law since communicating with you before. The free-school system has been successfully inaugurated throughout the Ter¬ ritory, and a free school has been put in- operation during the present year in every school district where there was a sufficient number of children, and have been or will be in all cases continued three mouths, in most of the districts six mouths, and in some nine months. The present law is a very good one, needing some slight amendments. The territorial revenue should be increased, and no doubt will be, by the next legislature, as the Terri¬ tory is out of debt and we shall have a considerable surplus in the treasury by the time the" next legislature meets, and an increased sum can be paid for school purposes with¬ out additional taxation. The boards of supervisors should be compelled to levy a uni¬ form tax for school purposes in every county. The trust is too sacred to leave to the discretion of three men. While in some counties a sufficient tax may be levied, in others it may not, and this is not doing equal justice to all the children of the Territory. I believe it should be the duty of governments to give all an equal start in life as far asS education is concerned, and to do this the first and most important duty is to raise the necessary means. This being done, then parents should be compelled to send their children to school. Before the free-school system was inaugurated in this Territory, many doubted its practicalfility, and but few believed it could be made a success ; but now all, with one accord, are pleased with it, and I think but little difficulty will be met within continu¬ ing and perfecting the system. The larger portion of the children are of Mexican birth, and but few of them can speak the English language. They have been taught altogether in English, and their progress has been ali that could be desired. Our funds have been limited, but every dollar has been used to pay the salary of teachers. Neither myself nor any officer charged with executing the law has charged or received anything for services. As soon as the county superintendents send in rex)orts, I will send you in detail a report of the schools of the Territory. Respectfully, your obedient servant, A. P. R. SAFFORE, Ex-officio Superintendent Public Instruction. Hon. John Eaton, Jr., Commissioner of Education, Washington, D. C. FACTS FROM THE UNITED STATES CENSUS. Area and population. — In 1870 Arizona was the ninth Territory in population, having 9,658 inhabitants within an area of 113,916 square miles, an average of 0.08 iierson to the squjxre mile. This population consisted of 9,581 whites, 26 colored, 20 Chinese, and 31 Indians. Of these 3,849 were natives of the United States, and 5,809 were foreign- born. Of the native residents, 1,221 whites, 1 colored, and eighteen Indians were born within its borders, while of the foreign residents, 379 were born in Germany, 134 in England, and 495 in Ireland. School attendance. — According to Table IX, vol. 1, of Census Report, 149 perso’is at¬ tended school, and of these 85 were foreign-born. Of these white scholars, 79 were males and 70 females. Illiteracy. — There were 2,753 inhabitants of all races, 10 years old and over, unable to write, of whom 2,491 were foreign-born. Age and sex of illiterates. — Of the 2,729 white illiterates, 299 were from 10 to 15 years old, and of these 177 were males and 122 females; 496 were from 15 to 21 years old, of whom 242 were males and 254 females; 1,934 were 21 years old and over, of whom 1,167 were males and 767 females. One male colored dlliterate was reported, 21 years old ; 12 male and 11 female Indian illiterates were also reported. Educational institutions. — According to Table XII, vol. 1, of Census Report, the total number of educational institutions was one, (a parochial or charity school,) having 7 female teachers to educate 132 pupils, 72 of whom were males and 60 females. 366 EEPORT OF THE COMMISSIONER OF EDUCATION. Amount and source of educational income. — The income of this educational institution was S6,000, derived from tuition and other sources. Library. — There was one public library in the Territory, with 1,000 volumes, and 5 private libraries, with 1,000 volumes : making in all 6 libraries, containing 2,000 volumes. The press. — The one periodical had a circulation of 280 copies, and an annual issue of 14,560 copies. Churches. — Of the 4 church organizations, 4 had edifices, with 2,400 sittings, and the church property was valued at $24,000. Crime. — There were 11 foreigners imprisoned June 1, 1870, and 29 persons were con¬ victed during the year. Age and sex of population. — Of the total population 1,621 were from 5 to 18 years old, of whom 831 were males and 790 females; 8,237 were 10 years old and upward, of whom 6,148 were males and 2,089 females. Occupations. — There were 6,030 persons of these ages engaged in various occupations, of whom 5,734 were males and 296 females. Of these employed persons, 1,285 were engaged in agricultural pursuits, of whom 1,284 were males and 1 female; 3,115 in per¬ sonal and professional service, of whom 2,979 were males and 136 females; 591 in trade and transportation, of whom 588 were males and 3 females ; 1,039 in manufactures and mechanical and mining industries, of whom 883 were males and 156 females. Age and sex of worhing population. — Of the 6,030 employed persons, 118 were from 10 to 15 years old, of whom 88 were males and 30 females ; 5,833 were from 16 to 59 years old, and of these 5,578 were males and 255 females; 79 were 60 years old and over, of whom 68 were males and 11 females. COLOKADO. 3G7 COLORADO. ■’From bicnniul report of W. C. Lothrop, superintendent of public instruction, for the scholastic years ended September 30, 1870, and September 30, 1871. J FINANCIAL STATEMENT. Kate of school tax . Amount of school-tax levied . Amount of tax collected by county treasurer . Amount raised by taxation in the districts . — Total amount of school fund . Amount expended for school purposes . Average cost of tuition for each xjupil per month . ATTENDANCE. hTumber of white persons between 5 and 21 years . Kui^iber of colored persons between 5 and 21 years - Total scholastic population . Kumber enrolled in schaol . Average attendance . TEACHERS AND TEACHERS’ Number of male teachers . Number of female teachers . Whole number of teachers . Average monthly pay of male teachers . Average monthly pay of female teachers . SCHOOL DISTRICTS AND SCH Number of school districts . Number of schools . . . Average number of days school has been taught . Number of volumes in school libraries . SCHOOL-HOUSES. Number of school-houses in 1870 — brick, 4 ; stone, 2; frame, 36; log, 21,* adobe, 5 . . . . 68 Number of school-houses in 1871— brick, 4; stone, 4; frame, 41 ; log, 25,* adobe, 6 . . . . . 80 Value of school-houses in 1870 . $66,106 55 Value of school-houses in 1871 . $82, 574 05 CONDITION OF THE SCHOOL SYSTEM. The superintendent, in reviewing the work of the past two years, finds much that needs yet to be accomplished. Whatever improvements he has been able to introduce, lie considers to a great extent due to the cordial co-ojicration of the intelligent classes of citizens, and the active sympathy of teachers and school officers. It is believed that in the future, .similar progressive measures, supported by the friends of education and wise legislation, will witness yet higher results. The importance of good schools as a means of attracting to the Territory the better class of those who are seeking- homes in the W^est is strongly urged. SCHOOL LAWS. The present school law is considered, as a whole, a good one, and as affording an excellent basis for a complete system of education. Some amendments are su'ggcsted, as follows : “ The imposing of a jienalty for the failure of county commissioners to levy a school tax ; apportionment of the school fund in accordance with the actual attend¬ ance at school, instead of in accordance with the enumeration ; provision for the elec¬ tion of boards of edneation in cities and towns, giving to the municipal authorities the power to levy a tax for school purposes.” The necessity for this change has been fully demonstrated in some of the districts. An amendment is also proposed providing for the granting of graded certificates, by a territorial board of examiner.s, appointed by the superintendent of public instruction, valid throughout the Territory for a period not longer than three years. 1870. 1871. . $0 41 $0 41 . 55,997 86 79,901 04 . 44,996 60 47,387 53 . 19, 842 79 33, 886 49 . 64, 839 39 81 , 274 02 . 53,763 14 67,395 48 . 3 63 3 66 1870. 1871. . . 6,308 7,607 . . 109 135 . . 6,417 7,742 . . 3,430 4,357 . . 1,995 2,611 PAY. 1870. 1871. . - . 75 80 . . 57 84 . . 132 164 . $66 $69 . $57 $54 OOLS. 1870. 1871. . . 129 160 . 110 120 . . 86 -92 . 132 652 368 REPORT OF THE COMMISSIONER OF EDUCATION. rOLITICS IN SCHOOLS. The superintendent is glad to he able to say that the schools of the Territory are not “rniF’ as political machines, although the manner of electing school officers makes them to some extent dependent upon political parties; but in many instances the names of the school boards are selected from both political parties, and but one ticket is submitted to the votes of the jieople, political and sectarian prejudices being laid aside for the common good. SCHOOL-HOUSES. Proper attention to school architecture is considered indispensable in carrying out a true educational system. The style of a school building has its effect upon the deport¬ ment and progress of pupils. It is recommended that, no matter what the contem¬ plated cost of the house, a professional architect be consulted. Greater attention to the lighting and ventilating of school-rooms is urged. The proper furnishing of the school-room is also considered of the greatest impor¬ tance. Careful inquiry proves that good school furniture of eastern manufacture is less expensive than common pine desks and seats made to order by carpenters in the Terri¬ tory. This is commended to the consideration of school officers throughout the Terri¬ tory. COUNTY SUPEUINTENDENCE. This is established bylaw, and the territorial superintendent considers it indispen¬ sable to the proper working of the school system. When only iiersqns well qualified are elected to the office, it will do more than any other agency to make our schools what they should be.’’ TEACHERS. Under the present school law no teacher can be employed, or.receive any portion of the public school funds, without the county superintendents’ certificate of qualifica¬ tion. They, therefore, can iwevent the employment of incomx^etent teachers ; but they must have the cordial co-operation of the district boards. A great obstacle to the success of the school system is the frequent changes of teachers. This, in most instances, is attributable to want of sufficient compensation. District officers too frequently emjiloy teachers of inferior qualifications, who work cheap,” that thereby the current expenses may be lessened, and the school continued for a longer time. The superintendent considers it far better that the school should be taught three months by a first-class teacher, than six months by a i>oor one. “Liberal salaries should be paid and good services be recjuired in return.” teachers’ INSTITUTES. Successful institutes have been held in Arapahoe and Boulder Counties. The county superintendents are urged to take measures to establish institutes in all the counties. They are considered the most efficient means of improvement for teachers, and they, in part, supply the place of normal schools, “ an institution which, it is earnestly ho]3ed, will soon be one among the many evidences of prosperity ” in the Territory. TEXT-BOOKS. Uniformity of text-books is considered of the greatest importance in a system of public schools. Any change should be well considered, and frequent changes should, if pos¬ sible, be avoided. In the absence of any provision of law, authorizing the introduc¬ tion of a uniform series of text-books, the superintendent has not thought it advisable to recommend a special list of books. The multiplication of so many serial books on each branch of study is considered an evil, involving not only great expense, but a useless waste of time on the part of the pupils. It is believed that in the primary schools it would be better to dispense with text-books almost entirely. GRADED SCHOOLS. It is considered very essential that schools should be graded in accordance with the qualifications of the pupils, and separate teachers employed for each department. A great mistake is made in giving the charge of the primary classes to teachers of ordi¬ nary qualifications and but little experience. Good primary teachers are the most needed, and the most difficult to obtain. Graded schools are in successful operation in Denver, Central, Black Hawk, and several other towns in the Territory. COLORADO. 369 teachers’ libraries. The superinteudent earnestly recommends that ^Mn all counties where there is a sufficient number of teachers for the purpose, associations be formed, and teachers’ libraries and other aids be purchased.” It is also recommended that an appropriation be made for the purchase of educational w'orks for the territorial library. SCHOOL GOVERNMENT. It is insisted that the “ teachers’ authority should be firmly maintained at all times and by whatever legitimate means are the most effectual. An appeal to the better nature should, in every case, be first thoroughly tried, and severer methods resorted to only in case of necessity.” While believing that corporal punishment may, in the great majority of cases, be avoided, the sujierintendent can not fully coincide with those who insist upon its entire abolition. TRUANCY AND TARDINESS. These are referred to as great hinderauces to the success of the schools. The remedy lies in the hands of parents. “ If they could be sufficiently interested in the educa¬ tion of their children to see the absolute necessity of their regular attendance at school, it would be a great vantage-ground gained.” COMPULSORY EDUCATION. A compulsory law would be of no avail in the Territory, while the school accommo¬ dations are so entirely insufficient as at present. This obstacle is being gradually overcome. When sufficient accommoda-tions are provided it may become necessary to pass laws compelling all persons of school-age to attend school some portion of each year. The subject is considered worthy the careful attention of educators and legis¬ lators. FACTS FROM THE UNITED STATES CENSUS. Area, and xiopidation. — In 1870 Colorado was the fourth Territory in population, having 39,864 inhabitants within an area of 104,500 square miles, an average of 0.38 person to the square mile. Of this population 39,221 were whites, 456 were colored, 7 were ' Chinese, and 180 were Indians. Of these 33,265 were natives, and 6,599 were foreign¬ ers. Of the native residents 6,277 whites, 45 colored, and 22 Indians were born w'ithin the Territory, and of the foreigners 1,456 were born in Germany, 1,358 in England, and 1,685 in Ireland. School attendance. — According to Table IX, vol. 1, of Census Report, 2,617 persons attended school, and of these 135 were foreign-born. The white scholars numbered 2,597, of whom 1,376 were males and 1,221 females. The colored scholars, numbered 19 — 12 males and 7 females. Oue female Indian was reported. Illiieracy. — The number of inhabitants of all races, 10 years old and over, unable to write, was 6,823, of whom 255 were foreign-born. Age, sex, and race of illita'ates. — Of the 6,564 white illiterates 970 were from 10 to 15 years old, of whom 483 were males and 487 females ; 1,215 were from 15 to 21 years old, of whom 498 were males and 717 females ; 4,379 were 21 years old and over, of whom 2,305 were males and 2,074 females. Of the 146 colored illiterates 8 w^ere from 10 to 15 years old, of v/hom 4 were males and 4 females ; 27 were from 15 to 21 years old, of whom 13 were males and 14 females ; 111 were 21 years old and over, and of these 63 were males and 48 females. Thirty-four male and 79 female Indians were also reported. Educational institutions. — According to Table XII, vol. 1, of Census Report, the total number of educational institutions vv^as 142, with 188 teachers, of whom 89 wmro males and 99 females, and 5,033 pupils, 2,755 males and 2,278 females. Amount and source of educational income. — The total income of all the educational institutions was $87,915, of which $73,375 were derived from taxation and j)ublic funds, and $14,540 from tuition and other sources. Public schools.— TAiq 124 public schools had 156 teachers, 81 males and 75 females, with 4,517 piupils, of whom 2,552 wore males and 1,965 females. They possessed a total income of $75,025, of which $73,025 were derived from taxation and public funds, and $2,000 from tuition and other sources. Academies. — The 2 academies, with 12 female teachers, were attended by 120 female pupils. They possessed an income of $5,800, derived from tuition and other sources. Private schools. — The 16 private day and boarding schools had 20 teachers — 8 males and 12 females, with 396 pupils— 20.3 males and 193 females. They iiossessed a total income of $7,090, of which $350 were derived from taxation and x)ublic funds, and $6,740 from other sources, including tuition. 24 E 370 EEPORT OF THE COMMISSIONER OF EDUCATION. Libraries. — There were 30 public libraries with 11,385 volumes, and 145 private libra¬ ries with 27,959 volumes ; making in all 175 libraries, with 39,344 volumes. The press. — The 14 periodicals had an aggregate circulation of 12,750 copies, and an aggregate annual issue of 1,190,600 copies. Churches. — Of the 55 church organizations, 47 had edifices, with 17,495 sittings, and the church j^roperty was valued at $207,230. • Pauperism. — Of the 19 paupers, 8 v^ere native whites, and 11 foreigners. Crime. — Of 19 persons imprisoned June 1, 1870, 11 were native whites, 5 native col¬ ored, and 3 foreigners; 32 persons were convicted during the year. Age and sex of population. — Of the total population, 8,957 persons were from 5 to 18 years old, of whom 4,605 were males and 4,352 females ; 30,349 were 10 years old and over, of whom 19,931 were males and 10,418 females. Occipations. — There Avere 17,583 persons of these ages employed in various occupa¬ tions, of whom 17,147 wore males and 436 females ; 6,462 persons, all males, Avere engaged in agricultural pursuits ; 3,625 in j)ersonal and professional seiwices, of whom 3,245 were males and 380 females ; 2,815 in trade and transportation, of whom 2,813 were males and 2 females ; 4,681 in manufacturing and mechanical and mining indus¬ tries, of whom 4,627 Avere males and 44 females. Age and sex of working population. — Of these 17,583 employed persons, 268 were from 10 to 15 years old, of whom 246 were males and 22 females ; 17,157 Avere from 16 to 59 years old, of whom 16,748 A\mre males and 409 females ; 158 were 60 years old and over, of Avhom 153 Avere males and 5 females. SCHOOL OFFICIALS. W. C. Lothrop, territorial superintendent of public instruction, Denver. COUNTY SUPERINTENDENTS. County. Superintendent. Post-office address. ^rapalioe .... _ ..... _ _ _ _ ...... Prank Ckurcli . Denver. 'Ront. . _ __ __ . . . . Tv. M. Moore . Las Aninsas City. Boulder. Rnn Iflpr . . . . . . A. Tv. Brown . rUfinr Crflp.lc _ _ _ _ _ William M. Clark . Georgetown. Coneios . C. Stollsteimer . Guadhlupe. San Luis. Costilla . . . . . Dario Gallegos . Douolas _ _ .... . . . . . Walter P. Miller . Larkspur. Colorado City. Canon City. ' Central City. Kit Carson. El Paso . . . . - . William M. Strickler . Ei'Gmont ....... _ ...... _ _ _ _ Warren R. Powler, . Gilpin _ _ _ _ _ _ _ _ H. M. Hale . Greonwood . . . . . . . . . Jacob Gross, jr . Huorlano . . . . ....... _ ... A. J. Thomas . . . Butte Valley. Golden City. Granite. J efferson ... ..... _ _ _ ...... M. C. Kirby . T.nkA _ _ _ _ _ _ H. C. Boon . Earimer .. .. _ _ _ ... _ .... James M. Galloway . Port Collins. r,.n,s Animas . . . . . Michael Beshoar . 1 . Trinidad. Park . E. M. Innes . Hamilton. Pnp.hin . . . . Philip Zoeller . Pueblo. S a o n a p,li Pi . . John Lawrence . Saguache. Delawai-e City. Hillsborough. Summit . George W. Mumford . AVekl . . 0. P. Bassett . DAKOTA. 371 I> A lA O T A . [From report of Hon. J. M. Turner, superintendent of public instruction, for the scholastic year ended December 31, 1871.] CONDITION OF SCHOOLS. The auDual reports of the county superintendents show a large increase in the num- her of schools during the year; hut the failure of several school-district clerks in each county to forward their annual reports to the county superintendent makes the statis¬ tics imperfect and unsatisfactory. During the past year many of the schools in each county have heen visited, and generally found to he prosperous. New and commodious school-houses have been built in several of the older settled districts, and it is hoped the coming year will wit¬ ness the displacement of a number of the log school-houses. TEXT-BOOKS. The diversity of text-books heretofore used in the schools of this Territory has been a hinderunce to their prosperity. Some districts had adopted and were using almost exclusively one series; but these instances were very rare. The county superintendent of one of tile most populous counties in the Territory says : “ The books used are partl.y the National Series, with specimens of almost every series published in the United States for the past fifteen years.” In October last the superintendent issued a circular with a view of uniformiziug the text-books used in his jurisdiction. SCHOOL PBOSFECTS. The coming year bids fair to be one of unexampled prosperity to our Territory. Eailroads are being built, giving us increased facilities for immigration ; our countr.y is becoming more extensively known and better ai>preeiated at the East ; all of which give us reason to expect a large increase of our population, requiring the organization of many new school districts. With the faithful discharge of their duty by school officers, we may reasonably expect to see a decided improvement in the condition of oiir schools during the coming year. FACTS FBOM THE UNITED STATES CENSUS. Area and jwjmlaiion. — In 1870 Dakota was the eighth Territory in population, hav¬ ing 14,181 inhabitants, within an area of 150,932 square miles, an average of 0.09 per¬ son to the square mile. Of this population 12,887 were whites, 94 colored, and 1,200 Indians. Nine thousand three hundred and sixty-six persons were natives of the United States, and 4,815 were foreign-born. Of the native inhabitants, 1,307 whites, 16 col¬ ored, and 765 Indians were born within the Territory, while of the foreign residents 563 were b®rn in Germany, 248 in England, and 888 in Ireland. School attendance. — According to Table IX, vol. 1, of Census Report, 1,144 persons at¬ tended school, of whom 136 were foreign-born. The white scholars numbered 1,128, of whom 603 were males and 522 females ; the Indian scholars numbered 16, 8 males and 8 females. lUitei'acij. — The number of inhabitants of all races, 10 years old and over, unable to write, was 1,563, of whom 805 were foreign born. Afje, sex, and race of Uliterates. — Of the 914 white illiterates, 114 were from 10 to 15 years old, of whom 56 were males and 58 females ; 91 were from 15 to 21 years of age, of whom 44 were males and 47 females; 709 were 21 years old and over, of whom 403 were males and 306 females. Of the 31 colored illiterates, 2 were from 10 to 15 years old, 1 male and 1 female ; 11 were from 15 to 21 years old, 3 males and 8 females ; 18 were 21 years old and over, of whom 6 were males and 12 females. Two hundred and sixty-nine male and 349 female Indians were also reported. Educational institutions. — According to Table XII, vol. 1, of Census Report, the total number of educational institutions was 35, with 52 teachers, 23 males and 29 females, and with 1,255 pupils, of whom 694 were males and 561 females. Amount and source of educational income. — The total income of all the educational in¬ stitutions was $9,284, of which $8,364 were derived from taxatiom and public funds, and $920 from tuition and other sources. Public schools. — The 34 xiublic schools had 48 teachers — 22 males and 26 females, with 1,223 pupils, of whom 679 were males and 544. females. They xmssessed a total income of $8,684, of which $8,364 were .derived from taxation and public funds and $320 from tuition and other sources. 372 REPORT OF THE COMMISSIONER OF EDUCATION. Libraries. — There were 5 public libraries reported with 2,788 volumes, and 14 jjrivate libraries with 6,938 volumes ; making in all 19 libraries with 9,726 volumes. The press. — The 3 periodicals had an aggregate circulation of 1,652 copies, and an ag¬ gregate annual issue of 85,904 copies. Churches. — Of the 17 church organizations, 10 possessed edifices, with 2,800 sittings, and the church xoroperty was valued at $16,300. Crime. — Of 3 persons imprisoned, June 1, 1870, 1 was native white and 2 foreign¬ ers ; 2 persons were convicted during the year. Age and sex of population. — Of the total population 3,367 persons were from 5 to 18 years old — 1,736 males and 1,631 females ; 10,640 were 10 years old and over, of whom 7,047 were males and 3,5-93 females. Occupations. — There were 5,887 persons of these ages emi)loyed in various occupations, of whom 5,727 were males and 160 females; 2,522 persons — all males — were engaged in agricultural pursuits; 2,704 in personal and professional services, of whom 2,562 were males and 142 females; 204, all males, in trade and transportation; 457 in man¬ ufacturing and mechanical and mining industries, of whom 439 were males and 18 females. Age and sex of vyorhing population. — Of these 5,887 employed persons, 24 were from 10 to 15 years old, of whom 19 were males and 5 females ; 5,727 were from 16 to 59 years old, of whom 5,575 were males and 152 females ; 136 were 60 years old and over, of whom 133 were males and 3 females. SCHOOL OFFICIALS. Hon. J. M. Turner, superintendent of public instruction, Vermillion. James S. Foster, deputy superintendent of public instruction, Tanliton. COUNTY SUPERINTENDENTS. County. Superintendent. Post-office address. RfmhnmmPi . . F. tVells . Springfield. Vermillion. Canton. Sioux Falls. Swan Lake. Elk Point. Yankton. Clay S. A. Uffbrd . . X/iiicolii . . ;Tobn Falde . Miunelialia . (yyrus Watts . . Turner . J. Childs . Union . J. W. McNeal . Yankton . Rev. Joseph Ward . IDAHO. 373 I B A la o . RECEIPTS. Balance on hand beginning of school year . Received from Territory . Received from county taxes . Received from district taxes . Received from miscellaneous sources . . Total . 22,521 10 22,496 81 1871. 1872. Expended for teachers’ salaries . ^14,020 43 $14,715 00 Expended for sites, buildings, &c . 2,547 28 109 35 Expended for school libraries and aiiparatus... . . . 43 40 . Contingent expenses . 2, 39z 00 2,395 21 Total . 19,003 11 17,219 56 SCHOOL STATISTICS. Population according to census of 1870 . Legal school age . . Number of males of school age . Number of females of school age _ , . Total scholastic population . . . Number enrolled in school . SCHOOL DISTRICTS AND SCI Nitmber of districts . Number of schools . Number of teachers, (male 26, female 34) . Average monthly pay of teachers . Number of school-houses . CONDITION OF SCHOOLS. The report shows the schools to be in a very favorable condition, and alfords evi¬ dences of unusual activity throughout the Territory. SCHOOL LANDS. There have been no moneys paid into the territorial treasury on account of sales of school lands, although sections 16 and 36 of each township have been reserved by the United States for sch^ool purposes ; the title to the same still being in the United States, this Territory has no jurisdiction over them, therefore no disiiosition of the same can be made. DISTRIBUTION OF SCHOOL FUNDS, The superintendent suggests that section 10 of the school law, passed January 13, 1871, be amended so that the entire amount of monej^ held by the county treasurer for school purposes, and by him reported to the county superintendent, shall be divided per capita among the several districts, in proportion to the number of children in each, as shown by the last report of the school-census marshal of each district. This section of the law, as it now stands, is the subject of great complaint. I ask the earnest atten¬ tion of the law-making power to this subject, as a school district containing ten chil¬ dren receives as much of the two-thirds distributed under the xiresent law as does a district containing one hundred. 1871. 1872. 14, 999 521 784 982 808 896 1,592 1,898 906 1,416 1871. 1872. 35 37 28 32 60 $162 50 21 26 18’ ri. 187- l. '$4, 226 03 $3, 511 58 529 51 8, 881 54 12; 339 01 4, 742 86 840 58 4,670 67 2, 276 13 COUNTY SUPEPaHSION. It. would seem that the portion of section 15 of the school law of 1870 and 1871, in relation to the requirement that the county superintendents should visit the several schools in the county at least once a year, has been sadlj’- neglected. The salaries as now allowed are quite sufficient to defray all the expenses and enable them to give a more full account of the condition of each school undQr their supervision to the terri¬ torial superintendent. 374 EEPORT OF THE COMMISSIONER OF EDUCATION. FACTS FROM THE UNITED STATES CENSUS. Jrea and population. — In 1870 Idaho was the seventh Territory in population, having 14,999 inhabitants within an area of 86,294 square miles, an average of 0.17 person to the square mile. This population consisted of 10,618 whites, 60 colored, 4,274 Chinese, and 47 Indians. Of this population 7,114 were natives and 7,885 were foreign-born. Of the native inhabitants.921 whites, 2 colored, 2 Chinese, and 21 Indians were born wi-thin the Territory, while of the foreign inhabitants 599 were born in Germany, 540 in England, and 986 in Ireland. School attendance. — According to Table IX, vol. 1, of Census Report, 466 persons attended school, of whom 50 were foreign-born. The white scholars numbered 458, of whom 240 were males and 218 females. The colored scholars numbered 8, 4 females and 4 females. lUiteracjf. — The number of inhabitants of all races, 10 years old and over, unable to write, was 3,388, of whom 3,250 were foreign-born. Age, sex, and race of illiter ales. — Of the 486 white illiterates, 36 were from 10 to 15 years old, of whom 17 were males and 19 females; 28 were from 15 to 21 years old, of Vv'hom 9 were males and 19 females; 422 were 21 years old and over, 315 males and 107 females. Of the 16 colored illiterates, 1 male was from 10 to 15 years old ; 2 were from 15 to 21 years old — 1 male and 1 female; 13 were 21 years old and over, of whom 4 were males and 9 females; 2,872 Chinese and 14 Indians were' also reported. Educational institutions. — According to Table XII, vol. 1, of Census Report, the total number of educational institutions was 25, with 33 teachers, 23 males and 10 females, and v.-jth 1,208 pupils, of whom 602 were males and 606 females. A'mount and source of educational income. — The total income of all the educational institutions was $19,938, of which $16,178 were derived from taxation and public funds and $3,760 from tuition and other sources. Puhlic schools. — The 21 public schools had 26 teachers, 20 males and 6 females, with 1,048 pupils, of whom 527 were males and 521 females. They'possessed an income of $16,178, derived from taxation and public funds. Private schools. — The 3 private day and boarding schools had 3 teachers, 1 male and 2 female, with 105 pupils, 50 males and 55 females. They q)ossessed an income of $2,060, derived from tuition and other sources. Libraries. — There were 11 public libraries with 2,860 volumes, and 32 private libra¬ ries vrith 7,765 volumes ; making, in all, 43 libraries with 10,625 volumes. Thep}ress. — The 6 periodicals had an aggregate circulation of 2,750 copies, and an ag¬ gregate annual issue of 200, 'cOO copies. Churches. — Of the 15 church organizations, 12 had edifices, with 2,150 sittings, and the church property was valued at $18,200. Pauperism. — Of the 4 paupers, 3 were native whites and 1 foreigner. Crime.— Oi 28 jiersons imprisoned, June 1, 1870, 17 were native whites, 1 native col¬ ored, and 10 foreigners. Twent^^-six persons were convicted during the year. Age and sex of population. — Of the total population 1,695 persons were from 5 to 18 years old, of whom 897 were males and 798 females. Thirteen thousand one hundred and eighty-nine were 10 years old and over, of whom 11,270 were males and 1,919 females. Occupations. — There were 10,879 persons of these ages employed in various occupa¬ tions, of whom 10,754 were males and 125 females; 1,462 persons — all males — were en¬ gaged in agricultural pursuits ; 1,423 in personal and professional services, of whom i',310 were males and 113 females; 721 in trade and transportation, of whom 720 were males and 1 female; 7,273 in manufacturing and mechanical and mining industries, of whom 7,262 were males and 11 females. Age and sex of worhing population.— Oi these 10,879 employed persons, 33 — all males — were from 10 to 15 years old; 10,808 weui from 16 to 59 years old, of whom 10,683 were males and 125 females ; 38 males were 60 years old and over. MONTANA. 375 MONTANA. FACTS FROM THE UNITED STATES CENSUS. Area and poimlation. — In 1870 Montana was tlie sixth Territory in population, having 20,595 inhahitants within an area of 14:1,776 square miles, an average of 0.14 person to the square mile. This population consisted of 18,306 whites, 183 colored, 1,949 Chinese, and 157 Indians. Of these 12,616 were natives of the United States, and 7,979 were foreign-horn. Of the native residents 1,588 whites, 15 colored, 84 Indians, and 6 Chinese were born within its borders ; while of the foreign residents 1,233 were born in Germany, 692 in England, and 1,635 in Ireland. School attendance. — According to Table IX, vol. 1, of Census Eeport, 919 persons attended school, and of these 24 were foreign-born. Of the white scholars, 499 were males and 420 females, a total of 919. No colored, Chinese, or Indian jmpils were reported. Illiteracy. — There were 918 inhabitants of all races, 10 years old and over, unable to write, of whom 524 were foreign-born. Age, sex, and race of illiterates. — Of the 643 white illiterates, 105 were from 10 to 15 years old, and of these 69 were males and 36 females; 58 were from 15 to 21, of whom 29 were males and 29 females ; 480 were 21 years old and over, of -whom 399 were males and 81 females. Of the 68 colored illiterates, 4 were from 10 to 15 years old, of whom 2 were males and 2 females ; 15 were from 15 to 21 years old, of whom 2 were males and 13 females ; and 49 were 21 years old and over, of whom 34 were males and 15 females. The Indian and Chinese illiterates numbered 207. Educational institutions. — According to Table XII, vol. 1, of Census Report, the total number of educational institutions was 54, having 65 teachers, of whom 34 were males and 31 females, and 1,745 pupils — 1,027 males and 718 females. Amount and source df educational income. — The totgl income of all the educational in¬ stitutions was ^41,170, of which $30,434 were derived from taxation and public funds, and $10,736 from tuition and other sources. Puhlic schools. — The 45 public schools, with their 46 teachers, 33 males and 13 females, were attended by 1,544 pupils, of whom 965 were males and 579 females. To educate these they possessed a total income of $‘.12,925, of which $30,434 were derived from taxation and public funds and $2,491 from tuition and other sources. Academy. — The one academy, with its 8 female teachers, had an attendance of 50 pupils, 10 of whom were males and 40 females. It had an income of $1,200, derived from tuition and other sources. Private schools. — The 7 private day and boarding schools had 7 teachers, 1 male and 6 females, and 130 pupils, 52 males and 78 females. They possessed., an income of $5,245, derived from tuition and other sources. Libraries.— There were 13 public libraries vdth 5,100 volumes, and 128 private libra¬ ries with 14,690 volumes ; making in all 141 libraries, containing 19,790 volumes. Thejjress. — The 10 periodicals had an aggregate circulation of 19,580 copies and an aggregate annual issue of 2,860,600 copies. Churches. — Of the 15 church organizations 11 had edifices with 3,850 sittings, and the church property was valued at $99,300. Pauperism. — Of the 23 paupers 8 were native whites and 15 foreigners. Crime. — Of 16 XJersons imxirisoned, June 1, 1870, 13 were native whites, 1 native colored, and 2 foreigners; 24 persons were convicted during the year. * Age and sex of population. — Of the total T)opulation 2,101 were from 5 to 18 years old, of whom 1,134 were males and 967 females ; 18,170 were 10 years old and over, of whom 15,517 were males and 2,653 females. Occupations. — There were 14,048 jjersons of these ages engaged in various occux>ations, of whom 13,877 were males and 171 females. Of these 2,111 were engaged in agricul¬ tural pursuits, of whom 2,110 were males and 1 female ; 2,674 in jiersonal and x)ro- fessional services, of whom 2,515 were males and 159 females ; 1,233 in trade and transportation, of whom 1,232 were males and 1 female ; 8,030 in manufacturing and mechanical and mining industries, of whom 8,020 were males and 10 females. Age and sex of worhing population. — Of the 14,048 employed persons 5 were from 10 to 15 years old, 1 male and 4 females; 14,011 were from 16 to 59 years old, of whom 13,^46 were males and 165 females ; 32 were 60 years old and over, of whom 30 were males and 2 females. 376 EEPORT OF THE COMMISSIONER OF EDUCATION: NEW MEXICO. FACTS FROM THE UNITED STATES CENSUS. A Area and poimlation. — lu 1870 New Mexico was the second Territory in population, having 91,874 inhabitants within an area of 121,201 square miles, an average of 0.76 person to the square mile. This population cousisted of 90,393 whites, 172 colored, and 1,309 Indians. Of these 86,254 were natives of the United States and 5,620 foreign-born. Of the native residents 82,193 whites, 57 colored, and 925 Indians were born within its borders, while of the foreign residents 582 were born in Germany, 120 in England, and 543 in Ireland. School attendance. — According to Table IX, vol. 1, of Census Report, 1,889 persons attended school, and of these 59 were foreign-born. Of the white scholars 1,095 were males and 782 females — a total of 1,877. Of the 3 colored pupils 2 were males and 1 female ; 5 male Indians and 4 females were also reported. Illiteracy. — There were 52,220 inhabitants of all races, 10 years old and over, unable to write, of whom 2,909 were foreign-born. ' Age, sex, and race of illiterates. — Of the 51,140 white illiterates 9,423 were from 10 to 15 years old. and of these 4,530 were males and 4,893 females ; 9,690 were from 15 to 21 years old, of whom 3,956 were males and 5,734 females ; 32.027 were 21 years old and over, of whom 14,892 were males and 17,135 females. Of the 109 colored illiterates 9 were from 10 to 15 years of age, of whom 5 were males and 4 females; 18 were from 15 to 21 years old, of whom 7 were males and 11 females ; 82 were 21 years old and over, of whom 58 were males and 24 females ; 331 males and 640 female Indian illiterates were also reported. Educational institutions. — According to Table XII, vol. 1, of Census Report, the total number of educational institutions was 44, having 72 teachers, of whom 38 were males and 34 females, to educate their 1,798 x)upils, l,0i4 of whom were males and 784 lemales. Amount and source of educational income. — The total income of all the educaTional institutions was $29,886, of which $1,200 were derived from taxation and public funds and $28,686 from tuition and other sources. Public schools. — The 5 public schools, with 5 male teachers, were attended by 188 pupils, of whom 84 were males and 104 females. To educate these they possessed an income of $1,000, derived from tuition and other sources. Collegas. — The one college, with 4 male teachers, was attended by 261 male students. It possessed an income of $4,500 from tuition and other sources. Academies. — The 3 academies, with 17 female teachers, had an attendance of 235 female pupils. They possessed an income of $12,250, derived from tuition and other sources. Private schools. — The 29 day and boarding schools had 34 teachers, of whom 25 were males and 9 females, and were attended by 775 puj)ils — 467 males and 308 females. They had an income of $7,232, derived from tuition and other sources. Libraries. — There w'ere 33 public libraries, with 9,620 volumes, and 83 private libra¬ ries with 29,805 volumes — making in all 116 libraries, containing 39,425 volumes. The press. — The 3 periodicals had an aggregate circulation of 1,525 copies, and an aggregate annual issue of 137,350 copies. Churches.— Oilha 158 church organizations 152 had edifices, with 81,560 sittings, and the church property was valued at $322,621. Crime. — Of the 24 persons imprisoned June 1, 1870, 18 were native whites, 3 were native colored, and 3 foreigners. Nine persons were convicted during the year. Age and sex of population. — Of the total population 29,312 were from 5 to 18 years old, of whom 14,440 were males and 14,872 females; 66,464 were 10 years old and upward, of whom 34,415 were males and 32,049 females. Occupations. — There were 29,361 persons of these ages engaged in various occupa¬ tions, of whom 26,281 were males and 3,080 females. Of these, 18,668 were engaged in agricultural pursuits, of wliom 18,432 were males and 236 females; 7.535 persons in personal and professional services, of whom 5,542 were males and 1,993 females ; 863 persons — all males — rvere engaged in trade and transportation ; 2,295 in manufactures and mechanical and mining industries, of whom 1,444 were males and 851 females. Age and sex of ivorking population. — Of the 29,361 employed persons, 1,295 were from 10 to 15 years old, of whom 994 were males and 301 females ; 26,250 were from 16 to 59 years old, and of these 23,633 were males and 2,617 females ; 1,816 were 60 years old and over, of whom 1,654 were males and 162 females. UTAII< 377 UTAH. [From report of Hon. Hobert L. Campbell, territorial siiperiiitenclent of public instruction, for the scholastic year ended December 31, 1871.] SCHOOL REVENUE. The schools generally are sustained by tuition fees, which range from $2.50 to $8 per quarter. The amount of taxes appropriated to the use of schools during the 5’ear was $5,254; amount of building-fund raised, $32,907.70. ATTENDANCE. Number of boys between 4 and 16 years . 14, 434 Number of girls between 4 and 16 years . 14,303 Total scholastic population . 28,737 Number of male scholars enrolled . 8,369 Number of female scholars enrolled — . 8,623 Total enrollment . . 16,992 Percentage of names enrolled . 59.1 Average daily attendance . 12, 819 Percentage of school population actually attending school . . . 44. 6 TEACHERS. Number of male teachers . . . 197 Number of female teachers . . . . 161 Amount paid male teachers . $50,419 68 Amount paid female teacherc . . $28, 141 85 Total paid to teachers . $78, 561 53 SCHOOL DISTRICTS AND SCHOOLS. Number of school districts . . . 223 Number of districts reported . 198 N um ber of sch ools . . 268 Number of znojiths schools have been open . . . . . 6. 9 FINANCES. An era in our financial status dawns upon us. The opening of new lines of rail¬ road, the development of the mineral resources of the Territory, and the immunity enjoyed in 1871 by the husbandman from the raids’^ of the grasshoppers, which have for the four years qireceding, either partially or entirely destroyed our crops, have conspired to place us financially in a condition to increase our efforts for the aid and support of common schools. The lack of means meets trustees on every hand. Phil¬ anthropic trustees and teachers have done much toward schooling indigent children; this burden should be borne, not by a profession nor by individuals, but bj^ the com¬ monwealth. It is respectfully submitted whether the territorial tax should not be increased one-fourth 'of one per cent., and that this amount be appropriated for the use of common schools ; also, that it be enacted that the tax collected by the counties from railroads, and the licenses by cities from banks, inure to the school fund. And it is further submitted whether the school fund is not the prox)er one to receive all fines, forfeitures, and escheats. DONATIONS. It is resxiectfully suggested that there should be an agent apxiointed in behalf of the Territory to solicit and receive benefactions which may be made to the common-school fund of the Territory. If any of the States or Territories have claims upon the gener¬ osity of philanthroxiists throughout the nation for assistance in their educational efforts, surely Utah, whose inhabitants are engaged in reclaiming the most arid and forbidding portion of the xmblic domain, will not be forgotten. 378 EEPORT OF THE COMMISSIONER OF EDUCATION. FREE SCHOOLS. The coirmunications of county superintendents favor the adoption of a system of free schools. The public sentiment is sufficiently ripe to justify favorable legislation looking to that end. Antecedent to this, however, there is an essential preparatory work, without which the results anticipated from such a system will fail of realization. Taking advantage of the seventh section in the present school code, which authorizes the assessment and collection of one per cent, to pay teachers, several school districts have essayed to adopt the free-school system before they have erected the necessary buildings, or been able to supply the aids absolutely needed to make the work of the school-room approach success, and leaving almost entirely in the background the hir¬ ing of teachers of acknowledged ability. If, in the judgment of the assembly, it is deemed immature or uuadvisable to inaugurate a system of free schools, the amend¬ ment of the present school code so as to authorize districts, by a two-thirds vote of the tax-payers in the same, to collect li per cent, to pay teachers, would enable many dis¬ tricts that prefer the system of taxation to do so successfully. COUNTY SUPERINTENDENTS. Upon the efficiency of this officer much of our educational success depends. When the time arrives that county courts have funds sufficient and are so fully alive to school interests that they will be willing to employ practical educators of ability, allowing such a salary as will adequately compeusate a county supiriutendent for the employ¬ ment of so much of his time as may be necessary for the direction and regulation of the schools in the county, then a step will be taken which can not fail of producing a revolution greatly needed in our school system. Salt Lake County demands nearly the whole time of an efficient county superintendent, who should be a practical edu¬ cator. Smaller counties may be divided into school districts, with a district superin¬ tendent, Avho should be the officer to hold institutes and give direction in the most approved methods of discipline and instruction to be adopted uniformly throughout the Territory. » TRUSTEES. It is maintained by some of our educators that the trustees in cities should be relieved by educational boards, whose secretary should be city superintendent. County super¬ intendents universally complain of the laxity of trustees in furnishing statistics. It is respectfully submitted whether it wmuld not be the better method to allow some rea¬ sonable compeusatiou for this labor, which could be performed by one of the trustees, to whom the county superintendent could address all communications with the assur¬ ance that the same would receive immediate attention. TEACHERS. Experience in Utah has demonstrated that the cheapest teachers have been those who were professional and whose abilities have commanded the highest salaries, and vice versa. The cry from north to south is, “Send us competent teachers.” It is hoped that the day has passed in Utah wjien cheapness will be considered a teacher’s greatest recommendation, and that it will not be long before we shall be willing to jiay such salaries as will secure the best quality of instruction. TEXT-BOOKS. An effort has been made by the school authorities to secure and maintain uniformity in text-books; also, to reduce the prices of the same. The text-books in the schools, with the exception of the readers, are those that have been in use during the last ten years. The readers were objectionable, and from year to year prominent teachers urged a change. Recently this has been made, and the National Series of readers and spellers adopted. Changes are not desirable, and in our present immature financial condition are annoying. SCHOOL APPARATUS. To supply the district schools throughout the Territory with necessary school appa¬ ratus will require a considerable amount of means, as in some of the districts the fur¬ nishings are very meager. NORMAL SCHOOL. The superintendent renews his recommendation for the establishment of a normal school. A public block in the Twentieth ward' of Salt Lake City is suggested as a suit- UTAH. 379 able location. It lias been also suggested that Soufli Willow Creek would afford a good site for a normal school. In some respects it would bo less objectionable than Salt Lake City, and it has the recommendation of being one of the lirst school dis¬ tricts in Utah to hire competent teachers and furnisli the necessary school apiiaratus. FACTS FROM THE EXITED STATES CENSUS. Area and ijopnlaiion. — In 1870 Utah was the third Territory in population, having 86,78C inhabitants within an area of 84,476 square miles, an average of l.Oli persons to the square mile. This population consisted of 86,044 whites, 118 colored, 179 Indians, and 445 Chinese. Of these, 56,084 were nativc.s of the United States, and 30,702 were foreign-born. Of the native residents 41,211 whites, 39 colored, and 176 Indians were born Avithin its borders, while of the foreign residents 358 Avere born in Germany, 16,073 in England, and 502 in Ireland. School attendance. — According to Table IX, \ml. 1, of Census Report, 14,632 persons attended school, and of these 2,006 ay ere foreign-born. Of the 14,616 AA’hite scholars 7,616 were males and 7,000 females. Of the 9 colored scholars 6 were males and 3 females'; 1 male and 6 female Indian scholars were also reported. Illiteracy. — There were 7,363 inhabitants of all races, 10 years old and over, unable to write, and of these 4,029 were foreign-born. Age and sex of illiterates. — Of the 7,097 Avhite illiterates 2,828 were from 10 to 15 years old, and of these 1,539 wert^males and 1,289 females ; 952 Avere from 15 to 21 years old, and of these 523 were males and 429 females ; 3,317 Avere 21 years old and over, of whom 1,137 Avere males and 2,180 females. Of the 22 colored illiterates 3 AA^ere from 10 to 15 years old, 2 males, and 1 female ; 1 female was 21 years old ; 18 were 21 years old and over, of whom 8 Avere males and 10 females ; 209 male and 6 female Chinese, also 13 male and 16 female Indian illiterates, Avere re[)orted. Educational institutions. — According to Table XII, Ami. 1, of Census Report, the total number of educational institutions was 267, liaAdng 408 teachers, of Avhom 207 were males and 201 females, to educate their 21,067 pupils, of Avhom 9,844 Avere males and 11,223 females. Amount and source of educational income. — The total income of all the educational in¬ stitutions was ^1.50,447, of which ^4,151 v/ere derived from taxation and public funds, and $146,296 from tuition and other sources. ■ Private schools. — The 262 day and boarding schools had 398 teachers, of whom 201 were males and 197 females, and were attended by 20,772 pupils, of Avhom 9,683 AAmre males and 11,089 females. They possessed a total income of $135,342, of which $4,151 were derived from taxation and public funds, and $141,191 from other sources, includ¬ ing tuition. Libraries. — There were 74 public libraries, containing 31,493 volumes, and bO.priAmte libraries Avith 7,684 Amlumes, making in all 133 libraries, containing 39,177 volumes. The press. — The 10 periodicals had an aggregate circulation of 14,250 coxiies, and an aggregate annual issue of 1,578,400 copies. Churches. — Of the 165 churches 164 had edifices, with 86,110 sittings, and the church Xiroperty Avas Amlued at $674,600. Pauperism. — Of the 51 x)n,ux)ers, 19 were native Avhites, 1 natiAm colored, and 31 foreign- born. Grime.— Nineteen native whites were in jirison June 1, 1&70. Tweuty-seAmn iiersons were convicted during the year. Age and sex of population. — Of the total population 30,416 persons Avere from 5 to 18 years old, and of these 15,344 were males ana 15,072 females. Fiftj’-six thousand tiA'e hundred and fifteen were 10 years old and oA^er, of whom 28,729 were males and 27,786 females. OccapatioMS.— Twenty-one thousand five hundred and seventeen persons of these ages were engaged in various occupations, of whom 20,442 were males and 1,075 females; 10,428 Avere engaged in agricultural pursuits, of whom 10,417 were males and 11 females ; 5,317 in xiersonal and xirofessional services, of whom 4,384 Avere males and 933 females ; 1,665 in trade and transportation, of whom 1,648 were males and 17 females; 4,107 persons in mechanical and manufacturing and mining industries, of whom 3,993 were males and 114 females. Age and sex of worldng population. — Of the 21,517 employed persons, 832 were from 10 to 15 years old, of whom 597 were males and 235 females ; 19,697 were from 16 to 59 ymars old, and of these 18,885 were males and 812 females ; 98o AA'ere 60 years old and over, of Avhom 960 were males and 28 females. 380 EEPORT OF THE COMMISSIONER OF EDUCATION. SCHOOL OFFICIALS. Robert L. C^oipbell, territorial siijoerintcndent of common schools. COUNTY SUPERINTENDENTS. Coiinty. Superintendent. Besidence. Beaver. Box Elder . James Bywater . Brigham City. Cache . Samuel iloskellj’' . Smith field. Eavis . Chester Call . Bountiful. Ivon . ^Y. C. McGregor . Parowan. iTuab . Thomas Ord . . . NejJii. Eane . Seth Johnson . Toquerville. Millard . E. M. Lyman . . . . Fillmore. Morgan . J. 11. Porter . Porterville. Piute* . Eich . James IT. Hart . Bloomington. Salt Lake .... Bobert L. Campbell . Salt Lake City. Sa.n Pp.to William T. Beid . Manti. Sp.yipv* Kninmit John Boyden . . . . . . Coalville. 'I'rinpl B \ Gallovray . - . . . Tooele. Utah . W. N. Dusenbury . .* . Provo. "tv iis-o t,f“h Thomas U Giles . . . . Heber. AYnfihino'tnn Geoi'P'e A Buvp’ou .. . . . . Weber . W. W. Burton . Ogden. Entirely abandoned on account of Indian bostilities. WASHINGTOI^ TERRITORY. 381 W A § 51 1 N O T O TV T E K R I T O U [From reiiort of Hon. H. Hounds, territorial sirperintondeut of jjublic instractiou, for the scholastic year 1872.] SCHOOL STATISTICS. Number of school districts . . . 222 Number of school-houses . 144 Number of schools taught . 157 Number of persons of school-age, (4 to 21) . 8,306 Number attending school . 3,820 Amount of public money paid teachers . $28,088 CONDITION OF EDUCATIONAL INTERESTS. There is a university at Seattle, a female seminary at Olympia, a conference seminary at Vancouver, and four Catholic schools. A uniform series of test-books has been generally adopted in the public schools. Measures have been taken to increase the attendance at school by compulsory legisla¬ tion. Teachers’ institutes are held in several of the judicial districts. Rev. George H. Atkinson, of Oregon, says of one of these institutes, held at Vancouver, Clarke County, •which he attended : “ It ■was a very profitable one. The people came out in good num¬ bers, children took part, and teachers were wide awake.” SCHOOLS OF THURSTON COUNTY. The superintendent of Thurston County reports 856 scholars in the county, of whom three-fifths have attended school. Number of school-houses, 18. The average length of time school has been kept is four months. The number of persons in the county over 21 years of age who can neither read nor write is 13. It is stated that there have been more experienced teachers teaching in the county during the past year than at any previous time. It is feared, how'ever, that these will not long continue without an increase of salary. It has been found impracticable to adopt the books recommended by the territorial superintendent. There is not a general willingness on the xiart of xiarents to buy new books, and to use them in x^art would increase instead of diminish the diversity of books. The superintendent urges the importance of teachers’ institutes, and remarks : “ It is just as necessary to have educational meetings to keep up sufficient interest as it is to have political meetings to save the country.” Ho urges the importance of making school-houses comfortable and attractive, and recommends the greatest eare in the selection of teachers. FACTS FROM THE UNITED STATES CENSUS. Area and population. — In 1870 Washington was the fifth Territory in x^opulation, hav¬ ing 23,955 inhabitants to 69,994 square miles, an average of 0.34 person to the square mile. Of this pox)ulation 22,195 were whites, 207 wero colored, 234 were Chinese, and 1,319 were Indians. Of these 18,931 were natives of the United States, Avbile 5,024 were foreign-born. Of the native residents 5,862 whites, 102 colored, and 968 Indians were born within its limits, while of the foreign residents 645 were born in Germany, 791 in England, and 1,047 in Ireland. School attendance. — According to Table IX, vol. 1, of Census Report, 3,537 persons at¬ tended school, of whom 214 were foreign-born. The white scholars numbered 3,503, of whom 1,864 were males and 1,639 females. The colored scholars numbered 29, 14 males and 15 females; and the Indian scholars numbered 5, 4 males and 1 female. lUiteracy. — The number of inhabitants of all races, 10 years old and over, unable to write, was 1,307, of whom 503 w'ere foreign-born. Age, sex, and race of illiterates. — Of the 823 white illiterates 129 were from 10 to 15 years old, of whom 71 were males and .58 females; 78 were from 15 to 21 years old, of whom 44 were males and 34 females; 616 were 21 years old and over, 437 males and 179 females. Of the 34 colored illiterates 4 were from 10 to 15 years old, 2 males and 2 females ; 6 were from .15 to 21 years old, 4 males and 2 females ; 24 were 21 years old and over, of whom 15 were males and 9 females ; 450 Indian illiterates were also re.- ported. * “ The returns are partial, and their correctness is only approximate.” — Extract from letter of superintendent. 382 EEPOET OF THE CO^IMISSIONEE OF EDUCATION. Educational instihifions. — According to Table XII, vol. 1, of Census Eeport, the total number of educational institutions was 170, with 197 teachers, 85 males and 112 females ; and with 2,499 pupils, 2,816 males and 2,683 females. Amount and source of educational incomes. — The total income of all the educational in¬ stitutions was §48,302, of which $800 were derived from endowment, $30,326 from tax¬ ation and public funds, and $17,176 from other sources, including tuition. Puhlic schools. — The 154 public schools had 158 teachers, 75 males and 83 females; with 4,760 pu^oils, 2,456 males and 2,304 females. They possessed a total income of $33,746, of which $30,326 were derived from taxation and public funds, and $3,420 from tuition and other sources. Colleges.— The 2 colleges had 8 teachers, 5 males and 3 females, and were attended by 199 students, 140 males and 59 females. They had a total income of $4,800, of which $800 were derived from endowment and $4,000 from other sources, including tu¬ ition. Academy. — The 1 academy had 4 teachers, 2 males and 2 females, with 61 pupils, of whom 29 were males and 32 females. It irossessed an income of $1,188, derived from tuition and other sources. FrivoJe schools. — The 11 private day and boarding schools had ‘20 teachers, 3 males and 17 females, with 358 x)apils, 135 males and 223 females. They possessed an income of $7,068, derived from tuition and other sources. Libraries. — There were 30 xniblic libraries, with 13,552 volumes, and 72 private libra¬ ries, with 19,810 volumes, making, in all, 102 libraries with 33,362 volumes. The press. — The 14 periodicals had an aggregate circulation of 6,785 copies, and aa aggregate annual issue of 396,500 copies. Churches. — Of the 47 church organizations, 36 had edifices, with 6,000 sittings, and the church x^roperty was valued at $62,450. Pauperism. — Of the 20 paupers, 13 were native whites, 2 native colored, and 5 for¬ eigners. • Crime. — Of 19 persons imprisoned, June 1, 1870, 7 were native whites, 1 native col¬ ored, and 11 foreigners. Twenty x^iersons were convicted during the year. Age and sex of population. — Of the total x^opulation, 6,458 were from 5 to 18 years old ; and of these 3,332 were males and 3,126 females ; 17,334 were 10 years old and over, of whom 11,611 were males and 5,723 females. Occupations. — Nine thousand seven hundred and sixty persons of these ages were employed in Tarious occupations, of whom 9,524 were males and 236 females ; 3,771 persons were engaged in agricultural pursuits, of whom 3,759 were males and 12 were females ; 2,207 in personal and x>i'ofessional services, of whom 2,000 were males and 207 females ; 1,129 in , trade and transportation, of whom 1,127 were males and 2 fe¬ males; 2,653 in manufacturing and mechanical and mining industries, of whom 2,638 were males and 15 females. Age and sex of u’orMng population. — Of these 9,760 emxfioyed persons, 45 were from 10 to 15 years old, of whom 37 were males and 8 females ; 9,532 were from 16 to 59 years old, of whom 9,310 were males and 222 females; 183 were 60 years old and over, of whom 177 were males and 6 females. WYOMING. 383 FACTS FROM THE UNITED STATES CENSUS. Area and popidaiion. — In 1870 Wyoming was the tenth Territory in population, hav¬ ing 9,118 inhabitants, within an area 0197,883 square miles, an average of 0.09 person to the square mile. This population consisted of 8,726 w^hites, 183 colored, CG Indians, and 143 Chinese. Of thes« 5,605 were natives of the United States, and 3,513 were for¬ eign-horn. Of the native residents 259 whites, 2 colored, and 32 Indians were horn within its borders, while of the foreign residents 652 were born in Germany, 556 in England, and 1,102 in Ireland. School attendance. — According to Table IX, vol. 1, of Census Report, 364 persons attended school, and of these 28 were foreign-born. Of the 363 white scholars 178 w’ere males and 185 females. The 1 colored pupil was a male. Illiteracy. — There were 602 inhabitants of all races, 10 years old and over, unable to write, and of these 336 were foreign-born. Age and sex of illiterates. — Of the white illiterates 41 were from 10 to 15 years old, and of these 22 were males and 19 females ; 28 were from 15 to 21 years old, of whom 14 were males and 14 females ; 412 were 21 years old and over, of whom 326 w^ere males and 86 females. Of the colored illiterates 1 male was 10 years old ; 3 males were from 15 to 21 years old ; 45 were 21 years old and over, of whom 33 were males and 12 females ; 33 male and 1 female Chinese, 8 male and 30 female Indians were also reported. Educational institutions. — According to Table XII, vol. 1, of Census Report, the total number of educational institutions was 9, having 15 teachers, of Avhom 7 were males and 8 females, to educate 305 pupils, of whom 190 were males and 115 females. Amount and source of educational income. — The total income of all the educational in¬ stitutions was $8,376, of which $2,876 were derived from taxation and public funds and $5,500 from tuition and other sources. Piihlic schools. — The 4 public schools, with 4 teachers, (2 male and 2 female,) were at¬ tended by 175 pupils, of whom 100 were males and 75 females. To educate these they had an income of $2,876, derived from taxation and public funds. Private schools. — The 5 day and boarding schools had 11 teachers, (5 males and 6 fe¬ males,) and wnre attended by 130 xmpils, of whom 90 were males and 40 females. They had an income of $5,500, derived from tuition and other sources. Lihraries. — There were 11 public libraries, with 1,103 volumes; also, 20 private libra¬ ries, with 1,500 volumes ; making in all 31 libraries, containing 2,603 volumes. The press. — The 6 periodicals had an aggregate circulation of 1,950 copies, and an aggregate annual issue of 243,300 copies. Churches. — Of the 12 church organizations 12 had edifices with 3,500 sittings, and the church property was valued at $46,000. Crime. — Of the 13 persons imprisoned June 1, 1870, 7 were native whites and 6 foreign- born ; 24 persons were convicted during the year. Age and sex of population. — Of the total population 856 were from 5 to 18 years old. of W'hom 449 wmre males and 407 females ; 8,059 were 10 years old and over, of whom 6,650 were males and 1,409 were females. Occupations. — Six thousand six hundred and forty-five persons of these ages were en¬ gaged in various occupations, of whom 6,345 were males and 300 females; 165 iiersons were engaged in agricultural pursuits, of whom 164 were males and 1 female; 3,170 in personal and professional services, of whom 2,898 were males and 272 were females ; 1,646 males were engaged in trade and transportation ; 1,664 persons were engaged in manufactures and mechanical and mining industries, of whom 1,637 were males and 27 females. Age and sex ofworldng population. — Of the 6,645 employed persons 4 were from 10 to 15 years old, of whom i was a male and 3 females ; 6,633 were from 16 to 59 years old, and of these 6,337 were males and 296 females ; 8 were 60 years old and over, of whom % were males and 1 female. 384 EEPORT OF THE COMMISSIONER OF EDUCATION, BISTKICT OF COI.UM15,IA. SCHOOL STATISTICS. [For the school year ended Angnst 31, 1872.] Area of tlie District of Columbia, inclucliug the cities of Washington and Georgetown, and an adjacent rural district, generally known as tho county, 64 square miles. Population, United States census, 1870 : Washington . 109,199 Georgetown . 11,384 County . 11,117 Total . . . . . . . 131,700 School population, (age 6 to 17 years, inclusive:) Washington . 25, 9.35 Georgetown . . . 2, 882 County . 2, 854 Total . 31, 671 Pupils enrolled in public schools, 1871-72: Washington . . . . 12, 989 Georgetown . 1,032 County . 1,534 Total . 15, 555 Aggregate number of pupils in private schools, 1872, (report of United States Commissioner of Education) . . . . 5, 882 Whole number of seats jirovided for pupils in the imblic schools, 1871-72 : W^ashington . 11,643 Georgetown . . 1 , 008 County . . . 1,412 Total . . . . . 14,063 Whole number of teachers in the public schools, 1871-72 : Washington . 213 Georgetown . 19 County . . 31 Total . . 263 Valuation of taxable property, 1871-72 : Washington . . . . . . . $62, 400, 000 Georgetown . . . 5, 900, 000 County... . . . . . - . 6,500,000 Total . - . . . 74,800,000 School tax, (per cent.,) 1871-72: Vfashington . . . ' $0,006 Georgetown . . . . . . . 0025 County . . 004 Total receipts from school tax, &c., 1871-72 : Washington . . $318,701 98 Georgetown . 13,519 96 County . - . 23,418 13 Total . . . . . 355,640 07 DISTEICT OF COLUMBIA. 385 Total payment for public-school purposes, 1871-’72: Washington . - . Gooi’gotowu . County . $425,743 93 14,266 00 39, 985 96 Total 479,995 94 Value of public-school property : Washington . Georgetown . County . $870, 000 27, 100 54, 600 Total 951,700 No change has been made in the organizations of the public-school system of the District since the last report. The schools are still under the control of four boards of trustees, each one entirely independent of the others. One board has charge of the white schools of Washington, one of the white schools of Georgetown, one of the white and colored schools outside the city, (^known as county schools,) and one of the colored schools of Washington and Georgetown. The members of the first three are appointed by the governor. The fourth board is appointed by the Secretary of the Interior. The school revenue of the District is derived almost entirely from taxation, and in no other part of tlie United States is so heavy a school tax levied. The rate of tax foi¬ ls? 1-72 was, in Washington, .006 j in Georgetown, .0025; in the county, .004. WASHINGTON. WHITE PUBLIC SCHOOLS. Hon. J. 0. WiLSOX, superintendent. White population . 73, 731 White school population . 17, 403 Number of pupils enrolled in white public schools . 8, 764 Average enrollment . 6, 734 Average attendance . . 6,231 Per cent, of attendance on average enrollment . 92.5 Number of pupils in private schools . 5, 704 Number of regular teachers in public schools . 130 Number of special teachers in public schools . 8 Whole number of teachers . 138 Amount paid for teachers’ salaries . $102, 477 90 Amount paid for incidental expenses . $63, 605 18 Amount paid for permanent improvements . $132, 476 96 Cost of tuition per pupil...' . . $24 66 The result of the past year’s labor, as exhibited in the annual report, affords unmis¬ takable evidence of improvement in the common-school system, and indicates a grow¬ ing tendency on the part of all classes to avail themselves of its advantages. RECOMMENDATIONS OF THE SUPERINTENDENT. The superintendent repeats the recommendations contained in his last report, thnt a normal or training school, and a high school, be established without delay. He recom¬ mends the erection of a large building for the female schools of the second district, and one or more buildings for primary schools in other districts ; also, that steps be taken for training and educating such boys as are found unmanageable in the public schools. He urges the active co-opeiatiou of the board w'ith the Delegate in Congress to secure the donation of public lands to aid public education in the District. NEW PUBLIC-SCHOOL BUILDINGS. During the past year the Cranch building, containing 6 rooms, and the Jefferson building, with 20 rooms, accommodating 1,200 pupils, have been completed. The lat¬ ter edifice comprises a center building 111 by o9 feet, and two adjoining wings, each 30 feet 9 inches front by 88 feet deep. The height of the building is 60 feet. The third story contains the public hall, which occupies 4,600 square feet and is capable of seat¬ ing 1,200 persons. There are six play-grounds, two under each wing, each 41 feet 6 inches by 27 feet, and two under the rear of the center building, 27 by 39 feet 6 inches ' 25 E 386 REPORT OF THE COMMISSIONER OF EDUCATION. each. The dedicatory exercises took place December 7, 1872. Addresses were made by several gentlemen, from whose remarks the following extracts are taken: Hon. .1. O. Wilson, superintendent of public schools for white children in Washing¬ ton, said: ‘‘The name with which the board of trustees of public schools have thought proper to honor this grand edifice calls up the earliest eflbrts made to establish a sys¬ tem of public education in the city of Washington. “Mu August, 180.5, the first board of trustees of public schools was organized, and Thomas Jefferson v.ms unanimously elected president of the board. Mr. Jefferson’s letter of acceptance is in the following words: “ ‘Monticello, August 14, 1805. “‘Sir: a considerable journey southwardly from this has prevented my sooner acknowledging letters from yourself, from Mr. Gardiner, and S. H. Smith, announcing that I had been elected by the city council a trustee of the public schools to be estab¬ lished at Washington, and by the trustees to preside at their board. I received, with due sensibility, these x^i’oofs of confidence from the city council and the board of trust¬ ees, and ask the favor of you to tender them my just acknowledgments. Sincerely believing that knowledge promotes the happiness of men, I shall ever be disposed to contribute my endeavors toward its extension,- and, in the instance under cousidera-, tion, will willingly undertake the duties proposed to me, so far as other paramount obligations will x)crmit my attention to them.’ “Mr. Jefferson was re-elected annually, and continued president of fhe board for three successive years, when his term of office as President of the United States expired and he returned to Monticello. “Two schools were established at first, one in the east and one in the west section of the city; and it was ordered that two school-houses, each 50 by 20 feet, should bo built, at a cost not exceeding $1,200 each. The part of the city in which we are now con¬ vened was ignored in this order. Here might have been seen at tliat time an unbroken wilderness ; but if a willful wrong was then done, /S'oaf/i, Washington is amply and nobly revenged to-day.” Governor Cooke spoke in strong terms of the “claim of the District of Columbia to a share of the beneficence of the National Government, so liberall}^ extended to all the other Territories of the United States in aid of education. As early as 1805 a memo- laal was j)resented to Congress upon tliis subject. Through two-thirds of a century of great history the righteousness of that jiiayer has been of no avail; but still our faith abides that this little Territory, forever excluded from the full benefits and high privi¬ leges of the Union, will at least receive a fair equivalent to the rich dower bestowed upon each of her more favored sisters.” Hon. B. G. Northrop, secretary of the Connecticut board of education, after alluding to the vast improvement of the Washington City public schools during the last ten years in buildings, supervision, instruction, and public regard, spoke of the good infiuence of the public school on all, rich or poor, who attended its instruction. “The high school is truly democratic ; it is a leveler, and, best of all, it always levels itp.” “ Washington has lately made munificent expenditures for schools, but they will prove your mcst i)i'ofitable investments. I advocate the most rigid economy in all things, but this is by no means a synonym for parsimony. A mere saving of money is not economy where there is a proportionate loss of something of greater value. In the beautiful letter in which Penn took leave of his family, he said to his wife, ‘ Lire low and sparingly uni il my debts be paid.’ Yet for his children he added, ‘ Let their learn¬ ing be liberal, spare .no cost, for by such parsimony all is lost that is saved.’ Many, unlike Penn, would ‘ save’ and curtail all educational expenses, that they may leave a larger fortune for half-educated children to squander in luxury and idleness, forgetting that a good moral and mental training is the richest and safest legacy, the besrt safe¬ guard against prodigality. Without it the sudden inheritance of wealth will be likely to transform the frugal boy into a reckless spendthrift. “ American and European schools have their distinctive excellences, and can each learn much from the other. Of late the schools of Prussia have been overpraised. Though justly lauded by Horace Maun, Professor IStowe, and others thirty years ago, they do not retain the same pre-eminence. Relatively there has been greater progress in some other lauds. Stimulated, indeed, by their illustrious example, others have over¬ taken them in the race. These remarks apply to the general public-school system, and not to their magnificent universities and other higher institutions. For graduates of our colleges, with fixed principles, studious habits, and disciplined nainds, the great uni¬ versities of Europe jirotfer the means of higher culture than America can yet furnish. But for our youth the so-called golden oxiportunities of continental culture have been greatly exaggerated. For them our schools are better than the European. To send our boys away to foreign boarding-schools is a great mistake. This is one of the fashionable follies which is just now having its day, for with fashion one can not reason. “ Laws, mistoms, manners, and institutions educate as well as the schools. Like an atmosphere, these influences surround the child, and unconsciously mold his character. DISTRICT OF COLUMBIA. 387 These eleinents, healthful and invigorating in repnhlics, are repressive in moiKirchies, where j’ou uitness on every hand an obsequiousness to rank, a deference to nseox)le of the District were in a certain sense the rei)reseuta- tives of all the ijeojde. Strangers judge very much of the whole country by what they see here. The substantial advancement accom^rlished in ten years was most grat¬ ifying. He thought that Congress, in its failure to set ax)art a xjortion of the x^ublic domain for the sux)x>ort of schools in the District, had jDerhaps acted too much on the priucqile that “to him that hath shall be given, but from him that hath not shall be taken away even that which he hath.” Mr. Mori, the embassador from Japan, sjjoke of himself as the only representative jnesent of a nation with whom education is at its dawn. The exercises had given him the greatest pleasure. He sketched briefly the new plan of education that had just been ado}fled in Japan. The United States Commissioner of Education was invited to address the audience, but declined to make any extended remarks on account of the length of the previous exercises. The following letter was received from the President of the United States : Executive Mansion, Washmoton, D. C., December 6, 1872. My Dear Sir : I regret that I shall be unable to be present, in accordance with your very polite invitation, at the formal opening and dedication to-morrow of the Jefferson school building. The cause of education is one in which all good citizens must take great interest, and the praiseworthy efforts in behalf of that great object made by the District of Columbia can but be a source of great gratiflcation to its citizens, and reflect much credit upon the officers in charge of the work. It would afford me much pleasure to be x)resent to-morrow, if my jiublic engagements Vould allow, and I beg you to accejit my thanks for your kind invitation. Very resrtectfully, yours, U. S. GRANT. Mr. J. Ormond Wilson, Sujpei'intendent of Public Schools. COLORED PUBLIC SCHOOLS OF WASHINGTON AND GEORGETOWN. George F. T. Cook, superintendent. Colored school population of Washington and Georgetown . 9, 328 Number of children enrolled in colored schools . 4, 661 Average enrollment . . . 3, 481 Average attendance . 3, 261 Increase over last year in attendance . 271 Per cent, of attendance . 93. 6 Number of school-houses . 9 N amber of sittings in all the school-houses . 4, 259 Number of schools, (primary 41, secondary 17, intermediate 10, grammar 7) 75 Number of teachers, (female) . 84 Average monthly pay of teachers . $63 Average number of ])upils to a teacher . 47 Amouut of receipts for colored public schools, (1871-’72) . $127, 183 94 388 EEPOET OF THE COMMISSIONEE OF EDUCATION. The report for 1871-’72 shows a gain of 6 schools and 13 teachers over the year pre¬ vious. It is an iudication of increasing stability in the schools that, while "the total enrollment is less than the year before, the average attendance has increased. Another indication of improvement is the great reduction in the per cent, of tardiness in nearly all the schools. The j)ast year has been altogether one of great prosperity and advancement. A high school has been established, which it is hoped will act in a measure as a train¬ ing school until the establishment of a normal school. Several graduates from this and the grammar schools are already teaching in the public^ schools of the city, with marked success. Music is taught in all the schools, two sx^ecial teachers being employed for the pur¬ pose. Examinations are held semi-annually, and promotions made, based upon the stand¬ ing of the pupils in these examinations. The -rules relating to the course of study in these schools provide that lessons which require study after school hours shall not be given to pupils in the primary schools, and lessons that require more than two hours of study shall not be required of pupils in the intermediate or grammar schools. DEDICATION OF THE SUMNER PUBLIC-SCHOOL BUILDING. This building, though not the first in school capacity, is altogether the finest that has yet been erected for the colored schools, and will compare favorably with the best school buildings in the Northern States. It contains 9 school-rooms, 3 recitation rooms, and a sx^acious hall, used at x>resent for the high school. It is heated throughout with steam, and is well ventilated. The basement is occux>ied by two large xfiay-rooms. It is xirobably the finest colored public-school edifice in the United States. The building was named by the board of trustees of colored schools in honor of Hon. Charles Sumner. The exercises connected with the dedication took place September 2, 1872. From the addresses made upon this occasion the following remarks are extracted: George F. T. Cook, superintendent of the colored schools of Washington and George¬ town, briefiy reviewed the history of the colored public schools in the District. The first school was organized in March, 1864, and the first school-house built in the winter of 1864-’65. This building contained four rooms, two of which were illy adapted to school jnirposes, and the internal arrangements were of the jioorest order. The num¬ ber of school-houses has increased to 9. Some of these buildings, in convenience, com¬ fort, and architectural beauty, are not surpassed in the District. The number of teach¬ ers has increased from 3 to 84, and the number of xmpils from 100 to nearly .5,000. All this has been done in less than 8 years. Experience has shown that the style of school buildings has a potent iufiueuce uxion the dejiortment and character of the childrea. As they improve, the children are more regular in attendance, more devoted to study, and evince a nicer sense of jirojiriety. General N. P. Chipmau, who rexiresented Governor Cooke on this occasion, received from the trustees, in the name of the District of Columbia, the keys of Sumner school building, ‘‘a temple of education worthy oPdhe man whom it is intended to honor by bearing his name.” He j)aid a glowing tribute to the liberality of the citizens of Washington in sustaining education, remarking that, notwithstanding the complaints entered against taxation, no murmur ever escaped them against sup^iorting their public schools, and closed by complimenting the officers of the colored schools uxion their man¬ agement and the success which had attended their etihrts. "General John Eaton, United States Commissioner of Education, being called upon, remarked: ‘Won ask me to add to the expressions of this interesting occasion. Tliis high-school building for the colored children of Washington, combining, as it does, the grace of architecture with all the ajqiliances and furnishing of the best modern school- buildings, this audience, and the wise words that have been addressed you by the able siieakers who have x^receded me, each and all are full of significance, and teach a lesson to which no art, no oratory, no sculxiture, no painting, can give full expression. They recall all the past of this race, which is even now merging into the fullness of freedom ; they are an earnest of the x^resent with its rich fruition, and a x^ledge of the nobler promise of the future— that future, the grounds of whose hope rest upon the solid, un¬ derlying present fact of free schools. “What a step this day marks, from that time when to this whole peoxde even the knowledge of the alxdiabet was forbidden by law ; that day when they had no control of the labor of their own hands; no x^ossessiou of their own x>erson; no certainty in the dearest and holiest relations of husband and wife, of parent and child ; when they held all things wholly at the will of another. Through the great transitions of the past few years, the xHipds who are to enjoy the privileges of this school, the people whose race is to be directly benefited, have come each into the possession of his own person, and to the enjoyment of all the personal rights and x>i’ivileges guaranteed to every citizen in the American Constitution. These changes are manifest in the axrxrear- ance of this audience. DISTRICT OF COLU:\IBIA. 380 ‘^Tliis building, now dedicated to learning, is set aiiart to assure the growth of these youth in knowledge and virtue. Here they are to receive education as free as the light and air of heaven. What words of mine can add to the significance of such an occasion ? Shall I attempt to gild hue gold I “The thought that comes to me most forcibly is that this school building, grand as it is, indispensable as it is, is, nevertheless, but the instrument and not the end ; and with all its cunning appliances must fail unless there is on the part of teachers, com¬ petency, diligence, faithfulness; on the part of school officers, wisdom, watchfulness, and earnestness ; and on the part of parents, an intelligent ajipreciation, and daily and hourly sympathetic co-operation, so as to secure the regular and punctual attendance and attentive and assiduous efforts of the pupils. Without these, this noble building will stand here as a monument of folly rather than a temple of wisdom. The motives which will inspire a high endeavor must bo brought out, emphasized, and fixed in the minds of all. No indolent accexitance of good gifts will avail to win the harvests that should here ripen and bo garnered. Effort — earnest, persistent, unremitting — on the part of each, is the law of success in the domain of mind as of matter.’’ COLLEGES, LIBRARIES, MUSEUMS, ETC. In compliance with the demands upon this office for information respecting the various 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 of 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 diffu¬ sion of knowledge among men.” An account of the system pursued by the institution and of its museum and library, was given in the report of this bureau for 1871. The permanent fund of the' institution has been increased from $541,000 to upward of $700,000, by savings and judicious investments. While attention has been given to all parts of the original law of Congress in relation to the institution, the latter has contributed to advance almost every branch of science, as evinced by the eighteen vQlumes of its series of quarto publications entitled “Smith¬ sonian Contributions to Knowledge;” while it has diffused valuable information through its two other series, viz, “Miscellaneous Collections” and “Annual Reports.” The character of these publications is briefly given by Professor Henry in his report of 1871. The first consists of memoirs containing positive additions to science resting on original research, and which are generally the result of investigations to which the institution has in some way rendered assistance. “ Miscellaneous Collections” are composed of works intended to facilitate the study of branches of natural history, me¬ teorology, &c., and are designed esjiecially to induce individuals to engage in studies as specialties. The annual report, besides an account of the operations, expenditures, and condition of the institution, contains translations from works not generally accessible to Ameri¬ can students, reports of lectures, extracts from corresiiondence, &c. The President of the United States is, ex q^cio, presiding officer of the institution, and Chief Justice Chase is president of the Board of Regents. AMERICAN UNION ACADEMY OF LITERATURE, SCIENCE, AND ART. The objects of this academy, which was organized 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, engineer¬ ing, and mechanics. 2. Physics and chemi.stry. 3. Medical science and hygiene. 4. Psychology, ethics, and social sciences. 5. Ethnology and natural history. 6. Arche¬ ology, geography, and civil historj^. 7. Philology and literature. 8. Fine arts, archi¬ tecture, and music. 9. La w and polity. 10. Finance, statistics, and poll (ical economy. The regular meetings of the academy are held on the last Monday of ea«h month. At these meetings, papers approved for reading by the appropriate committees are read, discussions held, and queries answered. Any visitor may be invited to speak, or any special topic may be introduced for consideration, by vmte of a majority of the mem¬ bers present. John William Draper, M. D., LL.D., was the first president of the acad¬ emy. After the departure of Dr. Draper for Europe, Dr. Francis Lieber was elected president. The recent death of Dr. Lieber left a vacancy not yet filled. 390 EEPORT OF THE COMMISSIOis'ER OF EDUCATION. COLUMBLiN COLLEGE. This ius+itution, whicli was established in Philadelphia in 1814, by several Baptist ministers, prominent among whom was the Rev. Luther Rice, was originally de¬ signed for the education of candidates for the ministry. The regular exej'cises of the college were commenced in January, 1822, under the direction of an able fac¬ ulty. The medical department of the college was organized in the same year, aud the law department in 1828. The president of the college is James C. Welling, LL.D., l)rofessor of moral and intellectual ijhilosophy aud history. He succeeded the Rev. G. W. Samson, D. D., who resigned in 1871. The college consists of three departments, viz : 1. The academic department, including the»preparatory and collegiate department, with six professors and two assistant pro¬ fessors. 2. The law school, with three professors, (located on Fifth street, between D and E streets, northwest.) 3. The medical school, with seven professors, not includ¬ ing several emeritus professors. At present the law school has about 150 students; the medical school, 53 ; and the academic school, 120. At the last commencement of the institution the academic school graduated 7, the medical school 7, and the law school 70 students. Professor Lemuel Tyler, LL. D., is instructor of the senior law class, and Professor John 0. Riley, M.D., is dean of the medical faculty. A library of considerable magnitude is attached to the college. HOWARD UNIVERSITV. Howard University, General O. O. Howard, LL. D., president, is located near the head of Seventh street;, just outside of the northern boundary of Washington. It was organized by a special act of Congress in 1867, and forms a part of a general system of institutions of learning which have grown out of the continued action of benevolent associations in concert with the Freednien’s Bureau, which in some instances estab¬ lished, and in others aided in establishing, these institutions. It was intended as a national institution for higher education in the training of teach¬ ers and in the usual college course, (including preparatory aud normal departments,) 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 incorporation. There are eight buildings in use. The principal edifice is four stories in height, and contains rooms for lectures and recitations, a chapel, library, philosophical rooms, museum, aud oflaces. Miner Hall, for the lodgment of female students, is three stories in height, aud will accommodate 100 persons. Clark Hall, the lodging-house for young men, will accommo¬ date 200 students. In its basement is a large room adapted to military drills and gymnastic exercises. The buildings for the medical aud normal departments, and hospital, with their V grounds, adjoin the university park. The general hospital connected with this de¬ partment will accommodate 300 patients. (An account of this will be found under the head of “ Statistics of charitable institutions in the District of Columbia.”) The university at present (November, 1872) consists of seven departments, viz: The normal, with 180, the x^reiDaratory, with 60, the collegiate, with 32, the law, with 71, the commercial, with 30, the medical, with 37, and the theological, with 26 students. Connected with the university is a grammar school of 30 pupils, taught by a lady student. Rev. J. B. Reeves, (colored,) D. D., is professor of theology ; and has been the means of fitting for the ministry many able and w'orthy young men. Professor John M. Langston, A. M., is the dean of the law school. A marked feature in the educational progress of the District, of special interest, has been the graduation within two years of 26 young colored men, aud 1 lady, from the law de])artmeut of the university, under the instruction of Professor Langston. In spite of previous disadvantages, they gave proof of thorough and excellent attainments in their professional studies. Of the 27 graduates mentioned, 18 are practicing law, and the remainder have remunera¬ tive positions for which their legal knowledge peculiarly fits them. Although, at first, assisted by the Government in establishing the institution, the trustees of the university now depend upon yearly contributions and endowments, and moneys derived from students for board and tuition. Toward a purposed endowment of $360,000, $100,000 have been subscribed. President Grant, Hon. l>avid Clark, Hou. Gerrit Smith, Professor John M. Langston, aud John Taylor, esq., of Loudon, are among the principal contributors. The university possesses a library of over 6,500 volumes, a mineralogical cabinet, a museum of curiosities, and a picture gallery. About two-thirds of the students are of African descent ; the remainder are of different nationalities, iqcludiug whites, Indians, Chinamen, &c. GEORGETOWN COLLEGE. ^ Georgetown College, Rev. John Early, S. J., president, conducted under Roman DISTEICT OF COLUMBIA. 391 A Catholic auspices, is situaterl on the heights ,of Georgetown, District of Columhia. It was Ibimded by the Lev. John Carroll, S. J. subsequently the lirst archbishop of Bal¬ timore. The first building was erected in 1789. The classical department was opened in 1792, and in March, 1815, the college was raised by Congress to the rank of a univer¬ sity. The faculty of the college consists of the president and 21 professors. The degree of Bachelor of Arts is conferred on those students onlj' "who have com¬ pleted the regular course satisfactorily. A course of mathematics and one of the modern languages are obligatory upon all the classical students. Two general examinations are had during the year : the minor, or ^‘middle,’’ in January, at the end of the lirst term, and the major, or “hnal,” in June. At the beginning of each month the marks and the standing of the students in their respective classes for the preceding month are publicly proclaimed and testi¬ monials awarded to those who have attained the prescribed degree of excellence. A quarterly report of the standing in class, the progress, and general conduct of each student, is sent to his parents or guardian. The classical department had 179 students at the close of the term in June last. The medical department. Noble Young, M. D., president, was organized in May, 1851, and has 10 instructors. The lecture-rooms are at the corner of Tenth aiid E streets, northwest. During the past year 62 students were in attendance. A school of pharmacy has recently been organized in the college, in which diplomas are given for proficiency. This school had four graduates last year. The law department, F street between Ninth and Tenth, was organized in Octo¬ ber, 1870, Judge Charles P. James, LL. D., vice-president, and gave instruction during the year ended in June last to 46 students. COLUMBIA INSTITUTION FOR THE DEAF AND DUMB. This institution, E. M. Gallaudet, Ph. D., LL. D., president, was founded by Hon. Amos Kendall, (who was its first president,) and was 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 world. “The object of ’the directors in establishing a school of this grade, unprecedented in the history of deaf-mute instruction,” says the “announcement” of the college, “was in part to prove, what had been doubted by some, that persons deprived of the senses of hearing and speech could, in spite of their disability, engage successfully in the advanced studies pursued in colleges for the hearing. The more important end in view, however, was to afford to a class of persons in the community, already numerous and increasing steadily with the population, an opportunity to secure the advantages of a rigid and thorough course of intellectual training in the higher walks of literature and the liberal arts. The experience of nearly five years in the jirogress of the college has fully satisfied those familiar with its workings that their assumption as to the ability of deaf-mutes to master the arts and sciences was well founded; while at the same time the expressions of interest which the enterprise has called forth from instructors of ^^outh, from deaf-mutes and their friends, and from the public journals, are taken as evidence that the community approve the undertaking.” Seven professors, including the president, are employed, and the course of study is substantially the same as in other colleges. The studehts are taught by signs and the finger-alphabet; but the time consumed in pursuing the studies of the preparatcry department and the collegiate department proper is no longer than that required by other colleges. The institution consists of two departments, one called the National Deaf-mute College, organized in 1864, the other the preparatory departuient, organized in 1857. 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 primary, grammar, and high schools. About seven years are required to complete the course of studies in this department, and about four years in the National Deaf-mute College. Instruction in articulation is given those who promise to profit by it. Quite a number of students have been taught to speak with tolerable distinctness and linency, and at the annual commence¬ ment of the college in June last, two of the graduates were believed to be sufiiciently proficient in articulation to deliver their orations orally. Owing to the publicity of the occasion and their natural diftidence, however, they concluded not to run the risk of failure, and spoke in the sign-language. The institution is at present attended by about 100 students. Of this number about one-third are females. The students in the college proper are all males, and come from twenty-seven different States of the Union. In 18()9 there were 4 graduates from tlie college ; in 1870 there were 5 ; and in 1872 (at the commencement in June last) there were 8. All of these graduates, so far as can be learned, are doing well and receiving fair salaries. One of them is an assistant examiner in the Patent Office, having received his appointment after a competitive examination over seventeen other applicants; one 392 REPOET OF THE COMMISSIONER OF EDUCATION. is a microscopist in the Coast-Survey Office ; several are in different departments of the Government as clerks ; but the majority are engaged in teaching in deaf and dumb institutions. A small library and reading-room are attached to the institution, supported mainly b}' congressional appropriations, by the tuition-fees of paying pupils, (a small number,) and by voluntary contributions. During the past year a chemical laboratory has been added to the institution. Until last year twenty -live scholarships were provided by the Government. These scholarships have been abolished by Congress, which body, it is presumed, will hereafter make more liberal axipropriations for the support of the institu¬ tion. Prior to last year the amount annually appropriated was $40,000, with occasional extra allowances for building purposes. Last year the appropriation for the support of the*institution was $48,000 ; and $70,000 were appropriated to purchase what is known as ‘‘Kendall Green,” a tract of 100 acres adjoining the college. The purchase wms recently concluded for $85,000, a number of benevolent gentlemen contributing to make up the difference between this sum and the congressional appropriation. As it is estimated that there are at least 20,000 deaf-mutes in the United States ; and as all of the different States of the Union, except Florida, have recently established preparatory schools for the education of their deaf-mutes, it is believed that v- ithin a short time the National Deaf-mute College will be unable to accommodate the large number that wffl 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. Since the establishment of the institution it has instructed 223 students. Of this number 71 were attendants of the National Deaf-mute College. Pro¬ fessor Gallaudet is at present in Europe for the benefit of his health. GOKZAGA COLLEGE. This institution, which was formerly known as the “Washington Seminary,” was reopened 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 Saint xiloysius church. The president is the Rev. James Clark, S. J. This college was incorporated by Congress in May, 1858, under the name of the “ president and directors of Gonzaga College.” The college is intended for day scholars only, irrespective of creed or relig¬ ious iwofession. It is usually attended by about 150 students, whose ages range from 10 to 18 years, and has 7 instructors. WAYLAND 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 collection among the members of the Baptist denomination. The value of the school property at present is estimated at $10,000. Funds for the, current expenses of the nstitution are furnished by Sabbath-schools, individuals, and churches. The American Baptist Home Mission Society has the general charge of the support of the school. The school has three departments — theological, academic, and normal. The number of students during the past year was 85, of whom 70 were males and 15 females. The average age of the students is about 23 years. Connected wdtli the school is a students’ home, where 45 are boarded, the funds for their support coming from abroad, witljout which aid it would have been impossible to carry on the school. The instruct¬ ors are the Rev. G. M. P. King, A. M., principal, and two assistants. , THE WASHINGTON BUSINESS COLLEGE. The Washington Business College, II. C. Spencer, president, is located at the corner of Seventh and L streets, northwest. This college is one of the international associa¬ tions of business colleges. The course of instruction comprises : Business arithme¬ tic, grammar, composition and correspondence, commercial geography. United States history, spelling, reading, and declamation, penmanship, book-keeping applied to the various kinds of business, actuaJ business practice, commercial law, political economy, phonography, French and German languages, and incidental lectures ami exercises. Average membershi|i, about 160. THE LAW COLLEGE OF THE NATIONAL UNIVERSITY. This college, located at No. 501 Fifth street, is now^ in the third year of its existence, and was established, mainly through the efforts of Professor W. B. Wedgewood, as a branch of a projected national university. DISTRICT OF COLUMBIA. 393 The chancellor is the President of the United States, ex officio ; the vice-chancellor, Professor W. B. Wedgewood, LL; D. ; G. W. Paschal, president of the regents ; T. C. Connelly, secretary; the law professors being Judges Joseplj Casey and Arthur Mac- Arthur, and Professor Wedgewood. The lirsib annual coniincfncenient was held in May last, 31 students graduating, and President Grant signing and presenting the diplomas as chancellor. Since the organization of the college, instruction has been given To 175 students. All the oHicers of the college serve gratuitously, and the students ari“. charged only a sufficient sum to cover expenses. Recitations are held daily, and on Saturday evenings moot-courts are conducted by the professors.^ NATIONAL COLLEGE OF PHARMACY. The National College of Pharmacy commences its career under very favorable aus¬ pices. The first year’s expenses have been assured by the liberal contributions of the pharmacists of the Distric*- of Columbia ; convenient rooms in the building of the Colonization Society, corner of Pennsylvania avenue and Four-and-a-half street, have been secured ; necessary apparatus for giving practical illustrations in the several branches taught has been obtained, and the services of gentlemen of eminence to fill the several professional chairs have been secured. The course of lectures will embrace materia medica and botany, practical chemistry, and the theory and practice of pharmacy. Instruction in these several branches will be as thorough as possible. Qualifications for gvaduaiion. — Applicants for graduation must be 21 years of age, and of good moral character ; have attended two full courses of lectures in this college, or one course in some respectable college of pharmacy, or medical college, where the same branches are taught, and the last course in this college ; have had four years’ experience in the drug business, of which circumstance sufficient evidence shall bo produced; have presented to the board of trustees an original thesis upon some subject applicable to pharmacy, written with neatness and accuracy ; have been recommended in writing by the com¬ mittee on examination and the professors jointly. Upon final aiiproval by the board of trustees, the diploma of the college will be granted. The degree conferred at graduation is that of Graduate in Pharmacy. At the expi¬ ration of three years, upon the evidence of professional advancement, that of Master of Pharmacy may be conferred; and upon those who, for ten years, shall have main¬ tained the dignity and honor of the jii'ofession, the degree of Doctor of Pharmacy may be conferred. PUBLIC LIBRARIES. The public libraries are gTeat educational repositories. Those of national im¬ portance are the Library of Congress, the library of the Department of State, the document library of Congress, the library of the Naval Observatory, the Patent-Office library, and the medical and surgical library of the Army Medical Museum. The Library of Congress now comprises the library of the Smithsonian Institution, the copyright library of the Patent Office, the law library of the Supreme Court, and to it was added, a few years since, the library of Peter Force, ex-mayor of Washington. Its collection numbers over 245,000 volumes, being the largest in the United States. Congress appropriates $10,000 annually for the increase of the library, and has further enacted that two copies of every book copyrighted in the United States shall be depos¬ ited here. Any person is allowed to examine the books, but none are permitted to bo 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 Army Medical Museum numbers about 32,000 volumes, principally medical and surgical works, some of them being very rare and valuable, and the only copies in the United States. Among these latter may be mentioned Mascagni’s Ana¬ tomical Plates. Congress usually appropriates $3,000 annually for the purchase of books for this library, but at its last session doubled this sum. This is really the nucleus of what promises to be a great national medical and surgical library. It is open at all times to students and others. Should the Government conclude in the future to construct a building for a great national library, as it is believed it will, this collection (as well as all other libraries — including the Library of Congress — connected with the different departments of the Government) will be removed, and will form one division of it. The Library of the Department of Agriculture contains over 8,000 volumes. It is tho most complete in agricultural literature of any in the country, comprising nearly all the standard works on agriculture and its kindred sciences of botany, geology, mete¬ orology, entomology, &,c.; also, nearly conqilete sets of tho reports and transactions of the various boards of agriculture in the United States, and of the leading agricultural and scientific, associations of Europe. An attractive feature of the library is a series 394 REPORT OF THE COMMISSIONER OF EDUCATION. of eleven elefrant folio volumes, presented by the Emperor of Austria, filled vrith costly engravings, (by the new process of “nature-painting,”) embracing nearly a complete flora of Central Europe. The collection is yearly swelled by the choicest productions of the foreign scientific ahd industrial press, especially from that of France and Ger¬ many. Exchanges are at present made with over 1,500 native and 300 foreign societies. The Library of ihe Department of the Interior contains about 5,000 volumes of a mis¬ cellaneous character. The books are available only to employes of the Department. About ^1,500 are spent yearly in making additions to the collection. The Library of the Treasury Department comprises 5,000 or 6,000 volumes of a miscella- ne|Ous character. No aalditious are being made to this collection. The Library of the Department of State contains nearly 19,000 volumes, embracing works on diplomacy, international law, &c. The Document Libraries of the Senate and House of Beprcscniatives contain nearly 100,000 volumes of documents, reports, debates, &c. The Library of the Young Men’s Christian Association of Washington contains 12,500 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 members or subscribers can take them away. The Odd-Fellows Library is of a miscellaneous character, and has 3,500 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 PATENT-OFFICE MODEL-ROOM. The United States Patent-Office occupies two squares, bounded by F and G and Sev¬ enth and Ninth streets, northwest. A portion of the building is occupied by the Interior Department and its bureaus. The whole of the upper story, consisting of four halls, each containing galleries, and measuring, the north and south halls 242 feet, and the east a)id west halls 273 feet in length, by 75 feet in width, are filled with glass cases, of which there are at present 349, calculated to hold on an average 500 models each. There are now about 130,000 models in these cases. During the past year some 23,000 models of rejected applications, and j:ep resenting all classes of inventions, have been distributed, on application, among some 71 educational institutions in all parts of the country. Besides the models of patents which this great gallery of inventive art con¬ tains, it holds many curiosities of national interest, such as interesting relics of George Washington, the original printing-press of Benjamin Franklin, unique jireseuts from the rulers of foreign countries to American Presidents, &c., and is one of the main points of attraction to visitors at the capital. It is the finest and largest collection of the kind in the world. In connection with the model-room may be mentioned the fact that drawings of every model presented are made, and are so classified and filed that any one desiring informa.tion in regard to a particular subject has only to consult them to ascertain the character of every patent issued, since the establishment of the oflice. relating to the matter about which he seeks to be enlightened. Another educational agency connected with the Patent-Office is the Patent-Office Gazette, a weekly publication, containing the list of patents, re-issues, designs, extensions, and trade-marks, with illustrations of all the mechanical patents and re-issues. It is published simultaneously with the delivery of the x>atents described in its columns, and also contains subject-matter and inventors^ indices of the contents. In addition, it contains early reports of the CommissionePs decisions on appeals, interlocutory or otherwise, and decisions of the United States courts in the matters of patents and trade-marks. The Gazette has been published since the commencement of the present year, and is distributed gratis, under act of Congress, to nine public libraries in each congressional district, as indicated by the member for the same. Half a year forms a volume, which is handsomely bound, and contains an index and digest of the decisioiis of the Commis¬ sioner and the courts, and makes a book of 654 pages text, 208 pages of engravings, 16 X)ages of index ; total, 878 pages. The illustrations consist of selected portions of the photo-lithographic engavings, which are made to accompany the iiatents. These are grouped on cards, eight to each week’s issue, and a negative, containing the contents of each card reduced to one- quarter size, is obtained by the photographic process. A' x)rint of each negative is transferred to stone, the images imposed in octavo, and the remainder of the process is that of ordinary lithographic jn’inting. THE BOTANICAL GARDEN, located a few hundred yards west of the Capitol, contains over 4,0C0 siiecies of plants, geographically arranged, from almost every quarter of the globe. The garden was established in 1858, the nucleus of the collection being furnished by the Wilkes Exploring Expedition. DISTRICT OF COLUMBIA. 395 The collection is being continually enlarged by purchase, by exchanges Tvith foreign conservatories, and by contributions from United States diplomatic agents abroml. A lecture-room has recently been attached to the garden, where students in botany may at all times pursue their investigations. THE CORCORAN ART GALLERY. which contains a collection of paintings and statuary valued at several hundred thousand dollars, was donated to tlio city of Washington by Mr. W. W. Corcoran, in 1869. It is the intention of the donor to establish, in connection with the gallery, an art school, for practical iustrnctiou in drawing, painting, sculpture, &c. The value of the whole gift, including the building, which is worth $250,000, will ultimately reach nearly $1,000,000. The admission will be free on at least two days of each week. The date of opening is now placed for the early winter of 1873. THE MUSEUM OF THE SMITHSONIAN INSTITUTION possesses the collections made by more than fifty Government expeditions, and thou¬ sands 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 past and present time, and a display of objects of human art and iudustry. During the present year the mineral cabinet, fo.ssil Indian curiosities, &c., of the Gen¬ eral Land Office were transferred to the Smithsonian museum. Previous to the last two years Congress made an annual appropriation of $4,000 for the keeping of the Smithsonian museum; but since then it has increased this sum to $15,000, and has appropriated an equal sum toward fitting up large rooms for the bet¬ ter display of the specimens. The value of this museum to the student can not be estimated. THE MUSEUM OF THE DEPARTMENT OF AGRICULTURE occupies the whole of the large hall on the second floor. Among other objects here represented are samples of cotton, w'ool, liax, silk, jute, v.arec, and other fibers; wheat, barley, oats, and other cereals ; grasses from various foreign countries ; spec¬ imens of some of the various grains, and tobacco from our own country; paper from various products, and in great variety, including Chinese and Japanese papers; honey, sorghum, cane and beet sugars and sirups ; domestic fowls, &c. A leading feature of the museum is its department of model fruits and vegetables, embracing facsimile repre¬ sentations of the various fruits and vegetables of the United States, so arranged as to exhibit their adaptations to the various soils and climates of the country. Attached to the museum are representations of birds and of various insects, with their trans¬ formations, showing such as are specially beneficial or injurious to the croxis. \ THE ARMY MEDICAL MUSEUM, which is a branch of the Surgeon-General’s Office, is an outgrowth of the great rebel¬ lion, and is located in what was Ford’s Theater, on Tenth street, between E and F. The collections of the museum are divided into sections, as follows: 1. The surgical section, containing 6,500 specimens, showing the effects of missiles of every variety on all xiarts of the human body. 2. The medical section, containing 1,500 specimens, the majority of w'hich illustrate morbid conditions of the internal organs in fever, chronic dysentery, &c. 3. The microscox^ical section contains 5,000 specimens, embracing dis¬ severed tissues, dissevered organs, &c. 4. The anatomical section consists of skeletons, separated crania, (of ’which there are 1,000,) &.c. 5. The section of miscellaneous arti¬ cles includes models of hosxiital-barracks, ambulances and medical-wagons, a collection of surgical instruments, samxdes of artificial limbs, &c. Congress annually axiproxiriates $5,000 for the museum. The work of collecting specimens was begun in 1862, but it was not until 1867 that the collections w^ere removed to Ford’s Theater building, its present location. There are in the museum over 17,000 specimens, illustrating, in the different x>hases, wounds and diseases of all kinds. This institution is one of growing national imx)ortanco, and at x^resent is the finest medical and surgical museum in the world. Since its establish¬ ment over 5,000 xiages of valuable quarto matter, relating to medical and surgical 6ubj.ects, have been prexiared under the ansijices of the officers of the museum, and distributed either as executive documents, or by order of Congress. Many of these volumes are illustrated in the highest style of art, and are invaluable as works of reference. 396 REPORT OF THE COMMISSIONER OF EDUCATION. THE msITED STATES NAVAL OBSERVATORY v^as established in 1842, by the Government, for the pnrpose of making astronomical and meteorological observations for the especial beueiit of navigators and astronomers, and as a depot for charts and instruments. The astronomical observations are made with a view of preparing celestial catalognes, of discovering new planets, and of noting the ditfereiit changes which take place, from time to time, among the heavenly bodies. Special observatious arc at present being made for the pnrpose 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 telescoj)e, which will be the largest in the world, being 26 inches in diameter of object-glass, is now in process of construction at Cambridgeport, Massachusetts, for the observatory, and will be mounted early in September, 1873. The library, consisting of between 5,000 and 6,000 volumes, mostly astronomical in character, but including many works on other branches of science and higher mathematics, is especially for the use of the irrofessors and observers of the observatory, but is open to men of science generally. Rear- Admiral B. F. Sands, of the United States Navy, is in charge, with seven naval professors, three assistant observers, and, generally, from one to three line-officers of the Navy in charge of chronometers. The observatory officers are now engaged in the preparation of details for the observation of the transit of Venus, in December, 1874. THE SIGNAL-OFFICE OF THE ARMY. The United States Signal-Service, which x>layed so conspicuous and honorable a part during the rebellion, may now jiroperly be classed among our national educational agencies, at least in the xiarticular branch of meteorology. The special duty of dissem¬ inating meteorological information was not assigned to the Signal Corps until the year 1870. Its legitimate functions were diverted in deference to a x)0]mlar desire for weather forecasts, and especially for the benefit of commerce and agriculture. Since the estab¬ lishment of the storm-signal service, hundreds of thousands of bulletins, maps, and press-reports have been widely disseminated, mainly through the press, and thousands of xirecautionary signals telegraphed to such xioints as would be most liable to suffer without any xiremonitiou of approaching storms. The result of this has been the sav¬ ing of a large amount of property, and the general awakening of the xmblic to the value of meteorological xiredictions founded on scientific calculations. There arenow seventy- two stations from which observations are made, and on the reports from these sta¬ tions the tri-daily reports of the Signal-Office are compiled. Over five hundred sets of tri-daily maps and bulletins have been sent out to foreign societies since 187 1 . A library of 1,340" volumes is attached to the office. General A. J. Myer, Chief Signal-Officer of the Army, is in charge of the Bureau. THE NAUTICAL ALMANAC. The office of the American Ephemeris and Nautical Almanac, which is in charge of Professor J. H. C. Coffin, of the United States Navy, with fifteen scientific assistants, is located at No. 817 Twenty-second street. It is a branch of the Navy, and is supported by the Government. The duty of this office is to prexiare yearly, in advance, a volume which gives the xdace of the sun, moon, iirincipal planets, and standard stars for each day of a future year, together with other data of interest and importance to astrono¬ mers. The first" half of the volume (which is known as the Nautical Almanac) is sxmcially x>rexiared for the use of navigators, and about 5,000 coxiies of this division are annually issued for the benefit of the merchant service. The remainder of the volume is of peculiar interest to astronomers, since in it are noted all imx>ortant celestial phe¬ nomena. This xiortion of the volume is distributed to observatories aiid other institu¬ tions which make a specialty of the study of astronomy. The office has x^ublished valuable tables of the moon. Mercury, Venus, and several of the asteroids. The last volume which was xirinted contained astronomical calculations for the year 1875. NATIONAL SOLDIERS AND SAILORS’ ORPHANS’ HOME. The annual report of the lady managers states that there have been 70 children in the home during the year. Finding that the boys required a stricter discixiline, the school has been xilaced in charge of a male xirincipal, with most satisfactory results. It is intended to give those who are mentally qualified a good general education, which will insure their advancement in life, and those not so caxiable of intellectual culture will receive such practical knowledge as will make them useful members of any com¬ munity.' A boy from the home entered the Naval Academy during the year, on appointment by the President. The hoxie is expressed that, in rexiealing the usual approxiriation for these orphans. Congress will .see fit to enlai-ge the x)ermauent fund, which is demanded by their increasing years and necessities. DISTRICT OF COLUMBIA. 397 INDUSTRIAL HOME SCHOOL. This school was organized in 1867, and incorporated by act of Congress in March, 1872. It gathers in children who otherwise would be street-beggars, and, besides giving them an elementary education, furnishes such a practical knowledge as will enable them to support themselves. A carpenter-shop for the boys, and a paper-box manutac- tory for the girls, are in successful operation. A factory, with extensive machinery, given by Congress, has been opened in connection with the school during the year. Turning of every description is done and furniture of all kinds repaired. A great variety of work is taught here, and it is expected that, when fairly established, the factory will be self-sustaining. Some of the larger boys are learning to manage the engine. The children aro i)aid for their work in clothing. The number of children received during the year was 59. Whole number received since organization, 340. REFORM SCHOOL OF THE DISTRICT OF 'COLUMBIA. The last report states that there are 86 boys in the school. Working hours are equally divided between the school-room and the farm, or other manual employment, so that the boys secure not only a common-school education but a knowledge of some useful trade, by which they may earn theiiTiving after leaving the school. The build¬ ing now occupied by the school is not at all adapted for its use, being small and incon¬ venient. A new building, which is in process of erection at Mount Lincoln, in the suburbs of Washington, will be ready tor occupancy during the present winter. REV. EDMUND TURNEY. — OBITUARY. Rev. Edmund Turney, D. D., president National Theological Institute and University, Washington, died September 26, 1872. He was born in Easton, Connecticut, May 6, 1817 ; graduated at Madison University, New York, 1838 ; theological department, 1840 ; pastor Second Baptist Church, Hartford, Connecticut, for several years, then of the church in Granville, Ohio, and afterward of the Broad Street Church, Utica, New York ; professor of biblical literature and interpretation in Madison University, 1850 ; pro¬ fessor in the Fairmouut Theological Seminary, Cincinnati, Ohio, 1853 ; came to Washing¬ ton in 1852 ; formed a society for the education of colored preachers and teachers, whieh was soon after incorporated and, by a subsequent act of Congress, intrusted with full university powers ; he was president of this institution till his death. Dr. Turney deserves to be held in grateful remembrance, not only for eminent services as preacher and pastor, for distinguished scholarship, successful teaching, and the excellent treatises of which he was the author, but especially for his devotion to the work of training colored men for the Christian ministry. In this work he was one of the foremost pioneers, and labored with great zeal, patience, and perseverance, amid appalling discouragements and privations. Ho appreciated the importance to our country of the changed condition and relations of the colored race, and the imperative demand for the intellectual improvement of their leaders and ministers. Not waiting for others, he went to work himself and did what he could. His xmpils lament his death as that of a friend whose like they may never see again. FACTS FROM THE UNITED STATES CENSUS. Area and population. — In 1870 the District of Columbia was the first Territory in pop¬ ulation, having 131,700 inhabitants within an area of 64 square miles, an average of 2,057.81 persons to the square mile. This population consisted of 88,278 whites, 43,404 colored, 3 Chinese, and 15 Indians. Of the native xioxnilation, 38,889 whites, 13,443 col¬ ored, and 3 Indians were born within its borders ; while, of the foreign i)opulation, 4,920 were born in Germany, 1,422 in England, and 8,218 were born in Ireland. School attendance. — According to Table IX, vol. 1, of Census Report, 19,941 xiersons attended school, and of these 389 were foreign-born. Of the 14,819 white scholars, 7,505 were males and 7,314 females. Of the 5,122 colored scholars, 2,499 were males and 2,623 females. Illiteracy. — There were 28,719 persons, 10 years old and over, unable to write, and of these 2,218 were foreign-born. Age, sex, and race of illiterates. — Of the 4,876 white illiterates, 659 were from 10 to 15 years old, and of these, 366 were males and 293 females; 461 were from 15 to 21 years old, of whom 150 were males and 311 females; 3,756 were 21 years old and over, of whom 1,214 were males and 2,542 females. Of the 23,843 colored illiterates, 2,132 were from 10 to 15 years old, of whom 972 were males and 1,160 females ; 3,355 were from 15 to 21 years old, of whom 1,117 were males and 2,238 females ; 18,356 were 21 years old and over, of whom 7,599 were males and 10,757 females. ^ Educational institutions. — According to Table XII, vol. 1, of Census Rei)ort, 313 398 REPORT OF THE COMMISSIONER OF EDUCATION. .educational institutions were in the Territory, having 573 teachers, 183 of whom were males and 390 females, and 19,503 pupils, of whom 10,142 were males and 9,361 females. Amount and source of educational income. — The educational institutions possessed a total income of $811,242, of which $23,000 were derived from endowment, $476,929 from taxation and public funds, and $311,313 from tuition and other sources. Public schools. — The 216 j)nblic schools reported had 218 teachers, 15 males and 203 females, with 11,182 pupils, 5,510 males and 5,672 females. They possessed a total income of $439,929, of which $3,000 were derived from endowment, $431,929 from taxa¬ tion and public funds, and $5,000 from tuition aMd other sources. , Colleges. — The 4 colleges had 50 teachers, 46 males and 4 females, with 802 students, 726 males and 76 females, and a total income of $93,500, of which $20,000 were derived from endowment and $73,500 from tuition and other sources. Academies. — The 1 academy had 24 female teachers and 120 female pupils. It pos¬ sessed an income of $35,000, derived from tuition and other sources. Private schools. — The 61 private day and boarding schools had 154 teachers, 44 males and 110 females, with 2,613 pupils, of whom 1,182 were males and 1,431 females. They possessed an income of $117,583, derived from tuition and other sources. Libraries. — There were 127 public libraries, with 409,936 volumes, and 569 private libraries, with 383,766 volumes ; making in all 696 libraries, with 793,702 volumes. The press. — The 22 periodicals had an aggregate circulation of 81,400 copies, and an aggregate annual issue of 10,092,800 copies. Churches. — The 111 church organizations possessed 112 edifices, with 63,655 sittings, and the church property was valued at $3,393,100. Pauperism. — Of the 279 paupers, 135 were native whites, 99 native colored, and 45 foreigners. Crime. — Of 143 persons imprisoned June 1, 1870, 38 were native whites, 79 native colored, and 26 foreigners ; 121 persons were convicted during the year. Age and sex of population. — Of the total population, 35,569 persons were from 5 to 18 years old, of whom 16,954 were males and 18,615 females ; 100,453 were 10 years old and over, of vrhom 46,652 were males and 53,801 females. Occupations. — Forty-nine thousand and forty-one persons of these ages were employed in various occupations, of whom 35,200 were males and 13,841 females ; 1,365 persons were engaged in agricultural pursuits, of whom 1,350 were males and 15 females; 29,845 in personal and professional services, of w’^hom 17,927 were males and 11,918 females ; 6,126 in trade and transportation, of whom 5,852 were males and 274 females ; 11,705 in manufacturing and mechanical and mining industries, of whom 10,071 were males and 1,634 females. Age and sex of worliing population. — Of these 49,041 employed persons, 1,494 were from 10 to 15 years old, of whom 641 were males and 853 females ; 45,.532 were from 16 to 59 years old, of whom 33,013 were males and 12,519 females ; 2,015 were 60 years old and over, of whom 1,546 were males and 469 females. Statistics of private schools in Washinr/ton, District of Colnmhia, for 1872. DISTRICT OF COLUMBIA. 399 Statistics of xmvate scltools in Washington, District oj Columhia, for 1872 — Continued. 400 REPORT OF THE COMMISSIONER OF EDUCATION. Note. — The statistics embraced in the above table were collected in the latter part of November of the present year. Last year the total number of private schools in the city of Washington, noted in the report of the Bureau of Education, was 99, with an aggregate attendance of 5,194 ; this year there are 101 private schools, with an aggregate DISTRICT OF COLUMBIA. 401 26 E CharifahJc and reformatory instilulions in the District of Cohimhia, December 1, 1872. 402 REPOET OF THE COMMISSIONER OF EDUCATION. O O C> >0 CO cc CO ^ 6i o to o o O O T-i rH C) £ *d|uaio^ •0IBK •poqsyx ! t- 1 • a 0 . 0 , ii • C«i 37 0 • 2 ^1 ai x-g ^ fcC© rS5 J • ^ 0 H cc : 2 J.a 5 2do s'^ 02 ©^ P pb 0 "a 5a R 3 S gp-p P12 2 rt Jd "a g © © M d X 3 3 i 33d s 5 © © g X _X _X X 0 ^3^ X ® ® ^0 0 i-s ceSdoed S . CO o ^ ® . tn . 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CONDITION OF EDFCATION AMONG THE INDIANS. The humane and honest policy which has heeii systematically pursued toward the Indian wards of the General Government by the present Executive and officers charged with the administration of Indian affairs has in no previous year produced a more marked effect than in the one now closing. The results of steady and persistent effort are visible in a better understanding of the Indian problem; in a more thorough adop¬ tion of the means needed to carry forward the purpose of the administration ; in a bet¬ ter state of i)ublic feeling, not alone toward the Indians but to those who are employed to carry out the policy approved by experience and indorsed by the people ; above all, in a wide-spread and distinctly-marked improvement among the Indians themselves. This improvement is visible in many ways. Among the peaceable and settled tribes it is seen in greater readiness to accept the inevitable and become one with the great body of American citizens. Among others who have', within short periods only, been brought directly under influences that aim to both restrain and civilize, there is an earnest desire that their children may have schools and other opportunities for instruc¬ tion heretofore denied adults, and the latter are showing a sj)irit of industry which is quite marked in the evidence of prosperity it brings. One of its crowning rewards is the breaking up of alliances among implacable tribes and bands, their isolation and separation from each other, the comparative freedom from more than sporadic warfare with which our extended frontiers have been favored, and the bringing of some of the most formidable and heretofore unyielding of our savage foes into such relations with the Government as aftbrd reasonable prospects that the tribes whose lives have been the bane of our border-land and whose names are its dread, to be uttered only with “ bated breath,” may be kept within bounds, and year by year brought nearer to a reasonable degree of civilization. In tine, the country may be congratulated on the fact that it is both possible and profitable to maintain a policy based on some ground other than the atrocious humor of the frontier proverb that “ the only good Indians are dead Indians.” The educators of the country may reasonably congratulate themselves on the measure of success already achieved by a x^olicy of intelligent discipline, direc¬ tion, and development, so much in accordance with the ideas upon which all genuine education proceeds. In reviewing the condition of Indian education for the current year, it will be found more convenient than the former grouping to follow in the main the broad geographical generalizations presented in the current report by the able Commissioner of Indian Affairs, General Francis A. Walker. In that way the educational condition of the more advanced tribes and bands will be first seen, and traveling across the continent west¬ ward, as our national and material growth have done, we shall be al^e to gather pan¬ oramically what has been and is being done, and what may be reasonably expected. ENUMERATION OF INDIANS. Prefacing the brief details of each agency or sxiperintendency, it may be serviceable to present some of the facts relative to the numbers and location of the Indian popula¬ tion which the census of 1870 exhibits. In 1860 the number of Indians embraced in the census proper, which included only Indians not in tribal relations, was stated at 44,021. In the census of 1870 the figures are given at 25,731. In the first-named year those in the States so grouped were 30,737 ; in the last, 21,228. In the Territories the figures are for the first 13,284; in the last, 4,503. The discrepancy is easily explained. In the States and Territories acquired from Mexico, the reservation system has not existed until within a few years, while there was, under Spanish law, no recognition of the Indian, individually or communally. He was regarded as some one apart from tbe body of the people. Hence, Indians, in California and New Mexico especially, were, in 1860, enumerated as part of the people. In 1860 California shows out of tribal rela¬ tions 7,798, in 1870 only 7,241, the balance being gathered on reservations and grouped as tribes or bands. New Mexico enumerated in 1860 10,507 Indians as not in tribal relations; in 1870 only 1,309. During the past decade the Pueblo Indians, whose civic status is a matter of inquiry before the Supreme Court, have been placed under the Indian Bureau and its agents. In other States and Territories where the census of 1860 enumerates more Indians out of tribal relations than that of 1870, the difference is to be accounted for by the fact that nomadic bands, and families that were heretofore vagabonds and wanderers, have been brought on to reservations. In every such instance the change is advantageous to both Indians and whites. The following table, from the census of 1870, gives the total Indian population of 406 REPORT OF THE COMMISSIONER OF EDUCATION. Uie country, both in and out of tribal relations, on reservations, at agencies, and uonKuiic : Indians— 1870. States and Territories. O o United States, States . . 383, 712 25, 731 111,185 21,228 1. Alabama . 2. Arkansas . 3. California . 4. Connecticut - 5. Delaware . 6. i^Torida . 7. (j-eorfiia . 8. Illinois . 0. Indiana . 10. Iowa . 11. Kansas . 12. Kentucky . 13. Louisiana - - - 14. Maine . 15. Maryland . 16. Massachusetts. - 17. Michi.cau . 18. Minnesota . 19. Missi.ssippi . 20. Missouri . 21. Nebraska . 22. Nevada . 23. New Hampshire 24. New Jersey . 25. New York. . 26. North Carolina . 27. Ohio . 28. Oregon . 29. Pennsylvania. . . 30. llbode Island ... 31. South Carolina . 32. Tennessee . 33. Texas . • 34. Vermont . 35. Virginia . 36. West Virginia.. 37. Wisconsin . 98 89 29, 025 235 98 89 7, 241 235 502 2 40 40 32 32 240 240 348 48 9,814 914 108 108 569 569 499 499 4 4 151 151 8, 101 4, 926 7, 040 690 809 809 75 75 6, 416 87 16, 243 23 23 23 16 16 5, 144 439 1,241 1,241 100 100 11,278 318 133 34 154 154 124 124 70 70 699 379 14 14 229 229 1 1 11, 521 1, 206 Territories . 1. Alaska . 2. Arizona . 3. Colorado . 4. Dakota . 5. District of Columbia 6. Idaho . 7. Indian . 8. Montana . 9. New Mexico . 10. Utah . 11. Washington . 12. Wyoming . 272, 527 70, 000 32, 083 7, 480 27, 520 15 31 180 1,200 15 5, 631 59, 367 19, 457 20, 738 12, 974 14, 796 2, 466 47 157 1,309 179 1,319 66 Total uomadic and ill tribal l elatious. Sustaining tiibal relations on reser¬ vations and at agencies — Enumer¬ ated. Enumerated. Nomadic— Estima¬ ted. "o H § a o I . Male children. Female children. 357, 981 96, 366 26, 583 30, 464 19, 740 19, 579 26, 875 234, 740 89, 957 33, 642 9, 596 11, 329 6, 59(r 6, 127 18, 575 37, 740 21, 784 5, 784 1,966 2, 181 865 772 2, 500 13, 500 500 500 300 8, 900 300 5, 900 1,985 1, 8.50 1, 089 976 3, 000 3, 175 6, 350 3, 175 6, 350 6, 329 16, 220 6, 329 1,667 2, 321 ,1, 279 1, 062 1 . . 16, 220 4,705 4, 705 1,140 1, 196 1, 154 1,211 10, 960 99 6,110 99 1,705 21 2,404 25 1, 024 29 977 24 650 4, 200 320 320 10,315 4,715 1, 108 1, 3.52 1, 150 1, 105 5,600 268, 024 62, 724 16, 967 19, 135 13, 150 13, 4.52 8,300 197,000 70, 000 32, 0.52 7, 300 26, 320 i 70, 000 27, 700 7, 300 26, 320 4, 352 1,277 1,396 925 754 5, 584 59, 367 19, 300 19, 429 12, 795 13, 477 2, 400 3, 284 19, 067 1,006 3, 884 1, 203 4, 445 .549 5, 146 526 5, 592 2, 320 34, 400 19, 300 5, 080 4, 600 5, 9C0 14, 349 8 195 13, 477 4, 278 2, 715 3, 827 5, 326 2, 620 4, 145 2, 1.50 1, 526 2, 854 2, 595 1,334 2, 651 2, 400 By the foregoing it appears that the total number of Indians in the United States enumerated and estimated is 383,712, of whom 111,185 are residents of the States and 272,527 of the Territories, organized and unorganized. The total school population (enumerated) is set down at 39,319, of whom 19,740 are males and 19,579 females. Of this total 12,717 are residents of the States and 26,602 of the Territories. The total estimated population (not divided by sex or age) is, on reservations or at agen¬ cies,” 26,875 ; while that classified as nomadic is set down at 234,740, making a total of 261,615. Taking the number of children from the whole number of those enumerated, and the ratio is slightly over 1^ of the whole. Calculating on this ratio, and the num- CONDITION OF EDUCATION AMONG THE INDIANS. 407 ber of Tiuliau children of the school age will he ahont G7,G95, making a total of 107,004 from the whole race, tribal or otherwise. Deducting 2.'), 731 Indians regularly enu¬ merated and their pro rata of children on the basis assumed, and the total number of Indian children will be about 100,000, Making an estimate of the children too young for school as being one-fifth of the whole, and we shall have remaining 80,000, to whom the General Government is in duty bound to provide some opportunities for education on the earliest occasion offering. THE NE^V YOKE INDUNS. The Six Nations, whose remnants still reside in the Empire State, over whose ter¬ ritory their ancestors once held sway, and in whose colonial and early State history they filled so important a part, show commendable progress. They number 5,070 souls, located on reservations under the authority of the State, possessing a total area of 68,GG8 acres. The population shows an increase of 100 for the past year and of 1,300 for the decade, as shown by the census of 1870. The schools are part of the public-school system of the State, with the exception of three ; one being a training-scliool long under the control of the society of Friends. A manual-labor school is iu progress on the Tonawanda reserve. A notable instance of educational growth is seen iu the establish meut of a teachers’ institute in August, 187*2, which was at once attended by 38 applicants, of whom, on November 1, *26 w*ere in training. These pupil-teachers are Indians. Of the whole population there are about 2,7UU children, wd:iile, as will be seen, the school enrollment is about 1,100, with an average daily attendance of G08. The lacts, however, go to show^ that all the Indian youth get some training in school, though the comfortable condition of the tribes and the educational facilities they possess deserve a steadier recognition by attendance on the schools than is apparent from the following statistics : Population. a 'o c No. of scholars. *No. of teach¬ ers. Tribes. Male. Female. Total. cc <+H c c Male. "2 3 Ph 6 a d 3 0 Alle^rany re.servation : Senecas and Onoudagas, New York ; Corn-planters, Pennsylvania . 507 533 1,040 1, 6.59 8 145 120 2 6 Cattaraugus reservation : Senecas, Onondagas, and Cavugas . 855 804 10 250 225 2 r, Oneida reservation : Oueidas . 1)1 107 198 2 14 25 Onondaga reservation : Onondao’as . 157 182 339 71 55 0 Tonawanda leservatiou : Seneca.s, Onondagas, C.nyiiyas OTieh'as 311 361 672 2 47 32 0 Tuscarera ic-servatiou ; Tuscaroras, Senecas, Onon¬ dagas . 230 249 479 083 2 35 60 20 f) Saint llegis reservation : Saint Itegis Indians . 341 342 2 24 1 j.... 2 2, 492 5, 070 28 586 I 543 1 4 22 Another proof of the prosperous condition of these Indians is a movement among those on the Cat! araugus and Allegany reservations for separate allotments of the same. The Tnscaroras have in operation a plan which seems to secure the advantages of individual ownership without the dangers to the Indians tlu'mselves which it is justly feared may arise from the protection afforded the w'eak by the system of com¬ mon and inalienable ownership now iu vogue. Linder the plan adopted on the Tns- carora reservation, improved lauds are x>ractically allotted to individual adults in fee. Two-thirds are thus controlled, the Indians having the right to l)ny and sell among themselves, the timber-laud being held iu common. Of the total area of these reser¬ vations, one-third, or 20,000 acres, is under cultivation. The character of the cultiva¬ tion, yield of crops, (especially fruit,) farm-buildings, tools, stock, Ac., are quite as good as of the wUlte farmers of the section. INDIANS IN THE STATES AND NOT ON EESERVATIONS. There are about 1,700 Cherokees living iu adjacent portions of North Carolina, Georgia, aud Tennessee, being that i^ortion of the nation who elected to remain east when the great body removed to the territory they now occupy. These' i)eox)le are very poor,^are not embraced as citizens within the States iu wUich they reside, aud impoverished, too, by the late rebelliou, their meager annuity, being * Of the 26 teachers employed 15 are ludians, who stand in charactei’ and capacity on a par with tho whites. 408 REPORT OF THE COMMISSIONER OF EDUCATION. only the interest of $53.33 per capita, (the sum set apart to effect their removal when ready to join the balance of the nation,) does not enable them unaided to better their circumstances. Under a law of 1868, the Indian Bureau has direct supervisiou of their interests, but, as no appropriation has been made, it is of no practical beneht.’ Educa¬ tional facilities are poor enough for the ordinary population of the region in which these Cherokees live ; but, poor as they are, there is no evidence that the Indians are iidmitted to them. Florida still contains about 300 Seminoles, of whose condition very little is known. Indiana contains about 345 Miamies, who did not remove to Kansas under the treaty of 1840. There is another and very small band (19) known as the Eel River Miamies, who live partly in Michigan. The Miamies are good citizens and thrifty persons, with farms well cultivated and respectable homes. They send their children to the district schools. They are not yet made citizens of the United States. There is a small band of Sac and Fox Indians, who have within the past two years been gathered at Toledo, Iowa, numbering in all 317 ; 83 men, 102 women, 70 boys, and 62 girls. Since their location, the increase has been 21, two-thirds being during the last year. The reservation allotted them comprises only 419 acres, and they possess individual property to the amount of $15,159. During the last year they raised from neighboring farmers about $1,200. No school has yet been organized, but it has been decided to turn the agency building over to a missionary laboring among them, for school purposes. As these Indians were literally a short time since vagabonds, living by. begging and pilfering, these facts show good progress. INDIANS IN MICHIGAN. The Indians residing in this State are the Chippewas of Saginaw, numbering 1,630; the Ottawas and Chippewas of ‘Swan Creek and Black River, numbering 6,039; the Pottawatomies of Huron, who number only 50; and the L’Anse band of Chippewas, numbering 1,195. This tribe or band is identified with the Lake Superior Chippewas of Wisconsin and Minnesota. The Saginaw Chippewas have abandoned tribal life, are citizens of the United States, have patents for their homesteads, and possess no annui¬ ties. The Indian Bureau reports two schools, with 150 scholars. The Ottawas and Chippewas are also citizens. Two schools, with 152 pupils, are reported. As their population is estimated at 7,669, there is evidently a lack of both educational interest and facilities in that only four schools, with 302 scholars, are reported. According to the tabular statements of the Indian Bureau, the Indians of Michigan are, as regards educational facilities, thus reported : Independent agency No. 3, (Ottawas, Chippewas, and Pottawatomies:) Males, 4,339; females, 4,828 ; total population, 9,167 ; number of schools, 8 ; scholars, total, 358 ; teach¬ ers, male, 5, female, 4, total, 9 ; amount paid by individual Indians, $50. Of the schools 5 were maintained by the Catholics, and 3 by the Methodists. One of the latter closed July 10,1872. The greater body of these Indians having become citizens, it is x)ossible that a larger number of their children than is shown in the report attend the district public schools, and have thus become one with the people of the State. Of the above 8 schools, having 56 scholars, 2 are located among the L’Anse Chippewas. There is no doubt, however, that educational interest has decreased since appropriations have ccaised. Missionary efforts have also relaxedsince the Indians have become citizens. These facts are shown by the following figures : 1862, schools 30, scholars 1,068 ; 1872, schools 8, scholars 358. This is not a flattering exhibit, it must be confessed. INDIANS IN WISCONSIN. The Indians are the Chippewas of Lake Superior, numbering 5,150 ; Menomonees, numbering 1,362; the Stockbridges and Munsees, numbering 250; the Uueidas, num¬ bering 1,259 ; and stray bauds of Winuebagoes, Chippewas, and Pottawatomies, numbering about 1,600 ; in all, 9,621. The Lake Superior Chippewas have no stated reservation, but the several bands have a central location at which sub-agents are stationed. The reservations occupied by the other tribes are in area as follows : Acres. Menomonees . 230, 400 Stockbridges and Munsees . 68, 800 Oneidas . . . 60,800 Total . . 360,000 The stray bands already named have no .reservations, schools, or religious facilities. The schools among the settled Indians seem to bo in an unsatisfactory condition. The Chippewas have an annual educational apijrojiriation, under treaty, of $3,800, but only CONDITION OF EDUCATION AMONG THE INDIANS. 409 one school is reported, the unmber of scholars in which is not given. It is under the control of the Presbyterian board, under contract with the Interior Department, and takes the place of one established some years since by the American board, but dis- corutinued on account of the unfriendly attitude of the indians. These people (the Chippewas) deserve more attention from the several religious and educational associations interested in the training of the Indians. One or more manual- labor boarding-schools at accessible points, in which the children Avould be removed from the influence of the roving lives of parents andtribes, are much needed and would bo a good work. The Meuomonees show, in a population of 1,362, only one school, having GO pupils enrolled and an average attendance of 50. This tribe is able to do better, and a large school is projected but not yet opened. The Stockbridges and Munsees are under the same agency, (Green Bay,) as are also the Oneidas. The agent’s report on education for the three tribes or bands is as fol¬ lows: Population: males, 1,404; females, 1,467; total, 2,871; number of schools, 5; pupils: boys, 188; girls, 137; total, 325; teachers: males, 5; females, 2; total, 7. Four missionaries are sustained by the Presbyterians, Episcopalians, Methodists, and Cath¬ olics. The Stockbridge schools, which are under charge of Indian superintendents, are reported as very successful. The use of liquor is the greatest curse to the Oneidas, but there is a better spirit growing among them on this subject. THE MINNESOTA INDIANS embrace five large bands of the Chippewa or Ojibway Nation ; three of the same peo¬ ple being connected with the Wisconsin agency. The five bands in this State number 6,455 souls. Their three reservations embrace an area of 4,672,000 acres. They are nomadic in habits, and only a small portion are permanent occupants of the reserva¬ tions intended for them. The only schools now in operation are at White Earth and Red Lake agencies. The former is quite successful, and additional accommodations are needed. The Red Lake school is under the direction of the American Missionary Association. The Leech Lake school was closed by the resignation of the teachers. No successors have been appointed. The Indians propose to give $1,000 per annum for the establishment of a boarding- school at Leech Lake, under the American Missionary Association. The school will soon be in operation. These bands have in all about $9,000 per annum set apart by treaty for educational purposes, and there is both room and means for greater activity than has yet been displayed. EAST OF THE MISSISSIPPI. This comprises all the Indians living east of the Mississippi River who still maintain relations with, or are presumed to be under the control of, the General Government. The total figures relating to them are thus summaried : Tribes. Population. Schools. Scholars. Teachers. Number of acres in res¬ ervation. Ivew York Indians . 5,070 1, 700 300 319 317 9, 167 9.621 6, 455 28 1, 129 26 68, 668 Clierokees, (North Carolina) . Seminoles, (Florida) . Miamis, (two bodies,) Indiana'^ . Sac and Fox, iTow.al . . . . .. . 419 _ (f) . Michigan, (three bodies) . 8 f6 + 0 358 323 9 Wisconsin, (tive tribes) . 3(i0, 000 4, 672, 000 Minnesota, (five bands) . * . Total . 32, 949 44 1, 800 ,42 5, 101, 087 The next geographical division covmrs NEBRASKA, KANSAS, AND THE INDIAN TERRITORY, with a total Indian population of 70,450 souls, 62,465 of whom live in the Indian Ter¬ ritory proper. The Indian (tribal) population of Kansas is set down at but 1,500, * Well-to-do farmers ; children go to district schools, t Lands in severalty. t One of the schools given in Wi.sconsin and the two in Minnesota do not report the number of scholars or teachers. The tigures will not exceed 100 pui)il8 and a teachers. 410 EEPOET OF THE COMMISSIONEE OF EDUCATION. while in the table given from the census of 1870 it is stated at 8,700. Since the enu¬ meration, the larger portion of the several tribes have removed to their new homes south of Kansas. This change somewhat retards their educational i^rivileges, though it will be of benefit ere long, in that and other directions. INDIANS IN NEBRASKA. There are seven agencies, controlling eight different tribes or bauds, within the limits of this State and superiutendency. These are generally in very good condition, pros¬ perous and progressive. The following table iiJustrates this : Tribes. Population. No. of schools. No. of scholars. No. of teachers. Male. Female. Total. Male. Female. Male. Female. lowas, Sacs and Foxes of Missouri. . 1.57 1.56 313 1 33 30 2 Omahas . . 497 472 969 3 70 50 2 1 ■Winuebagoes . 700 740 1, 440 3 160 90 1 2 Pawnees . 907 1,538 2, 445 2 77 41 1 7 Otoes and Missourias . 24:5 221 464 1 53 44 2 Sautee Sioux . 4-24 563 987 3 214 109 5 5 Total . 2, 928 3, 690 6,618 13 607 1 364 9 19 The total number of pupils, according to the above, is 971 in a population of 6,618, or about one in seven, a better exhibit than that of any other superiutendency. The Santee Sioux present a very favorable picture of missionary effort. The two Episcopal churches and schools on their reservation are under charge of Indian pastors, and a majority of the teachers are also Indians. This agency has under its control four bands, or tribes, of Sioux, who but a few years ago were among the most hostile of their nation. The reservations occupied by the Nebraska Indians cover the following areas : Acres. Santee Sioux . 811,200 Wiunebagoes . 128,000 Omahas . . . 345, 000 Pawnees . 288, 000 Sacs and Foxes of the Missouri . . . 16, 000 lowas . 16,000 Otoes . 160, 000 Total . . . 1,036,200 The average amount per capita of laud will be nearly as follows : Sautees, 84 acres; Wiunebagoes, 90; Omahas, 355; Pawnees, 117 ; Sacs and Foxes, 184 ; lowas, 71 ; Otoes, 345; making a average on the total Indian population of about 156 acres. There is something worth considering in these figures, as they may serve to illustrate the results of liudted reservations in solving the problem of change from the life of the nomad hunter and warrior to that of the farmer and citizen. The sclund statistics show that the Indians on the smallest reservations are, in the maiu, the most advanced, and this, too, as in the case of the Sautees, does not result from long iso¬ lation from the usual influences among Indians, but rather from favorable conditions and well-directed missionary elforts. The Winuebagoes, having the next smallest area in their reservation, are next in the scale, and the Pawnees follow them ; while the ])auds or tribes with the largest amount of land at their disposal are, in spite of long settlement, prosperity, and x>eace, smallest in the scale of educational advantages and results. The Indians and their agents appear to work harmoniously together, and the recommendations of ])revious years, for enlargement of the manual-labor school at the Pawnee agency, and for the establishment of similar schools among the Sautees and Winuebagoes, are now being put into effect. INDIANS IN KANSAS. There are only five small agencies left in this ^ate, which, with those in the western Indian territory, are under the control of the central superiutendency. These agencies present the following statistics : CONDITION OF EDUCATION AMONG THE INDIANS. 411 Tribes. Popula¬ tion. Ileserva- tiou. Schools. Schohtrs. Teachers. Annuity for education. Acres. Kickapoos . 290 19, 200 2 51 2 $5, 000 00 Potta. watomies * . 400 77, 307 1 84 2 9, .585 00 Chippewas and Munsees . 5(5 5, 7(10 1 16 1 M iamies . 95 10, 240 o QQ Kansas, or Kaws . 593 1 45 1 li 538 57 Total . 1, 434 112, 507 5 196 6 18, 623 57 THE INDIAN TERRITORY. The most interesting phase of Indian education and advancement is that presented in the Indian Territory, where the administration is now engaged in the concentration of the semi-civilized and nncivilized tribes and bands who have heretofore roamed at large or lived on reservations in the region north of the Territory. The presence of the five tribes of civilized Indians, who have long been settled in the eastern portion of the Territory, was a chief incentive to this policy, as it was reasonably expected their example and x^resence would greatly facilitate the movement. The exxiectation has, in the main, been realized. From an elaborate table in the last annual report of the board of Indian peace com¬ missioners, the following has been condensed : * The Pottawatomies are thosp known as the “ Prairie hands the remainder of the tribe have been citizens for several years. It is the desire of the Indian Bureau to remove these bands to the Indian Territory, where the larger portion of those who formerly lived in Kansas are now settled. So, also, with the Kickapoos and Kaws, though it is iwobable that a majority of the first-named tribe, now remaining in the State, may elect to become citizens. On the whole, the educational condition of the Indians re¬ maining in Kansas has not improved during the year past. Condition of tribes in the Indian Territory. 412 REPORT OF THE COMMISSIONER OF EDUCATION. I Pottnwatomiea havo 1 missioiiary scliool. t Delaware vschool-returii inehuled in Wichita. IKiowas and Apaches included in Uoinanche school- ius, Senecas, Wy.andotts, Miamies, and Shawnees included in Quapaws school return. || None. CONDITION OF EDUCATION AMONG THE INDIANS. 413 There is some difference between the figures of the Indian Bureau and those of the Indian board wbicli are given in inecediug table. Th(;se diftercnces are not very material, tbe principal ones being, by the commissioners’ report, an addition of l.UOO each in the population of the Choctaws and Chickasaws, making them 22,000 in all. The statistics of education in the five nations are given in the report, as follows : Scholars. Schools. Teachers. Total. ludians. WhitfiS. Cherokees . 2, 950 00 48 15 63 Choctaws _ _ _ _ _ _ .... . . . 819 30 37 37 Chickasaws . 379 11 14 14 Creeks . 7C0 33 17 10 33 Semiuoles . 207 4 4 4 Total . 5,115 144 lie 35 151 This shows a difference in the two statements of 4 schools and 3 teachers in favor of the peace commissioners’ tables, and of 276 scholars for the Bureau’s regular annual report. Among the schools are three for the colored people forming part of the Cherokee Nation ; also an orphan asylum, in which 54 children are supported. The Creeks sup¬ port one boarding-school, and the Choctaws and Chickasaws support two ; besides, each nation ' maintains a number of students at colleges in different States. The Cherokees have recently revived their female seminary, under good auspices. There is a prevailing criticism among those interested in education there, to the effect that children of the full-blood Indians speak Cherokee at home and in familiar intercourse only, and that, as a consequence, though they learn to read, spell, and write in English, they do not really understand or master it. The amount of real work to be done among these people can be appreciated by an estimate of percentage of school attendance with the population. Taking the table before given as a basis, and the total number of Indians in the five civilized nations, with a few small bodies located iu the northeastern portion, we have the aggregate of 49,982, while the total number of scholars is but 4,439, or about 1 in every 10.2 persons. With the large amount of funds at their disj)osal, the larger average of real and personal wealth they possess, and their favorable location, these nations ought to do better. There is great need of a normal college, not alone for the training of Indian teachers, but the imparting of a higher education to their youth iu all the higher and practical paths of life. According to the complete tabular statements, it appears that the number of bushels of grain raised iu the whole Territory was 6,739,335, of the value of $4,663,615 ; that the number of horses, catrle, &c., owned there was 464,465, of the value of $4,947,121; while the number of tons of hay cut was 8,508, valued at $73,149 ; and the value of furs sold was $302,700 ; being a total valuation of produce, stock, &c., of $9,986,588. The total valuation of property, real and personal, is $16,987,818, excluding real estate, and of stocks, $4,342,707. 88|-, both of which are held iu common. New Mexico and Colorado are the only Territories exceeding these figures, which iu their totals speak well for the Indian population. The five nations, in proportion to the whole population, possess about six-sevenths of the individual property, and cultivate about twenty-five times as many acres as the other tribes. The proportion is similar throughout. The Indian peace commissioners’ reports state that the Chickasaws and Choctaws maintained three missions, and have a church-membership of 12,500 ; the Creeks have three missions, and 2,050 church mem¬ bers; the figures are not given for the Cherokees and Seminoles. That these Indians have mental power of a high order has been made manifest in all their history, but in no instance so conspicuously as iu that of the inventor of the Cherokee alphabet, George Guess, or “ Sequoyah,” whose ability deserves renewed recognition. THE IXVENTIOX OF THE CHEROKEE ALPHABET excited at the time of its introduction the astonishment of philosophers in this country and in Europe, and as it has an important bearing in connection with educa¬ tional movements generally, an account of its progress and history, the work of genius throughout, is thought worthy of being brought forward at tlie ])re8ent time, the data for which are found in a carefully-prepared article by Elias Boudinot, himself a Chero¬ kee, and published' in the ‘‘Annals of Education” in April, 1832. Mr. Boudinot makes use in part of statements by Mr. Knapp in a lecture on “American literature,”^ and which may be relied upon, as they were derived from Sequoyah himself. Mr. Knapp says that when a delegation of the Cherokees visited Washington in the 414 REPORT OF THE COMMISSIONER OF EDUCATION. 'winter of 1828, Sequoyah, the inventor of the Cherokee alphabet, accompanied them. His English name was George Guess; he was a half-blood, but had never spoken a word of English up to the time of his invention. The substance of an examination of Sequoyah, through the medium of two interpret¬ ers, was this: That he, Sequoyah, was now about sixty-five years old; that in early life he was gay and talkative, and although he never attempted to speak in council but once, yet was often, from his fine colloquial powers, the story-teller of the conviv¬ ial party. His reputation for talents of every kind gave him some distinction when he was quite young, so long ago as Saint Clair’s defeat. About this time a letter was found on the person of a prisoner, which was wrongly read by him to the Indians. The question then arose among the Indians as to the mysterious power of the talking leaf, some believing that it was the gift of the Great Spirit to the white man ; but George Guess maintained that it was the discovery of the white man himself. Deprived of the excitement of war and the pleasures of the chase, in consequence of the lameness of a knee which rendered him a cripple, his mind was directed to the mystery of the power of^ S2}€aking by letters. The inventive powders of Sequoyah were put in active operation, while he had to contend with the jirejudices of some of his nation, who believed that the knowledge of letters belonged only to the white man. He was not dissuaded, however, from an attempt to prepare an alphabet for his jieople. He knew that feelings and passions were conveyed by different sounds from one intelligent being to another, and the thought struck him to try to ascertain all the sounds in the Cherokee language. In this he had the aid of his wife and children ; and when he thought he had distin¬ guished all the different sounds in their language, he used pictorial signs of birds and beasts to convey an idea of these sounds to others, but soon dropped this method, as difficult or impossible, and tried arbitrary signs, distinguishable from each other. For about a year he tried the plan of making a character for each word, in which time he put down several thousand characters, but became convinced that his object was not to be attained in that way. After trying other methods, he hit upon the idea of dividing the words into parts, or syllables. He soon found, to his great gratification, that the same characters would apply in different words, and that the number would be comparatively few. After putting down all the syllables he could think of, he would listen to speeches and the conversation of strangers, and would make a character for any new syllable. In this way he succeeded in completing his system. As representatives of these "syllabic sounds, he adopted a number of English letters, taken from a spelling-book. Even then he had about two hundred characters in his alphabet; but, by the aid of his daughter, who entered into the genius of his labors, he reduced them at last to eighty-six. As yet he had no knowledge of the pen as an instrument, but made his characters on a piece of bark with a knife or 'nail. He soon after procured paper and a pen, and made his own ink from some bark of the forest trees, whose coloring property he knew. Even when his system was completed, he found much difficulty in persuading people to learn it. But going to Arkansas Territory he taught a few people there at first, one of whom wrote a letter to some friends in the Cherokee country and sent it by Sequo¬ yah, who read it to the people. It was a difficult matter to make his invention known among his people, as he had been so long abstracted from their usual pursuits that he was viewed with suspicion. To convince them of the reality of his invention, he sum¬ moned some of the more distinguished of his nation, and after explaining the matter to them, his daughter, who was his only pupil, was directed to go out of hearing while he put down any word or sentiment which his friends named, and then she was called in and read it to them ; then the father retired, and the daughter wrote. The Indians were astonished, but not convinced. It was at length agreed that the tribe should select several youths from among their brightest young men, that they might be taught. After several months’ instruction, an examination was made by various tests, which destroyed all infidelity on the part of the nation and fixed their faith most firmly. The Indians made this the occasion of a great feast, at wbieli Sequoyah was conspicu¬ ous, and he became at once schoolmaster, professor, philosopher, and chief, held in reverence by his nation as one favored by the Great Spirit. When the usefulness of the Cherokee alphabet became fully developed, it spread through the nation in an unprecedented manner, and reading and writing soon became common. It is wmrthy of remark, however, that it was for some time confined to the more obscure individuals, the others not considering it of sufficient importance. To increase its utility the council of the nation had a font of type cast and a newspaper printed in the English and Cherokee languages. About two hundred copies of this newspaper were soon circulated weekly, and read by numbers in every section of the country. At a convention of gentlemen held at New Echota, six years after the inven¬ tion of the alpUabet, it was calculated that upward of one-half of the adult males could read and write in their own language. Since then several books have been printed in these characters, and at the present time these arc in use. A Cherokee newspaper is also printed in the nation. The CONDITION OF EDUCATION AMONG THE INDIANS. 415 Cberokee language is, however, being discarded by the more intelligent, only about two- thirds using it commonly. The apathy of the full-bloods hinders progress in this as well as other directions. The pressure from without is growing stronger. It is to be regretted that activity from withiu does not fully create a sufQcieut counter-force. OTHER TRIBES IN THE TERRITORY. A closer distinction ought in justice to be made, as the Senecas and Shawnees making 3,0.30 ; the Quapaws, 240 strong ; the Ottawas, 150 ; the Peorias, or confederated tribes, numbering 1(30; the Absentee Shawnees, 663; the Sacs and Foxes, 463 — in all, 4,706 souls— are, as a rule, in a condition of civilization quite equal to the five large tribes. They are collectively in possession of reservations covering an area of 709,760 acres. The Absentee Shawnees hold their lands by allotment. Their school facilities are limited, but the privileges thereof could be readily made available. The tribes just emerging are the Osages, Kickapoos, Kaws, Wichitas, Caddoes, and some much smaller bands, while those that require steady and vigilant oversight are the quite powerful tribes of Kiowas, Comanches, Apaches, Arapahoes, and Southern Cheyennes, numbering in all 3,990. INDIANS IN DAKOTA, MONTANA, AND IDAHO. These three Territories embrace the most powerful of the nomadic tribes now remain¬ ing in the United States, and hence their condition is necessarily an interesting feature of this review. Foremost among them is the Sioux Nation, embracing many bands, and numbering 26,216 persons, mostly living in Dakota, though the Ogallalas are mainly in Wyoming. The facts relative to the several tribes within the assigned geo¬ graphical limits are as follows: Tribes. Population. Reservations, area in acres. Schools. Scholars. Annual fund. Dakota. Sioux . . . 26, 216 735 2, 200 7,500 10, 750 2. 700 1,700 677 2, 807 1, 037 2. 000 26, 987, 300 576, 000 8, 640, GOO Not stated. 10 3 489 77 Poncas . Arickarees, Gros Ventres, and Mandans . Tribes in Montana. Blackfeet . . . None. Gros Ventres, Assinaboines, Crows, Santee Sioux, Northern Cheyennes. Mountain Crows . . 6, 250, 000 1, 433, 600 1 1 . 90 27 FJatheads . Shosliones and Bannocks . Tribes in Idaho. Nez Perc6s . 1, 344, 000 1, 568, 000 256, 000 2 124 $7, 300 Shoshones and Bannocks . Ccenr d’Aleenes . Totid . 58, 322 47, 054, 900 17 807 7,300 There is something more favorable than the above statement to be said in regard to the Indians in Idaho. The Nez Perc6s are, as a rule, more advanced than their school statistics would indicate. There has been something of disturbance and conflict among them in the past. Great progress is reported during the past year. Favorable results are also reported from other tribes in that Territory, while the Dakota Sioux are being placed yearly in more favorable conditions for both restraint ^ud training in the arts of peace. During the past year the Interior Department has succeeded in opening friendly relations with the heretofore hostile Sioux and fragments of other tribes and bands who have for some years past made portions of Montana debatable ground between them¬ selves and the white pioneers. There is opportunity in the Northwest for a comprehen¬ sive policy and a better chance, when it is begun fairly, to teach and train the growing genei ation of Indians. A special eflbrt should be made on the more advanced reser¬ vations in Dakota and Idaho to organize manual-labor schools, into which children might be brought, cared for wholly, and educated to new conditions. A special effort should be made to reach the females, for, as the Cherokees have already proved, there may be many bright boys turned out of school, but unless their homes have an ele¬ vating influence and their sisters and female associates are their equals, retrogression will, as a rule, be more rapid than their progress. 416 REPORT OF THE COMMISSIONER OF EDUCATION. THE INDIANS OF WYOMING, COLORADO, UTAH, AND NEVADA. The Territories and State named fall naturally in a geographical group, and the condition of the Indian population, which is at the lowest ebb, also justitics the treat¬ ing of them under one head. WYOMING. A lafge body of Ogallala Sioux are found just within the borders of Wyoming, l)ut have been mentioned in connection with Dakota, where they properly belong. The only Indian tribes permanently located in Wyoming are the Eastern Shoshones, num¬ bering above 1,000. There are roving bauds of Cheyennes, Arapahoes, Sioux, &c., but they are interlopers, and will, as the lines of settlement and travel press closer, be brought on to their reservations. The Shoshones have had a large reservation assigned them, but, owing to the incur¬ sions of hostile Sioux and others, have not remained thereon. There is one school established, under the charge of an Episcopal missionary, with ten scholars, and recently the chiefs have shown a desire to settle theirpeople and engage iu stock-raising, and have schools established among them. COLORADO. In Colorado there are about 3,800 Indians, 3,000 of them belonging to the Tabe- quache band of Utes at Los Pinos, and the Yampa and Uintah Utes at the White River agency. The latter number 800. These bands are native to this region, and are now’ in possession of a very valuable territory, embracing 14,784.000 acres, for the transfer of a large portion of v^^hich to the Government, efforts, but partially successful, have been made during the past year. The Tabequache Utes have thus far shown no inter¬ est iu education, while at the White River agency a small school has been in operation for some time past. The Unitarians have this in their charge, and have just estab¬ lished one at Los Pinos. There are 41 scholars and 1 teacher at the latter place, and 6 pupils and 1 teacher at the former. The Los Pinos school is organized on the industrial plan. UTAH. The Indians in Utah are under the charge of two agencies, that of the Shoshones, numbering 3,000, belonging to three bands, and that of the Utes, consisting of ten bands and numbering 8,300; iu all, 11,300. The Shoshones have no reservation, are thorough nomads, are difficult to reach, and show no desire for schools or other agents of the “ white man’s” life. The Utes haA^e a reservation of 2,039,040 acres in the Uintah Valley, but the bands are generally migratory and warlike. No school has been estab¬ lished. The comment made, in the last annual review on this subject, as to the lack of interest iu the Indians’ welfare exhibited by the Mormon community controlling this Territory, loses no force by repetition. NEVADA has an Indian population of about 12,500, divided into live tribes or bands ; two of Pah and Pi Utes, and the others, Washoes, Shoshones, and Bannocks. The Pah-Utes number 6,000, and have two reservations of 320,000 acres each, are quiet, peaceable, very poor, have no schools, and are generally left to their own devices for subsistence and habits. The Pi-Utes number 2,500, have no treaty, contract, or reservation, and no aid, in any shape, is given them. They are very poor, generally steal tor a living, though a few engage in farming. No schools are mentioned. The Washoes are a miserable and drunken remnant of vagabonds and beggars, with no agent in charge and no reservation, settlement, or school. The Shoshones are under the Utah agency for the same people. They number about 2,000, Avhile the Bannocks, about 1,500 iu all, are probably to be removed to the Fort Hall reservation, Idaho. No schools or missions exist in Nevada. Taking this exhibit, and the condition of the Indians, estimated at 26,600 vsouls, living iu the great area designated, it is not very encouraging to them or flattering to the “superior” race with whom they have, for tw^enty years or more, been brought into contact. INDIANS IN NEW MEXICO AND ARIZONA. The condition of this population in both these Territories has attracted great attention during the past year or so, owing to the vigorous elibrts of the Government to obtain control of the Apaches, and the very animated discussion that has arisen over the policy adopted. The construction of the Southern Paciflc Railroad, like that CONDITION OF EDUCATION AMONG THE INDIANS. 417 of the northern line, has been in great part the cause of active effort, thereby turning the public attention to the remarkable phases of the Indian (question presented in Arizona. The New Mexico Indian tribes are under direction of five agencies. Their numbers, &c., are as follow^: Tribes. Population. I Poserva- tion. Schools. CO "2 "o Teachers. Fund. Male. Female. Total. Navaioes . Capote TJtes, Weeminucbe Utes, Jicarilla Apaches. Muacho Utes and Jicarilla Apaches . 4,310 COO 776 781 200 3, 946 4, 804 670 683 1,114 250 3, 737 9,114 1,270 1, 4.59 1, 695 450 7, 683 3, 328, 000 *1 40 2 32, 000 Ajjaches and others . Apaches . Pueblos . . 439,664 5 5 Total . 10, 613 11, 258 21, 871 3 767, 664 6 40 7 2, 000 The Navajoes are peaceable aud industrious, engaged chiefly in sheep-farming. Their school is not very successful, but provision is being made for the establishment of a manual-labor boarding-school among them, from which better results are expected. Nothing has been, and probably nothing can be, done in this direction at present with the Apache aud Ute bands in New Mexico. All of the Pueblo schools have been broken up but those in which the teachers are able to instruct in English, five in number. INDLVNS IN AEIZONA. This Territory has an Indian population estimated at from 25,000 to 28,000, divided into the following tribes, with the reservations they occupy ; Tribes. Pimas and Maricopas., Papagoes . Mohaves . Yu mas . Hualapais . Yavapais and Apaches Number. Acres. 4,342 64, 000 5,000 4,000 75, 000 2, 000 75, 000 1.500 S; 000 139, 000 24, 842 353, 000 In the case of the Apaches, their numbers are by some estimated as high as 12,000, but it is safer to take the lower estimate. A considerable band has been located with Cochise, on a large reservation, and there are a number of small reservations, temporary in character, set apart at different military posts, on which small bauds have been gathered. The two tribes first named are the only ones over whom even a rude civilization has had any influence. The first-named show considerable progress, and the second are also making efforts in the right direction. The following table contains the facts relating to the settled tribes bearing on schools : Tribes. Population. Number of schools. No. of scholars. No. of teachers. Male. Female. Total. Male. Female. Male. Female. Pima and Maricopa . Moquis Pueblo . P;niaf’'n 2, 199 800 2,400 450 2, lliments to Father Pierce, Horace Maun, Nicholas Tillinghast, and other pioneers in the normal cause. In conclusion, he urged that every university dr college should have a professor of teaching ; that every State should support one or more normal schools of a high grade, an elementary normal school in each county, and a system of normal teachers’ institutes. After a few songs by the Jubilee Singers from Fisk University, Tennessee, who were warmly applauded. Professor D. B. Hagar, of Salem, Massachusetts, opened the dis¬ cussion of the pa^Der. He stated that the normal schools of Massachusetts embrace a course designed to prepare teachers for high schools, and also one to prepare teachers for lower schools. Ho was not in favor of establishing normal schools of a lower grade, but believed strongly in the value of teachers’ institutes. President N. T. Luptou, of the University of Alabama, said that a normal depart¬ ment has been organized in that institution, and briefly described the course of instruc¬ tion. Hon. John Eaton, jr., national Commissioner of Education, read an interesting and able paper on “ The educational lessons of statistics.” These lessons were partly drawn from the early records, but chiefly from the census of 1870. EDUCATIONAL CONVENTIONS AND INSTITUTES. 421 Hon. B. G. Northrop, secretary of the State hoard of edneation of Connecticut, stated that the statistics of illiteracy in this country were distorted and improperly used. No less a man than Hepworth Dixon, of England, had pointed him to these statistics as proof of the failure of the school system in the United States. Ho replied, that in the Northern States, at least, this illiteracy was imported illiteracy, aud largely from the United Kingdom of Great Britain. Evening session. — The association met in the evening at the Lowell Institute. Hon. J. P. Wickersham, of Pennsylvania, chairman of the committee on nominations, re- imrted the following officers : President — B. G. Northrop, Connecticut. Vice-Presidents — Newton Bateman, Illinois ; George P. Beard, Missouri ; Abner J. Phipps, Massachusetts ; Edward Brooks, Pennsylvania ; James H. Biuford, Virginia; John Swett, California; N. T. Lupton, Alabama; A. P. Stone, Maine; N. A. Calkins, New York ; Miss D. A. Lathrop, Ohio ; W. N. Hailmann, Kentucky ; N. P. Gates, Arkansas. Secretary — S. H. White, Illinois. Treasurer — John Hancock, Ohio. Counselors — E. E. White, Ohio, and John Eaton, jr., at large; Warren Johnson, Maine; Judah Dana, Vermont ; D. .Crosby, New Hampshire; E A. Hubbard, Massa¬ chusetts ; J. C. Greenough, Rhode Island; Mrs. M. A. Stone, Connecticut; J. H. Hoose, New York; Charles H. Verrill, Pennsylvania; M. A. Newell, Maryland; J. O. Wilson, District of Columbia; A. E. Dolbear, West Virginia ; M. Webster, Virginia; H. B. Blake, North Carolina; W. H. Baker, Georgia; Joseph Hodgson, Alabama; Miss H. E. Hasslock, Tennessee ; W. T. Harris, Missouri ; Mrs. A. S. Kissell, Iowa ; Miss E. D. Copley, Kansas; George Howland, Illinois; C. R. Stultz, Ohio; J. Newby, Indi¬ ana ; E. Olney, Michigan ; J. W. Hoyt, Wisconsin ; H. B. Wilson, Minnesota. The report was adopted, and the officers named elected. Hon. Newton Bateman, State snperintendent of public instruction of Illinois, read an able and elaborate paper on “ Compulsory school attendance.” He said, that were compulsory attendance to be made a matter of legislation, he should have his bill en¬ titled “An act to secure the educational eights of children,” rather than “An act to compel the attendance of children at school.” He proceeded to treat his theme under two heads, offering two reasons for such legislation, viz : because it is within the legit¬ imate province of a republican government ; and because it is necessary and expedient. He showed, by numerous arguments and examples, that the principle of compulsion is the basis of all laws as well as of government itself. Compulsion is the bed-rock on which every human government rests. Bayonets and bomb-shells are the final ad¬ judicators. W'ithout this investiture of force, aud the right to appeal to it in emer¬ gencies, every organized goverument would go to pieces. In every case, in the last resort, it meets the culprit with clenched fist, and not with moral precept. In the matter in question, the compulsion of attendance would be infinitely less repugnant than countless laws which have been swallowed aud digested. The hour being late when Mr. Bateman closed, there was no further discussion of the subject. Ihird dfl?/-— Thursday morning’s session was opened with prayer by Rev. David Crosby, of Nashua, New Hampshire. A communication was read from the German-American Teachers’ Association, request¬ ing permission to co-operate with the National Educational Association, and ofiering to present the plans aud methods of some German educators at the next annual meet¬ ing. The communication was referred to the board of directors, and the delegates from the German association present were invited to iiarticipate in the proceedings. Hon. John Swett, deputy superintendent of the schools of San Francisco, California, read a spicy aud suggestive x)ax)er on “The examination of teachers.” He took strong grounds against the New England system of examining and employing teachers, as vex¬ atious and useless, and gave an amusing account of his early experience as a teacher both in New England and California. He was happy to sa}" that this ill-advised system had been abolished in California, and that the office of teacher had risen to the diguit.y of a profession. The remedies for the evils of the New England system were the organi¬ zation of State and county hoards of examiners, composed exclusivel.y of professional teachers; the issuing of a graded series of certificates, from life certificates down to lim¬ ited certificates for temporary teachers ; the adoption of written examinations, the per¬ centages to be indorsed on the certificates ; a legal recognition by each State of the pro- tessional certificates given on actual examinations by legal boards in every other State, and of the normal-school diplomas issued in other States; aud a combined efibrt to lengthen the terms of school officers. The paper elicited a spirited and interesting discussion, which was participated in by Professors S. S. Green and M. Lyons, of Rhode Island; Superintendent Northrop, of Connecticut; Dr. Levison, of New Yffirk; Dr. F. Taylor, of Pennsylvania; Superin¬ tendent Abernethy, of Iowa; John Hancock, of Ohio; Professor Stevems, of West Vir¬ ginia; President Chadbourne, of Williams College, Massachusetts; Mr. A. Bronson 422 REPORT OF THE COMMISSIONER OF EDUCATION. Aleott, of Massachusetts; Mr. J. Daua, of Vermont; and Superintendent Wickersham, of Pennsylvania. On motion of Mr. Beard, of Missouri, the subject was referred to a committee, with Hon. John Swett as chairman, to report at the next meeting. Hon. J. L. Pickard, of Illinois, and Hon. Joseph White, of Massachusetts, were appointed the other members of the committee. The following resolution, offered by W. E. Crosby, of Iowa, was referred to the above committee : ^^Besolved, That this association gives its influence to the securing of a common recog¬ nition throughout the Union of normal-school diplomas and State certificates, as evi¬ dences of qualifications actually possessed by higher classes of teachers, principals, superintendents of the States, counties, and cities; provided that an equal and impar¬ tial basis of training and scholarship can be generally adopted.” AKT EDUCATION. Mr. Walter Smith, State director of art education in Massachusetts, read an excel¬ lent paper on “Drawing in public schools.” He advocated the teaching' of drawing as a relief to the mental faculties of children, often overstrained by the ordinary school routine ; and, to this end, the first lessons should exercise the eyes and fingers in a manner least likely to tax the mind. What is needed is a system of drawing simple enough to be taught by all teachers and learned by all pupils. Drawing should be taught by the regular teachers, for tbe employment of a special teacher of drawing caused the pui)il§ to believe that it was a very difficult study. Many children, not skillful in drawing lines, are very quick in drawing conclusions. The first lessons in drawnng should be each a stepping-stone to the next. In primary and grammar schools drawing should be taught as a language, the speech of the eye; while in the high schools it may be taught as an art. A course of iustruction for the different grades of pupils was sketched, and printed outlines were distributed. Mr. Smith believed that art education could be made more successful in this country than in any other. The paper was very acceptable to the audience, and was frequently applauded. Mr. Northrop, of Connecticut, congratulated Massachusetts on being the first State to adoxit, by legislation, a system of art education for the x)ublic schools. CLOSING EXERCISES. At 4.30 o’clock Thursday afternoon the general association convened for the closing exercises. The president introduced Mr. Mori, the Japanese minister to this country, who was received with hearty applause. ADDRESS OF THE JAPANESE MINISTER. Mr. Mori said that he was happy to say a few words respecting the educational movement in Japan. All had heard of the social and political revolution in that country. Until recently, education was considered of little imxiortance except for the officials. Almreau of education has been established, and several foreign teachers, most¬ ly Americans, have been emxiloyed. The language of Jaxoan was too x)oor — too short — to use for higher steps. Five or six hundred persons wnre sent abroad to study, and some returned with the belief that without education at home their civilization can not bo improved. This not being fully appreciated, the embassy recently here was sent out. It was very difficult to send these high officials abroad, and during their absence very little is doing in Japan. The schools of that country are mainly for the high officials, but the members of the embassy were convinced of the necessity of education for all, both male and female. The commissioner of education, a member of the embas^, had told the speaker that he had become convinced of the necessity of teaching the English language. The mayor of Yedo, now in Boston, told him he was very anxious to have the millions of people iu his city lifted up as much as possible ; that the teaching of English is a stej) toward it. His belief was that education must be undertaken first, in preference to railroads and other accompaniments of an advanced civilization. Many schools for both sexes have been established in Japan, but owing to the want of teachers they are unable to do as much as they would like to do. They are obliged to take the foreigners residing there, tradesmen, and even sailors; and they do not make a good impression on the Japanese. He had advised the establishment of a good num¬ ber of normal schools to train teachers. He hojied to receive suggestions iu the matter from prominent educators iu this country. If Japan fails in this, all Asia will lose, as Japan is the gate to Asia. He predicted that when public schools are generally estab¬ lished in Japan, the English language wdll become the jirevailiug language of the country, and the native language would iu time only be xireserved as a curiosity. EDUCATIONAL CONVENTIONS AND INSTITUTES. * 423 The president thanked Mr. Mori for the honor conferred on the association by his presence, and assured him of the deep interest felt by the educators of this country in the "reat educational movement in Japan. William Gaston, the mayo-r of Boston, Rev. R. C. Waterston, D. D., Dr. Francis H. Underwood, A. Bronson Alcott, Henry Barnard, Mr. Mori, the Japanese minister, and Edward Shippen, of Philadelphia, were chosen honorary members. RESOLUTIONS ADOPTED. Resolutions were adopted approving of the bill now pending in Congress for the appropriation of the proceeds of the sales of public lands to educational purposes ; con¬ gratulating the country on the great usefulness of the National Bureau of Education, and recommending to Congress the furnishing of increased facilities for the publica¬ tion of circulars of information and the issue of a much larger edition of the annual report for distribution among the teachers and school officers of the country ; recom¬ mending to boards of education and teachers the adoption of measures looking to the introduction of art instruction into all schools; recommending the introduction of instruction in the elements of iffiysical science ; and urging the establishment of nor¬ mal schools, teachers’ institutes, and other instrumentalities for the special preparation of teachers. The president made a brief closing address, and then introduced Hon. B. G. Northrop, the president-elect, wlio accepted the position in a few well-chosen words. He announced that the next meeting of the association would be held in Elmira, New York. After singing the doxology, the association adjourned. EU5MENTARY DEPARTMENT. The first session opened at 2.30 o’clock, Tuesday, August 6. The exercises were intro¬ duced by a few apxiropriate and h'appy remarks by the president, Miss D. A. Lathrop, of Cincinnati. N. A. Calkins, assistant superintendent of schools of New York City, read an able paper on Object-teaching.” He contrasted the methods of instruction in the kin¬ dergarten school with the system of the ordinary x>riiRa!ry schools, and urged that XU’imary instruction should be in harmony with# the nature of the child. The true office of object-teaching is to x) repare for the study of text-books, by observation and oral instruction. DISCUSSION. Zalmon Richards, Washington, District of Columbia, thought that a thorough reform was needed in our system of jirimarj^ instruction, and that object-teaching should be¬ come a jn'iucixde instead of a conviction. He was convinced that we are radically wrong in our whole system of primary instruction, in our school-rooms, our play¬ rooms, and our books. • The discussion was continued by A. Bronson Alcott, of Concord, Massachusetts, who expressed himself in full sympathy with the advanced educational movements of the day. Professor M. A. Newell, xirincipal of the State normal school, Baltimore, Maryland, read a paper on English grammar in elementary schools.” He said that among mod¬ ern writers of distinction not one in a hundred ever studied English grammar as such.. We learn to sing by singing, and to draw by drawing, and in the same way we must be taught to speak and write correctly by speaking and writing. He thought that text-books in grammar should be abolished in all grades below the high school. Mr. W. C. Crosby, superintendent of schools of Davenport, Iowa, who opened the discussion, believed that theory and practice must go hand in hand. He thought that Professor Newell would have many disciples but very few followers. , The subject was discussed by other speakers, after which the session closed. Wednesday’s session was opened bj'^ a ijaper on ‘‘The adax>tation of Froebel’s educa¬ tional ideas to American institutions,” by W. N. Hailmann, editor of the Schulzeitung, Louisville, Kentucky. He thought that the United States offered the greatest field for the system of education invented by Froebel. He ju’oxjosed the axipoiutment of a com¬ mittee of true-hearted, clear-headed x)eoi)lo from all parts of the land to examine this system and consider what is needed to adaiff it to the wants of our schools, and report at the next meeting of the department. In closing he offered a resolution to that effect, which was adopted, and a committee of seven axipoiuted to carry out its x)ro- visions. Dr. Adolph Douai, of Newark, New Jersey, sxmke in commendation of the(* kinder¬ garten system. Miss Elizabeth Peabody, of Boston, thought Froebel’s peculiarity to be, that he prepares the child to learn. She gave an interesting account of the gradual development of a child’s perception, illustrating the method by means of some of the appliances used iu the system. 424 ' REPOET OF THE COMMISSIONER OF EDUCATION. After a short recess, Mr. Aml3rose P. Kelsey, priucipal of the high school in Clinton, New York, read a paper on School architecture and furniture,” speaking principally of the school buildings of small towns. He treated of their size, internal arrange¬ ments, external appearance, location, grounds, &c., and gave many excellent sugges¬ tions respecting the heating, ventilation, and other accessories of the school-room. On Thursday afternoon, Mr. C. O. Thompson, x^riucipal of Worcester Free Institute of Industrial Science, read a paper on ‘‘Physical science in elementary schools.” He advocated the teaching of the elements of the xjhysical sciences in common schools, giving the xjreference to natural history. He would make room for such instruction by abolishing the study of grammar, substituting therefor the teaching of language orally. The subject was discussed by I. N. Carlton, priucipal of the State normal school of' Connecticut, and C. M. Woodward, dean of the jmly technic department of Washington University, Saint Louis, Missouri. A pax)er, by Dr. F. H. Underwood, of Boston, on “ English literature in pox)ular education,” was next read. The following officers were elected : President, N. A. Calkins, New York ; vice-presi¬ dent, Miss H. N. Morris, New York; secretary, Miss Augusta M. Manly, Cincinnati. NORMAL DEPARTMENT. The first session opened on Tuesday afternoon, at 2.30 o’clock. The president, C. C. Rounds, of Maine, made a brief and appropriate address. Mr. J. C. Greenough, xjrincipal of the State normal school of Rhode Island, read a paper on “ What is the proper, work of the normal school?” The paper was discussed by A. G. Boy den, of the Bridgewater normal school, Massachusetts., and Dr. M. R. Levesou, of New Y'ork. General S. C. Armstrong, of the Hampton Normal Institute, Virginia, read a paper on “ Normal work among the freedmen.” He urged that the great demand for colored teachers in the South should be met by normal schools, supported by the charity of the North. Miss Emma C. Brackett, of New Y^ork, recently of Saint Louis, read a paper on “ The American normal school,” which, she urged, should give to its x>ux)ils the garnered treasure of the past, and send them forth with the ability to dispense it. It should also give its puj^ils, though sparingly, sj)ecial methods and rules for doing this work. There should be a uniform system of normal training, so far as x)iinciples are con¬ cerned. The exercises of Wednesday afternoon were opened by a discussion of the papers by Mr. Greenough and Miss Brackett. Mr. Williams, of Vermont, believed that the true work of the normal school was to teach methods, not subjects. George P. Beard, of Missouri, said that subjects and methods should be taught together, and that the recita¬ tions should be tox)ical in form. E. H. Cook, of Pennsylvania, thought that the priiici- X)les, the science, of education should be taught as well as methods. Charles H. Verrill, of Pennsylvania, said that normal x)uy)ils should study every subject, with the idea of learning how to teach them. C. F. E. Bellows, of Michigan, did not believe that subjects and methods could be sex)arated in normal schools. Hon. T. W. Harvey, State commissioner of common schools of Ohio, read an able pax)er on “Professional training in normal schools.” He urged that the course of training in normal schools should be mainly adayited to the wants of those who intend to make teaching a life profession, and that the i)rex)aration of temporary teachers should be left to normal institutes. State and county, and to other institutions. He thought that the wisdom of establishing expensive normal schools to give tem¬ porary teachers academic instruction, thus duplicating the work of high schools and academies, may well be doubted. The yjaper was discussed by J. H. Hoose, of New York ; George P. Beard, of Missouri ; Miss Anna C. Brackett, of New Y'ork; Mr. Blake, of North Carolina; YVm. H. Phelps, of Minnesota; J. P. Wickersham, of Pennsylvania; and A. Bronson Alcott, of Massachu¬ setts. Mr. Beard urged that normal institutes must be relied upon for the professional instruction of the great body of teachers. Mr. Wickersham thought that, for many years, there would be two classes of teachers, permanent and temyiorary, making nec¬ essary two classes of normal schools. In one class, chiefly yjrofessional work should be done ; in the other, ‘there must be academic instruction. Mr. Phelps thought that academic and imofessional instruction must be combined in the normal schools of the West. The first exercise on Tuesday afternoon was the reading of a paper on “The relation between matter and method in normal instruction,” by George P. Beard, princij^al State normal school, Warreusburgh, Missouri. He said that the teacher must have a knowledge of the subject-matter of instruction as well as of methods, and, hence, matter and method must be combined in normal schools. Method must be taught in EDUCATIONAL CONVENTIONS AND INSTITUTES. 425 connection with matter. The theory that pn])ils should come to normal schools with a good education merely to receive professional training, lacks practicability. Normal schools should bo more than academies; they sliould impart a knowledge of the prin¬ ciples and methods of teaching. Mr. Williams, of Vermont, who opened the discussion, did not see how normal schools were to reach a professional basis by continuing the practice of academic teaching. Mr. Verrill, of Pennsylvania, said that if only professional work was done in normal schools, many of them would have very few pupils. Mr. Greenough, of Rhode Island, thought that the plan of giving professional instruction only did not preclude the at¬ tainment of academic knowledge, for in learning how to teach a subject, a pupil’s » knowledge of it would be increased. Miss J. H. Stickney, principal of the Boston training school, spoke on ‘‘Praetico schools; their uses and their relation to normal training.” She said that x)ractico .should have at least one-third of the attention of the normal pupil. Abstract profes¬ sional instruction in methods is not enough. Practice schools will enable teachers to acquire much which they can get in no other way. She doubted the wisdom of mak¬ ing the normal class a class for practice. The following are the officers elected ; President, A. L. Boyden, Massachusetts ; vice- president, J. Estabrook, Michigan ; secretary, M. A. Newell, Maryland. DEPARTMENT OF SUPERINTENDENCE. This department held its first session Tuesday afternoon, the president, John Han- eock, of Cincinnati, in the chair. Rev. Henry F. Harrington, superintendent of schools of New Bedford, Massachu¬ setts, read an elaborate paper on “ The extent, methods, and value of supervision in a system of schools.” He said that wherever schools are defective and poor, the cause, in almost every case, is a want of the right kind of supervision. The value of the supervision of a single mind is no more important in business enterprises than in education. It is impossible for local school committees to supervise schools properly, because they rarely, if ever, are fitted for the work by nature or training, and have not the time which they are willing gratuitously to give to the work. He advocated a system of supervision, comprising a State superintendent, next county superintendents, then town and city school committees or directors — towns and cities being left free to appoint superintendents. He strongly urged the creation of the office of eounty super¬ intendent, which twenty States had done, and had no excuse to offer for Massachusetts’ neglect of this agency. The discussion was opened by Superintendent W. T. Harris, of Saint Louis, who spoke of the advantages of the system of supervision in Saint Louis. He was followed by Superintendent J. P. Wickersham, of Pennsylvania; Superintendent J. L. Pickard, of Chicago; Secretary Joseph White, of Massachusetts ; and others, all of whom urged the value of supervision. Mr. White did not believe that county supervision would work well in Massachusetts. The entire civil system of the State is based on the town, and not on the county. On Wednesday afternoon, W. T. Harris, superintendent of the schools of Saint Louis, read an able paper on ^‘The early withdrawal of pupils from school — its causes and remedies.” The discussion was opened by A. P. Stone, principal of the high school, Portland, Maine, who was followed by Superintendent John Hancock, of Cincinnati; Superin¬ tendent W. E. Crosb^f, of Davenport, Iowa; Superintendent E. A. Hubbard, of Spring- field, Massachusetts; and Superintendent H. F. Harrington, of New Bedford, ‘Massa¬ chusetts; all of whom dissented from one or both of the remedies recommended in the paper, viz, the admission of pupils at four years of age, and the frequent transfer of pupils. Mr. Seaver, of Iowa, and Rev. Mr. Stone, of Providence, supported Mr. Harris’s views. The exercises of Thursday afternoon were opened by the reading of an excellent paper on ‘‘Public education in the South,” by Hon. Josejih Hodgson, State superin¬ tendent of public instruction, Alabama. He spoke of the condition of the South with respect to territory and capabilities, claiming that, for natural advantages and possi¬ bility of development, it was one of the most favored regions of the earth. Unfortu¬ nately, however, the ignorance of the common people there was general and lamentably great. The condition was even worse among the whites than among the colored pop¬ ulation, for the former were actually growing more and more illiterate. Of the voters of that section upward of 1,120,000 were unable to read or write. Ho was in favor of the idea of compulsory education, believing that if the Government has the right to tax the people to educate the masses, it has an equal right to make those masses receive the benefit of the levy. At the conclusion of the paper, President Hancock called attention to the very great importance of its statements. Commissioner Eaton aild Superintendent Wickersham strongly favored the granting of neejed educational aid to the Southern States. Mr. 426 REPORT OF THE COMMISSIONER OF EDUCATION. Blake, of North Carolina, said that the paper expressed the exact condition and great need of the South. Mr. Hubbard, of Iowa, expressed similar views. Dr. Henry Bar¬ nard, of Connecticut, desired to see a school system inangurated in the South similar to the itinerant system of Sweden. President Hancock closed the discussion with a touching tribute to the educators of the South, who are laboring to establish public- school systems. W. T. Harris, superintendent of the schools of Saint Louis, Missouri, read the report of the committee on “ Percentages of school attendance,” which was adopted. The following officers were elected: President, W. T. Harris, Saint Louis; vice- president, J. W. Page, of Maryland; secretary, A. P. Marble, Worcester, Massachu¬ setts. DEPARTMENT OF HIGHER INSTRUCTION. The president. Dr. D. A. Wallace, of Monmouth College, Illinois, read a paper on “ College degrees,” in which he urged that honorary degrees should be based upon attainments as well defined as other degrees. As a remedy for the evils of irregularity in the conditions on which degrees are bestowed, it was suggested that each State should establish a senate of learned men to pass on the qualifications of candidates for degrees, the degree being bestowed by colleges on the certificate of the senate. President Eliot, of Harvard, saw practical difiiiculties in the plan proposed, and suggested, as a temporary remedy, the adoption of the German system of adding the name of the college to the letters indicating the degree. The subject was further dis¬ cussed by Dr. Gregory, of Illinois; Dr. Reed, of Missouri; Professor Stevens, of West Virginia; President Baird, of Maryland; and President Tappan and Mr. Henkle, of Ohio. The session of Wednesday afternoon was held in the lecture-room of the Institute of Technology. Professor H. M. Tyler, of Knox College, Illinois, read the report of the committee on “Greek and Latin pronunciation.” He recommended that the rules given in Good¬ win’s Greek Grammar should be substantially followed in the pronunciation of Greek. In Latin the ancient Roman pronunciation was recommended; Professor Lane, of Har¬ vard, being named as the best authority. The report was briefly discussed. President Baird, of Maryland, approved of the report. Professor Harkness, of Rhode Island, and Professor Crosby, of Massachusetts, strongly advocated the English pronunciation. Professor Bartholomew disapproved of the “ continental” method, and favored the ancient pronunciation as recommended in the report. Mr. Henkle had used the continental, but had gone back to the English ; he thought the ancient method would save time. Professor E. C. Pickering, of the Institute of Technology, next gave a lecture on “La¬ boratory methods of teaching physics.” He said that he used the old method of lectures, illustrated by experiments, for preliminary instruction, after which each student studies the science practically, by manipulating the apparatus, or whatever is used, under the direction of the professor. The lecturer illustrated this method in the presence of the audience. Professor Shaler, of Harvard College, followed with a lecture on “ The method of teaching natural history.” On Thursday afternoon, Professor F. A. March, of Lafayette College, Pennsylvania, read an able paper on “ The method of teaching English in high schools.” The next exercise was a discussion of the bill now before Congress for the establish¬ ment of a national university. It was opened by Dr. J. W. Hoyt, of Wisconsin, who was followed by President Eliot, of Harvard ; Superintendent Northrop, of Connecticut ; and Professor Stebbins, of Massachusetts. The subject was referred to a committee, consisting of President Eliot, Dr. Hoyt, and President Lupton, of Alabama, to report next year. Inasmuch as this measure is in the hands of a permanent committee appointed by the general association, the propriety of this action by the department of higher instruction was questioned. The following are the officers elected : President, D. A. Wallace, of Illinois ; vice-president, J. D. Ruukle, of Massachusetts ; secretary, W. D. Henkle, of Ohio. THE RECEPTION AT FANEUIL HALL. A fine reception, tendered to the association by the city government, took place on Thursday evening, at Faueuil Hall. A splendid and suj)erabundant collation was served at an early hour. The divine blessing was invoked by President Chadbourne, of Williams College. After nearly an hour had been spent at the tables, Rev. Dr. Waterston called the assem¬ bly to order, and, with a few remarks, introduced Hon. A. H. Rice, who spoke in behalf of the city of Boston. Speeches were also made by Hon. B. G. Northrop, of Connect!- EDUCATIONAL CONVENTIONS AND INSTITUTES. 427 cut; Hon. Joseph White, of Massachusetts; President E. E. White, of Ohio; Hon. John Eaton, jr., national commissioner ; Hon. J. P. Wickersham, of Pennsylvania ; Hon. John Swett, of California; Hon. Joseph Hodgson, of Alabama; and Superintendent W. T. Harris, of Saint Louis. The occasion was a fitting close to the exercises of the three previous days. The attendance at this meeting was very satisfactory, but would have been much larger, had not the principal railroads, for some unexplained reason, failed to extend the usual courtesies in the reduction of fares. THE AMERICAN INSTITUTE OF INSTRUCTION. The forty-third annual meeting of this institute was held at Lewiston, Maine, on the l:ith, 14th, "and 15th of August. The indefatigable efforts of the president, Abner J. Phipps, Ph. D., of Massachusetts, to make this meeting an interesting and profitable one, were crowned with success. At the first session, on Tuesday evening, which was held in the grammar-school hall, Rev. F. F. Ford offered prayer. The secretary read the minutes of the last annual meeting, held at Fitchburgh, Massachusetts, July, 1871. Hon. M. T. Ludden, in the absence of Mayor Cowan, made the address of welcome. President Phipps responded briefly, and Hon. J. L. Pickard, superintendent of schools of Chic.ago, as a substitute for Hon. James G. Blaine, gave the chief address of the occasion. His theme was “ The hinderauce to making the work of teaching a profession.’’ On W’'ednesday the institute occupied Lyceum Hall at each of its three sessions. The attendance of educators was very good for a rainy day. Rev. E. N. Haynes, of Lewis¬ ton, offered the morning prayer. Walter Smith, esq., late of England, now of Boston, Massachusetts, State director of art education in Massachusetts, read an admirable paper on “ Drawing in our public schools.” A pleasant discussion followed, Mr. Smith being called upon to answer sev¬ eral questions from the floor. An admirable paper on “ Music in schools” was then presented by J. Baxter Upham, M. D., chairman of the committee on music of the Boston school board. Dr. Upham sketched the history of the study of music in our public schools, especially in the schools of Boston, where in 1839 the study was first regularly introduced by the school board. Mr. Luther W. Mason, teacher of music in the primary schools of Boston, with a class of little ones from the Lewiston schools, illustrated his method of teaching. Francis H. Underwood, esq., and Rev. Dr. Bartol, of Boston, occupied the afternoon in discoursing, the former upon “ English literature,” and the latter on “ Industrial education.” The evening address was on the Influence of education upon labor,” by Hon. J. W. Patterson, United 'States Senator from New Hampshire. On Tuesday the weather was exceedingly unpleasant, and the attendance conse¬ quently small. The morning session was opened with prayer by Rev. J. S. Burgess, of Lewiston. Officers for the next year were elected, as follows ; President, M. C. Stebbins, of Springfield, Massachusetts; forty-two- vice-presidents ; secretary, W. Eaton, Charles¬ town, Massachusetts ; assistant secretary, Alfred Bunker, of Boston, Massachusetts; treasurer, George A. Walton, Westfield, Massachusetts ; and twelve counselors. Resolutions of respect to the members of the association deceased the j)ast year were adopted. These are the Rev. Charles Brooks, of Medford, Massachusetts ; Rev. Cyrus A. Crane, D. D., of East Greenwich, Rhode Island ; William Seaver, of Northborough, Massachusetts; Albert A. Gamwell, of Providence, Rhode Island; and Dr. Lowell Mason, of Orange, New Jersey. Addresses were made by Rev. Charles Hammond, of Monson, Massachusetts, and Professor Green, of Providence, on Dr. Mason. Mr. Lyon, of Providence, paid a tribute to the memory of the late Mr. Gamwell. Mr. T. W. Valen¬ tine, of Brooklj^n, New York, paid the same tribute to the memory of Mr. Seaver, of whom he spoke as one of the earliest members of the institute, who had labored with the pioneers in the promotion of its objects. At 10.15 a. m. the association listened to a paper, by Nathaniel T. Allen, of West Newton, Massachusetts, on “ Public instruction in Germany.” Professor Pickering, of the Massachusetts Institute of Technology, gave a brief ad¬ dress on the “ Laboratory method in physics.” He advocated tin and pkie as the materials for apparatus, and the system of giving the i)upils the handling of experi¬ ments. At 2 p. m. the institute re-assembled, and listened to a paper by Hon. E. E. White, of Columbus, Ohio, on “ The two systems of education.” He urged that the first and highest function of school training is the development and culture of all man’s powers and faculties in due harmony and equipoise. The subordinate function is to impart a knowledge of those things practically useful for guidance. The first aim is discipline; second, knowledge. The study that meets both tests is of assured value. At 4 p. m. the newly-elected president, Mr. Stebbins, was introduced to the institute, 428 REPORT OF THE COMMISSIONER OF EDUCATION. and thauked the members for the honor. After singing the doxology, the institute adjourned. The next annnal session will be held at such place as the directors may decide. NATIONAL BAPTIST EDUCATIONAL CONVENTION. The second National Baptist Educational Convention was held in the First Baptist Church of Philadelphia, May 28, 29, and 30, 1872, there being in attendance about 140 delegates from twenty States and two Territories. * Hon. Francis Wayland, Connecticut, was elected president, who, on taking the chair, expressed his hearty sympathy with the object of the convention, viz, the consideration of the best methods by which the denomination might bo lifted to a higher plane of Christian education. The secretary. Dr. S. S. Cutting, read a communication from the American Baptist Educational Commission, snrrenclering to the National Baptist Educational Conven¬ tion the care of the educational work in which it has been engaged. An address of welcome was made by Rev. George Dana Boardman, D. D., which was followed by the opening address by Rev. B. Sears, D. D., LL.D., on ‘‘ Institutions of learning established by Christian denominations, considered with reference to present and probable systems of public instruction,” which was discussed under the fol¬ lowing heads: Religious education in the family, the church, and the Sabbath school ; elementary education in the public schools ; higher education in the academy, the scientific school, the college, and the professional school ; and general education acquired in business, in society, and by general reading. On Tuesday afternoon. President Kendall Brooks, D. D., of Kalamazoo College, read a paper on the question, “ How, and to what extent, may colleges, established for the education of young men, and adjusted to that end, be made, by the teaching which they offer, and by their apparatus of instruction, to serve, without damage to that original purpose, in the education of young women V’ This was followed by a discussion of the paper, by Dr. Broadus, of South Carolina ; Dr. Bliss, of Pennsylvania; President Burleson, of Waco University, Texas; and Presi¬ dent Brooks. Rev. A. C. Kendrick, D. D., LL.D., of the Rochester University, read a paper on “ The methods and uses of classical studies.” The paper was discussed by Professor J. L. Lincoln, of Brown University; Dr. Bliss, and Dr. T. G. Jones. This was followed by a paper, prepared by Rev. S. S. Cutting, on “ The organization of the educational work of the Baptist denomination.” The paper was discussed by Dr. J. Wheaton Smith, Mr. Shepardson, Dr. Turnbull, President Hovey, Dr. Murdock, and Rev. Mr. Cushman. Rev. R. C. Mills, D. D., read a paper on “ Hinderances to the increase of the ministers of the gospel,” which was discussed at length. Professor George D. B. Pepper, D. D., read a paper on “ What is a theological education ?” Professor N. L. Andrews, of Madi¬ son University, spoke on “ The moral elements of a teacher’s art.” Professor H. H. Harris introduced a paper on “ Methods and limits of beneficial aid.” The committee on “Organization of the educational work of the Baptist denomina¬ tion” reported a constitution as the basis of a national society, the discussion of which was postponed until evening, when, after the reading of a paper on “ The relative claims of our institutions of learning on the public benefactions of our churches,” it Avas opened by President Bailey, of California, and continued by Professor Greene, Dr. J. A. Smith, Dr. Turnbull, and others, and recommitted. Being subsequently reported back with modifications, it was discussed at length and laid on the table, and then it was Amted toqiroceed to form a national educational association, to be known as “ The American Baptist Educational Commission,” Avhich adopted a constitution. Among the incidents of the convention was an excursion to Crozier Theological Sem¬ inary at Chester, and a breakfast in Fairmount Park, on Friday. A train of cars being siiecially provided for the purpose, the members of the convention, and many guests invited, left the city for the park at about 9 o’clock a. m. The breakfast was spread in a tasteful pavilion. Hon. Francis Wayland, president of the convention, presided. After the repast several speakers Avere called upon to respond to sentiments, among whom Avere the host, W. R. Bucknell, esq., W. E. Littleton, esq.. Rev. J. W. Smith, D. D., Father Qavazzi, Rev. Lemuel Moss, D. D., Rev. S. S. Cutting, D. D., Rev. Alexander Reed, D. D., George PI. Stuart, esq., and others. Considering the character of the per¬ sons present, the beauty of the day, the elegance of the repast, and the excellence of the addresses, the “ Bucknell breakfast ” was a most delightful incident of this other¬ wise memorable occasion. GERMAN-AMERICAN TEACHERS’ UNION. The third annual meeting of this union was held in Hoboken, New Jersey, July 31, and Avas welcomed by Mr. C. Riibsamen, who, as the president of the local committee EDUCATIONAL CONVENTIONS AND INSTITUTES. 429 of arrangements, tendered the accommodations connected with the Stevens lustitnte of Technology for the general meetings and those of the sections. W. N. Hailmann was elected prestdent, and other officers were dnly chosen. The afternoon was spent in visiting the Stevens Institute of Technology, founded by the late Edwin A. Stevens. At the lirst general meeting of the union, a paper prepared by the central committee on the question “How can the developing method be introduced into the English n(!rmal and public schools?” was read by Mr. P. Stahl. The president, Mr. W. Hailmann, L. Hotse, and Dr. A. Donai, were appointed dele¬ gates to attend the National Teachers’ Association in Boston, in August, with a state- ineut that the members of the Hoboken convention desire to join their efforts with those of the National Teachers’ Association in the cause of educational reform. A paper was read by Mr. L. Klein m on “ What separates the German from the American schools, and what connects the two?” This was followed by a paiier upon “The relation of the public and the German-Araericau school to the German national¬ ity within the United States,” which was discussed by Messrs. Feldner, Moeller, Deghee, Oesmanu, Klemm, Dr. Donai, and others; and the following resolution was adopted: “ That the German- American school should be as much as possible i^erfected so as to serve as a model to the public school.” The last paper was a report from the central committee on the question “ How can the German language be successfully introduced into the public schools ?” A letter was received from the “ committee on invitations” of the Pennsylvania State Teachers’ Association, inviting this convention to a participation in their meet¬ ing; and Mr.^Schoedler, of Pennsylvania, was appointed to represent the union there. On invitation of Hon. Mr. Harris, sujierinteudent of schools. Saint Louis, the union voted to hold its next annual meeting in that city, from the 28th to the Sist of 1873. . 430 REPORT OF THE COMMISSIONER OF EDUCATION. EDUCATION OF THE DEAF AND DUMB. GENERAL. STATISTICS. Accordiug to the census of 1870, the whole number of deaf and dumb in the United States was 16,205. Teachers of the deaf and dumb believe that these figures are far too low, this belief being based upon the fact that they individually know of many deaf- mutes whose names do not appear upon the rolls of the census. The information thus obtained from private sources is, of course, too vague and fragmentary to admit of any conclusive criticism of the census, or of trustworthy estimates as to what the returns ought to be ; but it certainly shows that numerous errors do exist. It is supposed that the omissions are chiefly due to the difficulty of determining, with regard to very young children whether they are deaf or not ; the unwillingness of parents to acknowledge the affliction of their children ; the doubt in the minds of census-takers and parents, with many cases of semi-mutes, whether these ought or ought not to be included among the deaf and dumb — as for purposes of education they undoubtedly ou^ht — unless formed into a class by themselves ; and the neglect of the census-takers, in some in¬ stances, to make their inquiries sufficiently full and explicit. The whole number of the deaf and dumb in the United States is variously estimated at from 20,000 to 25,000 ; but it can not be determined at present with any approach to accuracy. STATISTICS OF EDUCATION. The census of 1870, as was stated in the last report of the Commissioner of Educa¬ tion, contains very full and valuable statistics of illiteracy in the United Stg.tes. It is much to be regretted that the inquiries upon this .subject were not extended to the deaf and dumb, and tables j)repared showing, as accurately as might be, the propor¬ tion of the uneducated among this class. In the absence of such information no defi¬ nite conclusions can be reached with regard to the whole body of deaf-mutes. With respect, however, to such of them as are now of a suitable age to be in school, the sta¬ tistics gathered from the institutions for the deaf and dumb afibrd a basis for an approximate estimate. The number of deaf-mutes between the ages of 5 and 20, in 1870, according to the census, was 7,562. As the x)roper school age is comprised within these limits, and the length of time requisite for the acquisition of an average common-school education by a deaf-mute is from seven to eight years, one-half of these, or 3,781, ought to have been in school when the census was taken. The number actually in school in 870, accord¬ ing to a carefully prepared table x)ublished in the American Annals of the Deaf and Dumb, for January, 1871, was 3,784. As many as 9 per cent, of these must have been in school the day the census was taken. If, then, we could believe the census to be correct, we should be able to congratulate the United States that nearly all the deaf and dumb of the country of suitable age were under instruction. But, unhappily, the inquiries made by the officers of several of our institutions show that, notwithstanding the generous xirovision made for the education of the deaf and dumb, in all the States of the Union, excexJt Florida, a large number of this class are not receiving its benefits. Mr. G. O. Fay, superintendent of the Ohio institutions says in his last rexmrt, that he has definite information concerning 182 deaf-mutes in ‘the State, between the ages of 10 and 20, who are not, and never have been, at school. Mr. J. L. Noyes, superintendent of the Minnesota institution, publishes a similar list of 76 deaf mutes, in that State, between the ages of 8 and 25. The commissioners of the Kentucky institution say that scarcely more than half the deaf and dumb of their State who are of suitable age are in the institution. In Pennsylvania, the proportion is still less. Of the 65 counties in the State, 21, including some of the largest and most x^opulous, are not rex^reseuted, in either the State iustitutiou at Phila¬ delphia, or the school at Pittsburgh. There are three counties, with an aggregate x)opu- lation of 150,000, that do not furnish a single pnpil. It is true that some of these cases, especially the last-named, are extreme instances, but they are, probably, not without parallels in the Western and Southern States. While there are no data sufficiently full and accurate to enable us to make a close esti¬ mate, there is good reason to believe that from 25 to 40 per cent, of the deaf and dumb of the United States who ought to be in school are growing up in ignorance. HOW SHALL THE UNEDUCATED DEAF AND DUMB BE REACHED? When we consider how fully and liberally the means of education for the deaf and dumb are provided in this country, it seems strange that there should be so many who EDUCATION OF THE DEAF AND DUMB. 431 are deprived of it. Various causes have been assij^ued for this. Some parents and guardians are ignorant of the existence of institutions for the deaf and dumb ; others, illiterate themselves, have no idea of the value of education ; others, from misguided affection, are unwilling to part with their children ; others are so selfish as to keep them at home for the sake of the rude manual labor which they are able to perform. The manner in which these painful cases are to be reached has been a subject of earnest thought and frequent discussion in our profession. It is generally agreed that much can be accomplished by means of circulars addressed to postmasters, tax-collect¬ ors, clergymen, teachers, and others ; by interesting the country newspapers in the un¬ dertaking, and especially by canvassing the State with a few pupils and giving public exhibitions. In proportion as such measures as tliese have been taken in tlie several States, the ratio of the uneducated deaf and dumb has been made appreciably less. But when every thing has been done in this direction that is possible, there still remain some parents and guardians who will not allow their children to go to school. Is there no remedy for these cases ? COMPULSORY EDUCATION. Compulsory education for the deaf and dumb, long advocated in Germany, was first proposed in this country, so far as the writer is aware, by Mr. J. L. Noyes, at the con¬ vention of instructors of the deaf and dumb held at Indianapolis, Indiana, in 1870. An interesting discussion followed the reading of Mr. Noyes’s paper on this subject, but his views seemed to meet with little acceptance, the usual objections to State interference being urged with additional force from the fact that, in the case of the deaf and dumb, it Avould be necessary in most instances to remove the children from their homes in order to have them educated. Since the convention, however, the idea of compulsory education has been growing in favor ; it was advocated by several principals of insti¬ tutions in their last reports, and at a conference of principals held at Flint, Michigan, during the present year, resolutions were passed recommending its adoption. Whatever considerations of humanity to the individual, and of self-preservation for the community, may be urged in favor of compulsory education in general, apply with peculiar force to the circumstances of the deaf and dumb. Lack of education in their case is fraught with results vastly more disastrous both to themselves and others than in the case of those who can hoar and speak. Deplorable as is the condition of the hearing person when deprived of the training of schools and the knowledge of books, it is far superior to that of the uneducated deaf-mute. Unhappy, and even dangerous, as is the state of the community in which there are many illiterate persons, it is not exposed to the same dangers as a community whose deaf-mutes are allowed to grow up in ignorance. For the hearing person, though wholly shut out from schools and utterly ignorant of books, has a continual means of education in his daily intercourse with his fellow’-man ; he may be illiterate, but he can not remain uneducated. Even in the lowest state of ignorance, provided this stops short of idiocy, ho knows the diflerence between right and wrong, and is justly held responsible before the law for his acts. But the uneducated deaf-mute, though endowed with a mind and soul capable of the highest development, is left in a condition of intellectual and moral darkness. While he gives evident proof of the possession of faculties that place him far above the idiot and the brute, and is able under favorable circumstances to develop a language by which he can communicate with his friends upon a limited range of subjects, he is in¬ capable of receiving any such clear understanding of moral truths, of his own rights and the rights of others, as to render him properly responsible for his actions. The condition of the uneducated deaf-mute, and his moral and legal responsibility, are admirably treated in a paper by Isaac Lewis Feet, LL. D., principal of the New York institution, entitled “ The psychical status and criminal responsibility of the totally uneducated deaf and dumb,” published in the journal of Psychological Medi¬ cine for Januarj^ 1872, and in the Annals for the Deaf and Dumb for April, 1872. DANGER TO SOCIETY FROM UNEDUCATED DEAF-MUTES. The cases in which crimes have been committed by uneducated deaf-mutes, both in this country and in Europe, are not few ; and while the usage of the courts has varied somewhat„aud unfortunately no statutes have been enacted with s^iecial reference to such cases, the general precedent goes to establish the principle, which must seem rea¬ sonable to all who are familiar with this class of persons, that uneducated deaf-mutes can not justly be held accountable to the laws. In this view of the case, does not society owe it to itself, for its own protection, as well as to the deaf-mute for his welfare, to provide that when parents or guardians, through ignorance or selfishness, refuse to allow their deaf-mute children to receive the education freely offered by the State, the law shall interfere, and comx>el them to send the children to school ? 432 REPORT OF THE COMMISSIONER OF EDUCATION. THE GROWTH OF THE INSTITUTIONS. WLile we lament that the blessings of education do not reach all the deaf-mutes of the country, the growth of the institutions affords gratifying evidence that the propor¬ tion, as well as the number of those who do receive its "heneffts, is constantly increas¬ ing. In 1863 there were 22 schools for the deaf and dumb in the United States, with an aggregate of 2,012 pupils; there are now 36 schools, and the number of pupils under instruction in 1871 was 4,068, an increase of more than 100 per cent, in eight years. During the present year, there have been 4,253 pupils in the 36 institutions from which returns have been received. CONFERENCE OF PRINCIPALS. A conference of principals of American institutions for the deaf and dumb was held at Flint, Michigan, in August last. Though the attendance was small, the discussions were spirited and profitable, and the proceedings, when published, will be of value to the profession and others interested in the education of the deaf and dumb. The prin¬ cipal topics discussed by the conference were the classification of pupils ; institution registers and records ; education of the deaf and dumb and the blind in the same insti¬ tution ; instruction in articulation ; comxmlsory education ; congregate dormitories ; recreations ; hygiene ; discix)liue ; best order of daily exercises ; best mode of collect¬ ing statistics, &c. One interesting feature of the conference was an exposition by Mr. A. Graham Bell of his father’s ingenious and valuable method of ‘‘visible speech,” which has been applied with successful results in the instruction of the deaf and dumb in articulation. The proceedings of the conference are to be published in connection with the next rejiort of the Michigan institution. EDWARD A. FAY. EDUCATION OF THE BLIND. 433 EBUCATIOIV OF THE BEIN5>. It is pleasant to note that there is a growing interest thronghont the United States in the education of the blind, and a better knowledge of their conditions and wants. At first thought, blindness seems to be the sorest bodily evil to which man is subject, and no other one so readily calls forth human sympathy with the suiierer. This sym¬ pathy, however, has, thus far, acted blindly, and therefore has failed to give "the relief which it sought to bring, because apj)lied unwisely. The privation of the pleasures Avhich come through sight is not the chief cause of the hardship of blindness. Men can bear that and be happy ; indeed, all men have to hear it half of every day. Individual independence is one of the essentials for human happiness ; and the only secure basis of that is the ability to work. Man is created an industrious animal. Work of some sort is essential to his welfare; and light is given to him by which to work. But all the industries of the world are conducted upon the idea of the preva¬ lence of light, and of the ability of the workmen to see. The blind, lacking this ability, are thrown out of the industrial and productive classes, and fall into the de})endent class. In all ages and in all countries x>eople have regarded them as neces¬ sarily paupers and dependents. This dependence is the bitter drop in their cup of life. They are, however, in some respects, the least unfortunate of all dependent classes, because their A^ery appearance challenges sympathy. Men perceWe the fearful infirmity at a glance. They feel that it cuts off the sufferer from the usual modes of actiAdty and of enjoyment, and suppose that it leaA^es him no means of hapi)iness. Hence it is that the blind haAU probably had less of positiA^e suffering from cold, nakedness, and hunger than other dependent classes. Neither the deaf-mutes, nor tlie lunatics, nor the idiots, nor the halt, nor the cripple, excite so much compas¬ sion, nor receive such ready aid, as do the blind. Their infirmity seems the sum of all infirmities, and men, not knowing how else to relie\mit, give alms. Their readiness to give encourages the habit of asking, and the blind beggar is the faA'ored of all beg¬ gars. He holds his lucratiA'e place by the chnrch-doors, and at the street-corners, after all other beggars are banished from the streets of cities by the police. PreAnous to the x>re8ent century the xAiincixial s^Aecial establishments for the blind were, for the most iiart, eleemosynary in their nature and demoralizing in their tend¬ encies. A brief notice of the two x>i’incipal asylums Avill illustrate the eAul effects Avhich follow the indulgence of the tender feelings of comxAassion toAvard the blind without careful consideration of their real wants, and without insisting that they shall be constantly occupied at some Avholesome work, and recomiAensed according to their industry and their deserts. History says that in the thirteenth century Louis IX retreated from his foolish cru¬ sade, leaving behind many knights and gentlemen xjrisoners in the hands of the Mos¬ lems. He afterward* ransomed three hundred of them, but only after the barbarians had put out their eyes. Instead of xAensioning them, and letting them take ca.ro of themselAus, he established what was intended as a monument of x>ious benevolence, the hospital called the Quinze Vingt (Fifteen Scores) for the three hundred blind men. Like many other establishments which, like evil Aveeds, get root in a community, this one AA'as x>erpetuated after the exigency that called for it had ceased to exist. As the bliud crusaders died off, other blind soldiers took their x)laces. As no strict disci^dine AA'as enforced, and no steady oceux^ation required, the usual demoralization followed nxAon the aggregation of great numbers of men in an abnormal condition of body. The estaWishment was not well enough endowed to xn’e\"ent the necessity of begging. Charity-boxes were set uxa at the church-doors, and the inmates were alloAved to x^arade about in bands, making Avretched music, braying, and demanding alms. These bliud and sturdy beggars seem to have got comxffete mastery of the establishment, and to haA^e laid hands upon the contents of the charity-boxes, for Ave find them refusing to accexit the rule proposed by the chancellor, which was as follows : Ordered, That a dexmtation of said brethren shall, on Sundays and feast-days, visit all the chax)els and churches, and seek alms, but without crying aloud or braying, as some have done, and that what they gather shall be put into the common x>urse, and not appropriated to their x^rHate benefit, as has been the case.’’ The establishment seems uoav to liaA^e degenerated into a center of demoralization to the inmates, and a nuisance to the public, for Ave find the x^oet Rutebceuf crying out in A'exation of sx)irit, “ I don’t know Avhy the King should have gathered into one great house three hundred blind men, who are allowed to go about the streets of Paris in bands, braying the liA^elong day. As they have no leaders, they go butting ux) against each other, and against other folks, and so bruising tbemselA'cs.” “Would that fire might strike the house, and the establishment be consumed, so that we might construct another on a better scMe.” 28 E • 434 EEPORT OP THE COlimiSSIONER OF EDUCATION. An old book, called “ The Cries of Paris/’ mentions the blind beggars going about and shontiu^ for bread ; A pain crier, mettent grant peine, E li avngle, a haute alaine, Du pain k cels de champs porri, Dout moult sovent, sacMez, m6 ri. The author of the Persian Letters speaks of visiting the establishment in the eight¬ eenth century and finding the blind men “ gaily roistering at unknown games and playing cards.” And we ourselves can testify that in the middle of the nineteenth century the same thing was to bo seen. The great establishment at Naples was in an even worse condition. The point of interest and of instruction for us, in the history of these and other larg'e establishments, is that some of the sources of demoralization seem to grow necessarily out of the unwise practice of segregating adult blind x)eople from the community, and congregating them together in one great establishment for permanent residence. During this century, organized efforts have been made to aid the blind in several European nations, and generally under better auspices than before. We shall notice briefly those of Great Britain as being most cognate to those of our own country. In that country, as in others, the blind were generally driven to beg¬ ging as their only means of living; blindness and beggary were synonymous; and among most people the idea of a blind i^erson even now instantly suggests the idea of a beggar. Early in this century, organized efforts were made in Great Britain for the relief of this unfortunate class. They were based upon the idea that the class must necessarily remain dependent upon the higher classes, and at the foot of the social scale. The best that occurred as x)ossible to be done for them, was to train them to some handicraft, by the exercise of which they could gain a livelihood in part. Societies were organ¬ ized for the purpose of supx)lying emx)loyment to the trained workmen; paying the rent of workshops and sales-rooms, and selling their wares without commission. At the same time a little secular knowledge and a great deal of religious instruction were imparted. There are 19 institutions of this kind, (a sort of training-school,) containing in all nearly 1,000 inmates. These establishments differ from those of the United States mainly in the fact that mental education is but little attended to in comparison with mechanical training. There the blind man accepts the situation, and proposes to work with his hands for a partial livelihood, depending upon some society or friends for the rest; here he means to do something better, and. to work at his trade only in the last necessity. There are in Great Britain 16 establishments, of the nature of the well-known “ association for promoting the general welfare of the blind/’ which support in whole or in x^art nearly 500 blind x^ersons. There are 16 associations for aiding the blind by direct charity in the form of pensions ; about 2,000 are thus aided. The charity is given conditionally. In most cases the ax')X>licaut must not be less than fifty years old apd most not solicit alms. In some they must be Protestants, in others must be members of the Church of England. In two they must be freemen, or widows of freemen. In some they must be permanent residents of certain parishes. These establishments are not self-sux>porting ; that is, the sales of the wares do not cover the exx)enses of the establishment. The defect is made up by annual contribu¬ tions and legacies. They do not therefore lift the blind out of the dependent class and give them the proud consciousness of being entirely independent ; but they help them to helx") themselves, and this is a noble work. The best feature in these establishments, and the one which is most instructive to us, is that of supplying work to the blind in their several homes. Preserve to the blind man his home, and you save much of his self-resx)ect ; give him means of self-sux^x^ort and you save all of it, and make him hax^py. You remove from his mental sight that dark x)rospect of ending his days in an almshouse, which is touchingly sketched by the blind x)oet when fie says-: Dejecting prospect ! soon the hopeless honr !May come, perhaiJS this moment it impends, Which drives one forth to penury and cold, Eaked, and beat by all the stonils of heaven, Eriendless and gni’deless to explore my way ; Till on cold carlh the poor unhallowed head Declining, vainly from the riathless blast Despite I beg, and in the shock expire. It will be seen that the main object of these establishments was to train the blind man to such skill in handicraft that, with a little aid in the way of shop-rent, and by sale of his wares without commission, he could comx^ete in certain simxfie trades with the least skilled who work by sight. The success of this effort dex^ends greatly upon the condition of the hand-workers, EDUCATION OF THE BLIND. 435 and differs of course in different countries. Not long since a very large proportion of mechanical work was done hy hand, and the blind workman found employment in many of the simpler branches; but the rapid and wonderful contrivances by which fingers of iix)n do the work of lingers of flesh, make it harder and harder for him to earn the whole loafi That part eked out to him by the hand of charity lias to be increased in size. In Great Britain and in this country mechanical improvements went on, straitening and lessening the field of simple handicraft in which the blind man could work. They contributed to the general welfare, because they merely drove tho common workman into other fields which require more skill, while they harmed the blind man because those fields were not open to him. Thus tho attempt to lift the blind man out of the pauper class had but partial success. Ho was still dependent, to a considerable degj:ee, on charity, and felt some of the demoralizing effects of depend¬ ence. The attempt was made in the Northern States of the United States under better auspices. As soon as the claims of blind children to a share of the benefit of common- school learning were urged, it was conceded, not as a matter of charity, but of right. Means were contrived to instruct them to get in special schools or institutions; and these were rapidly multiplied. It was assumed that a cultivated brain would make a more cunning hand, and that even women who wash clothes, and men who braid mats, would do so more skillfully and profitably with mental culture than without it. The general system adopted in these special institutions is : First. To give to all X:)upils the same sort of instruction, and to the same degree, as is given in the best public common schools. Secondly. To teach them the elements of vocal and instrumental music. Thirdly. To train them in some sort of simple handicraft, on Avhich they were fx5 depend for a livelihood. But special schools for the blind can no more control or direct the future calling of those who leave than common schools can direct the future calling of their graduates. Both classes become subject to prevailing social influences, and their course in life is affected by them. Blind children get their mental instruction in the institutions ; they there receive valuable moral tendencies, and are launched upon the voyage of life in the right direc¬ tion. But they come immediately under potent so^jial influences, which complete their education and modify their character. Two of these influences especially affect the blind : First. There is in our community a prevailing spirit of independence, and a desire among the young to strike out in new directions. Secondly. Hand-work is considered less respect¬ able than brain-work. Now the blind, without being a whit more foolish than other people, are not a whit less so. Indeed, they, more than others, are justified in seeking ‘‘ to shirk work,” because, under any circumstances, they do mechanical work at a disad¬ vantage compared with others; and, w'here competition for livelihood is sharp, they go to the wall. They soon find this out, and they catch the prevailing spirit of society ; so that out of a thousand graduates who have learned some handicraft in their several institu¬ tions, hardly two-tenths practice them for a living. Tho most of them resort to various branches of the musical profession, teaching the elements of vocal and instrumental music, playing upon organs, or in choirs, tuning pianos, or trading in musical instru¬ ments. It is gratifying to note how many succeed in this way, because music furnishes a field of occupation in w’hich they find positive pleasure, that goes far to compen¬ sate them for their sad privation of the common means of enjoyment. Other graduates take petty agencies in trade, and with a guide go about the country peddling a little on their own account. Others, favored by friends, contrive to find employment in some of the establishments in which some hand-work and some head-work are required. A few work diligently at their trade, and earn an honest and comfortable livelihood. The general condition of the graduates is affected by the prevailing feeling of com¬ passion, which leads people to make an exception in their favor, and to give them aid without requiring that they shall aid themselves as far as is possible. Many of the blind take advantage of this feeling and abuse it sadly. They know that people will endure wretched music, accept inferior service^ and buy poor wares, thinking to unite charity with business, and they take advantage thereof. Upon the whole, however, the general result of the attempts made in the score of institutions to lift tho blind out of the pauper class has been very satisfactory. Cer¬ tainly fewer of them come ux^on the towns for supx)ort than would have done so but for these efforts. There is doubtless a greater proportion of really self-supporting blind persons in the United States than in any other country, and this is owing mainly to tho existence of more than a score of public institutions for their instruction and training. There will be a still gTcater number when the public comes to act upon tho principle that while the blind, as a class, have a right to such advantages at the hand of necessity as will tend to equalize their condition as social workers with that of other men, they have also their duties, to the x^erformance of which they should be strictly held. The most interesting event of the year in connection with the history of blind insti¬ tutions, was tho convention for three days of superintendents and teachers, held in August, at tho Perkins Institution, in Boston. 436 REPORT OF THE COMMISSIONER OF EDUCATION. The presence of representatives from so many State institutions, some of which receive beneficiaries from adjoining States, showed how wide-spread is the interest felt in the education of the blind by the people of the United States, and how ready are the legislative bodies to x)ay liberally for it. There was a general concurrence of opinion upon the following important matters, although no vote was deemeel ueeessary : That mental and instinctive culture should underlie and form an imxjortant part of the course of education and training for all the blind, even those destined to mechanical X)ursuits. That the methods and processes of instruction in schools, and the various means used in education, should conform as nearly as possible to the most approved ones used wijh ordinary children and youth. That the multix)iicatiou of books in raised X)rint, and the improvement of tangible apparatus of instruction, are of great impor¬ tance. That uniformity in the type is desirable but not essential. The table in the latter part of this volume shows the changes that have taken place in the various institutions for the blind in the United States since the table published in this report, January, 1871. In three the sux:)erinten dents have been changed. The total number of inmates is 1,900 against 2,032 last year. This decrease is only apx)ar- ent, and comes from the fact that in the returns made last year, four more institutions, which receive both mutes and blind, the mutes were included with the blind. The table as corrected gives the actual number of blind x)upils. The total valuation of XU'operty has increased from $3,201,995.02 to $3,986,678.71. The aggregate of ap^Dro- X)riation8 by the several legislatures was last year $444,985,64 against $403,412.46 in the X>receding year. The amount of money paid in wages to blind persons was $35,247.67 against $26,542.11 in 1870. SAM’L G. HOWE, M. D., LL. D. ANNUAL EEVIEW OF EDUCATE II EOPiEIGI COUITRIES. ^ 'V ^ - ,-/ • ^ ; j V ' V.' ■*^* - S'- - ■ • v-'i 'Hy ‘■(>u - ‘ 1 1’ , ^ , • .il •■ . ■' ’ . ■ ■/■^■y -y'r'. -..j ->;; ■.' ; _•) i • ■ i; jr'i'i'i '. V . -■ i .V’:i:si5r . •'/: ; '- ■ ■■ ■ ■ ■ i:' ■ . ’ . ‘, 'v ■ i .• i'A ' -1 ,«>•.•:•”: .'A- ■4^,. -yrm ■■ ' '•"'"I-' '’5^ •'■; .■■* .. V't'-At’- j4' . REVIEW OF EBECATIOV IN FOREIGN COFN- TRIES. EXTENT OF REVIEW .VND SOURCES OF INFOR:\LlTION. In this review are given the most important educational events of foreign countries, together with the latest statistics obtain able. As in the review in the report for 1871, the official reports transmitted to the Bureau of Education have been consulted as far as possible, and in addition the following- periodical publications : “Liibens’s Piidagogischer Jahresbericht,” (Liibens’s 'Annual Eeview of Pedagogics,) published annually at Leipsic. “ Wolfram’s Allgemeine Chronik des Yolksschulwesens,” (Wolfram’s General CJiron- icle of Public Instruction,) xmblished annually at Hamburg. “ Allgemeine Schulzeitung,” (Generffi School Journal,) x^ublished weekly at Darm¬ stadt. The Educational Times,” published monthly in London. The general statistics and the personnel of educational authorities are all given according to the Almanach de Gotha for 1873. In some cases the number of inhabitants given at the head of the country (in every instance the verji- latest information) will differ from that mentioned in the review, the latter being the number given in the last official report received. Even where abs61utely no educational information could be obtained up to the time of the closing of this report, the general statistics and the name of the present minister of public instruction (according to the Almanack de Gotha for 1873) have been given for the sake of completeness. I.— EUROPE. AIJSTEIAIT MOXAEOHY. (Area, 227,234 square miles. Population, 35,904,435.) The Austrian monarchy consists of two distinct parts, viz ; the empire of Austria and the kingdom of Hungary, each of which has its own administration and parlia¬ ment, and is only dynastically united with tke other. 1.— EMPIRE OF AUSTEIA. (Constitutional Monarchy, Area, 108,234 square miles. Population^ 20,394,980.) Minister of public instruction, Stremayr. REPORT OF MINISTER OF PUBLIC INSTRUCTION. During last year Mr. Stremayr, minister of public instruction, published his annual report, which treats chiefly of the school legislation since the abolition of the concordat. The report says “ The new school laws have been very favorably received in the cities and by the whole German population, with the exception of that of Tyrol ; while they have met with violent opposition from the clergy in many rural districts where clerical influence is all-powerful. There is this difference observable, that the older clergy have always kept their opposition within certain bounds, while the younger clergy have assailed the laws in the most violent manner and the most unmeasured terms.” The minister finally expresses his conviction “ that the consistent but dignified exe¬ cution of the new laws will gradually conciliate the conflicting parties.” EFFECT OF THE NEW SCHOOL-EIW. That the views of Mr. Stremayr are correct is plainly seen in the fact that, in spite of innumerable difficulties, the new law is gaining ground every day j teachers’ socie- 440 EEPORT OF THE COMMISSIOXER OF EDUCATION. ties and conferences are constantly increasing, there is a healthy spirit of emulation visible every where, and, according to present appearances, the days of mere mechanical instruction are numbered. As was to be expected, these measures met with violent opposition from the clergy and the ultramontane party, and the teachers were in many places attacked and hindered in the execution of their duties ; but they did not lose courage, for they knew that the school-law would protect them. But this very law was endangered when, in the beginning of the year 1871, the ministry very suddenly resigned, and was rciAaced by the Hohenwart ministry, in which Jirecek took his seal as minis¬ ter of public instruction. JIRECEK MINISTER OF PUBLIC INSTRUCTION. • In the beginning, Jirecek seemed favorable to the progressive edueational movement, but soon strong reactionary tendencies began to show themselves. The minister ordered a revision of the school-laws, and requested school councils of the provinces to send in a complete list of all the objections to the new school-laws, and their sugges¬ tions for alterations in the same. This measure elicited unbounded applause from the clerical and ultramontgne journals. But the Austrian teachers, almost to a man, frankly and openly ojiposed it. At a large meeting, at which delegates from all the imovinces were presept, they unanimously passed a resolution “that in the new school- laws we recognize one of the greatest triumphs of modern education ; that we desire that they may soon be established on a firm basis, and that alterations are desirable only in regard to regulations concerning corporal punishment and teachers’ salaries.” Tlie school councils of the iirovinces of Lower and Upper Austria, Salzburg, Moravia, Silesia, Carinthia, and Styria most emphatically objected to any alterations. The ultramontane jiarty endeavored to influence the minister by petitions, setting forth that the new school-law, in depriving the clergy of any and every pretext for in¬ terference in school matters, engendered an irreligious spirit, and endangered the whole social and political fabric. Jirecek, according to all accounts, received this petition in the most favorable manner, and encouraged the iietitioners in their vain hopes. The whole matter gave rise to violent debates in the imperial Parliament. Fux, a member of Parliament, in a vigorous speech, showed that there was the greatest danger of the XU’ogress in education and church being paralyzed by federalistic and reactionary tend¬ encies. “ Austria,” he said, “ especially as regards education, is now passing through a very perilous period, compared with that of its northwestern neighbors. It is not the needle-gun, but the power of the intellect, which in our time gives superiority to one nation over another.” STREMAYR AGAIN MINISTER OF PUBLIC INSTRUCTION. After a most violent struggle, occasioned not merely by the school question, the Hohenwart ministry was compelled to resign in December, 1871, and its place was taken by the Auersperg ministry, in which Stremayr again became minister of public instruction. What may be expected from the new ministry is indicated by the EmperoFs speech from the throne, December 13, 1871. Eeferring to the school question, he says : “The strict carrying out of the new school-law will form one of the most important duties of my reign.” STATISTICS. Much remains to be done for education, as will be seen from the official school statis¬ tics contained in the Austrian statistical year-book. According to this, the percentage of children attending school as to the total number of children of school age is as follows : Lower Austria, 98.4 ; Upper Austria, 97.1 ; Carinthia, 84.1 ; Carniola, 65.3 ; Trieste, Istria, Gorz, and Gradiska, 51.9; Bohemia, 96.4; Silesia, 95.6; Galicia, 29.7; Bukowina, 20.5 ; Dalmatia, 28.3. In several provinces, especially in Tyrol, there are, as yet, many schools which are only in operation during half the year. Of such schools there are in the Austrian Empire 1,815 ; Galicia has 296 such ; Moravia, 7 ; Bohemia, 11 ; Istria,!; Carniola, 5; Carinthia, 16 ; Styria, 8. The total number of public elementary schools is 15,054, and the number of children of school age, 2,600,000. In Tyrol there is one school to every 447 inhabitants ; in Galicia, one to, 2,286 ; and in Bukowina, one to 3,116. For the sake of comiiarison, the following facts are mentioned : In Sax¬ ony there are on an average 8 elementary schools to every German square mile, (about 18 "English square miles,) and in Austria, 3. In Saxony, 95 per cent, of the children of school age attend school, and in Austria only 75 per cent. In Prussia there are 160 well-educated children to every 1,000 of the poimlation, and in Austria only 84. In Galicia, more than one-half of all the towns and villages have no school at all ; this province also has 23 per cent, of all the criminals in the empire, 37 per cent, of all the murders, and exactly one-half of all those condemned to death. In 1865, 29 per cent, of the conscripts were without auy education whatever. In 1869, the percentage of illiterate recruits wa§ 4 in Lower Austria, 11 in Upper Austria, 32 in Bohemia, 38 in REVIEW OF EDUCATION' IN FOREIGN COUNTRIES. 441 Silesia, 40 in Salzbnrg, 44 in Moravia, 50 in Styria. In Tyrol, Carintliia, Carniola, and Dalmatia, tho percentage was even higher. According to the last census, there were in the emihre of Austria 31,398 priests and clergymen, and 40,503 teachers; con¬ sequently there is one priest or clergyman to every C30 of the population, and one teacher to every 490. JESUIT GYMNASLV. Many of the Jesuits failed to organize their gymnasia in accordance with the laws of the empire, and it became necessary to make use of more stringent measures to com¬ pel compliance with the laws. In some cases it became necessary to take these insti¬ tutions entirely away from tho Jesuits, and turn them over to tho state authorities. • REFORM OF THE REALrSCIIOOLS. The provincial parliament of the provinces of Salzburg, Styria, Cariutbi'>. Tyrol, Vorarlberg, IMoravia, Silesia, and Bukowina resolved upon an entire reform oi ..»• real- schools. This reform consisted chiefly in making seven classes, opening iln'iii 1o younger children than hitherto, and making instruction in modern languages obliga¬ tory in all classes. This reform has already been carried out. Special attention is paid to the study of the English language, and it now forms an obligatory branch in all the real-schools. AGRICULTUEAL SCHOOLS FOR ADULTS, ( LANDWIRTHSCHAI’TLICHE FORTBILDUNGS- SCHULEN.) There are at present in Austria upward of 400 such schools, in most of which agri¬ cultural instruction is given by elementary school-teachers, who have attended the annual agricultural courses in Vienna, Graz, &c. It was found impossible for these teachers to acquire a thorough knowledge of agriculture in these courses, and, as a consequence, agriculture has become an obligatory subject of instruction in the teach¬ ers’ seminaries. TEiiCIIERS’ SALARIES. Toward the end of the year 1870, the Austrian Parliament passed a law regulating the salaries of teachers in the teachers’ seminaries. According to this law, the teacli- ers in the teachers’ seminaries at Vienna receive 1,000 florins ( 1 florin is equ.al to 50 cents) per annum ; in Prague, Lemberg, Brnnn, and Trieste, 900 florins, and in all others 800. Every five years the salaries are raised 10 per cent. The salaries of female teachers are only 80 per cent, of that of the males. The General German School Jour¬ nal very appropriately remarks with regard to the last-mentioned item : “ It is strange that the salaries of females should be lower than those of males. Either they do the same amount of work as males, and in thaf; case they ought to have the same salary, or they do less work, and then the school is wronged, which, instead of a good teacher, only has a poor one.” The salaries of teachers in the public elementary schools vary between 700 and 300 florins, with a quinquennial increase of 10 per cent. The teachers of ‘^burgher-schools” (higher eleiuentary schools) receive 800 florins, and the directors of such schools 1,000. teachers’ SOCIETIES. But a few^years ago a teachers’ society was a thing utterly unknown in Austria, but since the year 1867 numerous societies have been started all over the country, all of them working in a most praiseworthy manner for the furtherance of educational inter¬ ests. During 1871 large and well-attended teachers’ meetings were held in Linz, (Upper Austria,) Leitmeritz, ( Bohemia,) Troppau, (Silesia,) Prerau, ( Moravia,) and Laijiacb, (Carniolai) PUBLIC DISTUSrCTIOHS CONFERRED ON TE.\CmiESj ✓ As a characteristTc sign of tho times, it deserves to be mentioned that during the year 1871 one teacher received the golden cross of merit of tho first elass, seven tho golden cross of merit of the second class, and eight teachers tho silver cross of merit of the first class, all for long and faithful services in tho cause of education. A few short years ago this would have been impossible in Austria, as the elementary school¬ teachers were, as a general rule, considered but little better than servants or day- laborers. MEETING OF THE LIBEILCL GERM^VN PARTY AT ST. POLTEN. The liberal German party held a large and enthusiastic meeting at St. Polten, ( Lower Austria,) during August, 1871. Although the meeting w'as of a purely political charac- 442 EEPORT OF THE COMMISSIONER OF EDUCATION. ter, it is a significant fact that, after a most lively and interesting discussion, in which a great number of the delegates took jiart, the following resolutions (of course, not binding resolutions, but, rather, recommeudatious for the consideration of the min¬ istry of public instruction) were passed : 1. An increase in the salary of public teach¬ ers is urgently demanded. 2. Poor communities are to receive aid from the public funds for the building of school-houses. 3. School fees are to bo abolished every where. 4. Teachers’ societies should be established every where, and it is very desirable also that goverumeut officials should join them to make themselves better acquainted with the wants of the schools. NEr:D OF TEACHERS. In Lower Austria alone, about 1,000 teachers are wanting, and in order to supply this want the ministry has shortened the course of studies at the teachers’ seminaries by one year, for the classes of 1871, ’72, and ’73. In Upper Austria there are about 800 teachers wanting, and in Galicia there is need of several thousand. Among the older teachers there is quite a number between 70 and 80 years of age. RELIGIOUS EXERCISES IX SCHOOLS. The municipal council of Vienna ordered the following religious observances for all Catholic children attending the public schools : 1. A short prayer before and after school. 2. Mass once a week. 3. Confession and communion once a year, at Easter. 4. Attendance at the religious services held on the Emperor’s birth-day. The bishop of St. Pblten, on the other hand, demanded that the children in the public schools should attend mass every day, should partake of the communion five times a year, and attend quite a number of religious services on various festal days. It has been calculated that in this maimer each child would jiarticipate in 372 religious exercises during the year. The bishop’s request was not granted. EDUCATION IN VIENNA. Organization of the Vienna school council. — This council consists of three divisions, viz : one for matters of organization, jurisdiction, and personal matters; one for pedagog¬ ical, didactic, and scientific matters ; and one for administration and economical mat¬ ters. Every ward in the city has its own school council. In each of these councils one teacher must have a seat. Want of teachers.— In October last there were still 80 teachers’ places vacant. The study fund. — Since the year 1789 there has existed iu Vienna a so-called “study fund,” now amounting to 131,820 florins. The interest of this fund is used for enabling poor but talented young men to prepare themselves for the teacher’s pro¬ fession. The Vienna ladies^ society for the industrial education of women, which has property to the amount of 14,820 florins, intends to establish a real-gymnasium (classical and indus¬ trial school combined) for ladies. The female business college supported by this society is in a very flourishing condition ; the commercial course numbers 72 pupils, the French 140, the English 74, the drawing course 21, and the sewing course 458. Many of the former pupils of this institution have become clerks in the various business houses, and some of them earn as much as 45 florins x>er month, (a very considerable sum for such a class to receive in Vienna.) Statistics of Vienna schools. — The 82 imblic schools of Vienna are almost all over¬ crowded, and the same can be said of the real-schools and the real-gymnasia, the technical and industrial schools, and the private schools, many scholars coming from all parts of Austria, Hungary, Croatia, and even from Roumania and Servia. There are in Vienna 19 societies for supplying poor children with clothes, text-books, &c. Society of Children’s Friends. — This very active society has more than 800 members. During the last year the society presented a memorial to the ministry, urging detailed legislation with regard to school hygiene. The ministry has willingly entered uxion all the proposals contained in the memorial, and has sent detailed orders concerning school hygiene to the provincial councils. The society hopes that at the Vienna Exposition of 1873 they will be able to exhibit a collection of objects for the education of infants, poor children, orphans, &c. School fi nances. — The sum appropriated for school purposes in the city of Vienna dur¬ ing the year 1871 amounted to 906,950 florins, viz : for gymnasia and real-schools, 212,980; and for elementary schools, 793,970. The appropriation in 1870 was 17 per cent, more than in 1869, and in 1871, 38 jier cent, higher than 1870. Since the abolition of school fees, the school budget has increased from 84,000 to 1,100,000 florins. There is a fund for the widows and orphans of Protestant teachers, amounting to 70,000 florins, and constantly increasing. A widow receives from 420 to 500 florins pension, and orphans below 18 years 105 to 210. Each member on joining the society pays 100 florins, and 6 florins of an annual contribution. REVIEW OF EDUCATION IN FOREIGN COUNTRIES. 443 LOWER AUSITUA. Private munificence. — Dr. Emil Hardt has donated 10,000 florins for founding two stipends, enabling two talented boys to attend some superior school in the city of Krenis. Franz Ritter von Wertheim donated 20,000 llorius to his native city for the ejection of a now and convenient school-house, BOIDIMIA, T7?e neto school organization. — The new school-laws have been introduced every wliere. Bohemia (with the exception of Prague) is now divided into 94 school districts, each of which has its own school-district fund for paying teachers’ salaries, &c. Seventy districts furnished the necessary money without any o})position ; in 11 districts the military had to be called out to enforce the new order of thiugs. The new school-law, which frees the public schools entirely from the control of the clergy, has, of course, met with violent opposition on their part. Thus a Catholic conference was held in April, 1871, in Prague, presided over by Count Schonborn, aud attended by a large number of the old aristocracy, the clergy, aud members of Catholic politicarsocietics, which passed many strongly reactionary resolutions. School statistics. — Bohemia has 3,766 public elementary schools, (total population, 5,140,544,) viz : 55 of the first class, (teachers’ salary 600 llorius ;) 558 of the second class, (salary 500 florins;) 2,260 of the third class, (salary 400 florins;) aud 893 of the fourth class, (salary 300 florins.) The average salary of a Bohemian teacher therefore amounts to 390 florins, As a curious fact, it deserves to be mentioned that, in 1871, among 394 jurymen in the city of Prague there were 32 teachers, which would, but a few years ago, have been impossible. Teaclm's^ societies. — There are in Bohemia two bitterly opposed nationalities, the Czechs and the Germans. Their mutual hostility does not show itself least on the field of education, each possessing its own teachers’ societies, worhing frequently more for national politics than for educational purposes. Coiyoral punishment. — Article 24 of the new school-law forbids all corporal punish¬ ments in public schools. Various teachers’ societies passed resolutions granting the humane intentions of this article, but considered its execution impossible, at least as long as the schools are so overcrowded, and domestic education so entirely neglected. UPPER AUSTRI.U Fourth meeting of the Gencs'al Austrian Teacher^ Union. — In spite of the most violent protest of Bishop Rudiger, this union held its meeting at Linz in August, 1871, and Avas attended by about 1,400 teachers. All the discussions and the resolutions passed shoAA’ed the liberal sentiment pervading the assembly, and their determination to oppose clerical control. 3MOEAVIA. Statistics. — Moravia, with a population of 2,017,274, has 1,878 public elementary schools, with 258,240 scholars. Of these schools 595 are xmrely German, with 96,098 scholars; 46 schools are mixed, (German and Bohemian,) and 1,237 are purely Bohe¬ mian, The x)rox)ortion of Bohemians to Germans is as 37.2 to 100. Teach'ers’ seminaries.^Theie are two teachers’ seminaries in Moravia, one in Bruun for Bohemian, aud one in Olmiitz for German teachers. The Germans of the x)roviuce intend to establish another seminary and normal school for Germans at Brunu. It is hoped that these seminaries will in a few years supifly the great want of teachers. School-finances. — The Moravian parliament last year appropriated the sum of 379,582 florins for educational purposes. The teachers are very x)Oorly paid, aud have often to wait a long time for their salaries. The pensions are also miserably low. The Olmutz Gazette, on very good authority, communicates that a teacher, 91 years of age, a resident of the village of Moskele, who has fliithfully served as teacher for 58 years, noAV re¬ ceives a pension of 9J- hreutzers per day, (about 2 cents,) and is therefore obliged to go round begging for alms, in order to save himself and his Avife, 79 years old, from starvation. STYRIA, Hostility of the clergy to the new school-law. — In Graz, the capital of Styria, the most violent agitation was kept up by the clerical xiarty to hinder the teachers in the execu¬ tion of their duties, and throw all kinds of difficulties in their way. Both parties lield meetings, and the feeling was in many instances imbittered to such a degree that very violent scenes, aud even bloodshed, ensued. Collections and donations for educational purposes. — In Styria, the xflan of the so-called “school penny?? cojllections is very favorably received, and even poor people contribute 444 EEPORT OF THE COMMISSIONER OF EDUCATION. their mite. This mouey is applied to the clothing of poor children, and supplying poor schools with apparatus and text-hooks. In the city of Steyer a manufacturer of arms donated 2,000 llorins for the Steyer infant asylum, 1,000 for the children’s hospital, and 1,000 for the education of neglected children. CAP.IXTIIIA. Abolition of school- fees. — The educational committee of the Carinthian provincial par¬ liament unanimously decreed the total abolition of school-fees, as utterly at variance with the principle of compulsory education. Teachers'’ club. — At Klagenfurt, the capital of Carinthia, ateachers’ club, the “Casino,” has been started, where social and scientific meetings are held every week; twenty do^ mestic and foreign educational journals are taken by the club regularly. TYBOL. Clerical agitations. — In Tyrol the clerical agitation against the new school-law has reached a very high degree of violence. In the village of St. Peter, women raised a regular revolt, and one of these viragoes severely wounded a school-inspector with a club. Her punishment consisted in two mouths’ imprisonment. The liberals, though fewer in numbers, presented an unbroken phalanx, and j)ersons well acquainted v/ith Tyrol say that a reactionary movement in school matters is absolutely impossible. Want of competent teachers.— There is great want of eompetent teachers, chiefly on account of the miserable salary. It is asserted on good authority that in the valley of Ulten a man was employed as teacher who had for years traveled round the country as a rope-dancer and minstrel. The salary of this worthy, for the period of about six nmuths, amounted to 10 florins. S.ALZBUEG. Lowei'ing of the school-age. — The Salzburg provincial parliament has lowered the schooU age from 8 to 6 years. Petition for the re-opening of the Salzburg un iversity. — The Salzburg municipal council has petitioned the Emperor to re-open the Salzburg university, which, founded in 1623, has been closed for quite a number of year’s. GLiLICIA. Statistics. — There are in Galicia 1,961 elementary schools, 81 of the higher element¬ ary schools, 54 girls’ schools, and 7 convent schools. Besides these, there are 427 so- called “ parochial schools,” many of which are only nominally in existence. Of 380,.530 children of school-age only 169,917 (43 per cent.) attend school. In many parts of this province there are no schools whatever. In Galicia there is one school to every 2,286 inhabitants. Of 100 conscripts only 5 could write, and of 4,938 criminals, 4,666 could neither read nor wi'ite. Secondary and superierr instruction. — In Lemberg, the capital of the province, there are three gymnasia : a Polish one, a German, and a Eutheuian. The provincial parliament in October last resolved to transform the German gymnasia in Lemberg and Brody into Polish ones. Since 1870 the Polish language has been introduced as the only language of instruction in the university of Cracow. The conflict between the German and Polish nationalities is very bitter, and so far the Poles have been victorious. 2.— HUNGARY. (Constitutional Monarchy — Kingdom. Area, 113,000 square miles. Population, 15,509,455.) Minister of public instruction, Dr. Tn. Pauler. REPORT OE EOTVOS, LATE MINISTER OF PUBLIC IXSTRUCFION. Baron Joseph Eotvos, one of the noblest and most patriotic characters in modern Hung.arian history, and •‘for several years minister of public instruction, died in the beginning of 1871. His death was sincerely mourned throughout the whole of Hun¬ gary. A monument is to be erected in his honor in the city of Pesth, and the Hunga^ i'ian teachers, whose best friend Eotvos was, have contributed a considerable sum for this purpose. From Eotvos’s last report we gather the following focts ; this report em¬ braced 11,903 communities in Hungary and Transylvania. Of 2,284,741 children of school-age, only 1,152,115 attended school, and of this number about one-half only clui'ing the winter months. Tyo hun^lred thousand phildren had noAext-books what? EEVIEW OF EDUCATION IN FOREIGN COUNTRIES. 445 ever. The scliool-lionses vero in a doploraMo condition; 1,712» connnnnities were without school-houses, and in many ])]aces led or 200 children were crowded to_e;(;ther in narrow, damp, and lilthy rooms. The teachers are in many cases utterly iiicompt'- tent : thus, there were in one single district 17 teachers who could not write. Ihm- gary and Transylvania, together, have only 13,793 schools. Under these circumstances, it is not at all astonishing that of the children who have tinished their schooling, 15.24 per cent in Transylvania, and IG per cent, in Hungary, are unable to read and write.* The standard of education is someAvhat higher in' the German and the Protest¬ ant Hungarian communities, but very low among the Slavonians, Ruthenians, and Roumanians, and wherever the Roman Catholic or Greek Clmrch i)revails. If one were to count 80 children to one teacher, Hungary ought to have 23,000 teachers, while it has only 17,700, many of whom are very ignorant. The number of government schools has increased from 479 to G58. Thirty-nine courses of instruction for elemcnta)y school teachers were held during the year. Two years ago 1,000 teachers participated in these courses ; one year ago, 1,500 ; and last j'ear, 4,200. The sum of 110,000 llorins was expended for new school-houses. ACTION OP DR. PAULER, THE NEW" MINISTER OF PUBLIC INSTRUCTION. Dr. Th. Pauler, soon after his appointment, delivered a speech at Buda, in vrhicli he promised a thorough reform of the educational system, embracing complete religious liberty and government supervision for all schools. Soon after he appointed three ele¬ mentary school teachers as school inspectors. It is the intention of the minister to cre¬ ate a council of instruction, which is to devote its whole atteniion to public education, propose new laws and regulations, to pass an opinion on all educational questions, new methods and systems, text-books, rules for examinations, establishment of new schools, &c., and to assist the minister generally by their counsel. This council of instruction is to be composed of 26 members, appointed by the minister, and is to have four sub¬ divisions, viz, for university, secondary, primary, and technical education. It is to have its seat at Pesth. There is no doubt that these measures will be carried out very shortly. EDUCATION OF TEACHERS. During the last three years the Hungarian government has expended 75,000 florins for raising the standard of education among the teachers, by enabling some of them to take a journey, and make themselves acquainted with the system of instruction in other provinces and foreign countries, and to study at certain foreign seminaries. In 1368 5 students of teachers’ seminaries were thus sent out, in 1869, 24, and in 1670, 25, with an annual stipend of 1,000 florins each. In 1869, 36 teachers received a traveling stipend of 300 florins each. Twenty new" seminaries are to be established, and those gentlemen who have returned from such educational journeys wnll be appointed professors. The i-eason that, in spite of all these efforts, there are several thousand teachers w^auting, is simply the insufficient salary, varying between 200 and 300 florins. Unless the sala¬ ries are raised no improvement in this respect can be looked for. EDUCATION OF ADULTS. During last winter no less than 84,000 adults were instructed in reading and w’riting. The instruction w^as mostly given by the elementary school teachers in the evenings and on Sunday afternoons. The eagerness to learn was perfectly astonishing, and, iii many places, old peasants, wdio had wives and children at home, and had to get up early to follow" their dail^" avocation, sat in the village school till midnight. In one village some thoughtless persons ridiculed the idea of old people going to school. When the oldest inhabitant, a W'orthy peasant, 76 years old, heard of this, he got himself a slate, with the inscription ‘‘76 years old,” and wnth this slate slung over his back marched to school every Sunday afternoon. Soon all the other peasants follow^ed his example, and became attentive scholars. From a great many places votes of thanks for this institution have been sent to the minister of public instruction. RECENT EDUCATIONAL STATI.STICS AND FACTS. No full statistics of the whole of Hungary have lately been published ; only some of the districts have published such. Thus, in tho district of .Bacs-Bodrogh, of 89,768 children of school age only 56,616 attended school; 36 pen- cent., therefore, leceived no instruction. According to religions divisions, 37 per cent, of the Roman Catholic ch.il- dreu w"ere without instruction ; 55 per cent, of the Greek Oriental Church, 12 of the Lutheran, 21 per cent, of the Reformed, ‘23 of the Greek Catholic Church, and 8 pel cent, of the Jews. According to national divisions, :19 })er (;ent. of the Hungarian chil¬ dren received no instruction, 14 per cent, of the German, 55 ])er cent, of the Servian, 66 446 REPORT OF THE COMmSSIONER OF EDUCATION. per cent, of the Bunyevaezs, 25 per cent, of the Slovachs, and 23 per cent, of the Rus- uyacks. The causes for this must be sought for iu the past, for recently the greatest interest in education is shown in this district, and during one year (1871) more new schools were established than during the twenty years previous." Thus, iu the city of Theresiopal, (population 56,269,) 16 new schools were established, in Zauta 13, and in Baja 8. The smallest country schools are now well furnished with apparatus, ma.ps, and text-hooks'. It can not he denied, however, that in some villages reactionary tenden¬ cies prevailed, chiefly encouraged by the clergy. Thus, iu the village of Rohrbach the women attacked the school-house and drove the new teacher out, belaboring him with clubs and ropes. The cause of this proceeding was that, in their opinion, the new teacher was too liberal and irreligious in his views. The district judge, with five police¬ men, in vain endeavored to reinstate the teacher, for the women who held the school- l>ouse put him and his assistants to flight. It was finally found necessary to send a> company of cavalry to the village to protect the teacher in the exercise of his functions. TEACHERS^ CONFERENCE. The fifth teachers’ conference of Southern Hungary was, on the 22d August, held in Temesvar. Among the subjects discussed there were : 1. The organization of girls’ schools and the better education of women j 2. School hygiene; 3. The relation between the parents and the school. EDUCATIONxiL INTELLIGENCE IN NEWSPAPERS. The most widely circulated newspaper, the Posti Naplo, has adopted a means for awakening greater interest in educational matters which deserves to be imitated. In its Sunday edition it has a regular educational column, giving the most recent educa¬ tional intelligence, statistics, and essays on educational subjects. EDUCATIONAL MUSEUM.. The “Society for the furtherance of education” in the city of Pesth has resolved to establish an educational museum, containing models, apparatus, and all the different aids to-edneation. The x)ublic takes a lively interest in this project ; money has already been collected, and the government has j)romised its heaiiy co-operation. EDUCATION IN THE CITY OP PESTH. Pesth, the capital of Hungary, with a iiopulatiou of 201,911, annually expends 660,264 florins for educational x^uiposes. The school income (from fees and voluntary contri¬ butions) amounts to 213,569 florins, and the remainder is x)aid from the city treasury. Of this sum, 9,200 florins were expended for drawing-schools and educational appara¬ tus, 4,000 for gymnastic appai'atus, and 141,500 for new scbool-houses. TR.tNSYLVANIA. First Transylvania teachers^ conference. — Among the subjects discussed at the first meeting of this conference in August, 1871, the following were of special interest: Absolute separation of church and state; the social i^osition of teachers; the educa¬ tion of women; the means of awakening a healthy patriotic sentiment among our youth ; the use of the Bible in religious instruction ; gymnastics ; the insufficiency of teachers’ salaries. Course of instructian for elementary sclwol-ieaeliers. — As yet Transylvania possesses no teachers’ seminary. To supply this want, a course of instruction for teachers was held in Klausenburg, attended by 83 Hungarian and 87 Roumanian teachers. Among them there were many w'hose annual salary was 5 florins and 30 quarts of corn! CROATIA. Educational 2mllications.— The Croatia teachers show great activity. Since 1859 they have had their own journal, the “ Napredak.” In 1868 another journal appeared, called the “Skolski Prijately.” Besides these, there are two other Croatian educational jour¬ nals published outside of Croatia, viz: the “Skola,” at Belgrad, Servia, and the “Srbs- kauarodna-Skola,” at Buda, Hungary. In 1870 the Croatian teachers formed a society for the reproduction of standard educational works in the Croatian language. The firs^ volume, containing the “Didactics” of Kornensky, has appeared. Teachers’ conference. — The Croatian teachers’ conference at Agram was well attended. Among the subjects discussed, we mention the organization of the elementary schools; privileges and duties of teachers ; education of teachers ; the proper education of women, one of the greatest demands of our time ; means for furthering national patriotic sentiment; agricultural instruction ; educational publications, t&c., &Cw KEVIEW OF EDUCATION IN FOREIGN COUNTRIES. 447 MILITARY FROXTIEIL Teachers. — The position of teachers has been regulated by a new law, which, among the rest, demands q- certihcate of competency issued by the president of a teachers’ semiiiai’y, as a condition for all applicants for teachers’ places. Vacancies aro pub¬ lished in the official journals of the province, and the appointment is made l)y the provincial authorities. The salaries of the teachers vary between 300 and 200 llorins, besides lodging and fuel. After having served 40 years, a teacher can retire and receive a xieusion equal to his full salary; in case of sickness ho may retire sooner, but receives a smaller xjeusion. Teachers’ widows also receive a x)ensiou if their late hus¬ band had served for 10 years. There are two pension funds toward which every teacher is obliged to contribute. Teachers^ conference. — The first teachers’ conference was held in September, 1871. It was well attended, and all subjects ijertaining to the furtherance of education thor¬ oughly discussed. BELGIUM. (Constitutional Monarchy — Kingdom. Area, 11,313 square miles. Population, 5,021,330.) Minister of public instruction, The Minister of the Interior. GENERAL REMARKS. The conflict between the liberal and the clerical parties in the chambers is still rag¬ ing wdth great bitterness on both sides, and, in spite of the great exertions made by the government, jiublic education does not advance as desired by its friends. PARLIAMENTARY DISCUSSIONS. The discussions in the Belgian Parliament at Brussels on the educational question became very violent, but there was a want of thoroughness displayed on both sides, the lay and the clerical. A report says: “Some consider the Jesuits and nuns as the best educators, while others strongly object to the growing generation being delivered into the hands of the enemies of religious and jiolitical liberty, who use their jmsition as educators to further their xiolitical schemes. Many again endeavor to interpret the existing laws in accordance with their own individual wishes, and to influence the schools and the teachers, as well as the educational authorities, by their own personal views. Of true axixireciation of the irreconcilable and absolute difiereuces between clerical and liberal education, but little is found in the discussions of Parliament.” POSITION OF TEACHERS. Ihe Belgian government has taken a lively interest in the teachers, and endeavors to ameliorate their xiosition by xiresenting to Parliament the draught of a new law, accord- ing to which the provincial pension funds of teachers are to be united into one common fund, and the contributions are to be raised considerably, while the number of years entitling to a pension is to be lessened. The ministry of the interior, at the same time, recommended strongly an increase in the salaries. Much good is expected from the new ministry that entered upon its functions toward the end of 1871. This ministry is composed entirely of Roman Catholics, but, at the same time, men of well-known lib¬ eral principles. Its XMesident is the venerable Count de Then, one of the veterans of Belgium’s political indexiendence, and, since 1831, a member of the chamber of represent¬ atives. Delcour, the new minister of the interior, was professor at the University of Louvain. BELGIAN teachers’ SOCIETY. This society held its session on the 25th and 26th of September, 1871. The following subjects were discussed : 1. What are the results of the adult schools recently introduced into Belgium ? 2. Which is the best system for these schools ? 3. In how far are these schools to divide their subjects between the day and evening schools? 4. The xR’ize essays of the day and evening schools. 5. The order of rank of the Belgian elementary teachers. This teachers’ society has two divisions, a Flemish and a French, and has branch societies in all x^arts of Belgium. FLEMISH L.VNGUAGE, Hitherto French maintained a suxiremacy in BelgiuiR as the language of instruction, but a strong party is endeavoring to gain a more xH’ominent xiosition for the Flemish language. Their aim is to have more hours of instruction in Flemish, and to make it an obligatory study, while hitherto it has only been optional. It is likewise demanded to make acquaintance with this language a condition for x>ublic offices and for xu’ofess- orships in suxierior and x>rofessional schools. 448 REPORT OF THE COMMISSIONER OF EDUCATION. LUXEMBURG TEACHERS’ SOCIETY. The province of Luxemburg occupies a semi-independent position, and has its own teachers’ society, which held its meeting on the 27th September, 1871. The most import¬ ant subjects of instruction Avere: 1. The French language in the elementary schools. 2. The classification of schools according to the salaries of teachers. 3. The irregular payment of salaries. The meeting resolved to retain French as a subject of instruction in "the elementary schools, but either to limit its extent or to confine it to the fourth year at school. APPOINTMENT AND DISMISSAL OP TEACHERS IN LUXEMBURG. In the province of Luxemburg, teachers are appointed by the town authorities, who regulate their appointments according to certificates given by the school inspector of the province. But the dismissal of teachers is liheAvise in the hands of these same authorities, which often leads to the most unjust and arbitrary measures. The Luxem¬ burg educational journal, the Progress, says in regard to this : “ The villagers as a gen¬ eral rule consider the teachers as no better than a day-laborer, who at the end of the year can be dismissed without recehdug any special reason. Thus every autumn a peculiar and lamentable spectacle is witnessed. Like the birds of passage, which then seek a more genial clime, every autumn a large number of our teachers are seen wander¬ ing from village to village, to seek their scanty liA^elihood for another year in some more promising i^ace. Thus there were 95 changes last year among a total number of teachers of 637, and the year before 127 changes among 628 teachers. And what causes do frequently determine sueh a change? In some villages it has actually happened that a prominent member of the town-council, whose daughter was in love Avith the young teacher, contrary to the will and wishes of her parents, for this reason advocated the dismissal of a worthy and efficient man. In other places the teacher was dismissed because he did not Ausit the taverns and cultiAmte the acquaintance of the worthy fre¬ quenters of these places, Avhose influence was strong in the toAvn. In a great many cases the reasons for dismissal are still more frhmlous, and the poor teacher does not get to knoAv them. It is to be hoiied that such niediasval institutions may soon entirely disappear.” OFFICIAL REPORT ON PRI.AI.VRY SCHOOLS. Through the kindness of the Belgian legation at Washington, the official report on primary schools for tlie triennial iieriod 1867, 1868, 1669 has been received. It is pub¬ lished at Brussels in 1871. All the Belgian educational reports are published trieunially, in three separate Amlumes, viz : Primary, secondary, and superior education. Neither of the two latter being at hand, only the leading statistics of primary instruction for the period 1867-’69 can here be given. SUM.AIARY OF PUBLIC AND PRIALVTE SCHOOLS. On the 31st December, 1869, the total number of schools under inspection, and the entirely free private schools, including the boarding-schools, Avas 5,641. The number of communal schools has, since 1866, increased by 219, and that of the entirely free board¬ ing-schools by 15 ; on the other hand, the number of subsidized schools (ecoles adoptees) has diminished by 56, that of the xnrA'ate schools bj^ 2, that of the boardiug-scliools under inspection by 3, and that of the entirely free day-schools by 162. The total num¬ ber of schools exclusively for girls, including boarding-schools, has increased by 149 ; there are now, 1854, of which 1,156 are under government insxiection. COMMUNAL SCHOOLS. The total number of communal schools is 3,730, of Avhich 1,169 are for boys, 765 for girls, and 1,796 for both sexes. Compared Avith the statistics of 1866, there has been an increase of 118 schools for boys, 144 for girls, and a diminution of 43 in the schools for both sexes. The total increase therefore is 219. PIHMARY SCHOOLS OF A HIGHER GRADE FOR GIRLS. Of this class of schools there are twelve, \iz : 9 communal schools, 2 priA’ate schools under inspection, and 1 entirely free x)riAmtc school. PRIVATE SUBSIDIZED SCHOOLS, The number of priAvate subsidized schools (ecoles adoptees) is 508, viz : 28 for boys, 349 for girls, and 131 for both sexes ; 56 haA'e become extinct since 1866. REVIEW OF EDUCATION IN FOREIGN COUNTRIES. 449 PRIVATE SCHOOLS UNDER INSPECTION ; ENTIRELY PRIVATE FREE SCHOOLS. Tlio number of ])iivato schools under inspection is 22, that of entirely free private schools 1,114, and that of primary boarding-schools 207, of which 30 are under govern¬ ment inspection. COURSE OF INSTRUCTION IN PRIMARY SCHOOLS. The following subjects are taught in all the primary schools : Religion, morals, read¬ ing, writing, legal system of weights and measures, elements of aritlmietic, and rudi¬ ments of grammar. Besides these subjects, many schools included others in their course of instruction, viz : 1,420, some other language ; 3,930, elements of history ; 3,1)01, geography; 2.202, linear drawing; 503, book-keeping; 410, elements of surveying; 430, elements of natural sciences; 593, horticulture; 054, elements of the constitution ; 1,878, vocal music ; and 034, gymnastics. INFANT BCHOOLa The inftmt schools, left hitherto entirely to the support and management of the dif¬ ferent communities and private individuals, have developed but slowly. On the 31st December, 1309, the number of infant schools was 009, of which number 119 were com¬ munal schools, 235 y'cre private schools under inspection, and 255 were entirely free private schools. On the 31st of December, 1806, their number was 504, viz : 100 of the first grade, 130 of the second, and 272 of the third. The whole increase therefore is 45. The number of teachers is 944, viz : 16 males and 928 females. There were 60,570 infants attending these schools, of whom 43,133 Avere received free of charge. The increase in the number of pupils since 1866 is 9,689. The central government in 1869 paid a sum of 50,131 francs, and the provincial authorities 19,013, making a total of 69,149 francs. Since the end of 1866, the total sum paid to these schools Avas 205,386 francs 50 centimes, viz : 66,933 francs 50 centimes by the provincial authorities, and 138,453 francs by the central government. SCHOOLS FOR ADULTS. Tliese schools are nearly all established by different communities, by manufacturing corporations, and priAmte individuals. At the end of the year 1367 the number of schools for adults Avas 366, increased by 214 during the year 1863, and by 623 during the year 1869, making a total of 1,703 such schools at the end of the year 1869. In most of them, the elementary branches, reading, Avriting, and arithmetic, a.s Avell as some history, geography, and elements of natural sciences, are taught, and the results in nearly all the provinces are exceedingly encouraging. CHARITABLE WORIiSHOPS AND TRADE-SCHOOLS. These institutions leave much to be desired, both in the point of hygiene and instruc¬ tion. The number of these establishments has decreased by 87 since 1866, and their number is now 514, attended by 26,183 pupils, viz: 1,310 boys and 25,873 girls. Of this number 20,750 are less than 15 years of age. SCHOOLS UNDER THE DEPARTMENT OF JUSTICE. The total number of these schools is 94, with 207 teachers and 6,564 pupils. STATISTICS OP ILLITER.VCY. The official report embraces statistics of the illiteracy of militia-men, as follows : Charactei; of education. Y ears. 18G7. 18G8. 18G9. Militia-men unable to read and Avrite . . . fO, 3Gf) 1, 9G0 13, 218 14, 005 574 10, 255 2, 300 13, 18G 14, 911) 574 1§, 943 2, G2G 13,811 IG, 337 4G2 Militia-men able to read only . Militia men able to read and write . Militia-men baA’ing a better education . . Militia-men Avhose standard of education could not bo ascertained . Total of militia-men on rolls . . . 40, 156 2^ 41,234 44, 17!) Percentage of militi.a-men nn.ablo to read and Avrito. _ _ 24. 8 24.8 29 E 450 REPORT OF THE COMMISSIONER OF EDUCATION. The number of illiterate militia-men is continually decreasing; thus, in 1864 the per¬ centage of illiterates was 29.6, in 1865 it was 29.4, in 1866, 24.8, and in 1869 again 24.8; so that since 1864 the x^ercentage has decreased by 5 per cent. GENERAL STATISTICS OF PRLMARY SCHOOLS. In the following table the statistics of primary schools are given according to prov¬ inces ; the x^opulation of the provinces is of course that of 1869. These statistics embrace the x>riRiary schools of aU kinds — public, private, private subsidized, and entirely free : Province. » . No. of townships. Population. No. of primary schools 01 all kinds. No. of teachers, male and female. No. of scholars, boys and girls. Total expenditures for primary schools by the central govern¬ ment, the provincial and commercial au¬ thorities. • Antwerp . 150 485, 883 446 925 57, 689 Francs. 267, 280 Brabant . 339 862, 982 809 1,317 99, 316 476, 350 West Flanders.., . 250 660, 029 665 1, 401 66, 906 198, 066 East Flanders . 294 829, 387 734 1,508 91, 527 534, 577 Haiuaut . 434 884, 319 1, 057 1,669 112, 328 620, 268 Eiege . ^ . 334 584, 718 638 1, 069 66, 760 609, 891 Limburg . 205 198, 727 263 380 24, 344 88, 380 Luxemburg . . . 205 204, 326 492 563 33, 990 295, 479 Namur . 349 310, 965 537 642 40, 519 288, 205 Total . 2, 5(50 5, 021, 336 5, 641 9, 528 593, 379 3,^78, 497 norjMal schools. There are three kinds of normal schools in Belgium, viz: government normal schools, % ; normal courses, {sections normales primah'es,) 5 ; and normal schools not supported by the government, {e'coles normales agree'es,) 7 ; making the total number of normal schools 14. The students in all these normal schools number 1,192, viz : 286 in the state normal schools, 335 in the normal courses, and 571 in the normal schools not sup¬ ported by the government. DENMARK. (Constitutional Monarcby— Kingdom. Area, 14,553 square miles, exclusive of Iceland and the colonies. Population, 1,784,741, exclusive of Iceland and the colonies.) Minister of public instruction, C. C. Hall. SECONDARY INSTRUCTION. After lengthy disputes between the government and the Parliament, (Rigsdag,) a final solution of the vexed question of secondary instruction was arrived at. The gov¬ ernment has yielded and has placed the “realia’’ (natural science, modern languages, &c.) in so far on an equal footing with the ancient languages as that in the four lower classes scholars are, according to the career they wish to pursue, exemxit from certain branches of instruction, and have others substituted ; while in the two uiixier classes the whole instruction is divided into two co-ordinate divisons, viz : one the xitilolog- ical and historical, and the other the mathematical and natural science division. Latin, Greek, and natural x)hilosophy are now taught in the first division, and mathematics in the second. Old Nor.se, Danish, French, and history are taught in common in both divis¬ ions. Scholars who have satisfactorily passed the final examination can enter the uni- , versity without undergoing any entrance examination, as was formerly required. Those scholars who have passed the philological and historical examination can, after having passed the philosox)hical examination at the university, become candidates for the so- called “Faculty examination,” i. e., the examination which gives them a certificate for practice as physician, lawyer, &c. REVIEW OF EDUCATIOJI IN FOREIGN COUNTRIES. 451 farmers’ niGII SCHOOLS. During tlie last year the government appropriated 14,000 Danish rigsdalers ( 1 rigs- daler is equal to 50 cents ) for these schools, vhich were to be distributed in shares varying fi’om 2,000 to 75 rigsdalers. EDUCATION IN ICEI^ND, In Iceland, where every person can read and write, public instruction has an- almost patriarchal character. Public schools, in the proper sense of the word, there are none. The head of a family instructs his children and servants, and every year the pastor comes twice to examine the progress they have made. lie also continues the educa- cation received at the parental home, and thus it is no rare case to find farmers well versed in natural sciences and even in foreign languages. In Iceland, knowledge is considered the best and most valuable property a man can possess, and the long and gloomy winter evenings are in most of the farm-houses spent in reading the best authors of all nations and ages. The clergymen, who are much loved and respected by their parishioners, receive their education atfhe only college of the island, at Reykjavik, (formerly in Bessastti- dir.) This institution contains a college and a theological seminary, and the number of students is about 40. Talented b#ys are frequently prepared by some clergyman for the ministerial career, and wealthy people send their children to the University of Copenhagen. The Danish government favors this, and frequently bestows the best offices on persons educated in Dennaark. STATISTICS. There is no later educational census than that of 1867, and as no Danish educational statistics have been published hitherto, we give the following table, which, by its com¬ parison with the census of 1857, will prove interesting : Statistics of elementary education in DenmarJe, 1857 and\QQuJ 452 REPORT OF THE COMMISSIONER OF EDUCATION. Numberof teachers. i--* o GO 1, 340 Cl CO I'- r: CO o o t QOtj«'OGOXt-^1^ r-i CO • ,-,rHr-lr^rHCl^ d tH • CO 1 o 1 2, 968 211 476 3, G75 1857. 1 rH t-H in Cl O ^ UO 1, 135 O O CO OD O O O o d iO c- 'o ^ CO 179 148 Go o o. 2, 591 IGO 431 Cl 00 co'' Number of public '' schools. 18G7. LO ^ O lO Ci CO lO c: Cl 00 >.o m d o T-- CO uo o o o «"• CO 'O O i'- i-O r-t CO m rH tH rH rH Cl 1-1 Cl rH Cl rH 1 Cl o rH 1-i O CO OQ rH rH t- rH I 1 cf o 1 GO cf 1857. OCJOO'OO-HCirt OT-tdCl^CC^COCl r-(rHi— IrHrH rHrHi— • CO o r- i.o LO LOdcir^ ^ d o g ^ g ^ 219 154 I ^ Oi o LO 2, 552 17 111 o 00 o d' I"" 1 o H o GO doooi^cicocoi^ o ^ m t- o 'o GO >.n o ^ o rr o o 00 i- c: 1 TOC LO Cl 'O O Cl O CO Cl C5 c r-i'-^coi'-d-T' ^ ^ c*: Cl o i- o CO t- Cl ^ o o 1— 1 CO cf o Cl CO rH 05 CO O rH 1 00" rf co’' 05 d CO 255, 686 T- o rH c: r-l Cl d Cl r-i 1-1 d COGOOrHCl-^^ 1-i doO 1857. QOr-«UMr>OOCiOO i-i m lo 1- LT o •;»> o OOGOOOCJ-^OOM cT cT o' oT r-T of o" i-T o" i'- Cl d' GO t-H Cl o C5%5 r- ^ i- LO o re Cl 00 Cl CJ O -H CO d^ o' ocT a> o' cf cT d LO O C5 lO 'O 0D''d' 1, 939 lO o S3 rH CO rH Cl 05 LO CO CO O i — - 55 Instructed in some other way. 6 CO Ci t- cc CO o m Cl cTi o o cr. O T-^ C2 m r}< r-l CC Ot-C^CiOi-f^t-GO cT 7,154 LO TH Cl rt- l- o O d CO TH OOrHOCOLO^ dTTd CSLOCJLO’^COd oco rH rH o GO tc" j 1 sJ 2" s" 38, 102 1857. CDClLnOOOOClOOCltO C5 o r-< t- d 00 m rH r-i m CO »n Cl CO d 3,997 r* o ^ r- o> « o r- CO rH ,-H cc GO 112 i-H o rr CO •<«< m rH TH • d GO CO • O TH Cl • 3,829 7, 82G 1 10, 70G 7, 423 25, 955 No. attending the public schools. COCOr-i>-H^:C:'!pf-( i-t O LO CC Ci) O O O Cl o o ^ccoociocooo o cT cT r-T QO" -T of o' cf t-T rH ■ rH exT GO O CO TH o LO O t- O -( Oi .,•> t-OCO‘OTHCOO Ci dcoo^ loothi^ogott d d’' t-" cT o' rH CO** o'* VT cT rH rH rH rH tH 0 lO o o' 05 184, J98 10, 034 23, 352 217, 584 CO 8, 322 t), 105 10, 537 9, 295 10, 815 2, 3G8 10, 388 11, 297 10, 152 O 1- Cl d'' GO I TH d O Cl Cl TH TH THO — OGOO^ II r^ r- O d O i-^ 1 o''d' 00 cT i-T 00 rH i—f 8, 021 6, 461 1, 847 o Cl LO Cl CO r-T d' 00 O rH 185,975 School population. 1867. Cl cic^ocotnci — od Cl iO GO c: o O O cc r-- CO oociLOOTt«o CO or^c tt ^ c: CO TH o iH* GO c 1 1 O LO TH Cl — 00 O CO i'* d ^ o T* 103, 390 rH C5 O O Cl CO t- d o o' LO''co" O Cl CO d i 1 d o T— o Cl o' d d ^ r- C5 j 1 ^ ce ® ;g; ^ ’T t-< ® ^ 1857. COl^OOtO-^GOOQO Cl O Ci CO U- Cl CO >o o luO CO CO 00 r-^ O I'- 89,871 t- O Cl GO TH 00 CO CO CO O Cl o »o — < II O LO Cl LO Cl LO (I rH t- GO O cT Cl Ci r " 8, 793 C, 938 1, 810 Cl s T-1 Cl 00 rH s f i i 3 1 1 3 Amt Copenhagen, (rural districts) . Amt Frcdericksborg, (rural districts) . Amt Uolbeck, (lural districts) . Amt Sorb, (rural districts) . Amt rracstb, (rural districts) . . Amt Eornholm, (rural districts) . Amt Maribo, (rural districts) . Amt Odense, (rural districts) . Amt Odense, without the Ilerrod of Aero, (rural districts.) A n.mriarx A Aro TToTTr^rl flia+rm+o^ 1 1 r 1 1 1 !i i Amt njoiTing, (rural districts) . Amt Thisted, (rural districts) . Amt Aalborg, (rural districts) . Amt Viborg, (rural districts) . . . Amt Ilaudei's, (rural districts) . Amt Aarliuus, (rural districts) . Amt Veile, without North Tbyrstrup Ilerred, (ru¬ ral districts.) Amt Veile, North Tbyrstrup Ilerred, (rural dis¬ tricts.) Amt Kiugkibbing, (rural districts) . Amt llibe, O’ural di.stricts) . •h 3 h 1 - 1 1 1 i 3 1 3|iS 1-1 Total of Jutland . : . Total of the rural districts . City of Copenhagen . The other cities and towns . Grand total . From the official publication of the REVIEW OF EDUCATION IN FOREIGN COUNTRIES. 453 FRANCE. (Kepublic, since September 4, 1870. Area, 201,604 square miles. Population, 36,594,845.) Minifster of public instruction, Jules Simon. POLITICAL STATE. The unsettled state of politics still continues, and naturally does not favor any sound development of public education. The republic having been declared, Thiers, the venerable old statesman, became its x>resident, and a national assembly was elected. In opposition to this assembly the Paris commune rose in sanguinary revolution and repeated the terrible scenes of 1793. Church and school did not escape the fury of the communists. From the church of Sainte Genevieve they took down the cross and put in its place the red flag. They passed a decree separating the church and state, and abolished the portion of the annual budget approiiriated for religious purposes. In education they pretended to have a great interest. When a society in Paris made an application to the communist authorities to retain religious instruction in the public schools, and to have the expenses of this instruction defrayed by a special tax, they hypocritically replied that they in principle were favorably dispo.sed toward this application ; but about the very same time (April 17, 1871) they closed several schools conducted by religious societies and imprisoned the directors and teachers. In May the commune published the followiug decree: ‘‘Religious instruction will soon have disappeared entirely from the Paris schools. The teachers are requested to remove all cruciflxes and other symbols of mental oppression from the school-rooms, and send all those which are of precious metal to the mint.” JULES SIMON ON SCHOOL REFORM. In the very midst of this most fearful internal struggle, Jules Simon, the minister of public instruction, endeavored to prepare the way for a reform of education of all grades. His views on the subject will best be seen from his letter addressed to one of the maires of Paris: “ Sir : A committee has been ap^iointed to examine into every thing pertaining to elementary instruction in the department of the Seine. This committee will no doubt propose measures to bring to school all the children of Paris and the suburbs, and to give them a solid, manly, and earnest education, such as a republic ought to give them. I desire that this committee should turn their attention to the following important questions : Gratuitous instruction ; compulsory education ; privileges and duties of women; manner of apiiointing teachers; teachers’ salaries and pensions; course of instruction; gymnastics, which have been hitherto much neglected; means of enabling poor but talented scholars to enter superior or professional schools; regulation of laws regarding the age of children to be employed in factories. “ I have myself used every free moment to prepare a general draught of a new law. Though your committee is only a local one, I have no doubt that it will furnish me with the ^ost valuable suggestions and assistance for the measures which I intend to propose to my colleagues. “ In my capacity of niinister, I thank you for the step you have taken ; in my capac¬ ity of citizen, I congratulate you that, in the moment when Paris is nothing but a large fortified camp, yon strongly express your conviction that the sacred interests of education must not be neglected. France can only be saved, the republic can only be firmly established, if, through unceasing exertions, wo succeed in restoring the moral and intellectual grandeur of our country. That will be our work, our joy, the aim of our whole life, when this fearful and sanguinary tragedy will have passed away. We shall create a generation inaccessible to fear, enlightened with regard to public and private duties, treed from the old prejudices, which enervate character and obscure reason — a generation which, by its enlightened character, its patriotism, its virtue, has become worthy to put an end to the two great plagues of humanity — privilege and war! ” COLONEL STOFFEL’S STATEMENTS. What M. Simon hinted at in a mild manner had already been expressed more vig¬ orously by Colonel Stoffel, in his famous reports made to the French ministry of foreign affairs, in his capacity as military attach6 of the French embassy at Berlin. He says, among the rest : “ There is no country where peiwerted and erroneous ideas are more widely spread than France. The chief cause for this must be sought in the manner in which public instruction is conducted. # * * Is the education which French youth have received since the commencement of this century anything else but an enormous lie, which is continued when we have reached the years of manhood, and which only ceases with the end of our existence ‘I ^ * * But of all the lies the most serious and 454 REPORT' OF THE COl^IMISSIONER OF EDUCATION. stubborn is tbe education which we receive in our youth ; an education which teaches us the exclusive admiration of our own selves, of France ; an education which only tends to farther develop our national faults, and completely stifles every desire to become more perfect.’’ VIEWS OF Pnn.ARj^TE CHASLES. When, on March 8, 1871, Professor Philar^te Chasles, of the Colldge de France, deliv¬ ered his famous lecture on “ The Prussian race,” he ascribed the German victories partly to the precision of the military movements and the excellent army organization, but also, partly, to the superiority of German popular education over the French system. He praised the wide-spread knowledge of foreign languages and geography in Ger¬ many, and bewailed the exceeding neglect with which such knowledge was treated in France, mentioning the interesting fact that, among all the members of the Academy of France, there were only three who could speak English and German. He said that he had considered the cause of France lost at the very beginning of the war ; and added, that what had ruined France was the utter incompeteucy of the nation and its leaders. His numerous hearers, among whom were the very elite of Paris society, greeted his words with the warmest applause. VIEWS OF GAMBETTA. On June 26, 1871, Gambetta made a speech at Bordeaux, in which he also referred to the subject of education. He said : “Above every thing else, this radical evil of all the suflerings of France, ignorance, must disappear. This has been, alternately, the source of despotism and demagogism, and the only means to remedy this evil is edu¬ cation. France has allowed herself to be outdone by other nations, which did not possess the natural advantages of the French, but who progressed, while France remained stationary. It is so self-evident as scarcely to require an argument that the inferiority of our national education has brought most of the present misfortunes on us. Wo have been defeated by enemies who were aided by clear insight, discipline, and sci¬ ence.” STATISTICS OF LLLITERACY. Like every thing else, statistics, especially statistics of education and illiteracy, have, since the war, been in a somewhat disorganized state. All that can be given are the statistics of criminals during 1871. Of 4,189 criminals, 1,515 could neither read nor write ; 1,835 only possessed a very imperfect knowledge of both ; 684 could read and write well ; and 155 had a superior education. PRESENT STATE OF EDUCATION IN FRANCE. A great deal remains to be done for the improvement of jiublic education in France. The teachers in the elementary schools are themselves but very imperfectly prepared for their important calling ; their salaries are small, and consequently many of them, after teaching a few years, turn to some more profltable employment. In the element¬ ary schools the mode of instruction is entirely mechanical ; attendance is very irregu¬ lar ; aids to instruction and educational apparatus are very scarce, (there are some villages where it is hard to find a book or a newspaper ;) seminaries are scarce, and good directors are still scarcer ; female education is very backward. Tlius, it may well be asked. Whence is a better state of education to come ? The secondary and higher schools are not much better, with but few exceptions, such as the College de France. A serious cause of almost all these evils is the lack of school-houses ; and where there is a sufficient number of school-houses, the rooms are entirely unsatisfactory. In many places the .distances are so great that children can not possibly attend school regularly. It is estimated that to remedy all these evils the sum of 150,000,000 fraucs would be required. , Even in Paris much remains to be done. During the reign of the late Emperor many millions were spent for beautifying the city, while in this grand metropolis there were 67,000 children who did not receive any projDer education, simply from the want of school-houses. Every one now feels thorougly convinced that the empire neglected public education in the most shameful manner, and the departmental councils are zealously discussing the best means of x>roducing a better state of alfairs. The general council of the dei>artment of the Seine unanimously declared in favor of compulsory education ; with 48 against 27 votes they declared in favor of entirely free instruction ; while only 37 against 41 voted for taking the religious instruction in the jiublic schools out of the hands of the clergy. The prefect presented the dejiartmental budget, showing a surplus of 1,400,000 francs, and urged the establishment of a normal school in the department of the Seine, asking for a preliminary aiDjiroiJriation of 115,000 francs, and means for educating orphans and idiots. REVIEW OF EDUCATION IN FOREIGN COUNTRIES. 455 STUDY OF THE GErLV.\JS" L.UNGUAGE. M. Jules Simon urgently recommended the rectors of the French universities to introduce as much as possible the study of the German language into all the lyceums of the republic. He said, in connection Axith this recommendation, ‘‘ If the rising genera¬ tion is to oppose successfully the victorious march of the German race, it must learn to understand the German race ; and nothing will tend to further this more than a thorough study of the language of our enemies.” The minister of war. General Cissey, also endeavored to raise the standard of educa¬ tion among the soldiers. Thus he published an order in September last, to make out lists of all those officers who have a sufficient knowledge of German and appoint them as teachers of that language in their respective regiments and divisions. JULES SIMON’S LAW REGARDING COMPULSORY EDUCATION. In December, 1871, Jnles Simon notified the members of the national assembly that he would soon lay the draught of the new school-law before the assembly. This draught had been previously discussed in the council of ministers. Owing to the pressure of busi¬ ness of a purelj’ political character, nothing has as yet been done in regard to this law, but as there is every probability that in its essential features it will finally be adopted, we give its imi)ortant articles : 1. Every child, male or female, between the ages of 6 and 13, must receive a min¬ imum of education, either in the public or private schools. This minimum of education is to embrace the obligatory branches of instruction, and its existence is, at the end of the period of schooling, to be certified by the ministry of public instruction through its subordinates in the departments. 2. A school committee, consisting of delegates from the canton, the maire, the clergyman, and three heads of families appointed by the municipal council, has to watch over attendance at school. 3. The government inspector in each district has a seat and vote in this committee. 4. If a child misses school three times during a month without excuse, the father or guardian is summoned before the school committee and is warned. If the case recurs his name is placarded at the maire’s office, and his family is deprived of all aid from the public funds. If this does not induce him to send his child to school a fine not exceeding 100 francs i.s imposed, and finally he can be deprived of his rights as a citizen for a period of three years. 5. The school committee issues certificates to children 13 years of age, after having passed a jmblic examination, to which all must submit, whether educated in jrnblic or private schools. If, at this examination, it becomes evident that a child, who was supposed to receive jirivate instruction, has in reality not received instruction in the obligatory branches, legal proceedings are instituted against the father or guardian. 6. From the 1st of January, 1880, no citizen 21 years old will be registered as an elector who does not possess the above-mentioned certificate from his local school committee, or give sufficient proof of being able to read and write. Articles 7 and 8 refer to the ap¬ pointment of- teachers, which is to be preliminary by the inspector of the academy, but definitely only after having passed an examination. The inspector of the acadeniy is also intrusted with the inspection of elementary schools. 9. As soon as a teacher’s place becomes vacant the municipal council has "to decide whether the school is to be intrusted to a clergyman or layman. This decision is then communicated to the departmental council, which, in conjunction with the iuspector of the academy, makes the final decision. If the departmental council and the inspector of the academy can not agree, the matter is laid before the educational committee of the department, which settles it definitely. Articles 10 and 11 define the duties of the school-inspectors. Article 12 places the school-houses under the supervision of cantonal committees, which, according to detailed arrangements, are appointed for three years. IG. From January 1, 187G, no one is to be intrusted with the management of a school who can not show the certificate required by the law of March 15, 1850. The members of religious sis¬ terhoods who, on the 1st January, 1876, have already taught school for four years, are exempted from this. 17. The expenses for elementary education must, in the first place, be met by the municipalities and the departments. Only in extraordinary cases the central government grants aid. 18. In every department there will be established • a teachers’ seminary, for the education of male and female teachers. These seminaries will be entirely sux)ported by the central government, and the departments will only have to supply the buildings. Article 19 specifies the expenses of the municipalities for education. Article 20 extends this law also to Algeria. Article 21 obliges the minister of public instruction to make an annual reiiort every March to the national assembly on the state of public instruction in the Avhole of the republic. OPPOSITION OF THE CLERICAL PARTY. The clerical party of course violently opjiosed this law. According to the “Opinion Nationale,” the Bishop of Orleans declared in a letter to President Thiers, that any law I 456 REPORT OF THE COMMISSIONER OF EDUCATION. making education compulsory would be considered as a declaration of war by tbe clergy. It may therefore be expected that when this law will be discu,ssed in the national assembly the light will be a bitter one, especially as the majority of the mem¬ bers of the right, under the leadership of Dupanloup, de Corcelles, and de Richemont, w'ill oppose lay instruction to the very utmost. SEPARATION OF CHURCH AND STATE. The Evangelical National Conference of France, which held its sessions at Nismes during October, 1871, adopted tbe following resolutions: “The ministers and elders of the Evangelical National Conference desire that the national assembly will vote in favor of gratuitous, compulsory education.” The conference at the same time passed a resolution urging the insertion of an article in the future constitution of France sep¬ arating church and state entirely. The united committee of the Rue Br6da and the workingmen of Paris charged its candidates to the national assembly to urge “gra¬ tuitous, obligatory, and secular instruction, absolute separation of church and state, and the complete abolition of all state support to any religious creed.” SECONDARY EDUCATION. iycewms.— According to a late decree of President Thiers, (September 26, 1872,) the salaries of the teachers in the lyceums are regulated. The lyceums (79 in number) are, with the exception of the 7 Paris and Versailles lyceums, classed in four grades, viz: 7 of the first grade, 6 of the second grade, 18 of the third grade, and 41 of the fourth grade. The salaries of teachers of the Paris lyceums vary between 9,000 and 5,500 francs; those of the Versailles lyceums between 9,000 and 4,500. Of the departmental lyceums the salaries of the first grade vary between 7,500 and 2,500, those of the second grade between 7,000 and 2,000, those of the third grade between 6,500 and 1,800, and those of the fourth grade between 6,000 and 1,800 francs. In a circular addressed to the head-masters of lyceums, (dated September 27, 1872,) M. Jules Simon acknowl¬ edges the necessity of great and sweeping reforms, but deems it prudent to tread the path of progress slowly and gradually, but all the more surely. In his circular, M. Simon dwells on eighteen xioints, viz: 1. Periodical conferences of jyrofessors. — The professors of each lyceum are to assemble once a mouth, under the presidency of the head-master, and discuss the affairs of the lyceum, plans of studies, disciplinary measures, &c. This conference will, at its first session, elect by absolute majority of votes from among its members a council of 8 in those lyceums that have only 20 xirofessors, of 10 in those with more than 30 professors, and of 12 in those of more than 35. This council will be presided over by the head¬ master, and administer the laws and regulations of the lyceum. 2. Gymnastics.— Gy mnasiiGS are to form an obligatory branch of instruction in all the lyceums. The normal school of gymnastics at La Faisanderie, administered by the ministry of war, will continue to furnish teachers. Besides this school, a special com¬ mittee has been appointed, before which any person may be examined in gymnastics, and, if successful, receive a certificate as teacher. 3. Military exercises, riding, fencing, swimming. — Military drill will be taught in all lyceums by competent masters ; in garrison towns riding will be taught by cavalry officers, and fencing and swimming will be taught wherever it is practicable. 4. Excursions. — Excursions are to bo made from time to time by the scholars, accom¬ panied by some of the teachers. The topography and history of the place to which the excursion is made are to be studied beforehand, and such excursions shall embrace ancient castles, important ruins, famous battle-field^ museums and factories, or shall simply be of a botanical or mineralogical character. 5. Lessons in hygiene. — A course of six lessons in hygiene, the programme of which is to be drawn up by the Academy of Medicine, is to be gone through in every lyceum. 6. Modei'n languages. — One modern language (either English or Gorman) must be studied by every scholar. The minister deems this branch of instruction highly important, and considers it a great disgrace for France that hitherto so little has been done in this direction. 7. History and geograijhy. — A thorough study of these two sciences is strongly urged.* In geograxi'hy, there is not only to be a full course of geography of foreign countries, but more particularly geograxihy of France, aided by excursions and accurate sectional maps. In history, the professor ought certainly to be patriotic, and infuse noble, pat¬ riotic sentiments into his pupils, but he should never distort or falsify facts. This x)as- sage is so characteristic and new for France that we give M. Simon’s own words: “ History ought to give to the scholar a taste for accuracy and veracity. If, e. g., a teacher says in his class that neither army was defeated at Waterloo, he may draw applause from his xmxiils ; but it is of greater importance to tell them that the French were defeated at Waterloo, and inexuire into the causes of this defeat ; and if we deserved to be defeated it ought to be openly acknowledged.” EEVIEW OF EDUCATION IN FOREIGN COUNTRIES. 457 8. Modification in the teaching of Latin and Grecl\. — In view of tbo constantly increasing matter of instruction, (natural sciences, modern languages, &-c.,) a uioditication with regard to ancient languages is urgently demanded. There are many different opinions as to how this had best be done, and this whole subject is therefore referred to the immediate consideration of the professors’ conferences, who will report to the ministry. 9. EJementary classes. — The minister recommends that the greatest care bo bestowed on the elementary classes, 'which form the connecting link between the primary school and the lyceum, as it is important that a good foundation should be laid in these classes. 10. Recitations. — The minister strongly urges that there shall bo less of mere mechan¬ ical work of learning by heart and mere hearing of 'lessons, but more exi)lauations. Tire teacher is not to content himself till he has made his pupils understand their lessons thoroughly. 11. Written exercises, (le thbme.) — There should be much less of these; especially not so many translations from French into Latin. 12. Latin verses. — The exercises in writing Latin verses, though jrleasant in them¬ selves, are to be entirely discontinued, as utterly useless for any practical purpose. 13. Translations (versions) from Latin and Greek into French are likewise to be cur¬ tailed. Though interesting and important to persons intending to make philology a specialty, they take away by far too much time from other and more useful studies. 14. The inteirogating method, and the explanation of authors. — The minister draws atten¬ tion to the fact that most teachers in their classes confine themselves to speaking all the time, without asking their pupils any questions. All lessons ought to be given in the form of dialogues. This applies to all sciences, but particularly to classical authors. 15. French language and literature. — The minister very truly says that when the clas¬ sical studies shall have been curtailed in the manner described above, there will be some time left for the study of French. It has been one of the singular mistakes of our classical education to drill a boy in Latin and Greek translations, exercises, and rhetoric before he is firmly grounded in his native tongue. He was scarcely permit¬ ted to express a thought in writing except through the medium of Latin verse or prose. This must necessarily produce a vague way of thinking, must favor imitation, decrease originality, and in most cases extinguish the bright liame of original and enthusiastic youthful thought. In the lowest class as well as in the highest, the greatest attention ought to be bestowed on the study of the French language, and also, in the higher classes, on that of French literature. This, more than any other measure, will tend to iutroduce a healthful tone into our secondary instruction. 16. Use of the library. — Greater liberty ought to be given to puj^ils in using the works of the library connected wdth each lyceum. 17. Resume of ohso'vations regarding the teaching of Latin and Greek. — The leading prin¬ ciple of all reforms in these studies ought to be the follovt iug : “Modern languages are studied in order to speak them; ancient languages, to read the writings of famous authors.” 18. Examinations. — The minister touches on two points, viz: the general competitive examinations, and the examinations required for passing from one class to the other. There are to be four examinations per year in every class, held by two professors under the presidency of the rector and the inspector of the academy. These examinations ought to be partly oral and partly written ; more oral than hitherto, in order to prac¬ tice the pupils in preserving their presence of mind and in collecting their thoughts rapidly. The general competitive examinations ought to be curtailed considerably. GERMANY. (Coustitutional Monarchy — Empire. Area, 210,035 square miles. 'Population, 40,107,428.) ABSENCE OF NATIONAL SYSTEM. Germany has no national system of education, and no central educational authority ; ea.oh state managing its owm educational affairs. SOCIETY FOR THE FURTHERANCE OF EDUCATIf^N. After the German nation had brought the war against France to a victorious close, and had obtained the ardently desired end to have the whole of Germany united under one head, the wish was felt and uttered to draw all the German tribes more iutiiuately together, especially by working in common for the cause of national education. For this purpose a number of prominent educators from all parts of Germany united and founded the “ Society for the furtherance of popular education.” After having organ¬ ized, they published as their aim: 1. To found schools for persons beyond the school- age, beginning -with schools for apprentices in cities, and as far as xiossible also schools for young farmers, on the model of the farmers’ high-schools in Denmark. 2. To 458 REPORT OF THE COMMISSIONER OF EDUCATION. draw all the different German societies for educational purposes closer together, and unite them to common activity. 3. To establish a journal which should bo exclusively devoted to the furtherance of liberal education, and which should also contain full educational statistics. 4. To appoint itinerant teachers, who are to hold lectures on important educational and social questions. Branch societies have been established in all parts of Germany. ORGANIZATION OF THE GERMAN SCHOOLS. At the same time demands were raised on all sides for a uniform organization of the German schools, comprising a uniformity in the plan of instruction, the central, pro¬ vincial, and local administration, examinations, education of teachers, salaries, and pensions. GERMAN teachers’ SOCIETY FOR RAISING THE STANDARD OF THE PUBLIC SCHOOLS. In order to further this object, the above-mentioned society was organized at Berlin. Their aim is: 1. To organize a course of instruction in conformity with the present standard of pedagogics. 2. To furnish the schools with better and more modern appa¬ ratus, furniture, &c. 3. The better education of teachers. 4. To raise the salaries of the teachers to a sum corresponding with the importance of the profession. 5. The supervision of schools by men properly qualified for this important office. 6. The establishment of adult schools {For thU dun gsanst alien) throughout the country. 7. The establishment of public libraries. The society hopes to reach its aim by influencing the legislative powers, by establishing societies for the furtherance of education, and by spreading, through journals, pamphlets, and lectures, correct views regarding the aim of the German public schools. GENERAL EDUCATIONAL SOCIETY. A similar society was organized at Dresden, under the presidency of Professor Leon- hardi, of Prague." Its aim is to spread those general principles of education by which the German nation may become a nation of morally free, religious, and practical men. This society, too, has organized branches in different parts of Germany. UNIFORM GERMAN SCHOOL LEGISLATION. The frequently expressed wish for a uniform German school legislation must be con¬ sidered as premature, as the difference between the various German states in this respect is as yet very great. ADULT SCHOOLS. During the last year a great many adult schools have been established in Middle and North Germany, wliich hitherto had been outnumbered in this respect by South Germany. GENERAL ATTENDANCE AT SCHOOL. It is estimated that of the whole number of youth of school-age in the German Em¬ pire, from 96 to 97 per cent, attend the elementary schools. The higher schools are only attended by 2 per cent. THE INFALLIBILITY DOGMA AND EDUCATION. The great excitement produced by the dogma of the Pope’s infallibility made itself also felt in the educational siihere. Many professors, directors, and teachers were excommunicated and discharged by their clerical superiors because they refused to accej)t and teach this dogma ; but in most cases they secured protection from the Secular authorities; in this they were assisted by the “Old Catholic” party. Toward the end of tlui year (1871) the arbitrary measures of the clergy, and espe¬ cially of the Roman Catholic priests, toward teachers, and their violent denunciations of the secular schools, were discussed in the German Parliament. On motion of the Bavarian minister of public instruction. Von Lutz, Parliament, on the 28th November, passed the following resolution : “ Any clergyman or priest who, in the exercise of his functions, publicly, before an assembly, in a church, or any other locality used for divine worship, makes the affairs of state the subject of his discourse, or touches thereon in a manner tending to disturb the public peace, is punishable by imprison¬ ment or close confinement in a fortress for a period not exceeding two years.^’ The Roman Catholic clergy, however, continued in their violent course, persecuting and excommunicating teachers who would not adhere to the new dogma. Matters were brought to a climax by the appointment of Prince Hohenlohe as German ambas¬ sador to the Holy See. Prince Hohenlohe was of a noble family, a cardinal of the Roman Catholic Church, and reputed to be liberal or moderate in his religious views. His appointment was said to be made for the sake of appearing to be on good terms with the Pope. Pius IX refused to receive Prince Hohenlohe as ambassador, declar¬ ing' “ that, in the present circumstances of the Holy See, it is impossible to authorize a cardinal of the church to accept a charge of so much delicacy and responsibility.” KEVIEW OF EDUCATION IN FOREIGN COUNTRIES. 459 At the same time it was claimed that it was the policy of the Jesuits so to use the doctrine of the Pope’s infallibility as to sow discord within the emi)ire, to ])revent its consolidation, to thwart Prussian influence, and to embarrass the state with religious controversies. The matter was now brought before the imperial German Parliament. The key¬ note had already been sounded, when, on the 14th May, 187‘2, Prince Pismarck declared in Parliament ; In Germany there can be, and must be, but one sovereignty, and that uniform and absolute — ilie sovereignly of the Jaws and in another speech in the Prus¬ sian Parliament: This is a constitutional, not a co»/e6“srov- inces is difficult, and it is impossible to lay down absolute and definite rules. The new library must be a university library. STATISTICS. _ The statistics given by Mr. Wehrenpfennig differ somewhat from tho official statis¬ tics x^ublished about two years ago. According to these there are in Alsace 1,123 public and 86 private schools, wjth 9.5,222 scholars, (48,608 boys and 46,614 girls.) Seven hundred and thirty-four scholars were Roman Catholic, 400 Protestant, 55 Jewish, and 11 with no denominational character. About one-third of all the schools were administered by religious societies. In 262 girls’ schools members of religious sisterhoods w^ere teachers. The total number of teachers was 1,590. Tho average annual salary of male lay teachers was 640 francs, that of female lay teachers 680, that of the male clerical teachers 730 francs, and that of female clerical teachers 450. Of 735 schools taught, 159 were on examination found excellent, 351 good, 174 satis¬ factory, and 51 xioor or unsatisfactory. 462 REPORT OF THE COMMISSIONER OF EDUCATION. CONFERENCE OF SCHOOL INSPECTORS. In order to accomplish the re-organization of the school-system in Alsace-Lorraine on a safe basis, the newly appointed school-inspectors of the different districts were commissioned to inform themselves accurately as to the actual state of education and the wants of the population. After this had been done satisfactorily, an inspectors’ ' conference was called together at Strasburg. This conference, to which also the teachers of the normal schools had been called, met on the 26th and 27th July, 1871, and was ]iresided over by School-Counselor Arnold. The whole system of elementary instruction was thoroughly discussed, and rules and regulations for further action were laid down. COMPCLSORY EDUCATION. By order of the governor of Alsace, education is henceforth to be compulsory for all boys between the ages of 6 and 14, and all girls between the ages of 6 and 13. For the present, this law only applies to public schools, and to private schools for children working in factories. APPOINTMENT OF TEACHERS. The appointing power has been given by the governor to Government President von Kiihlwetter, in Strasburg, for Alsace, and to Government President Count von Villers, at Metz, for Lorraiue. According to reliable authority, the government intends at an, • early date to raise the salaries of all the teachers in the public schools. TEACHERS’ SEMINARIES. In April, 1871, two teachers’ seminaries were opened — a Catholic one at Strasburg and a Protestant one at Colmar. The course of instruction in these seminaries lasts three years, and embraces religion, history, geography, German, pedagogics, vocal and instrumental music, gymnastics, and horticulture. The language of instruction is German. There are normal classes connected with these seminaries, where students engage in practical exercises. According to a recent decree of the chancellor of the German empire, (Prince Bismarck,) the seminaries in Alsace-Lorraine have been entirely deprived of their confessional character, and students are admitted to either of them irrespective of religious creed. SECONDARY INSTRUCTION. The former lyceum at Colmar has been discontinued, and in its stead a gymnasium on the plan of the Prussian gymnasia, with several real-classes, was opened on the 3d October, 1871. The Strasburg lyceum had already been changed into a gymnasium on the 1st of May. According to recent statistics the attendance at the secondary schools has been exceedingly satisfactory. Thus the gymnasium at Strasburg numbered 170 students, (40 from Alsace;) the gymnasium at Buchsweiler 102,(101 from Alsace;) Muhlhausen 80, (60 from Alsace;) and Metz 87, (mostly sons of German officials.) THE STRASBURG UNIVERSITY. The Strasburg University, founded in the year 1538, was closed during the first French revolution, but was re-established by Napoleon in 1808, but was never a full university in the (lerman sense of the word. After the close of the war of 1870-’71 it was the unanimous and loudly uttered wish of the whole German nation to see the Strasburg University restored to its pristine glory, and become, as of old, the nurse of famous German writers and thinkers. The imperial government gladly seconded this wish, and appropriated a large sum (about 1,000,000 Prussian thalers) for build¬ ings, laboratories, apparatus, &c., and an annual sum of 220,000 thalers. Large contributions of money and books passed in from all sides, so that soon the library possessed a larger number of volumes than before the siege, and on the 1st May, 1872, the University of Strasburg was solemnly opened in the presence of the civic and military authorities of Alsace, and delegations of professors and students from nearly all the German universities. The new university opened with 47 professors — among them some of the most famous men of science and letters — and several hundred students. SCHOOL OF PHARMACY AT STRASBURG. The school of pharmacy at Strassburg had to be discontinued, as nearly aU the teachers left. The pharmaceutical society of Strasburg, however, took the matter in hand, chose competent teachers from among their own number, and the school has been opened again and is in a flourishing condition. REVIEW OF EDUCATION IN FOREIGN COUNTRIES. 463 EDUCATIONAL JOURN.VL. On the 1st April, 1871, the fiist number of an educational journal for Alsace appeared at Colmar, called “Das Elsassisclie SchidbJatt” (The Alsace School JournaL) It is edited by Professor Hass, director of the higher burgher schools at Miiuster, (Upjjer Alsace.) ANHALT. (Nominally a Constitutional Monarchy— Duchy. Area, 8G9 square miles. Population, 203,354.) The educational affairs of the duchy are administered by a director, (consistorial- rath.) No report has been received for this year. BADEN. (Constitutional Monarchy — Grand Duchy. Area, 5,904 square mUes. Population, 1,461,428.) The educational department is under the ministry of the interior. Director of the department {superior council of education,) L. Renk. SCHOOL ADMINISTRATION. In May, 1871, the Roman Catholic archi-episcopal vicariate (the highest Roman Cath¬ olic authority of the grand duchy) resolved to make use of its right (secured by law) of taking a share in the administration of schools, and to guard the right of the clergy¬ man to take his seat in the local school board. This resolution was received in a very different manner by the various organs of the press; the liberal journals almost unani¬ mously condemning the measure, while the conservative and orthodox journals warmly defended it. The teachers openly expressed themselves against the participation of the clergy in the school administration, and several teachers’ conferences passed resolutions asking the central teachers’ conference to petition the chambers for an abolition of the odious measure. COMMUNAL NON-CONFESSIONAL SCHOOLS. In quite a number of communities non-confessional schools have been established, in most cases by Protestants and Jews. WANT OP TEACHERS. There are still many teaehers wanted. In some cases teachers have from 150 to 170 scholars; in others they have to' attend tq two schools, so that each of these schools has only three days’ instruction per week. The three teachers’ seminaries are entirely insufficient to provide for this want. Many young men are deterred from entering the seminary on account of the small salary they have to expect when teachers, as they have to teach ten or twelve years before their salary is raised to 400 florins. teachers’ READING-ROOMS. The teachers in the city of Constance (9,000 inhabitants) have clubbed together, and have established a reading-room, where all the recent educational j)ublications and journals are taken. BAVARIA. (Constitutional Monarchy — Kingdom. Area, 29,617 square mUes. Population, 4,861,402.) Ministe)' of public instruction, J. von Lutz. INCREASE OF TEACHERS’ S-ALARY. In the appropriation bill laid before the Bavarian chambers special regard was paid to the increase in the salary of teachers. The minister of public instruction, in recom¬ mending the measure, remarked that “it would be an unjustifiable harshness to con¬ sole teachers, when complaining of their miserable pittance, by the promise of some future school law which would improve their po.sition. What was wanted was action and immediate aid.” The government intends to remedy this evil by increasing the 464 REPORT OF THE COMMISSIONER OF EDUCATION. salaries of all teachers in active service, by granting an increase of salary after several years of service, by giving pensions to superannuated teachers, and by taking care of the widows and orphans of teachers. The annual sum demanded by the minister for these purposes amounts to 1,294,196 florins. The provincial authorities have set a praise¬ worthy example iu this respect by appropriating large sums for the same purpose ; thus Upper Bavaria voted 30,000 florins, and Middle Franconia 44,550. The same has been done by the municipal authorities iu most of the cities, such as Munich, Nuremberg, Worms, Ndrdlingen, Kulmbach, tfec. STATISTICS. In the public elementary schools there are employed 26 clergymen, 8,309 male teach¬ ers, 93 lay female teachers, and 87 assistant teachers. The number of teachers’ widows is 2,198, and the number of teachers’ orphans 1,328. EDUCATION IN MUNICH, In Munich special classes are to be established for children whose mental develop¬ ment has been retarded ; children of poor abilities are assisted by receiving extra instruction after school hours, and poor children are aftbrded an opportunity of studying their lessons undisturbed in the school-house. Gymnastics, drawing, and vocal music are obligatory studies in all the elementary schools. French teachers may be employed in girls’ schools, and, in exceptional cases, in the two lower classes of boys’ schools. Poor children are supplied with text-books and stationery at the expense of the city. There are no school-fees whatever. The number of hours per week for each teacher varies between 20 and 28. In appointing new teachers the magistrate has the right of recom¬ mending persons, and the district authorities (district is the subdivision of province) have the right of appointment. The city in 1871 appropriated 200,300 florins for school purposes, 50,000 of which sum were for teachers’ salaries. THE INFALLIBIEITY D0G:MA AND EDUCATION. After Professor Dollinger, Professor Ih'iedrich, and Professor Silbemagel, of Munich, had decidedly expressed themselves against the dogma of infallibility the students of the Gregorian theological seminary were forbidden by their clerical superiors to attend the lectures of the :,bove-mentioned professors. In consequence of this prohibition a large meeting of citizens addressed a petition to the government, asking that the infallibility dogma might be rejected, and that the relation between church and school might soon be definitely regulated. The magistrate resolved to recommend only such persons as religious instructors in public schools as would sign a protest against the dogma. There were, however, several cases in which the archbishop claimed the right to appoint teachers in elementary schools. This induced the magistrate to protest emphatically against all such intermeddling in communal affairs and to enter complaints with the government. On the 14th of October, 1871, von Lutz, the minister of j)ublic in¬ struction, made a speech of two hours and a quarter in the Bavarian chambers, defining the x)osition of the government toward the infallibility dogma, declaring that the only safety for the future was to be found in the separation of church and state, and prom¬ ising that the government would abolish the concordat, and would uphold i^erfect re¬ ligious liberty als*o iu the educational field. The archbishop of Munich was ofiicially informed by the minister that the infallibility dogma was endangering the funda¬ mental laws of Bavaria and the constitution of the country ; that consequently the government could lend no aiding hand iu the spread of the new dogma, and would, if necessary, protect citizens against the encroachments of the ecclesiastical authority. NON-CONFESSIONAL SCHOOLS. In a great many cities, such as Nuremberg, Speyer, Munich, and others,the municipal councils have established uon-confessioual schools, which have received many contribu¬ tions from private citizens, and which, as a general rule, are well attended. STUDY OF PEDAGOGICS AT THE EPH.ANGEN UNTVEKSITY. At the university of Erlangen, two professors. Dr. von Zezschwitz and Dr. Schmidt have commenced to deliver lectures on pedagogics. The latter, who is also director of the recently established pedagogical-faculty seminary at the university, has started a philosox)hical-pedagogical society, called the Sunflower.” DISTINCTION CONFERRED ON A WORTHY TEACHER. The father of the present minister of public instruction lives at Wurzburg as a simple elementary teacher. On the 12th September, 1871, he celebrated the fiftieth anni- REVIEW OF EDUCATION IN FOREIGN COUNTRIES. 465 versary of liis having entered the teacher’s profession; in which he, during this long period, had been an untiring and enthusiastic worker. On this occasion he was deco¬ rated with the Ludwig’s Order, and was honoreil by a congratulatory letter from the King’s own hand. BREMEN. (Eepublic— Free City. Area, lOG square miles. Population, 122,505.) Rigliest educational autlioritxj, The Mayok oe the- City of Bhe.mex, C. F. G. Mohr. teachers’ seminary. A movement has been set on foot by a number of citizens to raise the standard of education in the teachers’ seminary, and to make some modern language (either Eng¬ lish or French) an obligatory subject of instruction. So far, however, this law has not led to any definite result. teachers’ salaries. The government has resolved to lower the salaries of teachers from 500 Prussian thalers to 400, and to raise them gradually every five years, till they have reached the sum of 600 thalers, which is to be the maximum salary. A short time before this reso¬ lution was passed, the salary of the head-butler in the famous old restaurant ^‘Raths¬ keller,” (in the cellar or basement of the ancient town-hall,) was fixed at 1,500 thalers per annum. The assistant teachers are to have better opportunities in future to be promoted and become regular teachers. Their salaries in the city vary between 350 and 400 thalers, and in the country districts between 250 and 300. BRUNSWICK. (Constitutional Monarchy — Duchy. Area, 1,526 square miles. Population, 311,715.) Highest educational authority, Dr. H. T. L. C. Ernesti. teachers’ conference. The fortieth annual meeting of the Brunswick teachers’ conference discussed the fol¬ lowing subjects : 1. The preparation of the teacher for his important duties as instructor aud educator. 2. The work of the teacher and the best means for bettering his position. 3. The absolute necessity for raising the teachers’ salaries. 4. A compar¬ ison of the teachers’ salaries with those of other officers in the service of the govern¬ ment. EDUCATION IN THE BRUNSWICK CHAMBERS. One delegate moved a resolution to reserve 250, (X)0 thalers from the income from the railroads, (which are government property,) the interest of which sum was to be used for increasing the salaries of teachers. During the same session another delegate moved to petition the ministry to consider whether, and in how far, instruction in the public elementary schools could be made gratuitous, and to prexiare the draught of a law to that effect. TRUANCY LAW. The law, passed in 1867, endeavors to remedy the evil in truancy in an energetic man¬ ner. According to this law, for every day missed at school a fine must be iiaid of 2^ silbergroscheu, (about 6 cents;) if the number of missed days during one single month amounts to 5, the fine is raised to 5 silbergroscheu, (12 cents.) In case of inability to pay, imxirisoument takes the place of the fine. Any xJerson employing a child of school age in a factory or any other business during school-hours is to be fined by a sum not exceeding 20 thalers, ($14.40, gold,) or imxnisoument for a xieriod not exceeding two weeks. MEETING OF TEACHERS OF THE DEAF AND DUMB. August 20-22, 1871, the society of teachers of the deaf and dumb of Northwestern Germany held its fifth annual meeting at Brunswick. Ten deaf aud dumb institutions were reijresented by 24 teachers. The following subjects were discussed : 1. The urgent necessity of a normal school for teachers of the deaf and dumb. 2. Drawing in¬ struction in deaf aud dumb institutions. 3. Instruction in speaking. 4. The best mode of xilaciug the teachers in- institutions of more than one class. 30 E 466 EEPORT OF THE COMMISSIONER OF EDUCATION. HAMBURG. (Ecpublic— Free City. Area, 148 square miles. Population, 338,974.) President of the superior school council, The Mayor of the City of Hamburg^ Dr. G. H. Kirchenpauer. INTRODUCTION OF THE NEW SCHOOL-LAW. The introduction of the new school-law has been hailed with nniversal and unfeigned joy. It is based on sound educational views, secures the independence of the school from the clergy, and gives a uniform organization to the whole system of public instruc¬ tion. By this school-law a superior school-council has been created as the highest educational authority. The members are at certain stated periods elected by the city council. The law also provides for a teachers’ seminary— an institution the want of which has been keenly felt. An annual sum of 16,000 Prussian thalers has been appropriated for this institution; there are to be only day scholars, and English and French are to be made obligatory studies. EDUCATIONAL SOCIETIES. The “Society of the Friends of Education in Hamburg,” existing for sixty-five years, numbers 596 members. It endeavors to further education by lectures, a library, a read¬ ing-room, and normal school, and likewise grants financial aid to poor, sick, and super¬ annuated teachers, teachers’ orphans and widows. The Educational Society, founded in 1869, numbers 200 members, and follows the same aims as the before-mentioned society. SCHOOL HYGIENE. In Hamburg, following the example of Switzerland, experiments have been made to ascertain the amount of carbonic acid gas contained in school-rooms. The maximum was found to be about 5 per cent., which is altogether too much. As the pure air of the .atmosphere only contains 0.004 per cent., and as 1 per cent, is really injurious to health, endeavors are being made to remedy this evil by a better sj’stem of ventila¬ tion. statistics. During 1871 the total number of teachers was 1,805, viz, 878 females and 927 males Of this number, 42 males and 131 females were about 18 years old, 237 males and 301 females varied in age between 19 and 28 ; and 152 males and 86 females were be¬ tween 29 and 38 years. HESSE. (Constitutional Monarchy — Grand Duchy. Area, 3,240 square miles. Population, 852,843.) Superintendeni of public instruction, G. Willich. TEACHERS’ SALARIES. The Hessian chambers, in September, 1871, discussed, the position of the elementary teachers,and almost unanimously resolved to urge the government to raise the decidedly insufficient salaries, and the pensions of teachers’ widows. In some -of the towns the evil was so apparent that the municipal authorities raised the salaries from the town treasury. That the salaries were really utterly inadequate, is seen from a fact like the following, which has been communicated by a Hessian teacher : A young man about 16 years of age was recommended by him to an engineer, to assist him in carrying and placing surveying instruments, who received daily, Sundays included, 1 florin 12 kreutzers, making an annual salary of 438 florins. This same teacher only receives .an annual salary of 300 florins, although he has served 30 years. teachers’ societies. The Ludwig and Alice Society, established seven years ago, for aiding teachers’ widows and orphans, numbers 1,341 members, all teachers, (the total number of teachers in the grand duchy is about 1,700,) and its funds amount to 15,493 florins; during the last year 1,040 florins were distributed. In two districts there are district teachm’s widows’ societies, to give aid only to the widows of teachers who have taught REVIEW OF EDUCATION IN FOREIGN COUNTRIES. 467 in the district. The Jewish society, Achawa, for aiding poor Jewish teachers, their widows and orphans, has been in existence for six years ; its funds amount to 10,C*I3 florins, and during the last year 907 florins were paid to poor teachers, orphans, and widows. The Hessian Teachers’ Society, numbering 1,125 members, met in May, 1871, in Oppenlieim. Only 280 members attended the meeting. Various subjects were dis¬ cussed, and resolutions passed to urge uitoii the government the necessity of a new school-law, the chief features of which are to be: entire separatimi of church and school ; compulsory, gratuitous education ; non-confessional teachers’ seminaries ; higher standard of education in the seminaries, &c. AGRICULTURAL COURSE FOR ELEMENTARY TEACHERS. Every year during the summer vacation an agricultural course of about six weeks is held at Darmstadt, the capital of the grand duchy, for the benelit of elementary teachers. This course has two divisions, one for those who attend for the first time, and one for those who have already attended it during the previous year. The course embraces lectures on chemistry, natural philosophy, mineralogy, geography, botany, zoology, geometry, agriculture, book-keejiing, horticulture, &c. INSTITUTIONS FOR YOUNG PERSONS WHO HAVE LEFT SCHOOL. Three years ago there were 87 such institutions, but since then their number has in¬ creased considerably, especially in the rural districts. These schools are supported by the towns themselves. The instruction is mostly given in the evening or on Sunday afternoon, by the regular teachers, and embraces drawing, natural history, natural philosophy, history, geography, arithmetic, &c. The Roman Catholic clergy have violently denounced these schools as a desecration of the Sabbath-day ; the well-known Bishop Kettler, of Mayence, calling them, in a confirmation speech held in the May- ence cathedral on the 29th May, 1871, ‘‘institutions of the devil.” BUSINESS COLLEGE AT OFFENBACH. In Offenbach (population about 25,000) there is a very excellent private business college under the superintendence of Dr. Niiglor. Both discipline and instruction enjoy a very high reputation, and among the pupils there are several from Italy, England, and America. LIPPE-DETMOLD. (Constitutional Monarchy — Principality; (Furstenthurm.) Area, 445 square miles. Population, 111,153.) Director of ecclesiastical and school affairs, Privy Counselor Meyer. No report has been received for this year. LUBECK. (Republic — Free City. Area, 1091 square miles. Population, 52,158.) Highest educational authority, Senator Dr. Th. Curtius. No report has been received for this year. MECKLENBURG-SCHWERIN. (Feudal Monarchy — Grand Duchy. Area, 4,834 square miles. Population, 557,897. Highest educational authority, The Minister of Justice, Ecclesiastical and School Affairs, State Counselor Dr. H. Buchka. EDUCATION.AL SOCIETIES. , The general Mecklenburg teachers’ society held its annual meeting at Wismar, and ptossed resolutions to urge the authorities to establish schools for young persons who have finished their schooling in the primary schools. The course of instruction, accord¬ ing to these resolutions, is to embrace drawing, modeling, embossing, German, natural philosophy, history, geography, arithmetic, book-keeping, rudiments of law, and polit¬ ical economy In Schwerin there is an “educational society” with several sections, i. c., for mathematics, history of pedagogics, &c. The Teacher’s Life Insurance Society has been in existence for 11 years. The funds 4G8 REPORT OF THE COMMISSIONER OF EDUCATION. amount to 28,398 Prussian thalers. During the last year the expenditure was 4,482 thalers, and the income 4,721. The number of members is 958. lu 1871 a Pestalozzi society was started, which already has distributed 218 thalers to 18 teachers’ widows. A TEACHER IX THE CITIZENS’ COUNCIL. In Schwerin a teacher was elected a member of the citizens’ council, a committee of citizens whose function it is to form a sort of advisory board to the municipal council! The municipal council did not consider this election valid, but the university, on being appealed to, decided that the election was entirely valid. COMPULSORY SERVICE (SPANNDIENST) FOR TEACHERS. In the rural districts the farmers are obliged to till the ground for the teacher, as part of the latter’s salary consists in a tract of land. This institution has led to many quarrels between teachers and farmers, and it is the unanimons wish of the teachers that this antiquated institution may soon be abolished. MECKLENBURG-STRELITZ. (Feudal Monarchy — Grand Duchy. Area, 997 square miles. Population, 96,982. Highest educaiimal authority^ Ecclesiastical Counselor (Consistorialrath) Dr. H. Ohl. No reiiort has been received for this year. OLDENBURG. (Constitutional Monarchy — Grand Duchy. Area, 2,417 square miles. Population, 316,641.) Highest educational authority, The Minister of State, .Justice, and Foreign Affairs, BiAKOn P. F. L. de Roessing. There are two school-boards — one for the Protestant and one for the Catholic schools. President of the school-board for Protestant schools, Erdmann ; president of the school- board for Roman Catholic schools, Reismann. No report has been received for this year. PRUSSIA. (Constitutional Monarchy — Kingdom. Area, 137,066 square miles. Population, 24,691,203.) Minister of gmhlic instruction, Dr. F^ilk. change of ministry. Von Miihler, who has been Prussian minister of public instruction since 1862, had made himself so obnoxious by his re-actionary measures, all tending to give greater power to the clergy, and to increase their influence in school affairs, that a change was urgently demanded by the public, the press, and the Prussian Parliament. He was, consequently, permitted to resign on the 17th of January, 1872, and on the 22d of Jan¬ uary Dr. Falk was appointed in his place, a choice which met with universal approba¬ tion. Dr. Falk was born in the Prussian province of Silesia in the year 1827, received a classical education, and studied law at the University of Breslau. In 1857 he was elected a member of the Prussian Parliament, where he voted with the liberal conserv¬ atives. education in the PRUSSIAN PARLIAMENT. Education has formed a frequent subject of discussion in the Prussian Parliament. In 1870, several members introduced resolutions to ameliorate the teachers’ position, but without leading to any result. During these discussions, a member from the province of Prussia showed that in the district of Gumbinnen, in his province, in 1837, there Avere 10 per cent, of all the recruits entirely illiterate, while in 1827 the percentage had only lieen 6 ; but that during the administration of Raumer and Miihler, (1860-’65,) the percentage had again risen to 10^. He considered the miserable financial position of the teachers as the chief cause of this deplorable condition. IJi Other members entirely coincided with his views, but nothing Avas done to remedy the evil. EEVIEW OF EDUCATION IN FOEEIGN COUNTRIES. 4G13 At the opening of Parliament, Noveniher ‘27, 1871, King William, in his speech from the throne, referred to education in tlu' follo\Ying words: “Pnhlic instruction will this year require a larger appropriation than hereiolore, in order to satisfy all the just demands of teachers and schools. The draught of a new school law will be introduced during the present session, which it is hoped will remedy many of the existing (!vils.” This draught of a new law, looking chielly to a completeseparal ion of church and school, was introduced, and after considerable discussion was passed in both houses; in the lower house ou the 11th March, 1872, by a vote of 125 ayes to 7(1 noes. THE NEW rnussiAX SCHOOL law' of 1872. The following is a literal translation of the new Prussian .school-law of March 11, 1672, assigning the superintendence of all the schools, private and public, to the state, that is to say, to the political society, and withdrawing this superintendence from the clergy as clergy or priests, although the latter might be, and indeed are, largely ap¬ pointed by the state as school superintendents : LAW COXCER:SiXG SUrERINTEXDEXCE OF IN.STRUCTION AND EDUCATION. “We, Williyin, by the grace of God, King of Prussia, &c., &c., ordain, in conformity with article 23 of the constitution of January 31, 1650, with the consent of both houses of Parliament, for the w^hole monarchy, as follows : “ Section 1. Abolishing every decree or direction in single portions of the land to the contrary, the superintendence over all institutions of instruction and education, private and public, belongs to the state. “ Section 2. The appointment of local and district school inspectors belongs to the state alone. The commission given to the state inspectors of iirimary schools can be recalled at- any time, if it be a secoudar^^ and additional, or an honorary, office. “ Sec'iton 3. This law does not touch the participation in the superintendence of schools belonging to the communes, nor article 24 of the constitution of January 31, 1850. “ Section 4. The minister of public instruction is charged with the execution of this law. “ Given, &c., &c., Berlin, March 11, 1872. “Bismarck, and the seven ministers of the Prussian cahinet.” “ WILLIAM. the infallibility dogma and education. During the early part of 1871, Dr. Triebel, director of the teachers’ seminary at Brauusburg, in the province of Prussia, and Dr. Wollman, teacher of religion at the gymnasium in the same town, wffio refused to accept the new^ dogma, were suspended from office by Dr. Kremeutz, bishop of Ermelaud, while Dr. Braun, director of the gym¬ nasium at Braunsberg, w'as without further ado suspended from office and excommu¬ nicated. Although the ministry of public instruction reminded the bishop of the illegality of his course of action. Dr. Kremeutz nevertheless demanded unconditional obedience to his orders by all the teachers of his diocese. Thereupon, the ministry com¬ missioned the provincial school-council of the province of Prussia to issue the follow¬ ing order : “As Dr. Wollman has been appointed by the government, it alone has the right to suspend him from office, if such a step should be deemed necessary. The bishoj) has no right whatever to meddle w'ith the affairs of the gymnasium, much less to discharge any teacher. If the bishop believes that Dr. Wollman has become incapacitated for his office, he must ffrst ascertain the exact facts of the case, and must then refer the whole matter to the government. In no case has the teacher of religion to obey any orders except those of the government.” Similar orders were issued with regard to Dr. Triebel ami Dr. Braun. The bishops of Bonn and Breslau, wdio pursued the same course as Dr. Kremeutz, were likewise, by energetic orders from the university, reminded of their position. All the Roman Catholic bishops of the kingdom thereupon, on the 13th September, 1871, addressed a petition directly to the King, asking him to protect the oppressed Catholics in their rights. SCHOOL FINANCES. During the year 1871 the sum of 6,311,463 Prussian thalers (about $4,544,253.36 gold) was expended for publie instruction. The following are the most important items of expenditure : Ministry of public instruction, 149,260 thalers ; provincial school councils, 77,630; examining committees, 12,797; the universities, 889,815 ; gymnasia andreal- Bchools, 57‘2,4‘29 ; scientiffc and artistic institutions, 317,660; elementary instruction, 470 REPORT OF THE COMMISSIONER OF EDUCATION. 1,339,009; -vvitli tlie following items: teachers’ seminaries, 392,025 ; elementary schools, 837,616; gymnasia, 12,160 ; institutions for the deaf and dumb and the blind, 21,139 ; orphan schools, 76,065, tfec. teachers’ seminaries. There is a great lack of teachers in nearly all the provinces, owing partly to the low salary paid, and partly to the iusufhcient number of teachers’ seminaries. In the course of the year a number of new seminaries have been opened, and others will soon bo opened, especially in the provinces accjuired by the war of 1866. teachers’ salaries. The salaries have hitherto been entirely insufficient, especially in the rural districts. While a number of cities, particularly in the western portion of the kingdom, have made praiseworthy efforts to make the position of their teachers more comfortable, a petition, signed by thousands of teachers, has been addressed to the Prussian Parlia¬ ment, asking for an addition to their salaries, a regular increase at stated intervals, and a regulated system of pensions. Slowly but surely this end will be reached. teachers’ societies. a There are teachers’ societies in all the provinces, district societies in the district, and city societies in most of the larger cities. The Prussian societies have, during the last year, displayed a great activity, in the way of meetings, lectures, discussions, &c.; but few practical results have been reached. The two favorite subjects of discussion were the separation of church and school, and the formation of a general German teachers’ society. SCHOOLS FOR YOUNG PERSONS WHO HAVE FINISHED THEIR SCHOOLING, (FORTBILD- UNGSCHULEN.) Of these schools there are a great number throughout the whole monarchy, and of all kinds and grades, to suit the most varied demands. A model school of this kind for ladies is the Victoria Lyceum, in Berlin, which is under the special patronage of the crown princess. The teachers are all men of standard excellence in their respective subjects, and lectures are delivered on general history, history of Germany, German literature, history of music, history of the hue arts, French and English literature, botany and chemistry. Other schools are more devoted to industrial pursuits, and might well be termed industrial schools ; v/hile some only go over the elementary branches, with the addition of some mathematics, natural sciences, &.c. Some are devoted to drawing ; others to agriculture, &c. These schools are open mostly in the evening, and are attended by apprentices and other young persons in business. Many of these schools are private establishments ; some are municipal, while others are sup¬ ported by various societies. GYIMNASTICS. Gymnastics is taught in almost all the schools, and the government encourages it in every way. In a recent circular the minister says : “ It is acknowledged everywhere, by soldiers and civilians, that the astonishing accomplishments of our armies in the late war, especially their thorough discipline, exhibited in the most cheerful and self- sacrificiug manner, their skill in overcoming natural and artifimal hinderances in the enemy’s country, their courage and calmness in battle, the calmness with which they boi’e pain and prWatious, must, in a large measure, be attributed to their gymnastic education.” Special zeal is displayed in the xirovince of Prussia, wTiere, in the five districts of Kdnigsberg, Gumbinnen, Danzig, Marienwerder, and Bromberg, there are 34 gymnastic societies, with 3,062 members. The x)rovincial gymnastic society empffiys a migratory teacher of gymnastics, who makes his regular rounds. In the city of Osnabriick (xirov- ince of Hanormr) the system of gymnastics has been introduced in the two uxiper classes of the city schools, and the results have been interesting. In all cases the chil¬ dren of the xmorer classes showed less nimbleness than those of the rich. The most ex¬ tensive and magnificent arrangements for iustruction in gymnastics are to be found in the city of Breslau, (xirovince of Silesia,) where there are most x^^rfect arrangements for female gymnastics. SCHOOL HYGIENE. In February, 1871, a “ medico-xiedagogical society ” was formed in Berlin, consisting of educators and xihysiciaus. Its aim is to further school hygiene in all its branches. In one of the last sessions the feasibility of a reliable school-pathology was discussed; and, as a stexi in this direction, the keeping of accurate tables was recommended, in which all cases of sickness of school-children are to be entered. The society is young; but some of the best educators and the most eminent men of science are among its members, and good results from its activity may confidently be looked for. REVIEW OF EDUCATION IN FOREIGN COUNTRIES. 471 STATISTICS OF ILLITERACY. The followiDg are accurate statistics of tlie illiteracy among the Prussian con¬ scripts: Provinces. Percentage of conscripts unahle to read and write. 1841. 184C-’49. 1851-’52. 1800-’G7. 18G9-'70. Prussia . 15. 33 41. 00 2. 47 1.23 9. 22 1. 19 2. 14 7.00 9. 24 IS. 22 1. 10 1.01 5. 88 o.:n 1.09 3.43 10. 04 20. 07 0. 70 0. 93 4. 78 0. 04 2. 11 2. 54 12. 28 13. 80 0.81 1. 19 :i. 42 0. 17 1.03 0. 08 11.00 14. 38 0. 59 1. 08 2. 80 0. 37 1. 03 0. 75 Posen . Brandcnhui’*^ . .. .... . . . . . Pomerania . . . . . . . . Silesia . . . . . . . Saxony . Westphalia . Rhenish Prussia . . Hohenzoliern . . Hanover . 2. 28 2.21 0. 50 0. 33 1.90 0. 87 0. 09 0.22 . 6.' 00 Schleswig-Holstein . Hesse . Nassau and Pranlifort . T.aneuhnT'o' . . . . . W^hole monarchy . . . . . 4. 81 3.8) 3. 37 SCHOOL STATISTICS OF BERLIN. The following are the official school statistics of Berlin (population about 900,000) for the year 1871 : Number of elementary schools 218, with 1,982 classes and 93,198 scholars, (49,446 boys and 43,752 girls.) Of these scholars, 7,371 were older than 14, and 85,627 younger. Of the schools, 93 private schools w^ere under the supervision of the municixial authorities, and 64 schools were supported by, as well as under the super¬ vision of, the same authorities ; 53,515 children were instructed at the expense of the city. The teachers are classed according to their salary, in the following manner: 16 with 900 thalers each ; 16 with 850 ; 57 wdth 800; 13 with 700; 92 with 650; 91 with 500 ; 123 with 450 ; 238 wdth 400 ; 43 with 350 ; 75 with 300 ; 209 with 72 ; 15 with 60. Total number of teachers 957, (596 males and 361 females.) The expenditure for the municipal schools amounted to 475,762 thalers, and that for the x>rivate schools to 116,085. Fines for truancy were imposed to the number of 16,639, amounting, in all, to 2,379 thalers. In 1,560 cases the punisment consisted in imprisonment. REUSS-GREIZ. (Absolute Monarchy — Principality. Area, 148 square miles. Population, 45,094.) Highest educational authority, The President op the Government, O. Meusel. No report has been received for this year. REUSS-SCHLEIZ. (Constitutional Monarchy — Principality. Area, 297 square miles. Population, 89,032.) Highest educational authority, The President of the Ministry, Dr. von Harbou. action of the chambers with regard to education. The chambers, which assembled at Gera, adjourned on the 29th November, 1871, after having passed all the bills relating to education, the most important one being a bill granting government subsidies toward the building of new school-houses. SCHOOL districts. The wffiole country is divided into 3 dioceses, with 15 school districts. Every dis¬ trict has its school-inspector, appointed by the government, who presides at the annual teachers’ conferences of his district. So far there is no general teachers’ society, but energetic endeavors are being made to establish one, SAXE-ALTENBURG. (Constitutional Monarchy— Duchy. Area, 509 square miles. Population, 142,122.) Highest educational authority, The President of the Ministry, F. L. von Gersten- BERG, Edler Von Zech. teachers’ salaries. The salaries of teachers were entirely inadequate, and many teachers had, therefore,. 472 REPORT OF THE' COMMISSIONER OF EDUCATION. to resort to some other means of earning money. By a hill iutrodnced in the chambers, which doubtless will become a law, the lowest salary will be 250 Prussian thalers, and the highest 400. • NUMBER OF CLASSES IN SCHOOLS. In the whole duchy there is not a single school with only one class; all the schools having at least two classes. SAXE-COBURG-GOTHA. (Constitutional Monarchy — Duch3’. Area, 509 square miles. Population, 174,339.) Highest educational authority for Gotha, President of the Ministry Von Seebach. Highest educational authority for Coburg, Ministerial Counselor H. Rose. CHANGE IN THE SCHOOL-LAW. The Gotha school-law, dated July 1, 1863, is to undergo a change. The change will refer chiefly to disciplinary measures, the i)reparatioii of teachers, the regulation con¬ cerning private schools, the maximum and minimum of children in one class, and a stricter separation of ecclesiastical and school affairs. The teachers’ seminary will have a preparatory class added to it. GYIMNASTICS. Since 1863 gymnastics forms an obligatory branch of instruction in all the schools of the duchy. During the months of July and August, a professor of gymnastics was commissioned by the government to make a tour of inspection through the whole country, and prejiare a report on the state of instruction in gymnastics. SAXE-MEININGEN. (Constitutional Monarchy— Duchy. Area, 933 square miles. Population, 187,884.) Minister of justice, ecclesiastical affairs, and miMic instruction, Privy Counselor F. Von Uttenhoven. STATISTICS. The teachers’ seminary at Hildburghausen had 1 director, 6 teachers, 4 assistant teachers, and 74 students. Connected with the seminary there is a very excellent normal school and an institution for the deaf and dumb. The gymnasium at Meiuingen had 205 students, the gymnasium at Hildburghausen 116, and the real-school at Meiuingen 146. Evening and Sunday schools, in which education is compulsory, liave been established by 20 (chipfly rural) communities. The town of Souneberg (population, 4,000) has established an industrial school with a one- year’s course, embracing German, French, English, history, geography, mathematics, natural sciences, drawing, modeling, vocal music, and gymnastics. SAXE-WEIMAR. (Constitutional Monarchy — Graml-Duchy. Area, 1,421 square miles. Population, 280,183.) Highest educational authority. Privy Counselor Dr. G. T. Stichling. teachers’ societies. There are quite a number of teachers’ societies, prominent among which are the Peda¬ gogical Seminary, under the leadership of Dr. Stoy, at Jena, and the Pedagogical Society, at the same place, numbering ainong its members nearly all the teachers of the higher elementary schools, and the Pedagogical Society at Eisenach. The latter usually holds twelve sessions every winter. PRIVATE schools. Among the private schools of the grand-duchy and of Germany, the boys’ boarding- school of Dr. Iviiferstein, at Jena, occupies a high rank. It has 3 gymnasium-classes, 4 real-classes, and 2 elementary classes, and is therefore a combination of gymnasium, real-school, and elementary school. Instruction in Latin commences in the third year, French in the fifth year, Greek and English in the sixth year. REVIEW OF EDUCATION IN FOREIGN COUNTRIES. 473 teachers’ salaries. The salaries of teachers vrere, in a ^reat many cases, entirely too small. The gov¬ ernment has taken the matter in hand, and intends, in consideration of the’ very favor¬ able linancial condition of the country, to raise the salaries considerably. SAXONY. (Constitutional Monarchy— Kingdom. Area, C, 777 square miles. Population, 2, .'556, 244.) Highest educational authority, The Minister of Public Instruction, Dr. C. F. W. Gerber. SCHOOL FINANCES. The appropriation for educational purposes for 1872 amounted to 774,000 thalers, (one thaler=72 cents, gold,) being 169,599 more than the preceding year. The increase is to serve in raising the teacher.s’ salaries. The items of the appropriation are distributed in the following manner: University at Leipzig, 164,857; for the gymnasia, 112,308; for industrial schools, 22,000; for the schools for toy manufacture, wmaviug-schoohs, sewing-schools, schools of embroidering, straw-plaiting schools, spinning-schools, navi¬ gation-schools, (for river navigation,) drawing and Sunday schools, 2,250; special higher schools for the above-mentioned branches of industry, 16,250; business-colleges, 1,000; teachers’ seminaries, 105,338; institutions for the deaf and dumb, 30,751 ; ele¬ mentary schools, 160,825; for a new polytechnic school at Dresden, 400,000, &c. THE NEW SCHOOL-LAW DISCUSSED BY THE LUTHERAN SYNOD. The government had already in 1870 prepared the draught of a new school-law, which, however, was not discussed by the chambers till this present (1872) session. Its fate so far is not known. As the new law proposed to define more clearly the relation of the school to the church and the state, the ministry of public instruction deemed it advisable first to hear the opinion of the Saxon Lutheran synod, which met in Dresden in May, 1871. The most important subject of discussion was the following paragraph of the new la^v : All the functions of the Evangelical-Lutheran church authorities which hitherto have been exercised by the ministry of ecclesiastical and school affairs pass over into the hands of a new ecclesiastical board, {Oherconsistorhim.) The highest authority in educational matters remains with the ministry of public instruction, with the exception of religious instruction, which is under the superintendence of the Oher- consistorium, the new ecclesiastical board.” The majority of the synod supported the government, but a strong minority oxieuly expressed themselves against the new law. After long and violent discussion, it w'as resolved to lay the new school-law in full before the synod before it was laid before the chambers. REAL-SCHOOLS. By a ministerial decree of December 2, 1870, the course of instruction in the real- schools of the higher grade was raised from six to sev^en years. All the scholars in these real-schools are obliged to study Latin, so as to be able to read Livy, Sallust, and Cicero, in the first (highest) class. In the real-schools of the lower grade, two foreign languages must be studied. The number of real-schools is constantly increasing, and all of them are filled to their utmost capacity. TEACHERS’ SEMINARIES. The Saxon teachers’ seminaries enjoy a w^ell-merited reputation. Their course of instruction embraces the following subjects: Religion, (dogmatically,) exegesis of the most important books of the Old and New Testaments, church history; German gram¬ mar and literature, (also ancient German and Gothic ;) arithmetic, geometry, geogra¬ phy, history, natural history, natural philosophy, pedagogics, history of education, catechetics, psychology, penmanship, drawing, gymnastics, piano, organ, and violin, vocal music, and thorough-base. Connected with every seminary there is a practice- school. lu some seminaries one or two foreign languages are taught. WANT OF TEACHERS. The number of teachers’ places in the kingdom of Saxony is 4,549, while the number of teachers is only 4,411; so that, in spite of the numerous aud well-attended semina¬ ries, there are 138 teachers wanting. In view of this wAiit, the government contem¬ plates the establishment of another new seminary in the district of Zwickau, (one was established a few^ years ago at Zschoppau.) 474 EEPORT OF THE COMMISSIONER OF EDUCATION. SCHOOL-HYGIENE. At the sixth annual meeting of the Saxon Medical Society, held at Dresden in No¬ vember, 1871, a resolution was moved to petition the government to place all the schools under medical supervision ; but as Dr. Hiibel declared, in the name of the ministry, that by the new school-law all school-houses would bo placed under medical supervis¬ ion, and that the district-physicians were to become members of the regular confer¬ ences of district-school inspectors, the motion was taken back. It was resolved to petition the ministry to introduce instruction in hygiene, at least in all the higher schools: and this petition will in all probability be granted. All teachers have to keep a regular account of the vaccination of their scholars. Ac¬ cording to the accounts sent to the ministry, 46,884 children out of 51,980 Avho entered school during the year had been vaccinated. Of those that had not been vaccinated 36.6 j)er cent, were attacked by the small-iiox, while of those that had been vaccinated only 1.2 per cent, had the disease. EVENING AND SUNDAY SCHOOLS. There is in Saxony a very large number of such schools, to suit all demands. In the Dresden district there were 23 Sunday-schools, with 1,953 scholars; in the Zittau dis¬ trict there were 12 Sunday-schools, with 910 weaving-machines ; in the Plaueu district there were 20 Sunday schools, Avith 2,110 scholars ; in the Chemnitz district 54, Avith 6,897 scholars. In many of these schools French, English, book-keeping, arithmetic, penmanship, draAving, and natural sciences are taught, and all of them are Avell at¬ tended by apprentices, clerks, &c. Recently, also, an agricultural Sunday and eAmu- ing school has been started near Bautzen, attended by teachers and young persons between the ages of 15 and 32, to the number of 72. PRIA^ATE SCHOOLS. Saxony possesses a great number of Amry excellent private schools of all grades, especially in the cities of Dresden and Leipzig. A peculiar school is the private school for girls, founded by Miss Grossmauu in Dresden. All the studies in this school are taught by three teachers, a German, a Frenchman, and an Englishman. Every subject is first taught in German, then the same subject in French, and lastly in English. GYMNASTICS. At Dresden there is a famous normal school of gymnastics. The number of scholars was 1,769, among whom there were 458 Avho preiiared themseHes for the profession of teacher of gymnastics. Some of the pupils came from Hanover, Hesse, BrunsAvick, Lipiie-Detmold, Finland, and Hungary. TEACHERS’ SOCIETIES. Since April, 1870, there has existed in Dresden a society of drawing-teachers, which has already held ten meetings, and discussed the whole subject in its A^arious aspects. A peculiar institution is the Teachers’ Fire Insurance Society, numbering 2,237 members. The capital of this society amounts to 2,109,610 thalers, and during the last year 5,704 thalers Avere paid. There are numerous other teachers’ societies, for scientific pimxioses and for mutual relief. EDUCATION OF IDIOTS. The institution for idiots at Hubertsburg, which has been in existence for 25 years, has been very successful. During this period 221 persons were admitted, (168 boys and 53 girls,) of Avhom the greater majority have become useful citizens. The institution Avas opened with 10 boys, and numbers now 46 inmates, (33 boys and 13 girls,) between the ages of 6 and 17. The number of idiots, however, is greater than the institution can accommodate; for while in Saxony there is only one blind person to eAmry 1,385 of the population, one deaf-mute to eAmry 1,636, there is one idiot to every 497. The largest percentage of idiots (0.5 per cent.) is in the cities of Dresden, Leiiizig, Chem¬ nitz, and in the Amlleys of the Erzgebirge. VITAL STATISTICS. According to careful statistics, the total age of 100 teachers and 100 clergymen who died during the years 1861-63 was 6,392 for the clergymen and 5,391 for the teachers, making the aAmrage age of a clergyman 63.92 years, and that of a teacher 53.91, (10.01 EEVIEW OF EDUCATION IN FOREIGN COUNTRIES. 475 years less.) With regard to the ages at the time of death, they are grouped in the fol¬ lowing manner : • Ages at time of death. Clergymen. Teachers. Ages at time of death. Clergymen. PotAveeii 20 and 30 . . . 8 Between GO and 70 . 24 Between 30 and 40 . o 15 Between 70 and 80 . 2G Between 40 and .50 . 12 14 Between <80 and 90 _ 4 Between 50 and GO . 32 25 SCHAUMBURG-LIPPE. (Constitutional Monarchy — Principality. Area, 212 square miles. Population, 32,051.) Highest educational authoritg, The Peesidext of the Council of Ministers, (vacant.) [No report has been received this year.] SCHWARZBURG-RUDOLSTADT. (Constitutional Monarchy — Principality. Area, 340 square miles. Population, 75,523.) Minister of finance, ecclesiastical affairs, and imhlic instruction. Privy Counselor Baron J. A. Ketelhodt. EDUCATION in THE CHAMBERS. During the last session of the chambers, held at Rudolstadt, the majority, with re¬ gard to the relation between church and school, expressed the opinion that the church had no authority whatever over the public schools. teachers’ conference. The general teachers’ conference of Schwarzburg-Rudolstadt held its twenty-first an¬ nual session at Schwarzburg in July, 1871. T\Am subjects were especially discussed — the study of the German classics and poets in the public schools and in the teachers’ semi¬ naries as the best means of awatening a noble patriotism, and to develop) mind and char¬ acter ; and the subject of punishments. On the fir.st subject several enthusiastic speeches were made, and all the members were in faAmr of introducing these studies. SCHWARZBURG-SONDERSHAUSEN. (Constitutional Monarchy — Principality. Area, 318 square miles. Population, 67,191.) Minister of justice, ecclesiastical affairs, and inihlic instruction. Privy Counselor G. Bley. teachers’ salaries. In the last session of the Schwarzburg-Sondershausen chambers the government pro¬ posed an increase of teachers’ salaries, which Avas passed, so that since January 1, 187:2, the minimum salary of elementary teachers has been 275 thalers in the three principal cities, 250 in the smaller cities, and 200 in the rural districts. Every five years the salary is to be raised 25 thalers, till, after haAung taught 15 years, the salary is respecth'ely' 350, 325, 275 thalers, the maximum. AIEETING of KrNDERGARTEN-TEACHERS. On the 28th September, 1871, a conference of kindergarten-teachers from all parts of Central Germany Avas held at Arnstadt. Re\^ Steinacker spoke on Froebel’s system as the “ Preliminaries of peace between the parental home, the school, the infant-school, and the kindergarten.” 476 EEPORT OF THE COMMISSIONER OF EDUCATION. WALDECK. (Constitutional Monarchy — Principality. Area, 4GG square miles. Population, 56,218.) President of the council of piiblic instruction, Councilor G. Gleisner. teachers’ conference. The Teachers’ Society of Waldeck held its annual meeting at Sachsenhausen during April, 1871. Twenty dilferent subjects were discussed, and a progressive spirit mani¬ fested itself. All agreed that church and school must he separated ; that the teacher should have the same privilege as all the other civil officers of the government ; and that nothing should he more avoided by teachers than a mere mechanical method of instruc¬ tion. WURTEMBERG. (Constitutional Monarchy — Kingdom. Area, 7,840 square miles. Population, 1,818,541.) Minister of ecclesiastical affairs and iniblic instruction, Dr. Von Gessler. STATISTICS. The number of elementary teachers is 3,671, viz, 2,474 Protestants and 1,197 Roman Catholics. The salaries vary between 700 and 180 florins. Most of the schools are very much crowded, and there is such a want of teachers that, although last year 113 teachers left the seminaries after having finished their studies, there were a great many vacan¬ cies. teachers’ societies. The Wur temberg Teachers’ Society held its annual meeting at Ludwigsburg in August, 1871, The chief subjects of discussion were: German education as it should be to cor¬ respond to the grandeur and glory of the new German empire, especially by making the teacher’s position more honorable in societj^; the necessity of ah increase of the sal¬ aries of teachers and the pensions to teachers’ widows. SUNDAY AND EVENING SCHOOLS. Wnrtemberg was the first German state where such schools were established, and their number is now very large. Recently an ineffectual attempt was made to make attendance in the schools compulsory. As it is, attendance is entirely voluntary, a small school-fee is charged, and scholars who manifest a want of diligeuce or talent are dis¬ charged ; but, nevertheless, these schools are all crowded to their utmost caxiacity. SCHOOL-HYGIENE. The ministry has published a decree, giving special sanitary regulations for schools. Each school must have a play-ground and gymnastic apparatus, and separate rooms for the two sexes ; the length of the school-rooms must not exceed 12 meters, and the height must be at least 3.4 meters. Great care is recommended as to the paint used for w'ails and furniture, that it does not contain any poisonous matter. Earthenware stoves are recommended in preference to iron stoves. In every school there is to be a separate room for the teacher, and in larger schools a room for scientific collections. Every school¬ room must have a wash-bowl and towel and a cloak-room. Rooms, stair-cases, and en¬ tries must be swept daily, and scoured at least four times a year ; there must be good light and ventilation ; and the temxierature of the school-room is never to be less than about 62 degrees. If in summer the thermometer shows 77 degrees in the shade during the forenoon, there is to be no school in the afternoon. The scholars should be afforded an opjiortunity of changing their xiosition by letting them sit and stand alternately. The means of punishing is to be a thin switch, which must have the jirescribed length of half a meter. GERMAN EDUCATIONAL LITERATURE. No material being at hand to give an accurate exhibit of the educational literature of Germany for the year 1871, an exhibit for the preceding year, IS^O, is given. The number of educational works xmblished during the year was 1,174. This number only includes text-books for schools and xirivate study, books for children, and the history REVIE^Y OF EDUCATION IN FOREIGN COUNTRIES. 477 of education, as -svell as works on special educational questions. According to subjects, the educational literature of 18/1) is groux)ed in the following manner : Subjects. No. of works. Subjects. No. of works. !Music . 384 Headers . 37 ^Miitbeiuutics. - _ _ _ _ _ 132 Modern lnn<>nrie'es 33 Gviiiiiastics . . . . . . . . 118 History of education, &c . 31 Isatural sciences . 80 German literature . 25 History . 76 Drawing . 25 Geo'’Tapliy . .. .. . . . . 64 Penmanship . ' 13 . . . 58 Hooks for children . 57 Total . . . 1, 174 German grammar . 41 SCHOOL-PROGRAMMES.' A peculiar feature of German educational literature are the school-programmes, pub¬ lished annually by the gymnasia and the real-schools. It is an ancient and time-hon¬ ored custom, that every year the director or one of the professors writes a scientihe essay on a subject chosen bj^ himself. Many of these essays possess the highest literary merit, and the authors not iufreqneutlj^ publish a collection of their essays in book- form. Some of them are of considerable length, (upward of 100 closely-printed pages,) and they embrace the most varied subjects, as the following table for the year 1870 will show : Subjects. No. of essays. Subjects. No. of essaj's. Pliilology . 245 Philosophy . . n Education . .' . 208 Geop'raphy _ 7 History . . . 76 History of art . 4 Natural sciences . 69 Hibliop'r.aphy . . . 2 Mathematics . 47 Theology . 18 Total . . . 687 EDUCATIONAL JOURNALS AND PERIODICALS. The number of educational journals and periodicals published in Germany is 67, viz, 62 Protestant and 5 Roman Catholic. Distributed according to states, they are grouped in the following manner : States. No. of journals. States. No. of journals. Prussia . 30 Saxe-AYeinvar _ 1 Saxony . 15 Brunswick . . AYurtemberg . 8 Hamburg . Hav.aria . 2 Gldenbnrp’ Hesse . ; . . 3 Alsace . 1 Baden . . 2 Heuss-Schleiz . . ! . . 2 Total . 67 STATISTICS OF THE GERMAN UNIVERSITIES IN 1871-72. In the following table the statistics of the universities of the German empire are first given by themselves, and then the statistics of those universities in Switzerland, Aus¬ tria, and Russia where German is exclusively used as the language of instruction, and which are justly considered as homesteads of German science and German culture. 478 REPORT OF THE COMMISSIONER OF EDUCATION UXIWSRSITIES. PROFESSORS. • • STUDENTS. Ordinary. Extraordinary. Honorary. Private, (Privat do¬ cent en.) Tutors. Total. Theo c Cy CO c p logy. 0 'c 6 Law and political economy. 0 c *5 5 '6 2 C ^ OD 1 5 X ^ Q is 1 5 5 r2 C 1 f J| Total. Germany : Beilin . 51 57 0 62 G 173 280 837 503 98C 2, 603 1, 578 4, 181 Bonn . 48 21 1 1 98 51 128 192 175 201 ’747 58 ’805 Breslau . 49 12 3 36 7 107 62 117 209 198 323 914 53 967 Erlangen . 34 8 1 5 5 53 163 45 103 33 344 344 31 4 50 95 ’ 30 56 46 227 12 239 32 8 1 5 53 19 86 172 106 280 26 306 57 oo 1 28 6 114 113 142 342 377 804 1 805 33 7 ID 3 53 18 34 187 82 476 47 523 Halle . 41 14 1 27 7 90 282 91 94 410 970 45 1, 015 Heidelberg . 38 21 2 31 14 106 34 299 144 571 69 ’ 640 Jena . 27 18 6 63 97 72 50 112 358 36 394 Kiel . 29 5 18 5 57 45 12 170 28 135 35 170 Kdnigsberg .... 38 8 19 5 70 79 141 436 154 544 14 ■558 Leipsic . 52 49 4 30 4 139 412 717 194 639 2. 204 71 2, 275 Marburg . 39 5 17 4 65 50 20 399 139 403 25 428 Miinchen . 63 13 12 19 5 112 76 372 394 1, 241 1, 241 Munster . 13 8 5 1 27 232 39 185 ’ 417 4 421 Postock . 29 1 7 1 38 40 35 14 128 i 129 Strasburg . 33 8 i 47 Tiibingeh . 42 17 10 5 74 208 85 151 89 175 00 100 808 Wurzburg . 34 6 17 3 60 156 119 396 136 807 8 815 Total in the Ger¬ man empire .... 818 315 37 387 97 1, 654 1, 953 889 3, 604 3. 769 4, 686 14, 901 2, 183 17, 084 Austria; Graz . 40 10 17 3 70 103 103 313 292 143 850 926 Insbruck .... 41 7 9 1 58 197 197 104 79 148 523 612 Prague . 43 22 1 20 6 97 207 207 640 500 265 1, 612 1, 709 Vienna . 74 38 1 85 8 206 198 198 1, 304 1, 383 679 3, 564 3, 881 Kussia : Horpat . 36 4 1 14 11 66 32 218 259 179 748 755 Switzerland : Ba.sle . 30 10 1 21 4 66 41 14 68 38 161 161 Berne . 27 10 3 21 61 24 69 135 20 248 302 Zurich . 34 14 30 78 43 21 169 78 311 352 Total in other countries . 330 115 217 33 702 200 705 2, 682 2, 885 1, 550 8, 022 676 8, 698 Grand total . 1,148 43L 44 i 1 1 1 130 2, 356 2, 153 1,594 6, 286 6, 654 6, 236 00 c)03 ! 1 2, 859 2577^ GEEAT BRITAIN AND IRELAND. (Constitutional Monarchy— Kingdom. Area, 20,879 square miles. Popnlation, 31,817,108.) Lord presidoH of the council on education, Earl of Ripox ; vice-president of the committee of file council on education, William Edward Forster. I.— ENGLAND AND WALES. * (Population, 22,704,108.) CODE (1872) OF MINUTES OF THE EDUCATION-DEPARTMENT.'' 1. A sum of money is annually granted by Parliament “for public education in Great Britain.” 2. This grant is administered by the education-department. 3. The object of the grant is to aid local exertion, under certain conditions, to maintain — a. Elementary schools for children ; and &. Training-schools for teachers. 4. An elementary school is a school or department of a school at which elementary The education-department administers the schools in England, Wales, and Scotland. REVIEW OF EDECATION IN FOREIGN COUNTRIES. 479 edncntion is the priucipal part of the edncation there given, and does not include any school or department of a schhol at which the ordinary payments, in respect of the instruction, from each scholar exceed ninepencc a weelv." 5. Aid to maintain schools is given by animal grants to the managers, conditional upon the attendance and proficiency of the scholars, the rovisionally certificated in the third class, for immediate service in charge of schools (article 4) which have an annual average attendance of less than 60 scholars. 61. After their 25th year of age (completed) their provisional certificates must have been exchanged for permanent certificates (article 43) or are ipse facto canceled. 62. The provisional certificate is confined to an entry of the pupil-teacher’s name in a register kept by the education-department, and does not involve the issue of any certificate to the pupil-teacher. FUTURE RATING OF EXISTING CERTIFICATES. 63. Existing certificates of the first or second class are rated as of the first class. 64. Existing certificates of the third class, or upper grade of the fourth class, and infant-school certificates of the first class, are rated as of the second class. Such cer¬ tificates will be open to revision at the end of 10 years from the date of their issue or of their last revision. 65. Existing certificates of the lower grade of the fourth class, and infant-school cer¬ tificates of the second class, are rated as of the third class. 66. The class of any certificates not yet issued will be fixed by articles 54 and 56. REPORTS OF THE M.VNAGERS AND OF THE INSPECTOR. 67. Tlie managers must annually state whether the teacher’s character, conduct, and attention to duty have been satisfactory. 68. The inspector reports of each school visited by him whether it is efficient in or¬ ganization, discipline, and instruction. 69. Certificates may, at any time, be recalled, suspended, or reduced, under articles 67 and 68. PUPIL-TEACHERS. 70. Pupil-teachers are boys or girls employed to serve in a school on the following conditions, viz : a. That the school is reported by the inspector to be — 1. Under a duly-certificated teacher ; 2. Held in suitable premises ; 3. Well furnished and well supplied with books and apparatus ; 4. Properly organized and skillfully instructed ; 5. Under good discipline ; and 6. Likely to be maintained during the period, of engagement ; 1). That the pupil-teaclicrs bo not less than 13 years (completed) of age at the date of their engagement. c. Be of the same sex as the certificated teacher under whom they serve ; but in a mixed school-female pupil-teachers may serve under a master, and may re¬ ceive instruction from him out of school-hours, on condition that some respecta¬ ble woman, approved by the managers, be invariably present during the whole time that such iustruction is being given. d. Be presented to the inspector for examination at the time and place fixed by his notice, (article 11.; c. Pass the examinations and produce the certificates s^iecified above. /. That the managers enter into an agreement in terms specially specified. REVIEW OF EDUCATION- IN FOREIGN COUNTRIES. 485 g. That not more than four pnpil-teachers arc engaged in the school for every certihcated teacher serving in it. 71. The education-department is not a i)artj to tlie engagement, and confines itself to ascertaining, on the admission of the pupil-teacher, and at the end of each year of the service — a. Whether the prescribed examination is passed before tlie inspector; and J). Whether the prescribed certificates arc produced from the managers and teachers. 72. Whatever other questionw arise upon the engagement may bo referred to the education-department, (provided that all the parties agree, in writing, to lie bound by the (lecisiou of the deiiartmeut as final, ^but, otherwise, must be settled as in any other hiring or contract. 7o. Vacancies in the office of pupil-teacher which occur in the course of any year must not be tilled up until after the next examination by the inspector. 74. The candidate or candidates for such vacancies must be engaged in the mean time by the week only as monitors, and the memorandum of agreement will not be issued by the education-department to the managers until the inspector’s report has been examined. 75. Temporary monitors, engaged by the week, for the supply of vacant iiupil-teacher- ships, during a current year, satisfy article 3*2, c, itrovided — а. That a sufficient number of candidates to complete the requisite proportion of teachers to scholars pass the next examination for admission (article 77) toper- niaueut engagements; and б. That the vacancies have been occasioned by causes which are accepted by the educatiou-departmeut as satisfactory. 76. Except in the cases provided for by article 75, each vacancy in a pnpil-teacher- ship during a current year works a forfeiture under article 32, c. 77. The qua! id cations and certificates required of candidates for admission, and of pupil-teachers in each year of their service, are regulated by special schedules. PUPIL-TEACHERS WHO HAVE SUCCESSFULLY COMPLETED THEIR ENGAGEMENT. 78. At the close of their engagement, pnpil-teachers are perfectly free in the choice of their employment. If they wish to continue in the work of education, they may become assistants in elementary schools, (article 79,) or may be examined for admis¬ sion into a training-school, (article 91,) or may be provisionally certificated for imme¬ diate service in charge of small schools, (article 60.) ASSISTANT TEACHERS. 79. Pupil-teachers who have completed their engagement with credit, and candi¬ dates for admission into training-schools who have passed with success (article 94) the examination referred to in article 91, may serve as assistants in schools in place of pupil-teachers, without being required to be annually examined. 80. Such assistants cease to fulfill the conditions of article 32, c, if at any time the inspector reports them to be inefficient teachers, or if they fail to produce from the managers and from the principal teacher of their school the same certificates of con¬ duct, attention to duty, and obedience as are required from pupil-teachers. 81. A vacancy caused by the withdrawal of an assistant in the course of any school- year (article 13) may be supplied by the appointment of temporary monitors, pursuant to articles 74, 75, or of another assistant, qualified according to article 79. 82. Assistants make their own terms with the managers, both as to hours and wages. a. Assistants are counted as part of the school-staff (article 39) from the date at which their axipoiutments are notified to, and approved by, the education-de¬ partment. TRAINING-SCHOOLS. 83. A training-school includes — a. A college for boarding, lodging, and instructing candidates for the office of teachers in elementary schools ; and h. A practicing-departrnent, in which such candidates may learn the exercise of their position. 84. No grant is made to a training-school unless the education-department is satis¬ fied with the premises, management, and staff. GRANTS TO TRAINING-SCHOOLS. 85. Annual grants are made to the practicing-departments on the same conditions as to other public elementary schools. 86. Grants are placed to the credit of each college, of £100 for every master and of 486 EEPORT OF THE COMMISSIOXER OF EDUCATION. £70 for every mistress, who, liaviug been trained insucb college during two years, has since December, 18G2 — a. Comj)leted the prescribed period of probation (article 51) and become qualified to receive a certificate as a teacher in a x^ublic elementary school or in a train¬ ing-college ; and 1). been re])ortcd by the proper department in each case to have completed a like period of good service as an elementary teacher in the army, or in the royal navy, or (within Great Britain) in poor-law schools, certified industrial schools, or certified reformatories. 87. Teachers who have been trained for one year only may obtain certificates after probation (article 51) or may be reported by fhe proper department upon the same rerins as others ; and grants of half the amounts speciiied in article 8G may be placed to The credit of the colleges in which they are trained, provided — a. They completed their training before January 1, 1864 ; or h. Are teachers of infants having — 1. Received a complete and special course of training for that service in their colleges, which must have been imeviously recognized by the education-de¬ partment as providing such a course ; and 2. Undergone their prob^ation in infant-schools. 88. Grants of half the amounts specified in article 86 may also be placed to the credit of their colleges on account of teachers trained during the years 1870, 1871, and 1872, who, having been admitted to a training-college under article 93, leave, with the consent of the authorities of such college, after one year’s residence, to take charge of schools. 89. The annual grant to each college is paid out of the sums placed to its credit (articles 86 to 88) and must not exceed— a. 75 per cent, of the expenditure of the college for the year, certified in such man¬ ner as their lordships may rt;quire ; 1). £50 for each male and £35 for each female Queen’s scholar (article 93) in resi¬ dence for continuous training throuo’hout the year for which it is being paid. 90. The annual grant to each college is paid as follows : «. An installment of £12, male, or £8, female, is paid on 1st March, 1st June, and 1st September in respect of every Queen’s scholar (article 96) in residence tor continuous training throughout the year. 1). The balance is adjusted as soon as the college-accounts for the year have been closed, audited, and approved by the education-department. ADMISSION INTO TUAINING-SCHOOLS. 91. An examination of candidates for admission into training-schools is annually held at each college in December, during the week following the examination for cer¬ tificates, (article 100.) 92. The examination extends to the subjects required in the course of a pupil-teach¬ er’s engagement. 93. The candidates are selected and admitted to the examina,tion by the authori¬ ties of each training-school on their own responsibility, subject to no other conditions on the part of the education-department than that the candidates — a. Intend l)ona fide to adopt and follow tlie profession of teacher in schools ful¬ filling the conditions of article 88, a or & ; 1). Having been pupil-teachers, have successfully completed their engagement ; or, c. Not having been pupil-teachers, will be more than 18 years of age on 1st January next following the date of the examination. 94. The successful candidates are arranged in two classes in order of merit. 95. The authorities of each training-school may propose to the education-depart¬ ment, for admission, any candidate declared to be admissible pursuant to article 94. 96. Such candidates, when admitted, are termed Queen’s scltolars. I 97. Before candidates are admitted — a. The medical ofircer of the training-school must certify the state of their health to be satisfactory, and that they are free from 'serious bodily defect or de¬ formity ; and 1). Thej^ must sign a declaration signifying their intention, conformably to article, 93 a. 98. The authorities of each college settle their own terms of admission. 99. Ui)on proof by the authorities of any college that candidates have not fulfilled the conditions signed by them on admission into the college, the education-department will refuse to grant teachens’ certificates (article 53) to such candidates, or to admit them to probation for certificates, (article 51.) EXAMINATION OF STUDENTS IN TUAINING-SCIIOOLS. 100. An examination of the resident students is held in December at the several col¬ leges. The day fixed for the commencement of this examination is printed on the syllabus (article 45) from year to year. REVIEW OF EDUCATION IN FOREIGN COUNTRIES. 487 101, No stadeiits may 1)0 presented for examination except sncli as, at the date of their admission, satisfied article 93, and ha^'e been resident throughout the whole year. No such students may be left out. 102. The students have a dil’ferent cxaniinatiou according as they arc males or females or are at the end of the iirst or second year of resideiice. 10:>. The Iirst year’s syllabus for females includes special subjects for the teachers of infants. Candidates who pass in these sulijects, and complete tlieir probation (article 51) in schools for infants, receive special mention thereof on their certificates. 104. Students who pass successfully through two years of training receive special mention thereof (stamp) on their certificates. 105. Students who fall into the fourth division at the end of the first year’s resi¬ dence are required to take up the first year’s subjects again at the end of their socwid year. EVENING-SCHOLARS. lOG. The managers of any school to which annual inspection has already been prom¬ ised (article 11) may apply, in writing, before the 1st February, to the inspector of the district for an examination of their evening-scholars, (article 22.) 107. Only one examination is held per annum of evening-scholars in the same school, and it may be held on any day, between the 1st March and 30th April, that may be arranged with the inspector, provided that the school has met the required number of times (article 22) since the date of the last examination. 108. If che evening-school is connected with a day-school in receipt of annual grants, the grant for the examination of the evening-scholars is paid as part of the next annual grant to the whole school, (article 13.) 109. If the evening-school is not connected with a day-school in receipt of annual grants, the grant is paid as soon as iiossible after the 30th April, at which date, in such cases, the evening-school year is considered to end. 110. The inspector may make arrangements for the examination, at some convenient center, of the evening-scholars of several schools. 111. A separate examination will not be held for any school unless twenty scholars are to be presented ; they can be examined only at a collective examination, (article 110,) or at the same time with the day-scholars. 112. The inspector may either hold the examination himself, or intrust it to an assistant approved by the department. REVISION OF THE CODE.^ 113. The education-department, as occasion requires, may cancel or modify articles of the code, or may establish new articles, but may not take any action thereon until the same shall have been submitted to Parliament, and shall have lain on the table of both houses within one calendar-month from the meeting of Parliament. Staiistics of elementary schools in England and Wales. Tear ending 31st August — 1868. 1869. 1870. 1871. Estimated population at the middle of the year . Number of schools, i. e., of departments under sepa¬ rate bead-teachers, inspected : Rpceivinr’’ .annual .ractical results could he deduced. All this was amended in 1871, the act being drawn up so as to bring out the points which were embodied in the Scottish education-commissioners’ report of 1867. SCOITISII education-commissioners’ RliMARKS REGARDING AGE OF CHILDREN AT¬ TENDING SCHOOL. The commissioners remark : “Any attempt at school-legislation must fail unless leg¬ islators take into account the period of life which can be spared for educational pur¬ poses. From these facts it appears that in Scotland education does not begin much REVIEW OF EDUCATION IN FOREIGN COUNTRIES. 489 earlier than 6 years. It has already been observed that comparatively few children ream in at school after 12 years of age, and the question arises whether school-at¬ tendance can bo prolonged beyond this period. It may be assuimal, therefore, that a largo nmjority of the scholars attend school for some time between the ages of 6 and 12.’’ INQUIRY LIMITED TO CHILDREN BETWEEN FIVE AND THIRTEEN YEARS OF AGE. “The censns-act of 1871, therefore, very properly directed that when thehonseholder filled up the other jiarticulars required by the act, ho should also state wliether any, and how many, of such persons, being of the ago from .5 to 13 years, were in regu¬ lar attendance at school, or were in the receipt of education at home under tutors and governesses.’ As the instructions as to ages printed in the householders’ sched¬ ules were to the effect that the ago should be entered as at last birthday, every child was entered in the education-column whose ago was above .5 years last birthday, up to and including all those who were entered as 12 years of ago last birthday. This excluded all those who had completed their thirteenth j^ear. From the circumstances of the ages of children entered in the education-colnmn being different from those re¬ quired by the list of 1861, no comparison is possible between the education-returns of 1861 and 1871.” NLUMBER OF CHILDREN FIVE TO THIRTEEN YEARS OF AGE RECEIVING EDUCATION, AND PROPORTION TO POPULATION. “ When the census was taken in 1871, it was found that in Scotland, out of a total population of 3,360,818 persons, 494,860 children of from 5 to 13 years of age w'ere in receipt of education. This gives what may be considered the high proportion of 14.72 per cent, of the population in the receipt of education even at these early years. We cannot yet tell the total number of persons at all ages who are in the receipt of education; but in 1861 they amounted to 15.4 per cent, of the total population; and from the numbers above ascertained the total proportion of scholars in 1871 will prob¬ ably be above that of 1861. The above numbers and proportions, therefore, for 1871, though not including any who are in receipt of the higher branches of education, may be favorably compared with the educational statistics of even the best-educated nation in Europe — the German empire. Thus, in the Avhole German emjiire, including all their schools, gymnasia, and universities, it was found that 15 per cent, of the population were in the receipt of education, rising to 17 per cent, in Brunswick, Saxony, Olden¬ burg, and the Saxe duchies, but falling to 12.6 per cent, in Bavaria, and to 12 i)ercent. in Mecklenburg. Taking it, therefore, for granted that the mere proportion of children in the receipt of education in Scotland is satisfactory, let us look at the proportion in the different counties, and see whether the conelusions to be drawn from them at all correspond with those arrived at in Germany.” PROPORTION OF CHILDREN FIVH TO THIRTEEN YEARS OF AGE RECEIVING EDUCATION IN THE SEVERAL COUNTIES. “ Of all the counties of Scotland, the insular county of Shetland had the lowest pro¬ portion of children in the receipt of education, viz, 12.03 per cent. Seven counties, (Lanark, Renfrew, Nairn, Dumbarton, Inverness, Ross and Cromarty, and Bute) had above 13 and under 14 per cent, of their children at the ages of 5 to 13 in the receipt ©f education. Six counties (Sutherland, Edinburgh, Forfar, Orkney, Selkirk, and Argyle,) had above 14 and under 15 per cent, of children in the receipt of education. Six coun¬ ties (Wigtoun, Ayr, Perth, Peebles, Stirling, and Kinross) had above 15 and under 16 per cent, of children in the receipt of education. Eleven counties (Roxburgh, Caithuess, Berwick, Kincardine, Haddington, Fife, Aberdeen, Dumfries, Kirkcudbright, Clack¬ mannan, and Elgin) had above 16 and under 17 per cent, of children in the receipt of education. Two counties alone (Banff and Linlithgow) had above 17 per cent, of children at the ages specified in the receipt of education. “ Unless we know something positive as to the religious denominations of the people, it would be vain to attempt to draw any positive conclusions from the above statistics. The educational statistics of the German empire and of the nations of Europe have clearly shown that just in proportion to the number of Protestants in the population is a greater proportion of the children in the receipt of education, and that that edu¬ cation is of a much higher class than that supplied to or Ijy Roman Catholics ; wdiile in purely Romau Catholic countries, such as Austria and Italjq education is discour¬ aged by the priesthood, is of the most elementary and imperfect description, and often little better than a teaching of the church’s dogmas. Though wo have iiot the means of showing it, seeing that the government did not insist on every one returning in the householders’ schedule the name of the religions denomination to which he or she belonged, it cannot be doubted that religious sect has much to do even with the pro¬ portion of children iu the receij)! of education in Scotland.” 490 REPORT OF THE COMMISSIONER OF EEUCATION. PROPOirnOX lowest where romax catholics most xumerous. “Of our uative x>opu^ation it is believed that the couuty of luverness coutains the liigliest j)roportion of Roniau Catholics, and it certaiuly sceiRS corroborative of the coiitineutal educational couclusioiis to hnd that it is cue of the counties of Scotland which has the smallest proportion of children in the receipt of education, ‘ • Put several of our counties contain a very large proportion of Roman Catholic Irish ; and they also to a gi'cat extent corroborate the continental educational statistics. Thus, Lanark in ISGl had 14.5 ^jer cent., Renfrew 14.7 per cent., and Dumbarton 11.9 per cent, of their populations composed of x>ei’Sous born in Ireland; and these are other three of the counties of Scotland v/hich contain the smallest x:)roportion of children in the receipt of education. We do not yet know the proportion of Irish in these coun¬ ties for 1871, but it was X)robably larger than in 1861. “ It is deeply to be regretted that we have not the means of tracing the influence of religious denominations in the various counties of Scotland. The most imxiortant ques¬ tion of the present day is the education of the rising generation ; but here, when much light might have been thrown on it, by couq>ariug the proportion of children in the receipt of education with that of the various religious denominations in eisch county, we can do no more than gather whatever information we may obtain from other sources. Some light, however, may be thrown on this subject by taking the proportion of men and of women belonging to the different religious denominations who, when they were married, were able to sign their names in the marriage-register. The fol¬ lowing table, x>repared for the next report of the registrar-general on the marriages in Scotland, discloses a state of matters well worthy of the serious consideration of all thinking men.” proportiox of differext religious dexomixatioxs able to sigx their xames IX the marriage-registers. “ By this table it ap^iears that of xiersons married according to the rites of the Estab¬ lished Church, 7 iier cent, of the men and 161- per cent, of the women, not being able to write their names, were obliged to sign by apiieuding a mark. On the other hand, of the persons married according to the rites of the Roman Catholic Church, so few v/ere able to write their names that 46 xier cent, of the men and 16.7 jier cent, of the women who married were obliged to sign the register by a mark. Few as the Episcoxialians are in Scotland, it is seen that 9.7 jier cent, of the men and 20.9 x>er cent, of the women, not being able to write, were obliged to sign by a mark ; while of all the Protestant sects, the United Presbyterians showed the highest amount of elementary education in so far as this test can indicate such a fact, for only 3.8 xmr cent, of the men and 11.8 per cent, of the women signed by a mark.” The full details will be found in the following table : Religious denominations. Total mar¬ riages. Signed by mark. Proportion in every 100 marriages who signed by mark. Meu. Women. Men. Women. Established Church . 9, 761 687 1, 614 7.04 16. 53 Free Church . 5, 095 341 600 6. 69 15. 70 United Presbytei ians. . . 3. 277 126 388 3. 84 11. 84 Episcopal . 450 44 94 9. 78 20. 93 Itoinan Catholic . 2, 043 941 1,261 46. 06 61. 72 Other denominations . 1, .393 66 246 6. 17 17. 65 Denominations not stated . 56 7 11 12. 50 20. 10 Irregular marriages . 69 1 1. 45 10.14 “To ascertain, however, the true i)roportion of children between certain ages who are in the receipt of education, it is not sufficient to show* what proportion they constitute of the total poxmlation, but what proportion of the children who are at these ages are actually in the receipt of education.” The abstracts were sufficiently advanced to give the information as contained in the following tables: Total 7iumJ)er of clnldr.cn from 5 to 13 years of age, and the inoportion of such in ihs receipt of education, 1871. Total population . 3, 360, 018 Total number of children 5 to 13 years of age . 629,235 Percentage of children 5 to 13 years of age to total xioxmlation . 18. 72 Number of children 5 to 13 years of age in receix)t of education . 494,860 REVIEW OF EDUCATION IN FOREIGN COUNTRIES. 491 Percentage of children 5 to 13 years of age in receipt of education to total children at same ages . 78. 04 Percentage not in receipt of edncation . 21.36 Percentage of children 5 to 13 years of age in receipt of education to total poinilation . 14.72 WHETHER THE EDUCATION OF CHILDREN HAS ADVANCED SINCE 1861. “ It is always of importance to ascertain whether we are advancing or retrograding in the matter of education. Unfortuuately for strict comparison, the educational statistics of 1861 were taken up at different ages from those of 1871, including two years more of the life of the children, viz, from 5 to 15 years. They thus include the number of children from 13 to 15 years of age who V'ere not included in the educa¬ tional returns of the census of 1871. Still, though not rigidly comparable, they may be compared in a general vray, and show in a very favorable light the educational statistics of 1871.” Educational stathtics of Scotland, 1861. Total population . . 3, 062, 294 Total number of children 5 to 15 years of age . 685, 912 Pei'centage of children 5 to 15 years of age to total population . 22. 40 Number of children 5 to 15 years of age in receipt of education . 439, 388 Percentage of children 5 to 15 years of ago in receipt of education to total of children at same ages . 64. 06 Percentage not in receipt of education . . . 35. 94 Percentage of children 5 to 15 years of ago in receipt of education to total population . 14.34 ‘‘ When the number in receipt of education is compared with the number of children actually living at the same age, the comparison in favor of 1871 is still more satisfactory. In 1861, of the children between 5 and 15 years of age, only 64.06 per cent, were in the receipt of education, while .35.94 per cent, did not appear to bo receiving any instruction. But in 1871, of the children between the ages of 5 and 13 years, 78.64 per cent, were in the receijit of education, while only 21.36 "appeared to be receiving no instruction.” Proportion of children from 5 to 13 years of age in the several counties who ivere in the receipt of education. Itegistration-counties. Percentage receiving education. Kegistration-counties. Percentage receiving education. Shetland . 66. 88 70. 8:i 71. 15 7-2. 77 74. 47 74. 56 74. 98 75. 90 ! 76.70 78. 72 1 79. 18 79. 67 80. 89# 81.02 81. 47 81.83 82. 68 TtaddiTTP'toTi _ 82. 83 83. 03 83. 54 84. 01 84. 08 84. 55 84. 75 84. 76 84. 79 84. 83 84.83 84:87 85. 07 85. 39 86. 38 86. 54 Dumbarton . SntherlaTid _ Lanark . T.inlitlmnw . . . . Eenfrew . 01 a rlmti a n n a rt Nairn . Kirkcndbri o-ht Doss and Cromarty . Caithness . . . Ayr . Edinburgh Inverness . Kinross . Wigtoun . . B.anff . Stirling . A berdeen . . . Argyle . Dervick . Forfar . Eloin Orkney . Dumfries . . Lute . . . Rovbnrgh _ _ Peebles . Fife . Kincardine . Perth . Selkirk . Statistics of training-schools. Number of students resident in — Denomination. Established Church . Ereo Church . . Episcop.al . 1870. 1871. 1872. Male. Female. Total. Male. Female. Total. Male. Female Total. 120 110 230 140 136 276 180 166 346 88 104 252 132 185 317 145 208 353 21 ”*21 25 25 30 30 208 295 503 272 346 618 325 404 729 Total 492 REPORT OF THE COMJIISSIOXER OF EDUCATION. Statistics of elementary schools, 1SG8-’71, Years ending 31st August- 18GS. 1869. 1870. 1871. 3, 1S8, 125 3, 205, 481 3,222 837 3, 358,613 Number of schools, i. e., of departments under sep¬ arate liead-teacliers : Keceivina; annual grants . 2, 02G 1, 039 2, 173 2, 233 104 84 101 65 2, 130 2, 023 2, 274 2, 303 Accommodation : 251, 397 8, G90 245, 270 274, 128 235, 957 6’, 768 6, 541 4i 489 Total . 260, 0S7 252, 038 262, 669 290. 446 Number of scholars in schools receiving annual grants ])resent at examination : Dav-scholars . 107, 308 2, 9G5 194, .352 1, 599 219, 444 2, 301 215,401 Evening-scholars . 2, 029 Total . 200, 273 195, 951 221,745 217, 430 Average number attending : Day- scholars . 184, 847 182, 028 2, 631 203, 522 3, 292 215, 376 3, 312 Evening-scholars . 3, 207 Ttital . . . 188, 054 1 184, G59 206, 814 218, 688 In schools simply inspected, present at examination ; Dav-scholars . G, 533 5, 465 6, 977 3, 845 Evening-scholars . Total . 6, 533 5, 465 6, 977 3, 845 Average number attending : Dav-scholars . 3, 806 4, 119 4, 084 1,845 E venino--schol.ai’s _ _ Total . 3, 806 4, 119 4, 084 1, 845 Number of teachers: Certificated . 2, 285 2,225 12 2, 499 2, 567 Assistant . . . 26 ‘2 1‘upil teachers . . 2, 510 2, 659 3, 203 3,513 III.— IRELAND. (Population, 5,402,759.) PEOGRESS OF EDUCATION FROM l861-’7]. The commissioners of national education in Ireland have just issued their report; and if the national-school system in Ireland can he estimated merely by the number of children on the rolls, according to the method of enumeration officially adopted, then its success may be said to be great. The commissioners consider, in the first place, the change that has been wrought in the interest felt by the Irish in educational matters between the years 1861 and 1871. In 1861 the population of Ireland, ^ye are told, was found to be 5,799,000, and the chil¬ dren on the national-school rolls 803,364; in 1871 the population had declined, being then only 5,402,759, but the enrolled children had increased as much as 23 per cent.; they were enumerated as 2,021,700. In 1861, l^l per cent., or very nearly one in seven of the population, were on the school-roll; in 1871 the ratio had risen to 19 xjer cent., or nearly to one in five of the population. The commissioners thus strongly mark the xu'ogress made. But the average number of children under daily instruction and the number of children on the rolls are two -entirely difierent things. The average attendance in 1871, we are informed, was 363,850, or little more than one-third of the children enrolled. The commissioners admit, however, that their system of enroll¬ ment has a tendency to exaggerate the score somewhat. EDUCATION IN THE DIFFERENT PROVINCES OF IRELAND. Taking the four provinces of Ireland, we find that in Munster the average daily attendances are 40 j^er cent, on the enrollments ; in Connaught they only amount to 31 per cent.; the averages in Ulster and Leinster being between the two. REVIEW OF EDUCATION IN FOREIGN COUNTRIES. 493 ItKLIGIOUS PKIiSUASION OF SCIIOLAKS AND TEACHERS. Considerable cure is taken by the commissioners to show the religions persuasion of both scliolars and teacliers. Roman Catholic pn])ils are more tlian fourfold those of all the othei’ denominations^pnt together, and even in Ulster, the ])rovince in which Protest¬ antism holds the greatest sway in Ireland, the Roman Catholic pupils outnumber all the scholars of other denominations. The question of a national system of elementary education has been so far successfully grappled with, that we lind that no less than 11,9-18 out of G,914, or considerably more than one-half the schools, are mixed schoohs, where I’rotestaut and Roman Catholic children mingle. The majority of these so- called "mixed” schools are under Roman Catholic teachers; more than one-fourth of thein are under Protestant teachers exclusively. It is a noticeable fact that, using round numbers, 27,000 Protestant children are under Roman Catholic teachers, and 28,000 Roman Catholic children' are under Protestant teachers; and that in the schools Avhere the teachers belong to the two denominations the number of children is not very unequally divided, the majority being Protestant. Mixed schools show the largest percentage in Protestant Ulster ; the smallest in Munster, in the latter province the proportion not being one-half what it is in the former. In what numbers the Protest¬ ant and the Roman Catholic children frequent the different mixed schools is exhibited by the following synopsis: (a.) Roman Catholic teachers exclusively, instructing 26,86:3 Protestant and 364,:347 Roman Catholic pupils; (/;.) Protestant teachers exclusively, instructing 126,785 Protestant and 28,285 Romau Catholic pupils; (c.) Protestant and Roman Catholic teachers conjointly, instructing 15,397 Protestant and 12,119 Romau Catholic pupils. Of the statistical tables in the report we give the following, as being of special interest : Beligious deimninations of iJie scholars in the national schools. Provinces. Religious denominations. P ^ rt S n _ _ . H 2 Established Cliurch. Rom an Cath¬ olic. Presbyterian. Other persua¬ sions. Ulster . 61, 570 . 5,518 7, 333 4, 368 181, 299 268, 597 205, 035 167, 085 110, 852 668 1,217 490 6, 306 618 542 202 360, 027 275, 401 214, 127 172, 145 Munster . Leinster . Counauglit . Total . 78, 789 822,016 113, 227 7, 668 1,021,700 Percentage . . 7.71 80. 46 11. 08 0. 75 Xumher of schools in operation and number of children on rolls from 1833 to 1871. Xumber of report. o.S§ Children on the rolls. ui repuro. O M 5^ ^ j; OQ O A Number. For— 1 . Dec. 31, 1833 [i31, 1335 0 31,1836 0 31,1837 0 31, 1838 789 107, 042 145, 521 153, 707 166, 929 Ilalf-vear ended September 30. Do. 2 . Marc] Marcl Mai'c] Marc] 1, 106 1, 181 3 . Do. 4 . 1, :ioo Do. 5 . 1,384 169, 548 192, 971 Do. 6 . Dec. 31, 1839 1, 581 1, 978 Do. 7 . Dec. 31, 1840 232, 560 281, 849 319, 792 Do. 8 . Dec. 31, 1841 2, 337 ' 2, 721 2, 912 3, 153 Do. 9 . Dec. 31, 1842 31; 1843 31, 1844 Do. 10 . Dec. 355, 320 Do. 11 . Dec. 395, 550 432, 844 456, 410 Do. 12 . Dec. 31, 1845 3, 426 3, 637 3, 825 Do. 13 . Dec. 31, 1846 Do. 14 . Dec. 31, 1847 402, 632 Do. 15 . Dec. Dec. 31. 1848 31.1849 31. 1850 31. 1851 31. 1852 31. 1853 31, 1854 4, 109 507, 469 Do. 16 . - . 4, 321 480, 623 511,239 Do. 17 . Dec. 4, 547 Do. 18 . Dec. 4, 704 520, 401 Do. 19 . Dec. 4, 875 5, 023 5, 178 544, 604 Do. 20 . Dec. Dec. Dec. 550, 631 551, 110 Do. 21 . Do. 22 . 31, 1855 31, 1856 5, 124 53.5, 905 Do. 23 . Dec. 5, 245 560, 134 December 31. 4D4 REPORT OF THE COMMISSIONER OF EDUCATION. Xuviher of schools in operation and numhcr of children, cfc. — Coutinued. Number of report. Date of report. ^ 5 ^ ^ 77 C Children on the rolls. Number. For — 24 . Dec. 31, 1857 5, 337 776, 473 Year ended December 31, Dec. 31, 1858 5, 408 803. 610 Do. 2G . Dec. 31, 18.59 .5. 496 806, 510 Do. 27 . Dec. 31, 18G0 .5, G32 804, 000 Do. 28 . Dec. 31, 18G1 5, 830 803, 304 Do. 29 . Dec. 31, 18C2 G, 010 812, 527 Do. 30 . Dee. 31, 1SG3 G, 103 940. 569 Do. 31 . Dec. 31, 18G1 4, 203 870, 401 Do. Dec. 31,1805 6, 372 922, 084 Do. Dee. 31, 18GG 6, 453 910, 819 Do. 34 . Dec. 31, 1807 0, 520 913, 198 Do. .S5 . Dec. 31, 1803 6, 580 9G7, 563 Do. 3G . Dec. 31, 1809 6, 707 991. 335 Do. 37 . Dec. 31, 1870 G, 806 998, 999 Do. 38 . Dec. 31,1871 0, 914 1, 021, 700 Do. Xumher of teachers in the national schools. Class. Principals. Assistants. Junior assistants. ii if 2 ^ o « o a: o 5 o H s a c: "o H 1^7, . . 122 125 270 078 700 1, .500 518 305 96 146 389 443 C56 288 163 194 221 416 1,067 1, 143 2, 161 806 468 5 3 18 34 65 207 132 238 10 21 99 154 713 379 476 13 39 133 219 920 511 714 15 . 1 r. . . . . 2 a ? 5 . :i a . . . 3 5 . Urnb.nti'oneT^ . . . 396 Total . 4,223 2,253 e, 476 702 1, 854 2, 556 396 440 AGRICULTURAL-SCHOOL FARMS. The total iinroher of school-farms in connection rvith the national system of efRica- tion, on the 31st December, 1871, was 165, of which 22 were school-farms of the first class, under the exclusive management of the national board of school commissioners, and 14 were school-farms of the first class, under local management. Of the remain¬ ing nnmher, 115 were ordinary school-farms, and 14 Avere school-gardens, one of the latter being under the management of the board. WORK-HOUSE SCHOOLS AND ATTENDANCE. The number of work -house schools in connection with the hoard, on the 31st Decem¬ ber, 1871, was 148. Of these schools 35 are in Ulster, 49 in Munster, 35 in Leinster, and 29 in Connaught. The total number of pupils appearing on the rolls of these 148 work-house schools for the year ending December, 1871, was 15,798, and the average daily attendance 7,681. DISTRICT AND MINOR MODEL-SCHOOLS. The number of district and minor model-schools in operation at the end of the year was 26; this number is exclusive of the model-schools in the metropolitan .district. These schools continue to maintain their high character. The total number of pupils on the rolls of these schools for the year ended the 31st of December, 1871, was 19,121, and the average daily attendance 8,595. The number for the year 1870 was 17,700 on the rolls, and the average daily attendance 8,162. Of the 19,121 pupils on the rolls of the metropolitan and the district and minor model- schools for the year ended December 31, 1871, 6,505 were of the Established Church, 5,932 Avere Roman Catholics, 5,342 were Presbyterians, and 1,342 belonged to other religious persuasions. REVIEW OF EDUCATION IX FOREIGN COUNTRIES. 495 Gl^Er.CK. (Constitutional ^Moiiarchj— Kingdom. Area, 19,<)-J1 square miles, ronulatiou, 1, -157, 894.) Jilinisicr of inihllc iuHtruction^ A. Pktmesas. UXIVEHSITY OF ATHENS. According to the ‘‘Revue de 1 instruction pnbliqne,” the University of Athens has grown very rapidly. It Wfis founded in tlie year. IS;].'), with :.]5 students, while the number last year was 1,203. There are Iti gymnasia to prepare young men for the university. ele:\ientary schools. The number of elementary schools is constantly increasing, but it is safe to say that of the 240,000 children of school-age scarcely one-third attend school. The lirst school for girls (the Arakion) was established in 1835, and later, through the aid of an asso¬ ciation, became a normal school for female teachers. Private individuals have done a great deal for education, by erecting school-houses and museums, and by donating collections of books and apparatus. Thus a butcher at Athens, John BarikaV., a native of Epirus, testated 250,000 francs for the Athens University. CATHOLIC SCHOOLS OX THE lOXIAX ISL.IlXDS. The question concerning the Catholic schools on the Ionian Islands has been solved favorably to the Greek government and the laws of the country. The Roman Catholic bishop of Corfu demanded the same privileges for the Catholic schools which they had enjoyed under the British protectorate. The Greek government could not yield to'these demands, and after some struggling the bishop was obliged to submit. Since that time all the schools directed by Jesuits, Sisters of Mercy, or some other religious order, are under the suiiervision of the government. DEATH OF ]MIXISTER CHRISTOPULOS. In April, 1370, Christopulos, minister of foreign aftairs, died at Athens. His death was caused by a sad mistake of his nurse, who, instead of his medicine, gave him a strong dose of laudanum. Greece owes much to this man on account of the improve¬ ments in church and school which he introduced while minister of xmblic instruction ill 1855. He died poor, but highly resxiected as an honest and talented man, who was highly esteemed even by his political enemies. RECENT STATISTICS. From the Greek government, the Greek census of 1870, published at Athens in 1872, has been received at the Bureau of Education. Greece is divided into 13 dejiart- nients, viz: 1. Attica and Boeotia; 2. Euboea; 3. Phiotis and Phocis; 4. Acaruania and yEtolki: 5. Achaia and Elis; 6. Arcadia; 7. Laconia; 8. Messenia; 9. Argolis and Cor¬ inth; 10. Cyclades; 11. Corfu; 12. Cephalonia; 13. Zante. These departments are subdivided into provinces to the number of 59, and these x>rovinees are again subdi¬ vided into communes to the number of 351. The following are the eduoational statistics contained in this census: Statistics of piiblic schools. Provinces. Scholars. Teachers. Public schools. Population, 72 o' O Total. 1 Male. r© 3 1 t: 'tt Attica and Boeotia . 7, 854 2, 558 10, 412 278 170 443 94 65 1.59 138. 804 Euboea . 3, 172 680 3, 852 73 17 90 43 10 53 82,541 Phiotis and Phocis . 4, 452 540 4, 992 114 8 122 88 9 97 108, 421 Ac.aruania and Ailtolia . . . . 3, 924 570 4, 494 89 8 97 71 9 60 121, 093 Achaia and Elis . 7, 044 746 7, 790 lei 27 183 111 13 124 149, .561 6, 420 514 6, 934 136 14 150 98 13 111 131, 740 Lacoiiia . 5, 263 383 5, 651 105 12 117 84 9 93 105, 801 Messenia . 4, 461 657 5,118 1 93 19 112 73 16 89 1.30, 417 Arnolis and Corinth . 5, 595 1, 104 6. 699 1 120 25 145 88 17 105 127, 820 Cvciades . • 5, 947 2, 395 8, 342 1 170 59 ^29 SO 42 lO.) 123 299 Corfu . 3, 835 8.14 4,669 1 138 71 208 86 8 94 96, 940 Cephalonia . 2, 695 394 3, 089 81 O.T 103 1 50 4 54 77, 382 Zante . 1.213 320 1, .5.38 56 26 82 1 1 32 1 33 44, .557 Total of the provinces. 61, 885 ; 11, ^365 73, .580 ] 1, 613 460 i 2,073 ' 981 213 1,194 1, 437, 020 Army and navy and niercliant navy. ..rr. Total popuLatiou of Greece . 20, 863 496 REPORT OF THE COMMISSIONER OF EDUCATION. Staiisiics of Ulitcracij. Province.s. Able to read and write. Unable to read and write. ; P('rcc!ita2e of illiteracy. 6 .2 Total. 6 Female. Total. Q 1 ^ -2 Attica and Boootia . 24, 573 7, 490 32, 063 47, 697 57, 044 104,741 1 1 66 00 88. 39 Euba'a . 8, 823 1,383 10,211 .33, 286 39, 044 72,330 79. 04 96. 58 I’hiotis and Plioci.s . 13, 643 1, 819 1.5, 462 41, 140 51, 823 92, 963 7,5. 10 96. ()l Acarnaiiia and iEtolia . 14, 067 1, 577 1.5, 644 48, 426 57, 623 106,049 78. 12 97 34 Acliaiaand Eli.s . 24, 901 3, 774 28, 675 53, 277 67, 608 120, 885 68. 15 94.71 17 107 50 751 63 792 1 1 J ne lo Laconia . 16, 3G5 X, ooo 1, 254 14, 11^ 4 17, 619 36^ 703 5L529 114, .)40 88, 232 go' 16 a * ‘iz 97. 62 Messenia . 15, 812 1,778 17, 590 51,8.33 60, 994 112, 827 76. 62 97. 17 Ai golis and Corinth . 19, 092 .5, 104 24, 286 44, 052 59, 482 103, 534 69. 76 91. 97 Cyclades . 18, 835 8, 762 27, 597 41,949 53, 781 95, 730' 69. 04 85. 99 Corfu . 17, 830 5, 567 23, 397 32, 106 41, 447 73. 553 64. 31 88. 16 Cephalonia . 11,607 2,017 13, 624 27, 187 36, 571 63, 758 70. 08 94. 77 Zante . 6, 067 2, 051 8, 118 17,814 18, 625 36, 439 74. .59 90. 08 Army . 6, 021 6, 021 6, 399 6, 399 51. .52 Navy . 699 699 616 ' 616 46. 84 Total . 213, 849 44,354 258, 203 533, 336 659, 363 1, 192, 699 *71 76 *93. 70 This is the total perceutage of the provinces, exclusive of the amiy and uavj-. ITALY. (Constitutional Monarchy — Kingdom. Area, 103,675 square miles. Population, 25,944,543.) Minister of inihlic instruction, Scialoja. REPORT OF THE LATE MINISTER OF PUBLIC INSTRUCTION, C. CORRENTI. Through the kindness of the Italian legation at Washington, the annual report of the Italian minister of public instruction for 1871-72 has been received. It is a hand¬ some quarto volume of 597 pages, printed at Rome, the new capital of the kingdom of Italy. It is admirably arranged, and might well serve as a model for reiiorts of this kind. The following statistics are gathered from it : THE IMINISTRY OF PUBLIC INSTRUCTION. The ministry of public instruction was created by royal decree of November 30, 1847, at that time of course only for the kingdom of Sardinia. Victor Emanuel, on the 17th of Marcli, 1861, declared himself King of Italy, and the first minister of public instruc¬ tion of the new kingdom was Count Mamiani della Rovere, who, however, resigned on the 22d March, 1861, and was followed by Professor de Sanctis; since that time ten different persons have held this office, the last of these being C. Correnti, who, in July, 1872, was followed by Scialoja. The ministry employs, including the minister, 101 clerks and officials, and has six divisions or bureaus ; the first is the financial bureau, through which the x>ayments to all the institutions dependent on the ministry are made ; the second has the administration, and gathers the statistics of all the institutions for the fine arts and antiquities, the musical institutions, the libraries, archives, the scientific and literary academies ; the third has the superior instruction, universities, schools for engineers, schools for veterinary surgery, and the astronomical observato¬ ries ; the fourth the institutions for secondary instruction ; the fifth the institutions for primary instruction ; and the sixth the auditor’s office, through which also all communi¬ cations to and from the royal court of accounts are transmitted. There is no lack of door-keeiiers in the ministry, their number being 13. The minister is assisted in the exercise of his functions by the superior council of public instruction, of which he is the president, and whose members are appoint¬ ed by the King at the suggestion of the minister. They have only advisory pow¬ ers ; but, as they are all men of science, all new measures are discussed in this council, are then put iu shape in the bureaus of the university, are from there transmitted to the Parliament, and, if passed and sanctioned by the King, are promulgated b> the minister. An interesting feature of the report is a chronological table of all the official acts concerning public instruction. From May 16, 1871, to May 9, 1872, 84 decrees were promulgated by the minister. REVIEW OF EDUCATION IN FOREIGN COUNTRIES. 497 6CIIOOL-FIX.\:>fCES. The report of the minister contains a detailed account of the annual governmental expenditure for educational purposes, of which the following is the recapitulation : Objects of expenditure. Amount. I. Ordinary expenses : . Central administration . * Lire. 359, 500 535, 000 6, 227, 633 230, 551 879, 633 2, 070, 341 5, 098, 034 3, 167, 388 142, 624 Provincial administi’ation . Superior instruction . Archives . Scientific and literary academies . Fine arts . Secondary instruction . Primary instruction . Sundries . Total . 18, 710, 709 446, 579 II. Extraordinary expenses . v . Grand total expended by the government _ _ _ _ _ _ tl9, 157, 288 * One lira = 19 cents. t Eqnal to §3,639,884.74, gold. PEOVlNCLtl- ADMINISTRATION. With the exceptions of the institutions for superior instruction, which range directly under the ministry, each province has its own provincial administration, composed of the prefect of the province, the school-superintendent appointed hy the minister, and six counselors, two of whom are appointed by the minister, two hy the provincial chambers, and two by the municipal council of the capital of the jiroyince. Each province is subdivided into districts, each of which has its inspector. SPECIAL FEATURES. Festival days commemorative of famous Italians. — By royal decree of March 4, 1865, fes¬ tival days, commemorative of famous Italians, have been appointed, on which days orations on these men are delivered by a professor of the lyceum. The list is changed every year. Thus, during the last year, festivals were celebrated in memory of Silvio Pellico, Giuseppe Giusti, Torquato Tasso, Marco Polo, Giocomo Leopardi, Galileo Galilei, Alfieri, &c. Societies for the study of Italian history. — But a few years ago Italy was divided into different kingdoms, duchies, and principalities, which, except the language, had no common interests. After Italy had become a kingdom and all Italian-speaking nations had been united under the scepter of Victor Emanuel, with Rome, the Eternal City, as its capital, it was deemed advisable to form societies for the study of Italian history, in order to strengthen and intensify the national feeling in opposition to the many particularistic tendencies. These societies, nine in number, do not confine themselves to national history, but also make local history the subject of their investigation. They collect documents, publish pamphlets, and by lectures and journals endeavor to BiJread a knowledge of the Italian history. STATISTICS. 1.— SmPEEIOK INSTRUCTION. The institutions comprised under this head are : 21 universities ; the Royal Institution for Superior Practical Studies, at Florence ; the Academy of Sciences and Literature, at Milan ; 2 schools of engineering, at Turin and Naples ; the Superior Technical School, at Milan ; the Supei ior Normal School, at Pisa ; and 3 schools of veterinary surgery, at Milan, Naples, and Turin; 3 astronomical and meteorological observatories, (iudepend- eut of the observatories connected with universities, ) at Milan, Naples, Forli, and Venice — total, 33 institutions, with 8,688 students. 32 E Statistics of the Italian Universities, 498 EEPORT OF THE COMMISSIONER OF EDUCATION. Total. OCCQOl^OOr-Jt-0« O C2 CO O O r- o irs UO r-i T-H t-H 1-1 CO C? rH c? rH C5 c; CO rH i'-»C^OOLOQOcoOOOOOGO Cl Cl lO GO rH HT 7, 507 O « rH O \ tr^ a rH . rH Oi • rl • GO lO CO • rH CO • rH rH • lO 1 1 O CO •e^uopu^g '-fr- • • iO Ci • » • rH O • 331 1 •e^^u^pn:^g rH UO 1:- rH C? O rH O? Ol Tji c«! ^ CO <;0 rHOOOrHOOCOO^OJOLOCO LOrHCOOO rHCO rHkOCO 699 Course of study for no¬ tary-public. •Flop w-O CO • rH rH lO • CO C5 ^ rH CO rH rH CO 6b •ejaanan :^ : : : 13 •e|nanu';g M CO ; rH CO rH lO • CO QC ^ CO CO O rH Theology. •Flop ... CO rH • •sjaanan Mi ; : •e^noping • • • CO ^ : Philology and literature. •Flop -ii ■ CO rti ! ^ o 1 lO • CO •sjo.iuau ( : : i i o • CM CO •e^^uopn^g « 1 CO rH • LO ! ^ 98 Physical, mathematical, and natural sciences. •Flop C5 rH ! O GO LO ' t- Oi 00 rH • C<1 rH liO • (0? CO O CO O 00 rH O CO rH 1-H 00 O Ci rH rH O CO C5 1,241 •sjaauan ,-H • rH ' * • • ^ • . CO • • • ■ Ci rH CO 'CO • • Cl 'd o • 2 * o o CO •B:ju9pn^g lO O • GO 00 CO • (0? • r'* 00 lO 0^ rH — rH 'C^rHCM • (Ti ‘OCirnGO COO 1-H • • ■ oi rH O CO CO 941 r - Medicine and surgery. -I^IOJL OOrHrHCOOrHrJ^QO •lOCO^f^ — OCiCOOP-CO • OC^rHCO i-HrHrHGO •t-COl'-CMrHCOCOCOCOOO • rH rH • Oi CO rH CO CO • 2, 137 •ejoanoH r) u ri 2Ht^ No report. EEVIEW OF EDUCATION IN FOREIGN COUNTRIES. 499 Statistics of the Boyal Institute for Sii2)erior Practical Studies at Florence, 1871-72. Sections. Courses. Course of one year. 1st year. 2d year. 3d year. 4th year. 5th year. 6tk year. Tot.al. Xormal courses . 3 4 5 17 phy and philology. Sui^plementary courses o 1 3 11 Special courses . 16 16 Finishing courses . 4 4 Courses tor teachers. . . . 4 1 Section of medicine iledico-surgical course. 36 34 70 and surgery. Finishing c6ur.se . 4 4 Course of anatomy . 20 20 Course of pharmacy. . . . 16 9 32 Course of obstetrics _ 18 9 27 Section of physical 1 and natm'iil sci¬ ences. Total . 44 30 33 13 17 36 34 207 Statistics of the Academy of Sciences and Literature at 2Iilan, 1871-72. Courses. 1st year. 2d year. j 3d year. 4th year. 1 Total. ISTormal course . 3 8 5 5 21 Historical and Philolo'’^ical Institute . 3 2 5 Total . 6 10 5 5 25 Statistics of the School for Engineers at Turin, 1871-72. Years of course. Ciyil engi¬ neering. Industrial and me¬ chanical engineering. Agricultural engineering. Architecture. Total. First year of the course . 04 1 1 6 102 Second year of the course . ! 97 1 3 101 Total . 1 191 2 1 203 Statistics of the School for Engineers at Nayles, 1871-72. Years of course. Students. Hearers. Total. First year of the course . 45 45 Second year of the course . 50 50 Third year of the course . 92 92 Total . 1 187 187 Statistics of the Superior Technical School at Milan, 1871-72. Schools or courses. 1st year. 2d year. 3d year. Total. Special school for ciyil enoineers . 73 42 43 1.58 Special school for industrial engineers . 21 14 12 47 Special school for architects . ??. 4 1 2 17 Normal course for teachers of natural history . Supplementary course o Hearers for special branches . 18 Total . 98 57 57 232 500 EEPORT OF THE COMMISSIONER OF EDUCATION. Statistics of the Superior Normal School at Pisa, 1871-’72. Faculties, Students. Hearers. Total. Faculty of physical and mathematical sciences . 11 3 14 Faculty of literature and philosophy . 20 3 23 Total . 31 6 37 SUiiistics of Schools of Veterinary Surgery, 1871-’72. Schools. 1st year. 2d year. 3d year. 4th year. Hearers. Total. School at Milan . 25 24 21 15 8 93 School at Naples . . 13 22 15 19 17 86 School at Turin . 20 20 31 26 13 110 Total . 1 58 1 66 67 70 38 289 2.— SECONDARY SCHOOLS. Statistics of Eoyal Secondary Schools, 1871-72. Number of institutions. Character of the institutions. Scholars. Total. Day-scholars. Boarders. 79 . Lyceums . . 3, 773 8, 268 6,188 210 1,011 168 3, 983 9, 279 6, 356 104 . Gymnasia . 62 . Technical schools . 245 . 18, 229 1,389 19, 618 Besides the royal schools there are a great number of technieal schools, supported by municipalities, societies, and private individuals, many of which are subsidized by government. The following table gives comparative statistics of all the technical schools : Comparafive slatislics of all iJic technical schools. f I. REVIEW OF EDUCATION IN FOREIGN COUNTRIES. •siooips pazrp -T9qns-aou jo a3q[iu'iix icoir5t--foooc» i2 ® ? > ^.3 tr:2 o Sis a >- 9 ® < §'^'g .f. •iraiS9;n90 88 'OJtq; 1 Average sii contribute by govern ment to ea school. •exiq; n n n cx n rn" t’"' 27,771 .... •stuiJtTqnqnT .tncui iiioq oq. jcpqos ouQ liiiisis i 3 •s:^n;n:^p'cqnT • .^nnia A\.oq o^ poqos ouQ Siiliiii SSsSpgg 964, 745 qooqos qona o:^ sanpqos JO jaqninn o S n a 9 a y ?■ S o 2 ^ io o Snraa contrib¬ uted by tlio government. •TuiisajaaQ i : : g •9II'I iiiiisli |asssgff| 718,184 •einpqos JO jgquinn jnjox 3, 404 2, 497 1 1, 475 1, 529 896 902 2, 551 1,431 14, 805 Number of schools. t- 5J •pozipigqng i qntuamnjaAOf) CJ O O • I o I CO Population. 4, 123, 900 3, 104, 838 2, 493, 475 2,146,507 1, 826, 334 1, 396, 092 6, 787, 920 2, 391, 802 24, 270, 938 Provinces. Old provinces . Lombardy . . . Veiietia . . . Emilia . Tuscany . . . Marches and Umbria . Naples . Sicily _ Total . 501 502 REPORT OF THE COMMISSIONER OF EDUCATION. ' 3.— PEIMAEY SCHOOLS. The most recent statistics are those of 1870-’71, rrhich. are given belo-w : Number of public schools, 32,782, (17,749 for boys and 12,099 for girls.) Number of private schools, (5,876, (2,966 for boys and 3,007 for girls.) Total number of schools, 39,658, (20,715 for boys and 15,106 for girls.) Number of scholars in public schools, 1,458,604, (843,704 boys and 614,900 girls.) Number of scholars in private schools, 146,404, (64,898 boys and 81,506 giiis.) Total number of scholars, 1,608,008, (908,602 boys and 696,406 girls.) Number of teachers in public schools, 33,290, (19,003 males and 14,287 females.) Number of teachers in private schools, 7,684, (3,424 males and 4,260 females.) Total number of teachers, 40,974, (22,427 males and 18,547 females.) Total expenditure for primary schools, 19,555,095 lire. Number of schools still wanting, 6,718. Number of royal normal schools, 47, (21 for males, 25 for females, and 1 for both sexes.) Number of private normal schools, 19. Number of private female schools of a higher grade, 158. Number of deaf-mute institutes, 20. LIBRARIES. Total number of public libraries, including university, lyceum, gymnasium, and former convent libraries, 687. The number of volumes in these libraries is not given, but there are statistics of 29 of the most important libraries, showing the number of regular readers and the character of the books read. Number of daily readers in 29 libraries, 657,156. Number of weekly readers, (i. e. taking out books by the' week,) 100,578. Total num¬ ber of readers, 757,734. The books read were distributed as follows : Theology, 36,380 volumes ; natural sciences, 95,302 ; mathematical sciences, 75,115 ; medical sciences, 92,229 ; law, 118,975; statistics, 43,363; history and biography, 125,507; philosophy and social science, 54,036; geography and travels, 46,465; technology, 18,599; tine arts, 49,037 ; literature and philology, 181,981; education, 1(5,229; romances and novels, 50,440 ; pamphlets, periodi¬ cals, and sundries, 113,468. Total number of works read in 1871, 1,098,104, [1,057,230.] ACADEMIES AND SCHOOLS OF THE FINE ARTS AND OP MUSIC. Academies of the tine arts, 21. Schools of drawing and the tine arts, 18. Academies or conservatories of music, 7. Schools of music, 44. MUSEUMS. The total number of museums (containing paintings, sculpture, and antiquities) in the whole kingdom of Italy is 150, many of which are world-renowned, such as the museums in Rome, Florence, Naples, Venice, and many other cities. There are forty- four societies for tlie preservation of works of art and antiquities and for the encour¬ agement of the fine arts. ACADEMIES OF SCIENCE, LITERATURE, ETC. These are societies for the furtherance of scientific, literary, &c., investigations, which hold sessions at regular stated times and publish reports or journals of their ‘proceed¬ ings. There are eighty-eight such academies devoted to literature, the fine arts, agri¬ culture, horticulture, medicine, philosophy, philology, music, geography, history, po¬ litical economy, and natural soiences. Among the members there are many dis¬ tinguished foreign scientists and artists. ARCHIVES. There is a general superintendent of archives, of which there are nine, containing the most invaluable documents regarding Italian history. COURSES OF STUDY. 1. In the secondary schools. — The gymnasia have 5 classes, and the course of instruction embraces Greek, Latin, Italian, history, geography, arithmetic and geometry, and gymnastics. The lyceums have three classes, and the course of instruction embraces Greek, Latin, EEVIEW OF EDUCATION IN FOREIGN COUNTRIES. 503 and Italian literature, history and geography, philosophy, mathematics, natural phi¬ losophy, chemistry and natural history, and gymnastics. The technical schools correspond in some degree to the German real-schools, and pre¬ pare pupils for an industrial, commercial, or mechanical career. There are two kinds, higher and lower; most of them have three classes, and the course of instruction em¬ braces penmanshii), French, Italian, history, geography, arithmetic, book-keeping, drawing, elements. of mathematics, mechanics, and natural sciences. 2. In the normal schools. — The normal schools have three classes, and the course of instruction embraces religion, morals, pedagogics, Italian, grammar and composition, history and geography of Italy, arithmetic and elements of geometry, elements of physical and natural sciences, hygiene, penmanship, linear drawing, vocal music, gym¬ nastics, and military exercises. CLOSING OF CONVENTS. In order to give room to the government departments, at their transfer from Flor¬ ence to Rome, the King of Italy ordered the closing of a number of convents in the new capital. An interest of 5 per cent, will be paid to the church on the real estate, and the monks and nuns will be transferred to other convents. EE-OPENING OF THE ROMAN UNIVERSITY. November 17, 1870, the Roman University was solemnly re-opened in the presence of a highly-educated and appreciative imblic. The marvelous changes that have taken place in Italy during the last few years gave extraordinary significance to this solem¬ nity, which w’as very effectively dwelt on by Professor Moriggia, in his inaugural siieech. In place of the dark mediaeval siiirit which till quite recently pervaded this university, and hindered every progressive movement, free science is to be cultivated and a new field opened to the Roman youth. * ‘ LYCEUM AND GYMNASIUJI AT ROME. Immediately after taking possession of the Papal States, the Italian government established a lyceuin, a gymnasium, and an industrial school in the city of Rome. These institutions had scarcely been opened when 656 persons applied for irdmission, who had previous to this studied at the so-called “ technical schools,” which, however, were in a very miserable condition. SEPARATION OF CHURCH AND STATE. Already in April, 1870, news came from Florence that the minister of justice an¬ nounced to the senate that the government intended to lay before the chambers a new law, looking toward a complete separation between church and state. The speech from the throne at the opening of the Italian Parliament in November of the same year alluded to this separation, and laid special stress on the fact that the new legislation would regulate the relations of religious bodies to the state, but would leave those religious institutions untouched which belonged to the government of the w^holo church. All this will not remain without influence on Italian education, and there will be no law forbidding the establishment of Protestant schools. FIRST PROTESTANT CHURCH IN ROME. On the 12th January last the first Protestant church was opened in Rome. Over its entrance is writtefn : ^‘The Free Church in the Free State.” ABOLISHING RELIGIOUS INSTRUCTION IN ALESSANDRIA. In consequence of a petition signed by three hundred citizens, the municipal council of Alessandria resolved to urge the government to abolish religious instruction entirely in the elementary schools, and instead of it to introduce instruction in morals and the rights and duties of citizens. PREVAILING IGNORANCE. The commissioners intrusted with a revision of the Italian system of education, in their tour of examinations through the country, found in most places a mere mechanical method of instruction, and in consequence the most glaring ignorance. Counselor Brioschi found young people of from 15 to 18 years of age who did not know what the word “geography” meant, although they assured him that they had studied geog- 504 REPORT OF THE COMMISSIONER OF EDUCATION. raphy for two years. Some called in their answers Sardinia and Sicily cities, and Milan the capital of Sicily. In history none of the scholars could answer properly. Some called Brutus a tyrant ; others, Dante a French poet ; others, again, Petrarca a lady. One scholar called Columbus an apostle ; another thought him the Holy Ghost, evidently confounding it with “ coiumbajo,’^ the dove. STATISTICS OF ILLITERACY. More than one-half of the Italian soldiers are illiterate. Of 81,181 horn in 1848, only 2,736, i. e., 3.4 per cent., could read and write ; 3,466, i. e., about 4 per cent., could only read, and 50,355, t. e., 62 per cent., could neither read nor write. This, however, is an improvement on the preceding year. THE KINDERGARTEN IN ITALY. After encountering innumerable difficulties, a kindergarten on Froehel’s plan has been started in Venice. As early as 1860, Professor Adolf Pick, in connection with the en¬ thusiastic friends of education, Matteucci, Cattaneo, and the two De Castros, father and son, lahoi-ed for the establishment of such an iastitution. The “ Associazione Na- ziouale Pedagogical’ worked in the same direction, and even the ministry of public instruction took an interest in the matter, but without any apparent result. When Professor Pick, in one of the weekly meetings of the Atheneum of Venice, had delivered a very excellent lecture on the kindergarten, the interest in this matter began to revive ; a committee of experienced educators was appointed to discuss the matter and draw up a report. Although, in spite of the favorable report made by these men, noth¬ ing was done. Professor Pick neither lost courage nor patience, but endeavored to influ¬ ence the Italian public by a ^onvnal, L’Educazione Moderna, and requested the Baroness Marenholz-Biilow, in Berlin, to send him a lady trained in her kindergarten normal school. ’ The lady chosen was Miss Elisabeth Salomon, and in the year4870 Professor Pick established the first kindergarten in Venice, with Miss Salomon as teacher, assisted by an Italian lady. Miss Adele Levi della Vida. The result of this first attempt surpassed all expectations, and in the following year (1871) it was resolved to establish a second kindergarten in Venice, this time in connection with a kindergarten normal school. Professor Pick now commenced to lecture on his favorite subject in Milan, Turin, Treviso, and Florence, and soon kindergartens were established in these cities. This whole movement was strongly encouraged by the late minister of public instruc¬ tion, Correnti. INFANT-ASYLUM IN ROME. Some noble Roman ladies formed a committee, with the plan of holding a fair for the benefit of the new Roman infant-asylum.. This plan was entirely successful. Soon more than fifty thousand objects, some of them very valuable, were sent to the com¬ mittee, and the fair was held in the Corea Amphitheater, and opened by the Princess Margarita, accompanied by the Marchese Calabrini and the Duke of Fiaua. FESTIVAL OF THE PLEBISCITE. The anniversary of the Roman plebiscite was celebrated on the 2d of October, 1871, by a grand school-festival at the caj)ital, where prizes were distributed to the best pu¬ pils of the public schools, in the presence of an immense assembly, comprising the elite of Roman society\ Such a thing would have been impossible two years ago. Tempora mutant’ur. NETHEELANDS. (Constitutional Monarchy-Kingdom. Area, 10,905 square miles. Population, 3,688,337.) Minister of louWw instruction, The Minister of the Interior. SECUHVR schools. The present system of public instruction dates from the year 1857. According to this, all the elementary schools are either under the direct administration or the super¬ vision of the state, and are entirely secular, so that in one and the same school one finds children of Jews, Roman Catholics, and Protestants. The pebple seem to be well satisfied. with this arrangement, as but few complaints have been raised either by Protestants or Catholics, and the ministry sees to it that the school-laws are faithfully executed. " ' REVIEW OF EDUCATION IN FOREIGN COUNTRIES. 505 EDUCATIOXAL SOCIETY. As atteiulanco at school is not made ol»lij>atory, many children attended school but irregularly. To remedy this, a iiumber of prominent men founded an cdiica-t ional society (school verhand) whose expressed aim it is to use all moral means ])ossibleto induce parents to send their children to school. This society rapidly incieased in numbers, founded branch-societies all over the country, and its'benelicnil eliect is felt in many localities./ Its last meeting was held in June, and from the published i-eport it appears that dui’ing the last year the number of members has incieased from 8,500 to y,400, and that an immense amount of work has been done, especially in the way of gathering and publishing educational statistics, and combating the negligence in attending school. The assembly passed the following resolutions ; “ 1. This assembly expresses the wish that the society, by its central and by its branch- societies, should aim at having a law passed prohibiting children from being employed in factories below the age of 12, and, if possible, not to be employed below the age of 14. “2. The central society will draw up schedules for educational statistics, which must be adopted by all the branch-societies.’’ In an evening-session the assembly discussed the importance of school-libraries, and finally entered upon the discussion of the question, “Is our elementary instruction perhaps not practical enough, and may not this be the cause of irregular attendance?” Many interesting remarks were made, but owing to lack of time no ijositive result was arrived at. INDUSTRIAL SCHOOLS FOR THE INDIGENT. Such schools have, during the last year or two, been founded in some of the larger cities, particularly in Amsterdam, Rotterdam, Groningen, &c. In the Amsterdam school there are at present 104 scholars, (all boys ;) these receive an education w'hich will enable them to earn a living immediately on leaving the school. The, hours of instruction are from 8 a. m. till 8 p. m., wnth an intermission of two hours at noon. Fourteen hours a week are set apart for instruction in arithmetic, writing, mathemat¬ ics, geography, chemistry, and natural philosophy ; 16 hours for isstruction in. cabinet- making, blacksmith’s work, turning, telegraphy, &c. ; 18 hours for drawing, designing, and modeling. The whole course occupies three years. The annual expense for each scholar is 18 gilders, (about $7,) which sum is partly paid by the parents, and partly raised by subscriptions. The King takes a great interest in this school, and visits it every time he comes to Amsterdam. One large room is entirely occupied by a very fine collection of tools, models, and different apparatus, a gift of the King. There is likewise at Amsterdam an industrial school for poor girls, where for 20 gilders a year (about $8) girls are instructed in drawing, music, sewing, knitting, embroidering, nursing of the sick, and the elements of medicine and pharmacy. JEWISH ORPHAN ASYLUM. In July last the great Central Jewish Orphan Asylum of the Netherlands was solemnly opened at Utrecht. Its object is to receive and educate all Jewish oiqihans, both from the Netherlands and from the colonies. SCHOOL REPORT FOR 1869-’70. Tlirough the kindness of the representative of the Netherlands at AVashington, the last report (for 1869-’70) on education in the Netherlands has been received. All the schools are grouped in three classes, viz : 1. Superior instruction, (Rooge)' Ondervijs,) embracing the universities, atheneums, Latin schools, and gymnasia. 2. Secondary instruction, (Middclhaar Ondervijs,) embracing the burgher-schools, the higher burgher-schools, agricultural schools, polytechnic schools, navigation-schools, institutions for deaf-mutes and blind, schools for nurses, and schools of veterinary surgery. 3. Primary instruction, (Lagei' Ondervijs,) embracing the elementary schools of various grades, and the normal schools, evening-schools, &c. A separate group is formed by the schools and academies for the army and navy, another by the jirison-schools, and still another by the infant-schools. 1. — Superior instruction. There are three universities, Utrecht, Leyden, and Groningen; two atheneums, Am¬ sterdam and Deventer ; and fiftj^-five gymnasia and Latin schools, (the same kind of institution, the difference being only in the name.) These last mentioned are, accord- 506 REPORT OF THE COMMISSIONER OF EDUCATION. ing to i')rovinces, distributed in the following manner: North Brabant, (population, 44U,302,) 11; Gelderland, (population, 439,715,) 13; South Holland, (population, 711,437,) 9; North Holland, (population, 602,018,) 3; Zealand, (population, 181,471,) 2; Utrecht, (population, 176,888,) 2; Friesland, (population, 304,702,) 4; Overyssel, (popu¬ lation, 260,680,) 6; Groningen, (population, 234,303,) 3; Drenthe, (population, 108,056,) 1; Limburg, (poimlation, 228,785,) 1. Universities. Number of students. Faculties. Leyden. Utrecht. Groningen. Total. Theolnory . . _ _ _ _ _ _ _ 75 191 34 300 359 148 51 558 TVfodip.inft . _ _ _ _ _ _ _ _ 123 72 37 232 ilathcmatics and natural sciences . . . 84 57 16 157 Literature . 89 20 8 117 Total . 730 488 146 1, 364 Atlieneums. — The atheneums have the same course of instruction as the universities, the only difference being that they are not government, but municipal institutions, though under government supervision. The Amsterdam Atheneum numbers 228 stu¬ dents, viz: theology, 40; law, 37 ; medicine, 105; literature, 14; philosophy, 9. The Deventer Atheneum is small, having but 3 students and a prex)aratory class of 30 scholars. Gymnasia and Latin schools. — These schools give a classical and mathematical educa¬ tion to prepare scholars for the universities and professional schools. The number of these institutions is 55, with a total of 213 teachers and 1,079 scholars. Expenses for superior instruction. *Guilder3. Government expenditures for three universities . . 507, 954 Government expenditure for the Museum of Natural History at Leyden . 20, 276 Government expenditure for the Museum of Ethnology at Leyden . 6, 745 Government expenditure for the Botanical Museum at Leyden . 2, 309 Subsidy to Amsterdam Atheneum . . . . . . 3, 000 Stipends for talented students at the universities . 2, 900 Subsidy to the practical course of medicine at Amsterdam . 3, 000 Subsidy to the Latin schools and gymnasia . . . 40, 722 Total government expenditure for superior instruction . 586, 906 Expended by the provincial government of North Holland for the Amsterdam Atheneum . . - 10, 000 Expended by the municipal government of Amsterdam for the atheneum ... 130, 853 Expended by the municipal government of Deventer for the atheneum ..... 3, 775 Total expenditure for superior instruction . 731, 534 Or $292,613.60, gold. The total income of the Latin schools and the gymnasia, from subsidies, school-fees, and other sources, was 101,640 guilders. 2. — Secondary instruction. Burgher-schools. — Of these there are 44, among which there are'5 day-schools, 26 even¬ ing-schools, 2 business-colleges, 4 drawing-schools, 2 industrial schools, and 6 pre- I)aratory schools, with a total of 305 teachers and 3,283 scholars. Higher hurgher-schools. — Of these there are 41, viz, 15 government schools; 25 munici¬ pal schools ; and 1 private school, with a total of 484 teacher’s and 3,201 scholars. The course of instruction in these two classes of institutions is very similar, only that the course in the higher burgher-schools is fuller than that of the burgher-schools. The higher burgher-schools have three clas^ses, and the following is the plan of instruc¬ tion : The guilder is equal to about 40 cents. REVIEW OF EDUCATION IN FOREIGN COUNTRIES. 507 Flan of histructionin the higher hurgher-schools. Hours per week. Studies- Hatural philosopliy . Ciicmistry . Natural history . Mathematics . Dutch . . . French . . . English . . . German . Italian . . Political economy and statistics . Book-keeping . Commercial law . Knowledge of goods . Commercial arithmetic and weights and measures General history and history of "commerce . General and commercial geography . Constitution and laws of the Netherlands . History, geography, &c., of India . Penmanship . Free hand drawing . 2 3 3 3 3 3 4 o 3 2 o 2 2 2 2 2 2 2 3 2 2 1 1 3 2 2 1 1 2 ro 1 2 1 1 3 2 2 3 2 2 2 1 2 3 2 3 1 1 1 o H 4 5 6 8 7 7 9 4 4 3 2 2 10 G 8 2 1 4 4 Total 32 35 101 Agncnltural schools. — The Netherlands, being chiefly a commercial country, possess but one agricultural school at Groningen. There are 7 professors and 15 students during the winter-term, and 4 during the summer-term. The course of instructions embraces agriculture, mathematics, natural philosophy, chemistry, natural history, and political economy. The Horticultural Society supports a school of horticulture at Water- graafsmeer, numbering 28 students. During the years 1868 and 1869, Mr. De Beucker de¬ livered 141 lectures on horticulture and fruit-culture in 34 cities and towns. The Polgtechnic School. — The number of students during the year 1869-’70 was 163, and the number of professors 21. The course of instruction is the following: Course of instruciion in the Polgtechnic School. Honrs per week. Studies. H Descriptive geometry . Analytical geometry . . Trigonometry . . . AiiHysia - . Ditfirential calculus . i . Theoretical and practical mechanics . Natural philosophy . Chemistry . Mineralogy . Geography . Machine-drawing . Knowledge of machinery . Mechanical technology . . . Chemical technology". . Civil architecture . Hydraulic architecture . Naval architecture and drawing . Surveying and geodesy . . . . Drawing of plans . Weights and measures . Political economy . Commercial law . Administrative law . Freehand drawing . . Embos-sing, (not specified) . Practical exercises in the workshops, (not specified) 508 EEPOET OF THE COMMISSIONEE OF EDUCATION. Schools of navigation. F-* .o S Location. Teachers. Scholars. Entered the navy. Entered the mer¬ chant-service. Passed examination as steersman. 1 Eotterdam . 3 45 2 T.eyden _ _ _ _ _ _ _ 88 76 5 3 Amsterdam . 48 10 4 A TT.sterda.m . . . . . . . . . 15 5 Holder . . 13 5 6 Vlieland . . . . . 35 7 Harlingen . 59 11 8 Schiermonnikoog . . 76 ' 9 navigation course at the Academy Minerva at Groningen. ...... 24 7 10 Delfzijl . 11 2 11 Veendfi.Tn _ . . . _ _ _ _ 34 13 Total . 448 48 These schools have all a more or less theoretical and practical course, every scholar making one or two voyages, which form an essential part of his studies, some of these voyages being only coast-voyages, and others voyages across the Atlantic. Institutions for the deaf-inutes and blind. — Institution for Deaf-Mutes at Groningen, 165 inmates — 88 males, 77 females ; Deaf-Mute College at Eotterdam, 95 students— 52 males, 43 females ; Asylum for Deaf-Mutes at St. Michiels-Geg»tel, 120 inmates — 66 males, 54 females ; Institution for the Blind at Amsterdam, 49 inmates — 33 males, 16 females ; Asylum and College for the Blind at Amsterdam, 43 inmates — 17 males, 26 females ; Mr. Ivingma’s school for deaf-mutes and neglected children at Amsterdam, 45 inmates. Institutions for the preparation of civil officers for Dutch, India. — 1. Government institu¬ tion at Leyden : The course of instruction embraces Javan lauguage ; Malay language ; Mohammedan law ; laws and institutions of Dutch India ; geography, history, ethno¬ logy, and statistics of Dutch India ; the religions of Dutch India. The number ol students during the last year was 30. 2. Municipal institution at Delft : Course ol studies the same as at the Leyden school. Number of students, 48. Miscellaneous secondary^ schools. — The number of these schools supported entirely by the municipal authorities of the towns or cities where they are located is 40, viz: 21 drawing-schools, 15 industrial schools, 1 school for the study of mathematics, 1 school for the study of natural sciences, 2 schools of gymnastics, and 1 singing-school. School for nurses.— This school is a government institution, with 21 students. It is both theoretical and practical, about 150 pregnant women of the poorer classes having been delivered in this institution during the year. School of veterinary sw'gery. — This school has a three-years’ course, and was attended by 23 students, t) in the first, 6 in the second, and 8 in the third class. Connected with the school is a hospital for animals, in which 880 animals were treated during the year, viz : 167 horses, 98 oxen and cows, 32 sheep and goats, 30 hogs, 385 dogs, 25 cats, and 43 birds. Of these, 559 were cured, 50 died, and 271 were convalescent. Income and expenditure of scondary instruction. A.— EXPEXDITUEE. 1. By the government : Guilders. Institution for the preparation of civil o-fficers for Dutch India . 23, 499 Inspectors of secondary instruction . . . 11, 191 Polytechnic School . 93, 635 Government higher hurgher-schools . 51 1, 532 Subsidies to municipal higher burgher and miscellaneous schools . . 160, 116 Traveling and other expenses of the examination-committee . 22, 2^3 Government subsidies to various institutions . 10, 426 Total government expenditure . 841, 672 2. By the municipal authorities : Higher burgher-schools, burgher-schools, &c . 629, 080 Municipal institution for the preparation of civil officers for Dutch India . : . 11, 010 Various municipal secondary institutions . 35, 780 Total municipal expenditure . 675, 870 Grand total of expenses for secondary instruction . 1, 517, 542 Or, gold . $607,016 80 REVIEW OF EDUCATION IN FOREIGN COUNTRIES. 509 B.-IXCOME. Guilders. From school-fees . 179, 757 From other sources . 156, 4:21 Total income of government and muuicix)al schools . 336, 181 Or, gold . ^134, 472 40 3 . — Pr i ma rij i nstr uciion. l.-NUMBER OF SCHOOLS. Provinces. Population. Public schools. Private subsi¬ dized schools. Private non-sub- sidized schools. Total. Elementary schools. Elementary schools of a higher grade. Total. Elementary schools. Elempntary schools of a higher grade. Total. Elementary schools. Elementary schools of a higher grade. Total. Elementary schools. Elementary schools of a higher grade. Total. North Brabant 440, 302 235 67 302 o 8 10 41 97 138 278 172 450 Gelderland . . .. 439, 715 268 51 319 22 33 55 39 77 116 229 161 49 South Holland . 711, 437 270 55 325 1 13 14 85 115 200 356 183 53 North Holland 602, 018 238 76 314 4 10 14 55 16! 216 297 24-7 6-14 Zealand . 181, 471 104 42 146 3 1 4 12 18 30 119 61 180 Utrecht . 176, 868 74 7 81 15 15 28 49 77 102 71 173 Friesland . 304, 702 325 29 354 9 9 31 14 45 356 52 408 Overyssel . 260, 680 192 74 206 "o’ 20 29 25 20 45 226 54 280 Groningen .... 234, 303 206 18 224 5 9 14 21 8 29 232 35 267 Hrenthe . 108, 056 148 2 150 4 4 7 7 155 6 161 Limburg . 228, 785 119 56 175 6 6 17 34 51 136 96 232 Total.... 3, 638, 337 2. 179 417 2, 596 46 128 174 361 593 954 2, 586 1, 138 3, 724 2.— NUMBEH OF TEACHERS. Provinces. ,In the public schools. In the private sub¬ sidized schools. In the private non- subsidized schools. Total. Male. Female. Total. Male. Female. Total. Male. Female. Total. Male. Female. Total. North Brabant . 591 14 605 18 6 14 151 352 503 760 372 1,132 Gelderland . 708 26 734 63 25 88 184 1.33 317 955 184 1, 139 South Holland . 1,216 160 1,376 16 14 30 634 282 916 1,866 456 2,' 322 North Holland . 990 102 1, 092 25 15 40 579 335 914 1,594 452 • 2,046 Zealand . 333 34 367 3 3 51 20 71 389 54 443 Htrecht . 229 15 244 24 16 40 164 99 263 417 130 547 Friesland . 709 50 759 15 2 17 98 3 100 821 55 867 Overyssel . 503 7 510 32 23 55 82 33 115 617 63 680 Groningen . 506 24 530 17 12 29 81 14 95 604 50 654 Hrenthe . 265 4 269 5 5 10 13 13 283 9 292 Limburg . 378 21 399 22 22 53 130 183 421 173 594 Total . 6, 428 457 6, 885 218 140 358 2, 088 1,401 3, 489 8, 735 1,998 10, 733 510 REPORT OF THE COMMISSIONER OF EDUCATION. 3.— XUMBER OF SCHOLAES OX THE 15TH OCTOBER, 1869. Provinces. In the public schools. In the private sub¬ sidized schools. j In the private non- subsidized schools. Total. Boys. Girls. Total. Boys. Girls. Total. Boys. Girls. Total. Boys. Girls. Total. North Brabant . 17, 829 9, 466 17, 295 349 179 528 3, 825 11, 081 14, 906 22, 003 lo, 726 42, 729 Gelderland . 20, 484 16, 750 37, 324 1, 119 674 1, 793 3, 862 5, 268 9, 130 25, 465 22, 692 48, 157 South Holland . 28, 798 26, 490 56, 288 364 184 448 11, 314 11,909 23, 223 41, 376 38, .583 79, 959 North Holland . 26, 277 22, 045 48, 322 321 340 661 9, 695 9, 878 19, 573 36, 293 32, 263 68, 556 Zealand . 8, 339 7, 497 15, 836 96 92 188 ' 1, 172 1,219 2, 391 9, 607 8, 808 18, 415 Utrecht . 6, 542 5, 761 12, 283 274 197 471 3, 595 3, 722 7, 317 10,411 9, 660, 20, 071 Friesland . 18, 296 16, 224 34, 520 155 42 197 . 2,296 1, 912 4, 208 20, 747 18, 178 38, 925 Overyssel . 13, 678 11, 934 25, 612 163 355 518 1,864 2,122 3, 986 15, 705 14, 411 30,116 Groningen, . 14, 316 13, 053 27, 369 271 378 649: 1,834 1, 682 3,516 16, 421 15,113 31, 534 Drenlhe . 6, 200 5, 711 11,911 64 75 139 398 345 743 6, 662 6, 131 12, 793 Limburg . 9, 708 6, 351 16, 059 3 772 7^0 1,366 3, 528 4, 894 16,077 10, 651 21, 728 Total . 171, 467 141, 262j312, 729 3, 079 3, 288 6, 367 41,221 1 52, 666 93, 887 215, 767 197, 216 412, 983 Evening-schools. — In all the provinces of the Netherlands there are a great number of evening-schools, kept mostly by the teachers of the public day-schools, partly for the benefit of pupils of the day-schools who wish to have more opportunities of studying, jiartly for the benefit of young iiersons employed in stores and factories. On the 15th October, 1869, the evening-schools were attended by 36,944 scholars of the day-schools, viz, 25,637 boys and 11 307 girls, and by 8,735 young persons, viz, 5,189 boysand 3,548 girls. live statistics. REVIEW OF EDUCATION IN FOREIGN COUNTRIES. 511 Of every 100 boys (girls) tbo following number (lid not attend. 9,10, and 11 years old. Girls. I O 00 1 CM Boys. 21 10 20 20 18 19 23 21 21 15 12 1 So. 6, 7, and 8 years old. I Girls. I c5 o pq 21 18 21 30 17 19 17 19 21 12 24 I c. c. Cbildi’en attending tbe day- sehools in January, 1869. 9, 10, and 11 years old. Girls. 3, 135 2.913 4.914 5, 808 1,808 1, 428 3, 244 2,201 1,597 747 1, 373 §2 rH CO jrn" Boys. isssiiigiii 51 52 6, 7, and 8 years old. Girls. isiiSSgsiiil CO CO o'co ,-rr-rrH-r-rr4- rs" I 28, 743 31, 686 '■Oi Boys. isgiiliigls jcu Number of children. 9, 10, and 11 years old. Girls. Sssigliiisi o' ro in' lo" cT t-"' t-" co' o" r-H t-H C O'aT T- > » r : Boys. ililKiiliSS (N rfT aS lo cT go' t-' cc t-*' r-. ii Ci rH 114, 813 113, 585 1 90S 1 i r : 6, 7, and 8 years old. Girls. giiiiiiiiii s" ?? ^ ^ IS I o' O 1- * i r : Boys. isgiiiigsii s" S §f § s' 120, 130 118, 844 1 286 1 i r : Total population on tbe 31st De¬ cember, 1868.* Total. iiaiiiiiggi fiiis'SiliSi 3, 628, 468 3, 592, 415 36. 0.53 Female. 216, 732 214, 808 387, 452 301, 786 90, 524 89, 540 150, 029 126, 004 116, 489 51, 750 111,939 1, 827, 053 1, 810, 204 16. 849 Male. 218, 201 222, 100 334, 701 284, 140 88, 774 87,*262 148, 693 132, 254 114, 592 55, 847 114, 841 1,801,415 1,782, 211 19. 204 Provinces. North Brabant . • . Gelderland. . South ITollaud . North Holland . Zealand . Utrecht . Friesland . Overyssel . Groningen . lOrenthe . Bimburg _ Total in 1869 . Total in 1867 . Increase . Decrease . 512 EEPORT OF THE COMMISSIONER OF EDUCATION. Number of children that were instructed cost free. — As a general rule a regular school- fee is paid in all the private and public day-schools, hut in the ease of i)oor x^arents an excex^tiou is made. Thus, on the 18th October, (the day Tvhen the census was taken,) in all the day-schools, (public and private,) 200,724, or about one-half of all the children attending these schools, were instructed cost free. Of this number 107,699 were boys and 99,02.5 girls. Schools for adults. — The number of schools for adults is 210,(71 public, 24 private subsidized schools, and 115 non-subsidized schools.) The number of teachers in these schools is 484, viz, 392 males and 92 females. The number of scholars is 11,446, viz, 6,329 males and 5,117 females. Normal schools. — There are both government and private normal schools and nor¬ mal classes. The number of government normal schools is 3, viz, Hertogenbosch, Haarlem, and Groningen, with a total number of students, 114. The course of in¬ struction takes up four years, and is somewhat differently arranged in the different schools. The following is the course of instruction of the school at Hertogenbosch : Honrs per week. Studies. 1 1st year. oi P ce & 4th year. Pemnunsliip . . . . . ................ _ .... _ ...... _ ... _ 2 2 o 2 /\ T'if.liniA'tiP. . . . . . . . 5 5 3 4 Grraiuuiar . . . . . . . ............ _ .......... 1 1 1 1 Hutcli lan^’ua'^'e and literatut'e . . ...... _ _ ............ _ ..... 1 6 6 6 ryiJno'riip}! Y _ _ _ - _ _ _ _ _ 3 3 2 Hisiorv of the Hetlierlands . 2 2 1 1 General history . . . 1 1 1 1 Natural sciences and natural history . 2 2 2 o Vocal music . . . ? Instrumental music . > Pedagogics _ _ _ ............ _ _ _ ................... . . . . . ., 4 1 ■1 1 3 2 2 2 Gymnastics . • 3 3 3 3 I)rawin<^ . 6 6 4 4 Mathematics . 2 4 3 2 French . 3 2 2 German . . 2 1 Horticulture . 2 2 Anatomy, physiology, and hygiene . 1 1 2 Total . 39 44 40 39 The normal courses are chiefly supported by the communities where they are located, or by the xu'oviuces ; but most of them onjoy a government subsidy, are under govern¬ ment supervision, and have a very similar course of instruction to that of the govern¬ ment normal schools. The number of these courses is 27, with 831 students. With quite a number of the elementary schools, normal classes for the x^ractical edu¬ cation of teachers are connected. Such classes are connected with 56 schools, and number 509 students. There are 12 normal schools and normal courses for female teachers, all private, or provincial or municipal, but most of them subsidized by the government. The number of students during the last year was 262. Teachers’ societies. — The number of teaehers’ societies during thO year 1869 was 247, with a total of 3,834 members. Income and expenditure of primary instruction. — Expenditure hy the central government: 479, 734 guilders, or $191,893.60 gold. EE VIEW OF EDUCATION IN FOREIGN COUNTRIES. 513 Income and expenditure of the various communities. Objects of expenditure. Amount. Sources of income. Amount. Guilders. 2, G76, 134 73, 110 718, 983 258, GG8 321, 03G 104, 788 16, 247 44, 751 56, 704 13, 690 20, 737 67, 084 School-fees . Guilders. 793, 3C1 169, 2G0 20, 797 4, 521 60, 741 Teachers’ lodging and rent of school- houses . 1 . Xew buildings . kepairs, &c . . . . Subsidy by the central government Contributions by the communities. . . Contributions by the provincial gov¬ ernment.. . Tuiniture and apparatus . Light and fuel . School-committees . Teachers’ pensions . Subsidies to difterent schools . i . . Education of teachers . Paid to other communities . Sundries . . Total . Income from special funds . Total . 4, 372, 003 1, 048, 681 Grand total expenditure for. education (superior, secondary, and primary) % the central government, the provinces, and the communities, 6,621,079 guilders, or ^2,648,431.60, gold. 4. — Educational institutions for the army and navy. Boyal Military Academy. — The numher of cadets in 1869 was 185. The course lasts three years, and dining the last year 72 of the cadets became officers, viz, 45 in the home service, 26 in Dutch India, and 1 in the West Indies. Staff-School. — This school has 3 professors. Generally 4 lieutenants are sent to this school per annum from each of the arms, (infantry, cavalry, artillery, and engineers.) The course embraces mathematics, natural sciences, geodesy, history of the military sciences, geography, French, German, and English, free-hand drawing, plan and map drawing, surveying, tactics, fortiiication, and military law. Instruction-hattalion. — On the 15th October, 1870, this battalion numbered 31 officers and 476 non-commissioned officers and privates. The course is both theoretical and practical. Artillery instruction-company. — For the education of non-commissioned officers for the artillery. On the 1st November, 1869, this company numbered 175. Scientific courses in the different army-corps. — Intended for the further education of non-commissioned officers. In 1869, 102 took part in these courses, (infantry, 74 ; cav¬ alry, 15; and artillery, 13.) Coips-schools. — Each army-corps has elementary schools. The number of teachers in these schools in 1869-70 was 201, mostly officers, and the number of scholars 7,553, (infantry, 6,299 ; cavalry, 519 ; artillery, 596 ; engineers, 139.) _ Royal Naval Academy at Willemsoord. — The number of cadets in 1869 was 68. The course is both theoretical and practical, and embraces a cruise of about a year. School for officers of the marine-corps at Amsterdam. — The course lasts three years. The number of cadets in 1869 was 9. Instruction for naval machinists. — This instruction is both theoretical and practical, and is given on board a man-of-war at Hellevoetsluis. The course lasts 2 years, and was in 1869 attended by 43 scholars. Instruction for steersmen. — Two ships are used for this instruction, one at Amsterdam and the other at Willemsoord ; at the former x)lace there were 109 scholars, and at the latter about 80. Army and Navy Medical School. — The number of students in 1869 was 84 ; 5 left the school during the year and received places as i)liysiciaus, (1 in the home service, 1 in the navy, and 3 in India.) School for Military Druggists in India and the West Indies. — The course of study lasts 4 years, and the number of students in 1869-’70 was 12. 5.— Prison-schools. During the year 1869, instruction (chiefly in the elementary branches) was given in 8 penitentiaries, 13 municipal and military jails, and in 23 prisons. The following are the statistics: 33 E 514 REPORT OF THE COMMISSIONER OF EDUCATION. Statist ics of prison-sch ools. Witli all these institutions, there are libraries for the use of the prisoners, vrith a total of 10,385 volumes. These libraries a.re used by 9,965 prisoners. Of the prisoners who took part in the course of instruction, 1,527 were below 20 years of age, 1,745 were between 20 and 30 years, 804 between 30 and 40, and 448 above 40. • 6. — Infant-schools, These schools, either public or private, are for children between the ages of 4 and 6; the number of the public schools being 78, with 371 teachers, (5 males, 107 females, and 259 assistants — sex not stated,) and 12,834 pupils, (6,531 boys, 6,303 girls,) and the num- , her of the private schools being 579, with 1,633 teachers, (24 males, 735 females, and 874 assistants — sex not stated,) and 50,435 xmpils, (22,934 boys, 27,501 girls;) making a total of 657 schools, with 2,004 teachers and 63,269. pupils, (29,465 boys, 33,804 girls.) STATISTICS OF ILLITERACY. These statistics, contained in the official report on education, 1869-70, refer only to the military conscripts. Of 2,227 conscripts 803 could neither read nor write, and 1,424 possessed only a very insufficient knowledge of reading and writing. POETUGAL. (Constitutional Monarchy — Kingdom. Area, 36,510 square miles. Population, 4,360,974.) Highest educational authority, The’Minister op the Interior, A. Rodrigues de Sam- PAio ; General director of public instruction, Counselor C. B. Da Silva. STATISTICS. No second report having been received from Portugal, the statistics of January 1, 1870, are given here from the official paper “ O Diario do Governo,’^ as already pub¬ lished in the circular of information for February, 1872 : Districts. Schools. Scholars. For boys. For girls. Total. Boys. Girls. Total. Aveiro . Ill 17 128 7, 455 996 8, 451 Beja . 57 42 99 3, 081 667 3, 748 Braga . 99 9 108 6, 943 413 7. 361 Braganga . 100 14 114 4, 531 735 5, 266 Gastello Branco . 94 13 107 4, 258 690 4, 948 Coimbra . 125 13 138 7, 307 0G8 7, 945 E vora . . . 38 10 48 1,670 626 3, 296 Faro . 49 4 53 2. 163 276 2, 439 Guarda . 168 25 193 . 7,902 1, 679 9, 581 Leiria . 77 10 87 3, 259 427 3, 686 Lisboa . 115 33 148 6, 273 1, 798 8, 071 Porta Allegro . 52 11 63 2, 024 729 2, 753 Porto . . . 122 21 143 8,106 1, 228 9, 332 Santarem . 84 14 98 3,811 625 4, 436 Vianno de Gastello . 71 5 76 4, 791 450 3, 241 Villa Beal . 137 15 152 8, 090 835 8, 925 Vizen . 206 23 229 11,544 1,301 12, 845 Angra . 32 6 38 1, 683 326 2, 009 Funchal . 25 9 34 1,088 380 1,468 Ilorta . 26 11 37 1,483 801 2, 284 Ponta Delgada . 22 9 31 1,743 1,124 2, 867 Total . 1, 807 314 2,121 99, 205 6, 927 106, 132 EEVIEW OF EDUCATION IN FOREIGN COUNTRIES. 515 At the eud of the year 1869, 6,001 hoys and 654 girls (in all 6,655 children) had finished their education. RUSSIA. (Absolute hereditary Monarchy — Empire. Area, about 7,225,374 square miles. Population, 82,159,630.) Minister of imhlic instruction, Count D. Tolstoi. RE-ORGANIZATION OF SECONDARY AND OTHER SCHOOLS. Count Tolstoi, the minister of public instruction, has drawn up the draught of a law re organizing the gymnasia aud other secondary schools. The Emperor has axipoiuted a committee for examining this draught, with General Count Stroganow as president, and the priuce imperial, Prince Peter of Oldenburg, the minister of public instruction, war, aud huance, as well as some other prominent counselors of the empire, as mem¬ bers. This committee is to have the powers of a government department. Count Tolstoi and the minister of the interior are likewise commissioned to estab¬ lish new elementary schools in all parts of the empire where they are wanted, and pro¬ cure the necessary funds. Count Tolstoi spent part of the month of August in Berlin, in order to make himself personally acquainted with the Prussian school-system. PRIVATE EDUCATIONAL ENTERPRISES. Great zeal is manifested by the provincial aud city authorities for the furtherance of education. Thus the municipal council of St. Petersburg {Duma) has appropriated an annual sum of 75,000 roubles (3 francs 75 centimes each) for the establishment and maintenance of 28 new elementary schools. The city of Riga has also appropriated a sum of money sufficient to found and maintain 6 new elementary schools. RUSSIANIZING THE B.VLTIC PROVINCES. The national Russian party is still zealously engaged in spreading the Russian lan¬ guage further in church aud school in the Baltic provinces. The orthodox seminary of the aucient city of Riga got as its president a general, and the director of the German gymuasium was obliged to introduce the Russian language as the language of instruc¬ tion. The Livonian chambers passed a protest against the introduction of the Russian language in the secondary schools of Livonia. The Esthonian chambers sent a depu¬ tation to St. Petersburg to protest against the encroachments on their native lan¬ guage. They were assured by the Emperor that the privileges of the Esthonian popu¬ lation with regard to the use of their native language in church aud school should not be touched, and that the schools, with the sole exception of technical and professional schools, should retain the Esthonian language as the lauguage of instruction. UKASE OF THE EMPEROR REGARDING INSTRUCTION IN GERMAN. Immediately on his return from a journey to Germany during the summer of 1871, the Emperor published a ukase (order) directing the ministry of public instruction to see to it that the German language should have more hours of instruction than the French or any other modern language in all the privileged private day and boarding schools. EDUCATIONAL MUSEUM. The national Russian industrial exposition at St. Petersburg, in which educational axiparatus was also represented, first caused the authorities and educators of the coun¬ try to conceive the idea of an educational museum. This idea was soon carried out in the most liberal manner and on a grand scale, so that now there is, besides the many other attractions of St. Petersburg, a great educational museum, containing a very comxilete collection of apparatus, text-books, school-furniture, &c., used in the educa¬ tional institutions of the country from the lowest grade to the highest. The section containing aids for the domestic education of children between the ages of 6 and 15 is particularly rich. READING-ROOMS. An extraordinary sitting, has recently taken place in St. Petersburg, of the com¬ mittee on primary instruction, the object of which was to consider the reiiort on the establishment of x)oi>ular reading-rooms. The x)roject lU’oposes 1,220 roubles (3 francs 75 centimes each) as the cost of installation, and 2,700 roubles for the expenses of mainte¬ nance. The expected receipts are 400 roubles ; therefore, evidently, gifts or subscriptions 516 REPORT OF THE COMMISSIONER OF EDUCATION. will be required. The Order of Advocates bas already offered 1,000 roubles. The plan has two peculiarities ; reading out loud is to be introduced for those x^ersons who are instructed ; children are to be admitted free, and adults enter on payment of one cox)eck, (equal to four centimes.) GENERAL INTEREST TAKEN IN EDUCATION. The district authorities of the district of Samara resolved to establish an annual teachers’ conference at Samara, to give the elementary teachers from the rural districts an oj)X)ortunity to become acquainted with the best modern methods of instruction. The representatives of the district of Odessa had, at their last session, a very lively discussion on the question of comxmlsory attendance, and finally unanimously decided in favor of the measure, pledging themselves to jiress the matter with the national educational authorities. As an interesting fact, it may also be mentioned here that during the last year more than a hundred ladies attended the lectures on natural science at the University of Kiew. EDUCATION IN POLAND. The latest educational statistics of the kingdom of Poland, now comiiletely absorbed by the Russian empire, are of the year 1870. The number of elementary schools maintained by the government was in that year 2,11.5, viz : 1,462 for Roman Catholics; 376 for United Greeks; 218 for Protestants ; 29 for Russian Orthodox; and 30 for Jews. All these schools were attended by 121,613 children. The total poj)ulation of the kingdom is 5,705,607, viz ; 76,823 boys and 44,810 girls. During the last year 57 new schools were established. From the beginning of the year 1872, the Russian language is to form the chief language of instruction in all the elementary schools of the king¬ dom' of Poland. ' . / FEMALE GYMNASIUM IN MOSCOW. According to the Moscow Gazette, it is the intention of some wealthy jirivate indi¬ viduals to establish in that city a gymnasium for young ladies, not merely a higher school for girls, but an institution like the German gymnasia, xiaying special attention to ancient languages and mathematics. The Northern Press says with regard to this liroject: “As every gymnasium maybe viewed from a twofold stand-xioint, viz, as a school giving a general humane education, and as an institution x^reparingfor the special university studies, thus the idea of a female gymnasium may also be viewed in these two difterent asx^ects. If we consider the gymnasium merely as a stexiiiing-stone to the university, a female gymnasium must consistently be followed by a female uni¬ versity. Wo believe we are not mistaken in saying that the number of ladies in Russia (and we x^resume all over the world) who would study a science for the sake of the science is remarkably small. As far as we are able to judge, such an idea is very far removed from the xwesent generation of young ladies in Russia. The question is a different one with regard to those ladies ^Vho consider science merely as a means of earning some livelihood and entering some xirofession ; for these we find a great num¬ ber of foreign universities and technical schools, esx)eciall5'' in Switzerland. For such the question of establishing a female university forms an integral xiart of the cxuestion of women’s labor, and the solution of this question will dex)eud on what so-called learned x^rofessious will, with the x^resent social and x^olitical organization of Russia, be oxien to women. Till that question is decided no female university is wanted, and a female gymnasium cau till then only be considered as an institution imparting a general education of a higher character than that of the present suxierior schools for young ladies.” WANT OF TEACHERS FOR THE SECONDARY AND SUPERIOR SCHOOLS. The somewhat anomalous condition of xmblic instruction of the higher grades is shown by the constantly growing want of teachers for the gymnasia and the universi¬ ties. According to authentic information for the year 1871, there were at the Uni¬ versity of St. Petersburg 61 professorshixis filled and 14 vacant ; in Moscow, 72 filled and 19 vacant ; in Charkow, 46 filled and 45 vacant ; in Kasan, 53 filled and 38 vacant ; in Odessa, 31 filled and 27 vacant ; in Dorpat, 47 filled and 7 vacant ; in Warsaw, 61 filled and 10 vacant. Thus, the total number of xirofessorshixos filled in the above 7 Russian universities was 420, and that of vacant ones 202, therefore more than one third of all the x^rofessorships was vacant. In the gymnasia the want of teachers was felt just as keenly. Of all the teach¬ ers’ xfiaces established by law, there were, in 1871, 200 vacant, i. e., about 10 per cent. A great hinderance of a sound development of the Russian gymnasia is the frequent KEVIEW OF EDUCATION IN FOREIGN COUNTRIES. 517 change of teachers from one gymnasiiim to the other. Tims, of the total nnnil)er of teachers in 1867, scarcely 47 per cent, were at their old places at the end of 1871, and in the district of Odessa the percentage was only 16. TECHNICAL EEAL-SCriOOLS. Some time ago the minister of public instruction laid before the council of the em- jjire a plan of reform, according to which the real-gymnasia shonhl be tiansformed into technical real-schools, i. c., instruction in ancient languages should be almost entirely dropped in these institutions, and modern languages and natural sciences introduced instead. This plan was rejected by the council by 27 votes against 19, and the Em¬ peror published a decree ordering the carrying out of this plan. The same was done, when last year a similar majority of the council declared themselves against the plan proposed bj^ the minister to establish purely classical gymnasia by the side of the real- gymnasia. Both these imperial decrees are of great importance, as they insure greater thoroughness in both branches of instruction, the classical and the technical. The funds for the maintenance of the new technical real-schools are to be supplied from the national treasury. EE-ORGANIZATION OF DISTRICT-SCHOOLS. The Emperor and the council of the empire have sanctioned the re-organization of the district-schools proposed by the ministry of public instruction. The existing dis¬ trict-schools, (higher elementary schools,) 402 in number, are to be re-organized gradu¬ ally, as fast as the teachers’ seminaries can supply the necessary teachers. It is ex¬ pected that the work of reform will be commenced in 1874. Seminaries are first to be established in the districts of St. Petersburg and Moscow, to be followed by the dis¬ tricts of Kasan, Charkow, Odessa, Wilua, and Kiew. ENDEAVORS OF THE GOVERNMENT TO RAISE THE GENERAL STANDARD OF EDUCATION. The chief of police of St. Petersburg, General Trepow, a man of high education and untiring in his efforts to raise its standard among the lower classes of the capital, start¬ ing from the idea that drunkenness and rowdyism among the lower classes are so prevalent because they have no chance to enjoy any rational amusements, instituted a course of popular lectures, meeting the expenses connected therewith from the funds of the police department. Pie engaged for these lectures the very best men of the country, and made the price of admission merely nominal. These lectures on various subjects, such as sacred and profane history, hygiene, geography, natural sciences, were kept in the most popular style, and made attractive by charts, maps, diagrams, pictures, and experiments. The result has surpassed all expectations, and many of the lectures had to be given repeatedly. The interest taken in these lectures is, according to the most reliable information, not based on a mere passing enthusiasm, but is firmly rooted in the populace. COMPULSORY EDUCATION AMONG THE COSSACKS. In the St. Petersburg Gazette we find the following interesting communication : According to official information, there were among the Cossacks in the province of Orenburg, numbering 248,000 persons, 179 elementary schools, viz, 129 for boys, and 50 for girls, attended by 3,760 scholars. Considering this number of schools entirely insufficient, and the attendance unsatisfactory, Major-General Boborykin, on the 19th August, 1871, published a decree, ordering the sub-hetmans to establish element¬ ary schools in every village, and to enforce attendance at school for every boy from the age of 8 or 9. The Orenburg Cossacks are distributed through 401 towns and vil¬ lages, and in every one of these a school-house and house for the teacher are to be built immediately at the expense of the town. In order to procure the required num¬ ber of teachers, the non-commissioned officers, who all have a good elementary educa¬ tion, are to act as teachers. As it is supposed that but few of them possess any skill in teaching, regular pedagogical courses for them are to be held every year by experi¬ enced pedagogues appointed by the minister of public instruction. These courses are to last one month, usually during the summer, while the children are enjoying their vacation. The results have been so excellent that it is intended to hold six such courses per annum, three for male and three for female teachers. Since the publication of the above-mentioned order by the hetman, 118 new schools have been established, viz, 50 for boys and 68 for girls, so that the total number of schools is now 297. At the same time Sunday-schools have been established for adults between the ages of 17 and 19.” FINLAND. For the following article on education in Finland we are indebted to Professor Felix Heikel, of the University of Helsingfors, Finland, now on a visit to this country : 518 EEPORT OF THE COMMISSIONER OF EDUCATION. EDUCATIOX IN FINLAND— AREA AND POPULATION. Finland is Founded by the Gulf of Bothnia on the west, the Gulf of Finland and Lake Ladaga on the south, and stretches so far north as to embrace a portion of Lap- land. Its area is about 107,000 English scjuare miles, and the population, according to the census of 1870, was 1,733,612. Of these about 250,000 speak Swedish, and the rest Finnish, a Mongolian language, the only European language to which it bears any relation being the Hungarian. HISTORY AND GOVERNMENT. It is generally supposed that the Fins emigrated to Finland from Eastern Europe and Asia about A. D. 700. They were a heathenish and barbarous race till the end of the twelfth century, when the country was conquered by the Swedes, who introduced Christianity and civilization. In 1809 Finland was conquered by Russia, but, in accord¬ ance with a generous assurance of Emperor Alexander given to its first parliament, its Swedish laws, liberties, and privileges were fully confirmed by Russia’s present sovereign, the Emperor Alexander 11. Finland is, therefore, a separate grand-duchy, dyuastically united with Russia, whose emperor is its grand-duke. Its legislative power is a parliament, (Landdag,) which assembles at least every 5 years; the execu¬ tive power is vested in a governor-general appointed by the grand-duke, and a senate of 16 members. All government officials, with the exceptiou.of the governor-general, are natives. The official government and school language is Swedish or Finnish. SCHOOL-LAWS AND GOVERNMENT. The oldest school-law dates from the year 1611. The law at present in force for the primary schools (Folkssl'olorna) dates from 1866, and for the lyceums or Latin schools (Lccrdaskoloj'na) from 1872. Till 1869 the schools were all under the superintendence of the church (Lutheran) authorities, but in that year the schools were placed under a separate administration, consisting of a iiresident and six members. PRIMARY SCHOOLS. Instruction in reading and writing has from time immemorial been given in the family or in the rural districts by migratory village-schools, and in the cities in private or public xirimary schools. No x^erson who cannot read is confirmed by the church or can obtain municipal or political xwivileges. The knowledge of reading is therefore universal throughout the whole«country. SECONDARY OK INTERMEDIATE SCHOOLS. These schools have only been established within a few years, but their number is constantly increasing. lu 1866 'there were in oxieration 7 such schools, while in 1872 their number was upward of 200. The eourse of instruction embraces religion, read¬ ing, writing, arithmetic, history, geography, natural xihilosophy, singing, drawing, and gymnastics, and in the girls’ schools, in addition, needle- work. The xwoxiortion between the female and male teachers is about that of two to three. NORMAL SCHOOLS. There are two normal schools — one with sex^arate departments for gentlemen and for ladies, and one exclusively for ladies. The former was opened in 1864, and in 1871 had 156 students; the latter was oxiened in 1870, with 30 students. The course of instruc¬ tion embraces four years, of which the first three are devoted to theoretical studies, while the last is devoted do x^ractical exercises in the model-school and kindergarten connected with each school. REAL-SCHOOLS OR HIGH SCHOOLS. For every one of the thirty-three cities in Finland there is a high school for boys, with a two to four years’ course. The number of ladies’ high schools, each with from four to six classes, in the whole grand-ducby, is 7. The course of studies embraces the same subjects as in the secondary schools, but is more thorough, including two or more modern languages. The number of xmxnls in the high school for boys was, in 1871, 2,212, and in the high schools for ladies 753. THE POLYTECHNIKUM. The Polytechnikum, or Polytechnic School, is located at Helsingfors. The condition of admission is the completion of the course at a real-school. After a two-years’ pre- EEYIEW OF EDUCATION IN FOREIGN COUNTRIES. 519 paratory course in mathematics and drawing, the studies hrauch otf in four depart¬ ments, viz: one for civil engineers, (railroad and canal engineers ;) one for machinists ; one for architects ; and one for chemists. The whole course embraces four to six years. In 1871 the number of professors was 16 and the number of students about 105. “LYCEUMS,” OK LATIN SCHOOLS. These schools are the oldest public schools in Finland. Originally founded for eccle¬ siastical purposes, they have now been changed into institutions for a higher general or classical education. They embrace the American grammar-schools, high schools, and at least the two lower classes of colleges. Pupils are usually admitted at an age varying between 9 and 12 years. The course lasts from eight to "nine years, and em¬ braces religion, Latin in all classes, Greek, modern languages, mathematics, natural sciences, history, geography, vocal music, drawing, and gymnastics. In 1871 there were in operation 10 complete lyceums, with 7 classes each, and 12 having only the 4 lower classes. The total number of pupils in all the lyceums was 2,575. The lyceum at Helsingfors is called the Normal Lyceum, as candidates for teachers’ places at lyce¬ ums or real-schools, after having finished their studies at the university, here receive a i)ractical instruction for their profession by a university professor of p(idagogics and four teachers. THE UNIVERSITY. The university was founded in the year 1640 in Abo, and after the conflagration of that city in 1828 was transferred to Helsingfors, the present capital of Finland. It has four faculties, or schools, viz, theology, law, medicine, and philosophy. The number of “ ordinary professors” in 1871 was 33, who, in order to obtain such a place, must give sufficient proof of having followed independent scientific investiga¬ tions, and are obliged to lecture four times a week. Besides these there are 35 “ extra¬ ordinary iirofessors” and tutors. Condition of admission is the completion of a full course at a lyceum. The number of students is about 750. With regard to the selec¬ tion of studies the greatest liberty prevails. The university library, which is open to the general public, embraces 140,000 volumes. The students have a special “students’ library,” with about 15,000 volumes, and a reading-room containing journals and peri¬ odicals from almost all civilized countries. Connected with the university there is an astronomical and magnetic observatory, a large chemical laboratory, a botanical garden, anatomical, zoological, mineralogical, numismatic, and historical collections, &c. The income of the university in 1871 was 1,162,000 marks, (mark, a Finnish coin, equal to 1 franc.) A large number of free xflaces are annually distributed, and every year young men of talent are sent out to study at foreign universities or to study the educational institutions of other countries. OTHER PUBLIC EDUCATIONAL INSTITUTIONS. One agricultural institute, with 11 professors. Three lower agricultural schools. One military academy, with 120 students. Six schools of navigation. Several evening and drawing schools. Four schools for deaf and dumb, with 10 teachers and 107 pupils. Two schools for blind. SUPPORT OF THE SCHOOLS. The public schools are for the greater part supported by the government of Finland, which for this purpose annually expends about two and a quarter million marks. All schools charge a small school-fee, varying between 2 and 100 marks annuully. The annual fee in the military academy is 560 marks. There are free places for indigent scholars in all schools, instruction at the university is entirely free of charge. DURATION OF SCHOOL- YEAR AND VACATION. The school-year, which in most schools begins on the 1st September, is divided into two terms, the first from September 1 till December 15; the second from January 15 till June 15. SPAIN. (Constitutional Monarchy— Kingdom. Area, 182,758 square miles. Population, 1(5,041,980.) Minister of iniblie worlcs and iniblic instruction, (fomento,) Senor Echegaray. No report has been received for this year, and it is therefore impossible to give many items of interest. 520 EEPOET OF THE COMMISSIONEE OF EDUCATION. STATE OF EDUCATIOiSr. Since the year 1845, the nnmher of scholars in the public schools of Spain has doubled. Although a great deal has been done, and much zeal is manifested in the cause of education, much remains yet to be done to place the Spanish nation on a level with the more advanced nations of Europe. But now, since Spain has complete relig¬ ious liberty, it is to be hoped that education and general enlightenment will advance more rapidly. The number of illiterate persons is still very large, as, according to good authority, only 3,129,421 persons (2,414,055 men and 715,360 women) are able to read and write. NOBLE SENTIMENT EXPBESSED BY THE KING. When, in January, 1871, King Amadeus had a conversation with his minister of finance, in which the latter informed him that the salaries of teachers had not been paid for quite a while, the King declared : I shall not take any xiayment myself till these men have been granted their just dues.” SWEDEN AND NOKWAY. (Constitutioual Monarchy — Kingdom. Area, 250,555 square miles. Population, 5,898,573.) Minister of ^public instruction in Sweden, Dr. G. Wennerberg; Minister of public instruc¬ tion in Norway, H. Eidherwold. » MIGRATORY SCHOOLS. In many parts of Sweden there are no regular schools, but teachers wander from place tt> xAace, keeping school for one week or longer in this farm-house, the next week in another. The Swedish government has during the last year made the most strenuous exertions to diminish the number of these schools, and soon they will have entirely disappeared. TEACHERS AND TEACHERS’ SEMINARIES. In the instruction of small children female teachers are preferred to males; and in Stockholm the number of female teachers exceeds that of the males. In the semina¬ ries for the education of female teachers there are also female professors employed. The seminary course occupies three years. SALARIES AND FINANCES. The salaries of Swedish teachers are divided into three classes, viz : class 1, $360, $60 for lodging and $30 for fuel ; class 2, one-fourth less than class 1 ; class 3, $112 salary, $30 for lodging and $10 for fuel. The Parliament annually appropriates $71,400 for teachers’ seminaries, for the sup¬ port of elementary schools in xioor districts, and for educational x)urposes generally. STATISTICS. The total number of xiublic schools in the kingdom of Sweden, with the exception of Stockholm, (4,168,882 inhabitants,) is 7,118 ; viz : 10 higher schools ; 3,432 elementary schools, x)rox)erly so called ; and 3,676 small schools. The number of children of school- age is 682,623, of whom 664,245 attended school, viz, 210 in the higher schools, 361,512 in the elementary schools, 186,885 in the small schools, 7,302 in other x)ublic institu¬ tions, 22,395 in private schools, while 85,943 received their instruction at their parental homes ; 18,878 children received no instruction at all, viz, 2,537 on account of sickness, and 15,841 from other causes. SCHOOL-STATISTICS OF STOCKHOLM. The report of the Stockholm schools for 1870 shows that the great exertions made for spreading education by the city authorities and by private individuals have been re¬ warded by good results. The city of Stockholm, with a total x>opulatiou of 135,920, has 16,843 children of school-age, (between 7 and 14;) of this number 12,849 received daily instruction ; 2.313 attended schools that were not open every day, or, at any rate, the whole day ; 1,681 were either instructed at their homes or received no instruction at all ; of these 116 were prevented by sickness, and 970 were engaged as servants. In the xmblic schools 7,655 children were instructed by 208 teachers, (male and female.) REVIEW OF EDUCATION IN FOREIGN COUNTRIES. 521 Cases of non-attei)dancc were comparatively rare, viz, aboufO.O per cent. ; of tliese 1.2 per cent, without sufiicient cause, 4 per cent, ou account of sickness, 1.2 per cent, on account of want of decent clothes, 3.2 per cent, with valid excuses. Of the scholars 99.9 per cent, were instructed in religion, Swedish, writing, and arithmetic ; G2.(-) per cent., in geography and history ; 52.7 per cent., in natural sciences ; 9 per cent., in mathe¬ matics; 52.7 per cent., in drawing; 56 per cent., in vocal music; 56 i)er cent., in gym¬ nastics. The number of girls instructed in needle-work was 2,180. Arboriculture was taught in 2 schools. The total expense of the public schools of Stockholm during the year was 185,775 rigsdaler, (about $53,470 in gold.) SWITZERLAND. (Federal Eepublic. Area, 15,233 square miles. Population, (1870,) 2,669,095.) Switzerland possessing no national system of education, each of the twenty-two cantons is treated separately. ARGOVIA. (Area, 502 square miles. Population, 198,873.) STATISTICS. The number of elementary schools is 527, and besides these are 26 re]ietition-schools, (schools for young iieople who have left the elementary schools.) The number of chil¬ dren attending school was 29,069. The attendance at school was, generally speaking, satisfactory ; still there were 6,627 cases of absenteeism, of which 1,584 were punished with incarceration. The number of teachers was 530, (498 males and 32 females.) The highest salary paid was 2,200 francs, and the lowest 800 francs. The total sum expended for teachers’ salaries was 49.5,200 francs, toward which the state contributed 186,460 francs. According to the law, the course of instruction in the ‘G’epetition-school” (Forthil- dungsscluile) has to embrace all the subjects taught in the elementary schools, and continue them to a higher grade, with special reference to the various trades and to agriculture; instruction is also to be given in French. The number of female industrial schools (Arheitsschulcn) was 298, with 293 (female) teachers and 11,740 scholars. The highest salary paid to teachers in these schools was 800 francs, and the lowest 100 francs. The total sum xiaid for teachers’ salaries was 55,800 francs, toward which the state contributed 18,700. The cantonal reform-.school at Olsberg had 42 scholars. During the last ten years 52 have left the institution, of whom 44 have become useful members of society. The school for x)oor girls at Friedberg had 8 scholars, the school for indigent children at Kastelen had 30, and three institutions for deaf-mutes at Aarau, Baden, and Zofingen had 52 inmates. Voluntary schools for adults were held in twenty places; a course of agricultural lec¬ tures was held at Muri for teachers of such schools, toward which the state contrib¬ uted 300 francs. The examination of the recruits for military service showed that of 664 who were ex¬ amined 91 had to attend the “ Strafschule,^’ (literally, “ x*unishment-school.”) The 23 district-schools (schools intended to x>i’epare for the secondary schools) were attended by 1,397 scholars, (1,306 boys and 91 girls,) varying in age from 11 to 21 years. The number of teachers was 69, and 72 assistants. The highest salary is 2,500 francs, and the lowest 2,000. The sum contributed by the state amounts to 70,600 francs. In most of these schools, Latin, Greek, English, and Italian are taught. The “cantonal school” (highest secondary school) had 143 scholars, viz, 21 in the progymnasium, 81 in the gymnasium, and 41 in the industrial school. There are 17 teachers and 5 assistants. The teachers’ seminary had 62 students in 3 classes, and the model-school connected with it 60 scholars. The total sum expended for the seminary was 47,500 francs, of which the state x>aid 29,200. The charges for board for each stu¬ dent amounted to 4| francs iier week. The total state ex^ieuditure for education was 464,800 francs. The school-xnoxierty of the whole canton was valued at 5,130,100 francs. The xuiblic schools of Argovia are among the best-organized and best-managed of the whole of Switzerland. AGEICULTUEAL SCHOOL AT IMUEI. Director Romer, of this school, resigned his position, and it seemed doubtful whether the institution would be continued. The matter formed the chief subject of discussion at the meeting of the agricultural society of the canton, and it was resolved to make 522 KEPORT OF THE COMMISSIONER OF EDUCATION. the utmost exertions for the continuation of this important institution, to extend the course of the school by making a third class, and by lowering the fees as much as pos¬ sible. A motion brought forward in the cantonal council to unite the agricultural school with the teachers’ seminary was lost. TEACHEES’ CONFEEENCE. During the month of September the Argovian Teachers’ Conference assembled at Baden, about 250 being present. The chief subject of discussion was the continuation of youths that had left the school, in accordance with the demands of the time. The conference almost unanimously voted that the following be recommended to the authorities: The establishment of obligatory “continuation-schools,” {Fortbildimgs- sehulen ) for boys and girls till the age of 17, viz : 1. In every district (subdivision of the canton) from 1 to 2 schools for apprentices, where instruction could be given in draw¬ ing, business correspondence, book-keeping, arithmetic, mensuration, constitution of Switzerland. 2. In every town a similar school, with three hours’ instruction per week ; in these schools agriculture, should form an additional subject of instruction. 3. In every town a similar school for girls, where instruction would be given in female work, housekeeping, horticulture, nursing infants and sick persons. The estimated expenses of all these schools would be 20,000 francs, of which the state would have to x)ay 12,000 and the town the remainder. There is every prospect that within a few years these measures will be carried out. A TEACHEKS’ JUBILEE. At the town of Bremgarten, Mr. Kottmann celebrated the fiftieth anniversary of his having entered the teachers’ profession. It is of rare occurrence that a man will be able to stand the wear and tear of fifty years’ service as a teacher, and it was, there¬ fore, but a fit tribute that the whole town united in doing fionor to this veteran on his festival day. APPENZELL. (Area, 152 square miles. Popnlation, 60,635.) STATISTICS. This canton has, since 1597, been subdivided into two half-cantons, viz, Appenzell- Exterior, with 48,726 inhabitants, mostly Protestants, and Appenzell-Interior, with 11,909 inhabitants, mostly Roman Catholics. The former has a well-regulated system of public schools, while the latter for a long timb had only one elementary school, the scattersd population (there being no towns or villages scarcely, but scattered farm¬ houses) being unfavorable to an organized system of schools. Of late years great exer- / tions have been maile in Appenzell-Interior for the improvement of public instruction. Since 1857 attendance at school has been made compulsory, the salaries of the teachers have been raised, and school-regulations published. According to last accounts the number of obligatory schools was 20, with 1,180 scholars. The salaries of the teachers vary between 850 and 300 francs. The examination of recruits showed the following results : The total number of recruits examined was 77 the subjects of examination were reading, writing, and arithmetic. The result was the following : lleading. ■Writing. Arithmetic. Good . 9 15 14 Tolerable . - . 19 20 22 32 28 27 Utterly i'^norant . _ _ _ _ _ ........ _ _ 17 14 14 In Apxienzell-Exterior the total number of scholars was 9,538, v'iz : 6,142 in the element¬ ary schools ; 2,867 in the repetition-schools; 390 in the real-schools ; and 139 in the or- X)han-school. The cantonal school (secondary) had 70 scholars. There is at xiresent no teachers’ seminary in the canton, but 12 students are sent to the seminary of Kreuzlin- gen, canton of Thurgovia. The total number of recruits examined was 154 EE VIEW OF EDUCATION IN FOEEIGN COUNTEIES. 523 The result of the examiuation was the following : Reading. Writing. Arithmetic. "V oi'Y -- _ _ - _ - _ _ _ 79 59 41 33 48 40 Tolerable . . . . . . 22 47 34 5 27 21 Ignorant . . . - . - . - . 0 0 26 GENERAL TEACHERS’ CONFERENCE. At the general teachers’ conference, lield in May, it was resolved to petition the gov¬ ernment, 1. To lengthen the time of the elementary school ; 2. To establish more repe¬ tition-schools, with a longer and more thorough course. BASLE. ^Area, 184 square miles. Population, 101, 88T.) Since 1833 this canton is subdivided into two half-cantons, viz ; Basle, city, and Basle, country, which will be treated separately. A. — Basle, city, 47,760 inJiahitants. STATISTICS. Primary schools. — The elementary boys’ schools comprised 19 classes, with 965 pupils, and the elementary girls’ schools, 34 classes, with 1,519 pupils. The country districts (3 townships) numbered 16 classes, with 429 pupils, (186 boys and 243 girls.) Besides these public schools, there were the following private institutions : A Catholic boys’ school, with 6 classes and 373 pupils ; a Catholic girls’ school, with 5 classes and 399 pupils ; a factory-school, with 75 scholars ; a French repetition-school, with 36 pupils; an agricultural elementary school for indigent children, with 22 pupils ; 13 jirivate elementary schools, mostly for girls, wdth 417 puiiils; and the city oriihan-school, with 102 pupils, 51 boys and 51 girls. Secondary schools. — The classical gymnasium (humanistisches Gyiimasium) has 6 classes and 383 pupils ; the real-gymnasium, 5 classes, with 410 pupils ; the real-school, 4 classes, with 483 pupils ; the high school for ladies, 6 classes, with 464 xmpils. Superior schools. — The pedagogium, 3 classes, with 62 students, varying in age from 14 to 20 years; the industrial school, 4 classes, with 129 students; the university, 129 students, instructed by 41 professors. Total of iiersons under instruction in Basle, city, 6,250. SCHOOL-FINANCES. ( Amount of university-fund, 1,790,000 francs; value of university buildings and col¬ lections, 504,000 francs; annual expenditure for the university, 204,300 francs, of which sum the state pays 128,800 francs; total annual expenditure of Basle, city, for public instruction, 363,377 francs, or one quarter of the whple annual expenditure of the state. teachers’ pensions. Basle, city, pays the largest pensions to teachers’ widows and orphans. The pensions vary from 150 francs to 450 francs annually, according to length of service. The total sum paid for pensions was 6,009 francs. school-hygiene. A special committee was appointed during the year to examine the sanitary condi¬ tion of the schools. The result of their investigations was xmblished, and treats of the school-b.enches, size of the school-rooms, lighting, ventilating, and heating. The com¬ mittee condemned the use of iron stoves and recommended heating by warm water. B. — Basle, country, population, 54,127. draught of a new school-law. A draught of a new school-law was preiiarcd by School-Director E. Frey. It is very elaborate, was universally considered eminently practical and progressive, and there is every probability that it will be adopted by the legislative assembly of the canton. The sciiool-age of boys will be from 6 to 18, and that of girls from 6 to 11 years. 524 EEPORT OF THE COMMISSIONER OF EDUCATION. CANTONAL TEACHERS’ UNION. This union celebrated tbe twenty-fifth anniversary of its existence. It numbers 119 members. It is a peculiar feature of this union that all the clergymen of the canton are members ; and that, in spite of this canton having been the first to introduce the separa¬ tion of church and school, there exists the utmost harmony between teachers and clergymen. SCHOOL-EXPENDITURE. The annual expenses for public instruction amounted to 31,700 francs, the greater part of whieh is borne by the towns themselves. e ILLITERACY OF CONSCRIPTS. During the year 209 conscripts were examined. Not one of them was unable to read fluently. As regards writing, 23 could only write very poorly, 96 tolerably well, 78 well, and 12 very well. There was not one who was entirely ignorant of writing. In arithmetic 43 did poorly, 76 tolerably well, 68 well, and 14 very well. BERNE. (Area, 2,561 square miles. Population, 506,455.) GENERAL STATISTICS. Teachers’ seminaries. — Two for male teachers, with 160 students, and 2 for female teachers, with 45 students. Besides the teachers coming from these seminaries, 48 persons who had studied at other institutions received teachers’ certificates. Primarij schools. — One thousand five hundred and forty-two, with 88,645 scholars and 1,530 teachers, (1.077 males and 453 females.) The highest number of scholars in one school is 116, the smallest 12, and the average 57. Secondary schools. — Thirty-seven secondary schools, with 2,153 scholars, (939 girls and 1,214 boys,) and 100 teachers, (male and female;) 5 progymnasia, with 373 scholars and 42 teachers ; 3 cantonal schools, with 622 scholars. Superior schools. — One university, with 282 students, (theology, 31 ; law, 66; medi¬ cine, 108 ; philosophy, 53 ; veterinary surgery, 24.) Special schools. —Iloh industrial schools, with 350 scholars and 40 teachers ; 42 infant- schools ; and 80 private schools, with 4,687 scholars. ILLITERACY OP CONSCRIPTS. Of 1,441 conscripts that were examined, 2.8 per cent, were unable to read ; 2.7 jier cent., unable to write ; 7 per cent., unable to cixiher. TEACHERS’ UNION. At a meeting of the Berne Teachers’ Union, the following were among the subjects discussed : Every school should be thoroughly examined at least once a year ; the school-inspectors and the teachers of the seminaries should hold conferences from time to time, &c. SCHOOL-EXPENDITURE. The total sum expended during the year for educational purposes amounted to 1,207,600 francs, viz : 597,500 francs for primary schools, 95,600 for teachers’ seminaries, &c. The total expenditure of the canton was 11,450,000 francs, so that more than one-tenth was appropriated for school-purposes. ELECTION OP TEACHERS. The election of teachers by the people took place for the first time in Berne last year. The daily press strongly exhorted the people not to be led by any political reasons in this election, but, in spite of this, several excellent teachers were not re-elected, thus again showing the injustice of such an election. THE VICTORIA INSTITUTION. The Victoria Institution for Poor Girls at Wabern, near Berne, a x>rivate establish¬ ment founded by J. R. Schnell von Burgdortf, celebrated its tenth anniversary. Dur¬ ing the ten years of its existence, 138 poor girls had been educated there, and the property of the institution amounted to 692,000 francs. • EEVIEW OF EDUCATION IN FOREIGN COUNTRIES. 525 FRIBOURG. (Area, 5G3 square miles. Popiilatiou, 110,822.) NORMAIi SCHOOL AT IIAUTEKIVE. According to the last programme received from this school, it combines a teachers’ seminary and an agricnltnral school. The only education demanded from scholars en¬ tering is that received at the primary schools. The course of instruction embraces two years. Till quite recently the school had no special “ practice-school,” and if a repetition-course is to be held, the teachers are combined with the first class of the scholars. There were C2 students, of whom 19 participated in the repetition-course. The number of teachers was 3. The monthly fee for board and tuition is 30 francs for those that intend to become teachers, while others have to pay 50 francs. The x)rivi- lege of the smaller fee obliges a ten-years’ service as teacher. GENEVA. (Area, 91 square miles. Population, 93,195.) PROPOSED REVISION OP THE PUBLIC-SCHOOL LAW. The cantonal council has taken the necessary steps for the draught of a new school- law. The first step was to get the views of the teachers on the subjeet, and for this purpose each teachers’ conference throughout the whole canton had one chapter of the draught sent to it for discussion and suggestions. According to the old law, instruction in the elementary schools was gratuitous and uon-obligatory. A great number of schoolmen now demand the same for all the schools, (also the secondary and superior,) which, if carried out, would involve an increased expenditure of 400,000 francs per annum. Another new proposition is to take the superintendence of education entirely out of the hands of the government and give it to a number of fathers of families especially elected for that purpose. So far no definite result has been arrived at. GLARIS. (Area, 279 square miles. Population, 35,151.) SCHOOL-EXPENDITURE. The expenses for educational purposes only amount to 16,000 francs, while the total state expenditure was 152,000 francs. Most of the school-expenses in this canton are met by the towns themselves. teachers’ pension-eund. The cantonal school-board resolved to discontinue the system of j)aying pensions to teachers from the cantonal treasury, but to make the existing Teachers’ Widows and Orphans’ Union more useful by making it obligatory for all teachers to join this union, and by raising the amount of contributions. GRISONS. (Area, 2,968 square miles. Population, 91,782.) SCHOOL-EXPENDITURE . The annual expenditure for public instruction during the last year amounted to 119,748 francs. SECONDARY INSTRUCTION. The cantonal school consists of a preparatory school, a gymnasium, and a real- school. Tlie preparatory school numbered 13 puxnls, the gymnasium 49, and the real- school 114. The teachers’ seminary connected with the institution numbered 70 students. 526 REPORT OF THE COMMISSIONER OF EDUCATION. LUCERNE. (Area, 587 square miles. Population, 132,338.) ^ STATISTICS. The number of primary schools is 249 and the number of teachers 246, (234 males and 12 females.) The lowest salary paid to teachers is 650 francs, and the highest 850 ; this is an improvement, as in former years the lowest salary paid was but 450 francs. The Teachers’ Widows and Orphans’ Society numbers 265 members and its funds amounted to 58,800 francs. The government annually contributes 1,500 francs. The total annual government expenditure for educational purposes was 209,138 francs. THE NEW SCHOOL-LAW. The new school-law, adopted in 1869, has gone into practical operation. It extends the school-age from the sixth to the fifteenth year, makes gymnastics obligatory, and entirely re-organizes thegirls’ industrial schools. Instead of the former cantonal school- inspector there are now four district school-inspectors for the four districts of the can¬ ton. Of the 114 school-counselors, 73 are laymen and 41 clergymen. In 1870 a normal course of gymnastics was instituted for teachers in primary schools, as likewise a nor¬ mal course for teachers in girls’ industrial schools. There is also a so-called recruit- school where an opportunity is offered to recruits to gain the necessary rudiments of learning. The result is satisfactory, rmd there are at present but few recruits who can neither read nor write. NEUCHATEL. (Area, 280 square miles. Population, 97,284.) teachers’ salaries. According to the new school-law the maximum salary of teachers has been fixed at 2,100 francs, and the minimum at 1,200; for female teachers the maximum is 1,300 and the minimum 1,000. In discussing the question of salaries, several speakers strongly advocated an equality of salaries, so as to make no difference between male and female teachers, but, the majority being of an opposite opinion, the motion was lost. SCHAFFHAUSEN. (Area, 119 square miles. Population, 37,721.) COURSES OF INSTRUCTION FOR TEACHERS. A peculiar sign of the times are the instruction-courses for teachers who are already emiiloyed as such. These courses are essentially different from the former “ repetition- courses,” in which subjects taught at the teachers’ seminary were merely repeated by introducing new subjects. Besides this, there have been special courses in vocal music, and courses of instruction in female work for teachers in the female industrial schools. The expenses occasioned by these courses are borne in common by the cantonal and communal authorities. It is now intended to appoint itinerant lecturers, who are to hold a two- weeks’ course of lectures on agriculture in various places, for the special benefit of teachers. SCHWYZ. (Area, 338 square miles. Population, 47,705.) " GRATUITOUS INSTRUCTION. The question of abolishing all school-fees was pending before the cantonal council, but no definite result had been arrived at. Various petitions were made to the coun¬ cil in this direction, some of the petitioners advocating entire abolition of school- fees, while others j)roposed a graduated scale of school-fees, according to the pecuniary means of the parents, letting the children of the indigent attend school without any payment whatever, while the others would have to pay from 2 to 60 francs. REVIEW OF EDUCATION IN FOREIGN COUNTRIES. 527 STATISTICS. The number of elementary seliools is 103, with 5,915 pupils ; the number of teach¬ ers is 97, (61 males and 36 females ;) of these 60 are laymen, 4 clei'fijymen, and 33 mem¬ bers of religious sisterhoods. The teachers’ seminary numbered 27 students. SOLEURE. (Area, 254 square miles. Population, 74,713.) EXPENDITURE FOR EDUCATION. The sum appropriated for educational purposes by the cantonal authorities amounted to 167,803 francs, (while the total cantonal expenses were 1,410,000,) divided as follows: administration, 6,788 n“ancs ,* cantonal school, (secondary school,) 53,855; district- schools, (higher elementary schools,) 25,500; iirimary schools, 69,800; teachers’ seminary, 11,860. STATISTICS OF ILLITERACY. Of 397 recruits who were examined, 316 wrote tolerably, 73 wrote poorly, and 8 could not write at all ; in arithmetic, 189 could do a sum in fractions correctly, 182 incorrectly, and 46 could not do it at all; 351 could read well. PRIVATE EDUCATIONAL ESTABLISHMENT. Since 1865 Soleure possesses a most excellent boarding-school for youths between the ages of 9 and 18, in the institution of M. W. Breidenstein, in Grenchen, near the city of Soleure. This school, sanctioned by the cantonal authorities, is conducted in the true Pestalozzian manner, and its j)upils come from all parts of the civilized world. It is one of those schools which can safely be recommended to American parents who wish to give to their children a liberal European edncation. The terms of this school are 5,500 francs ($300) per annum, everything included excejit piano-lessons. ST. GALL. (Area, 747 square miles. Population, 191,015.) CITY OF ST. GALL. This city, of 10,000 inhabitants, expended 137,000 francs annually for her schools, and the school-property amounted to 1,554,000 francs. teachers’ salaries. The salaries of teachers being in most cases very insufficient, emleavors were made in the various district conferences to raise them, but these endeavors were only suc¬ cessful in a few isolated cases ; thus, some villages in the district of Toggenburg volun¬ tarily raised their teachers’ salary from 1,000 francs to 1,200. TESSIN. (Area, 1,034 square miles. Population, 119,620 ) STATISTICS. The number of clementoTy schools is 467, with 15,021 scholars, while the number of children of school-age is 18,895. The number of teachers is 467, viz ; 240 males and 227 females. The salaries of the teachers are entirely insufficient, so that during the last three years 150 teachers left the profession and sought other employment. The teachers’ courses, held every year for the benefit of elementary teachers, were attended by 110, viz: 30 males and 80 females. During the years 1857 to 1869, these courses were attended by 2,247 persons, viz: 1,156 males and 1,091 females, and of this number 1,787 obtained teachers’ certificates. The cantonal government during this same period expended about 100,000 francs for these courses,- so that the average expenditure for the education of one teacher was about 56 frames. Besides the primary schools there are 62 so-called “ repetition-schools,” (for the ben- 528 REPORT OF THE COMiynSSIONER OF EDUCATION. efit of adults;) 22 private schools, with 44 teachers; 6 infant-schools, with 10 teachers; 5 gymnasia, witli 26 professors and 293 scholars; 9 drawing-schools, with 12 teachers and 395 scholars; 8 higher schools for hoys, with 10 teachers, and 10 higher schools for girls, with 10 teachers, with a total of 484 scholars ; and 1 lyceum, (superior school,) with 16 students. The total number of teachers of all grades is 614, or 1 to every 190 inhabitants. The annual expenditure for the lyceum and for gymnasia was 44,400 francs, and that for the higher schools. 16,000 francs. The salaries of teachers in the elementary schools vary between 300 and 600 francs ; tliose of the higher schools, be¬ tween 1,300 and 500 francs; those of the gymnasia, between 1,100 and 1,600 francs; and those of the lyceum, between 1,600 and 2,000. teachers’ seminary. The teachers of the canton all receive their education in the above-mentioned courses, but the establishment of a teachers’ seminary is serioitsly contemplated; and in order to carry out this plan it is proposed to abolish one gymnasium and use the money thus saved for a seminary. THURGOVIA. (Area, ~’68 square miles. Population, 93,300.) NEW SCHOOL-LAW. The draught of a new school-law, approved by the teachers’ conference of Thurgovia, was discussed by the cantonal council, without any definite result as yet, but there is every probability that the law will be passed. The chief points are: attendance at school is made obligatory for all children between the ages of 6 and 15; in special cases iiarents are xjermitted to retain their children at home till the age of 7 ; from the age of 6 till 12 every child must attend the every-day elementary school, and from the age of 12 to 15 the “repetition-school” in summer, and the every-day school in winter. Girls may leave school at the age of 14, but must, dui’iug the remaining year, attend the classes in singing and female work ; six hours a week are devoted to instruction in the latter. No iiuxfil is xiermitted to enter a higher school unless he has spent six years at an elementary school. The annual schooling is not to be less than 40 weeks, and not more than 42. During the first year at school, children are not to have more than 4 hours’ school x>er day. The children of indigent xiarents are instructed gratis. UNTERWALD. (Area, 262 square miles. Poiiulatiou, 26,116.) DEATH OF AN EMINENT FRIEND OF EDUCATION. On the 2d of June, 1871, there died, at the village of Emmeten, the Rev. Niederber- ger. He sxient his whole life as a simxile country-xiarson, in the seclusion of an Alxiine valley, but his influence was felt far beyond the narrow confines of his congregation. Poor himself, and with but a small salary, he was obliged to turn to others for money to carry out his benevolent xdons, and for many years all his spare time was emxfioyed in wandering from town to town to collect money for the schools of his native canton. Thus he collected a sum of nx)ward of 30,000 francs, which he used in endowing xioor schools, founding new ones, for text-books and axiparatus, and for assisting indigent teachers. The cantonal government honored him by xiassing a special vote of thanks to him, and by x^resentiug him with a gold medal. URI. (Area, 422 square miles. Population, 16,107.) THE CANTONAL SCHOOL AT ALTOPJT. According to the last report, this school had two divisions, viz: a gymnasium with 5 classes and 15 scholars, and a real school with 3 classes and 20 scholars. Some branches of instruction are common to both. There are 4 teachers and 1 assistant. Instruction in Italian, drawing, xienmaushixi, and singing is oxitioual. VALAIS. (Area, 1,661 square miles. Population, 96,887.) No report has been received from this canton. REVIEW OF EDUCATION IN FOREIGN COUNTRIES. 529 VAUD. (Area, 1,181 square miles. Population, 231,700.) teachers’ seminary. The canton possesses a teachers’ seminary {6cole normale) at Lausanne, in two divis¬ ions, viz: one for males and one for females. The course in the male division occupies four, and the one of the female division two years. No person is admitted as a student wh» is jmnnger than 16 years of ago. There are stipends varj'ing between 20 centimes and 1 franc per day. Persons enjoying such stipends are obliged to go through the whole prescribed course, and atteiAvard teach for at least two years in some public school. If these conditions are not complied with, half of the stipend must be refunded. There is no regular practice-school connected with the seminary, but opportunity is given to the students of the highest class for i^racticing teaching in the lowest class of the seminary. Great attention is paid to the instruction in modern languages, and agriculture and hygiene are combined with the instruction in natural sciences. The school-plan is arranged in the following manner : Male-teachers’ division. Female-teachers’ division. Class I. Class II. Class III. Class IV. Total. Class I. Class II. Total. HoiirL Hours. Hours. Hours. Hours. Hours. Hours. Hours. Religion . 3 3 3 3 •12 3 3 6 French . 8 ■ 7 7 7 29 7 8 15 German . 4 4 4 4 16 Pftfia,'Tf>o-ip,s . _ _ 1 3 4 8 4 4 Swiss constitution . 1 3 Mathematics . 4 5 5 4-5 18-19 3 3 6 Geography . 3 3 3 2 11 3 2 5 History . 2 2 2 2 8 2 2 4 hTatnral sciences . 3 3 2-3 2-3 10-12 2 2 4 Tocal music . 2 o 2 2-3 8-9 o 2 4 Instrumental music . 2 2 2 2 8 Penmanship . 3 3 2 2 10 1 2 3 Gymnastics . 4 4 O 2 12 2 2 4 2-3 2-3 2-3 3 9-12 3 3 6 Housekeeping . 2 2 Female work . 8 6 14 40-41 1 41-42 40-42 41-44 * 36 41 ZUG. (Area, 85 square miles. Poi^ulation, 20,993.) STATISTICS. The number of primary schools is 51, with 2,212 scholars and 55 teachers, viz : 34 male and 21 female. Of this number 25 are lay and 30 clerical, so that the schools are pretty well under the influence of the clergy. The cantonal government contributes annually 3,419 francs toward the primary schools. The number of'“ repetition-schools ” is 19, with 486 scholars. Of secondary schools there are 4, with 14 teachers and 130 scholars. There is one cantonal school, comprising a gymnasium, with 20 scholars, and a real-school with 32 scholars. The total number of teachers of all grades is 97, and the sum-total of their salaries amounts to 37,700 francs per annum. Toward ihe total sum expended for public instruction, the towns contributed 40,330 francs and the can¬ tonal government 13,450 francs. The school-funds of all the towns amounted to 428,545 francs, of which 243,933 belonged to the city of Zug, with about 4,000 inhabitants. ZURICH. (Area, 685 miles. Population, 234,786.) STATISTICS. The number of primary schools is 366, attended by 32,466 scholars, and with 571 teachers ; there are 334 female industrial schools, with 348 teachers and 9,860 scholars. The number of secondary schools is 59, with 92 teachers and 2,606 scholars, viz : 1,786 boys 34 E 530 REPORT OF THE COMMISSIONER OF EDUCATION. and 820 girls. Besides these there are 25 industrial schools for apprentices, subsidized by the cantonal government, 24 private schools for adults, 31 private schools of different grades, (among which there are 3 reformatories.) There is also 1 teachers’ seminary, with 131 students. The cantonal school numbered 348 scholars, viz : 206 in the gymna¬ sium, and 142 in the real-school. The university had 352 students and 78 professors. Thus the total of teachers of all grades is about 1,000, and that of scholars 69,252. The primary-school fund amounts to 5,262,000, aud the secondary-school fund to 581,000 francs, making a total school-fund of 5,843,000 francs. The cantonal govern¬ ment contributes 271,216 toward the primary schools, 15,812 toward the secondary schools, and 17,202 francs toward teachers’ pensions ; 3,575 francs were appropriated for the education of teachers in secondary schools. STATISTICS OF ILLITERACY. The annual examination of recruits showed the following results ; Of 1,440 recruits who were examined 301 could read very well, 634 well, 414 indifferently, 83 but x)oorly, and 8 could not read at all; 167 could write very well, 461 well, 562 indifferently, 245 but poorly, and 5 could not write at all ; 302 could do arithmetic very well, 582 well, 391 indifferently, 160 but poorly, and 5 had no knowledge of it at all. OBJECT-LESSONS. ' The educational council of the canton had determined some time ago to publish a large work on the subject, comprising about 100 plates, and Mr. Wettstein was com¬ missioned to prepare it. The work was completed in July, 1871, and is divided into three parts, viz : Botany, zoology, and natural philosoi^hy. The price of the work is 45 francs. PESTALOZZI SOCIETIES. The Pestalozzi Society at Schlieren, which aims at a reform of morally-neglected children, numbered 26 x^upils in its institution, which has two divisions, viz, a primary and a secondary one. The Pestalozzi Society in Waedensweil, existing for twenty -five years, has for its object the clothing of poor children of school-age. The society has 377 members, aud has, during the twenty-five years of its existence, distributed clothes to 2,754 pool children, amounting in value to 21,600 francs. fe:viale students at the university. There are at present 20 female students at the Zurich University, most of whom study medicine. THE federal polytechnic SCHOOL., The only educational institution which is under tlie authority of the federal govern¬ ment is the Federal Polytechnic School at Zurich, founded in 1855, and located in a magnificent building on a height overlooking the city. The school undoubtedly ranks among the best in Europe, both by the large number of prominent men of science among its teachers and by its very excellent apparatus and libraries. SCHOLASTIC year. The scholastic year commences in the middle of October, and is divided into two terms, the winter-term lastiug till the end of March, and the summer-term commenc¬ ing about the middle of April. CONDITIONS OF ADMISSION. Every candidate for admission must, by the 10th of October at the latest, hand in to the director the following papers : 1. A written application for admission, containing full name and birthplace of the candidate, and the studies he wishes to pursue. 2. A written permit from parents or guardians. 3. A passport or certificate of birth, showing that the candidate is 17 years of age. 4. A certificate of good moral conduct, signed by the authorities of the school or college which the candidate lias attended. 5. Certificates regarding the studies hitherto pursued. EEVIEW OF EDUCATION IN FOREIGN COUNTRIES. 531 FEES. Every student on entering must, without fail, pay the following fees to the treasurer in the week between the 23d and 28th of October : 100 francs lecturc-fees ; 5fi’ancs for the library; 5 francs for the sick-fuud; 5 francs inscription fee ; 40 francs for use of the laboratory ; 10 francs for the metallurgic laboratory ; 5 francs for the model-workshop ; and from 12 to 20 francs for the physical cabinet — total, from 182 to 190 francs. DIFFERENT SCHOOLS. The polytechnic school is subdivided into the following 8 schools : 1. School of architecture, with a course of three years. 2. School of engineering, with a course of three years and a half. 3. Meehan ico-technical school, with a course ®f three years and a half. 4. Chemico-teChnical school, with a course of two years and a half. 5. School of agriculture and forestry, in two divisions: а. School of forestry, with a course of two years. б. School of agriculture, with a course of two years. 6. School of mathmatics and natural sciences, in two divisions: a. School of mathematics, with a course of three years. Z>. School of natural sciences, with a course of. three years. 7. General school of philosoiihy and political economy, in five divisions: a. Natural sciences. &. Mathematical sciences. c. Philology and literature. d. Hi-storical and j)olitical sciences. e. Fine arts. To give a better idea of the subjects lectured on in this seventh division, we extract from the programme of the school for the winter-term of 1871-72 the subjects of sub¬ divisions c, d, and e. c. Philology and literature. History of the German theater, with a comxiarative view of the modern stage of other nations, 2 hours per week. Reading and explanation of the second part of Gbthe’s Faust, 1 hour per week. The works of the modern Italian poets Leopardi and Niccolini, 2 hours per week. Italian language, 4 hours per week. The English literature of the present century, 1 hour per week. Shakespeare’s “Merchant of Venice,” 2 hours xier week. Wordsworth’s poems, 1 hour x)er week. • English language, 2 hours per week. Modern French historical and poetical writers, 2 hours per week. French language, 3 hours per week. Shakespeare’s great dramas, (by another professor,) 3 hours per week. d. Histoi'ical and jgolitiml sciences. History of the age of Frederick the Great and of the French revolution, (1740-1800,) 3 hours per week. History of the French-German war of 1870-’71, 2 hours per Aveek. History of ancient art from Egypt to Pompeii, 4 hours per week. History of modern painting from the discovery of oil-x3ainting, 2 hours per week. Political economy, 3 hours x>er week. Financial science, 2 hours x^er week. History of commerce and industry during the last one hundred years, 1 hour per week. Swiss constitution, 2 hours per week. History of Swiss art, 2 hours per week. History of Hungary from the battle of Mohacs (1526) till the complete expulsion of the Turks, 1 hour per week. Commerce, industry, and private and social life in Rome during the time of the em¬ perors, 2 hours per week. e. Fine arts. Ornamental drawing and decorations, 4 hours per week. Landscape-drawing in water-colors, Indian ink, and lead-pencil, 4 hours per week. Figure -drawing, 9 hours per week. Exercises in modeling and stone-cutting, 9 hours per week. 8. Preparatory class of mathematics, with a course of one year. 532 EEPORT OF THE COMMISSIONER OF EDUCATION. STATISTICS. The number of x)rofessors and private professors (Privatdocenten) is 64. The total number of matriculated students was 648, besides 281 “ Auditm'en/’ i. e., persons attending some s^Decial lectures. The students were distributed in the following manner : Name of school.* Swiss. Foreigners. Total. School of architecture . 20 5 25 School of engineering . 53 177. 82 230 Mechanico-technical school . 59 141 Chemico-technical school . 28 48 76 School of agriculture and forestry . 15 2 17 School of mathematics and natural sciences . 34 2 36 Preparatory class . 23 100 128 Total . . . 232 416 648 The general school of philosophy and political economy has not been mentioned in the above table, as students from all the other schools, enumerated at the same time, attend lectures in this school. Of the 232 Swiss students, the largest number (64) are from the canton of Zurich; Argovia follows next with 24 students; and the smallest number (1) is from the canton of Uri. The foreigners are distributed in the following manner : Country. School of architec¬ ture. School of engineer- ing. Mechanico-technical school. Chemico-technical school. School of agriculture and forestry. School of mathe¬ matics and natural sciences. Preparatory class. Total. Germany . . . 14 11 13 1 12 51 Austria . 5 92 42 16 40 195 Rnjssin, _ _ _ 34 8 7 1 20 70 Italy . 13* 11 4 15 43 Gi eat Britain . 2 2 1 3 8 Netherlands . . 1 1 Greece . 6 3 9 Sweden and Norway . 4 3 2 1 10 Denmark . 5 1 6 Prance . 4 2 6 Turkey . . . 1 2 3 1 9 Brav.il . . 1 1 North America, . . 2 2 4 India . . 1 1 Feypt . - _ 2 2 Total . 5 177 82 48 2 2 100 416 FEDERAL ACTION V/ITH REGARD TO THE JESUITS AND OTHER RELIGIOUS SOCIETIES. On .the 11th May, 1871, the federal revision-committee (to revise the federal con¬ stitution) passed the following resolutions: ‘‘No person is obliged to pay anything for church-purposes to any sect or religion of which he is not a member. Religious dogmas do not free any one from the fulfillment of his duties toward the state. The federal and cantonal authorities are empowered to uphold peace between the different religious denominations, and to j)rotect officers of the government and private citizens against any encroachments on their rights by the ecclesiastical authorities. The Order of the Jesuits and the religious societies affiliated with it cannot reside in any portion of Switzerland, and their members are forbidden any and every interference in church and school. The establishment of new convents and the re-establishment of defunct convents are forbidden.” COMPULSORY EDUCATION. The national council (the legislative power) at Berne, after a lengthy discussion, on the 22d December, 1871, passed a resolution that the cantonal authorities should be EE VIEW OF EDUCATION IN FOREIGN COUNTRIES. 533 obliged to introduce compulsory and gratuitous instruction in all the primary schools, but that the federal authorities should bo empowered to fix the minimum of education in the primary schools of all the cantons by suitable laws. TURKEY. (Absolute Monarchy— Empire, (Sultanate.) Area : Turkey in Europe, 207,438 .square miles ; Turkey in Asia, 060,870 square miles; Turkey in Africa, 943,740 square miles — total, 1,812,048 square miles. Population ; Turkey in Europe, 16,035,000 ; Turkey in Asia, 16,403,000; Turkey in Africa, 10,000,000— total, 42,498,000.) Minister of public instruction, AmiED Vefik-Effendi. LECTURES ON TURKISH LAW. In order to further a higher standard of eelucation, the government has established an annual course of lectures on Turkish law. / PRIZES FOR TURKISH TEXT-BOOKS. The government has likewise set prizes for the best text-books written in the Turkish language. The highest prize (;|576, gold) will be given for a Turkish grammar ; 11 first prizes and 11 second prizes will be given for text-books on morals, history, biography, geography, j)oetry, orthography, reading, and writing. The lowest prize is to be $144, gold. It is the intention of the government to make the schools* more and more national, and to abolish the old Arabian system. It is hoped that thereby the histori¬ cal, biographical, and poetical works of Turkish literature will be made more popular, which hitherto were only known and read in the houses of the rich. THE IMPERIAL LYCEUM. The Imperial Turkish Lyceum at Galata-Serai, founded by the present Sultan, Abd¬ ul- Aziz, is under the direction of M. de Salve, formerly director of the College of Mar¬ seilles, France. The language of instruction is Frencli. The scholars, who are admitted irrespective of religious creed, are to receive a higher scientific educatieu, so as to prepare them for all branches of the civil service. The course of studies lasts 10 years, 3 of w'hich are spent in the preparatory classes, 6 in the course pr®per, and 1 in a special course. The number of professors, exclusive of the director, is 40. The or¬ ganization is entirely military, and all the students are uniformed. EDUCATION IN SERVIA. Servia is a tributary state, with a population of 1,216,186. It is an almost inde¬ pendent principality, with a ministry and an army of its own. The Servians arc a very promising race, and Servia is by many considered the “ state of the future ” of the Balcau Peninsula — the nucleus of a future great empire. The minister of ecclesi¬ astical affairs and public instruction is D. Matitch. The Servian congress, in I'kiay, 1871, unanimously passed the new school-law, re-organizing the whole system of public instruction from the highest to the lowest grade, making education compulsory, ' and establishing several teachers’ seminaries. The first seminary has been established in Kragujevacs, and Stephen Popovits, a gentleman who has received his education in Germany, was appointed director. Two more seminaries are to be established at Zombor and Pakracz, both of which are to be for male and female students. Con¬ gress has, in the most liberal manner, appropriated the necessary sums of mbney to carry out all these measures. AMERICAN MISSIONARY COLLEGES. New colleges are springing up nov^, about as common schools did a century ago, and they are now the cheering signs of advancing civilization and intelligence, just as common schools w^ere once. The missionaries are about to establish a college for Ar¬ menians at Aintab, in addition to the two which they have in flourishing j)rogress, Roberts College, in Constantinople, and Syrian College, at Beirut. THE TURKISP PRESS. ‘ From a very interesting letter, by Dr. A. D. Mordtmann, in Constantinople, written in November, 1872, to the weekly journal Ueber Land und Meer, (Over Land and Sea,; 534 REPORT OF THE COMMISSIONER OF EDUCATION. published at Stuttgart, Germauy, we gather the following facts concerning the Turk¬ ish press : Formerly the periodical press of Turkey was under the strictest government super¬ vision, (Cetisur.) In 1865 a new press-law was promulgated, fashioned after the French imperial model, according to which journals, in case of giving offense to the govern¬ ment, were tirst warned, then suspended, and finally suppressed. This law was, how¬ ever, a-gain declared null and void during the Cretan insurrection, in 1867, and since then the Turkish press is exposed to the most arbitrary measures. The oldest of all the journals is the official government paper, Takvim ul Vakaj^, published entirely in the Turkish language, and appearing at very irregular intervals, soduetimes not ofteuer than once a month. There are other government x^apers, viz: Hakaik fil Vakaj6, (The Truth of Events,) a semi-official pax)er, likewise in the Turkish language ; Dsheri de-i Askeri6, (The Mili¬ tary Journal,) the official organ of the war ministry; and Dsheri d^-i Tibbi6-i Askerie, (Journal of Military Surgery and Medicine,) X)ublislied monthly. Opx)osition i)ax)ers in the Turkish language are Bassiret, (Wit,) Dsheri de-i Havadic, (Journal of News,) Ibret, (The Model,) and Devr, (The Epoch.) Of these the Ibret is at present suspended, and the Devr, which on the 29th August, 1872, appeared for the first time, was immediately suspended, on the following day, for one month, so that, in the full sense of the word, it can be called ephemeral. Ail the above-mentioned journals are X)ublished in Turkish. There are several journals published in Turkish and some other Europeaudanguage : the official journal of the ministry of commerce, published weekly under the double title Takoim ill Tydsharet and Moniteur du .commerce, and Diogenes, a weekly satirical journal, j)ublished once a week in French, once in Arme¬ nian, ouerienced forester and an assistant teacher. The course of instruction lasts from one to two years, and embraces the following sub¬ jects : forest calculations, practical geometry, botany, knowledge of animals useful and hurtful to forests, knowledge of game, arboriculture, most profitable methods of managing a forest, and composition. Five hours a day are devoted to theoretical in¬ struction in the house, and at least ten hours to practical instruction in the forest. Conditions of admission are a good elementary education, age more than fifteen, good health, and moral conduct. Examinations are held in each study at the end of the course ; if passed satisfactorily, a certificate to this effect is given. The fees for one year for board and instruction are 250 florins, and 10 florins extra for excursions — alto¬ gether, 2G0 florins. 2. Middle instruction.— The aim of these schools, of which there are two, is to prepare competent foresters and hunters. The course of instruction lasts two years and em¬ braces the following subjects: 1st year. — History of forestry, arithmetic, algebra, theoretical geometry, trigonome¬ try, stereometry, drawing of plans and maps, forestry, knowledge of game, entomology, botany, natural philosophy, chemistry, geology and mineralogy, natural and arti¬ ficial cultivation of forests, practical exercises in making ocular estimates of the value of forests, forest business correspondence and book-keeping. 2d year. — Practical geometry, forest architecture, drawing of maps and plans, forest technology, knowledge of game, physiology of plants, forest business correspondence and book-keeping, forest and game laws. The conditions of admission are, at least, an education as acquired in the lower classes of a gymnasium and a real-school, a satisfactory apprenticeship of at least one year with some practical forester, the age of ly, bodily health, good moral conduct, and written consent of parents or guardians. Examinations are held in each study every half-year, for each of which certificates are given. At the end of the whole course each student must pass a rigorous examination, for which a certificate is given, which enables him to enter the public or private forest -service. The annual fee for instruction alone is 40 florins. 3. Superior instruction. — This is given at the Imperial Academy of Forestry at Maria- brunn. The aim of this academy is to give a thorough theoretical and practical instruction in forestry. It is under the immediate administration of the ministry of agriculture, and has one director and four professors. The course of instruction lasts three years, and embraces the following subjects: Istyear. — Mathematics, (5* hours per week;) descriptive geometry, (I, 6, II, 8;) chemistry, (10-^ botany, (11,6;) cultivation of forests, (Forstbenutzung,) (I, 5;) sur¬ veying of forests, (II, 6;) knowledge of game, (I, 4;) drawing maps of forests, (I, 4.) 2d year. — Mechanics and machinery, (7 ;) geodesy, (II, 9 ;) entomology, (1,3;) knowledge of soil and climatology, (I, .5 ;) forest technology, (II, 5 ;) preservation of forests, (Forst- SQhutz,) (I, 2;) cultivation of forests, (II, 9 ;) calculation of profits from forests, (I, 9;) forest-laws, (2;) drawing maps of forests, (I, 4.) 3d year. — Geodesy, (II, 11;) architecture, (7;) organization of forest administrations and calculations of value of forests, (I, 7 ;) arrangement of personnel of forest adminis¬ trations, their duties, &c., (I, 2;) forest business-routine, (II, 4;) forest book-keeping, (I, 2;) drawing maps of forests, (I, 4;) political economy, (3;) agriculture, (2.) The academy possesses a very valuable library, containing nearly all the works ever published on the subject of forestry, a chemical laboratory, a museum of natural his¬ tory, a museum of forestry, a botanical and x^i’opagating garden, and the very extensive imperial forests in the immediate neighborhood for practical exercises. The conditions of admission are as follows: All the students are either termed "or¬ dinary’’ or "extraordinary” students, the former going regularly through the complete course of studies as prescribed in the programme, the latter only attending those lec¬ tures they wish to hear. The conditions for admission for students are a completed course in a real-school or a gymnasium, age 18, one year’s apprenticeship with some forester, and pupils of gymnasium, besides sufficient advancement in geometrical and free-hand drawing. The fees are 50 florins per annum for instruction for ordinary stu¬ dents, or 1 florin 50 kreutzers per week for each lecture. The examinations are oral and written, embrace all the subjects taught at the academy, and are very strict. The final examination for office in the forest-service is made in twm parts,, between which there must be an interval of three months. * There are two classes or divisions ; where there is only one fifture given the hours of instruction are In common to both ; the figures I, II, denote that there is a difl:erence in the number of houi-s of i»: Btruction for each class,, as shown by the following figure. REVIEW OF EDUCATION IN FOREIGN COUNTRIES. 537 SCHOOLS OF VETKRIXARY SURGERY. As a good example of this kind of scliools, wc select the Imperial School of Veterinary Surgery at Vienna. The aim of this school is to educate veterinary surgeons for the arrmy and the civil service, to further tlie science of veterinary surgery, to treat sick animals of every kind in its large and well-ap])ointed hospital, and to be highest sci- entitic authority in all legal cases where there is any question of veterinary surgery to be decided. Course of studies, — The course of studies for students lasts three years, and for doctors of medicine and surgery who have obtained their degree at some university only two years. The course differs accordingly. a. Course for students : 1st year. — Introduction to the study of veterinary surgery, (5 hours a week for 2 weeks;) descriptive, topographical, and surgical zootomy of all the domestic animals, and short review of the most important functions of the different organs, (5 hours;) natural philosophy and chemistry applied to veterinary surgery, (5 hours ;) natural history, dietetics, and difference of races of all the domestic animals, (3 hours ;) botany, as applied to veterinary surgery, (IP, 5;) theory of horseshoeing, (1,2;) practical exercises in the dissecting-room and in the shop for horseshoeing. 2d year. — General pathology and pathological zootomy, (I, 5;) zoophysiology, (I, 2 ;) pharmacognosy and writing prescriptions, (I, 5 ;) breeding and raising of domes¬ tic animals, (II, 5;) use of instruments, methods of baudagiug and harnessing, (II, 3 ;) agriculture, practical exercises in dissecting and horseshoeing. 3d Special medical and surgical pathology and therapeutics, and attendance in the hospital for at least hours every day ; operations and obstetrics, with practical exercises, (3 ;) veterinary surgical jurisprudence, and exercises in drawing up reports, (1,2;) epidemics and sanitary precautions, with puactical exercises in the hospital, (II, 5;) history and literature of veterinary surgery, (II, % ;) practical exercises. 1). Course for physiciaus and surgeons : 1st year. — Introduction to the study of veterinary surgery, zootomy, and zoophy¬ siology ; natural history, dietetics, and knowledge of the different races of domestic animals; botany applied to veterinary surgery ; pharmacognosy; writing of prescrip¬ tions ; use of instruments and bandages ; agriculture ; horseshoeing ; breeding and rais¬ ing of domestic animals ; practical exercises in thie dissecting-room and the horseshoe- ing-shop. 2d year. — General pathology and pathological zootomy ; special medical and sur¬ gical pathology; therapeutics and clinics; operations; veterinary surgical jurispru¬ dence ; epidemics and sanitary precautions ; history and literature of veterinary surgery; practical exercises. The conditions of admission are Austrian citizenship; age not less than 17 and not .more than 24; health and good moral conduct f a course satisfactorily completed at a lower gymnasium or a lower real-school. There are examinations at the end of every year and a rigorous examination at the end of the whole course, for which certificates are given, which entitle the student to a place as veterinary surgeon in the army or in the civil service. A special course of horseshoeing for private cavalry and artillery soldiers is connected with the school. Conditions of admission are only reading and writing and some little knowledge of horseshoeing. The course lasts two years ; if completed satisfactorily, a certificate of “ privileged horseshoer” is given. SCHOOLS OF NAVIGATION. All the sea-faring nations of Europe possess a number of these schools of different grades. .We give below the organization of the School of Navigation at Stettin, Pruvssia. This school is intended to train mariners and masters of merchant-vessels. It has a director, two professors, and an assistant, who teaches drawing. To be admitted to the lowest class, the candidate must be able to read and write, be acquainted with element¬ ary mathematics, and must be able to write a fair composition in German. The les¬ sons are given during 32 hours a week, and during three years, the first year being a course for pilots, while during the last two is taught the art of navigating the high seas. The course in pilotage embraces the following subjects: arithmetic, plane geometry, carpentering, plane and spherical trigonometry, navigation, terrestrial and astronomical observations, drawing of sea-charts and astronomical ma.ps, and English. That of the higher division comprises the i)receding studies carried further, rigging, drawing the different parts of a vessel, the commercial rules relative to shix)8’ papers, and to the •ourse of exchange at the priucix>al commercial ports, &c. On leaving school an examination is held, and a certificate of lu’oficiency awarded t& * There are, as in the school of forestry, 2 classes or divisions; where there is onfi' one figure, the boui-8 are the same for both classes, and where there are two, the first indicates what class has the in- etruction, and the second how many houi's. 538 REPORT OF THE COMMISSIONER OF EDUCATION. those who pass it in a satisfactory manner. This certificate is the basis of all promo¬ tion to any of the different stations of command of a merchant-vessel. The fees, paid quarterly, are six thalers for the pilot’s course, and ten for the higher course in navigation. SCHOOLS FOR NURSES, (MIDWIVES.) Of these, most countries of Europe possess a number, and no woman is allowed to practice as midwife unless she can show a certificate from one of these schools. Austria alone possesses eight such schools, and instruction of the same kind is also given to women at the faculties of medicine in the universities and at the schools of surgery. A large number of apprentice-midwives receive considerable pecuniary assistance during their studies from the provinces and townships. Candidates must be at least 24 years of age, and less than 50 ; must be able to read and write ; be of good reputa¬ tion, and of healthy constitution. The course of instruction occupies, according to cir¬ cumstances, four, tive, or six months. It is both theoretical and practical, and is given by a professor of obstetrics, aided by a midwife and a nurse. In most of the schools there are two promotions yearly. On leaving, the pupils have to undergo a severe ex¬ amination, for which those who have the means x)ay a fee of 30 florins. In the Aus¬ trian schools for mid wives more than 1,200 midwives are instructed every year. IL— ASIA. CHINA. (Absolute Momrchy — Empire. China proper, area, 1,297,999 square miles. Population, 420,000,000.) No report has been received this year. INDIA. (Area, 1,553,136 square miles. Population, 201,593,978.) No proper report has been received, but from other reliable sources a few interesting facts are given. STATE OF EDUCATION. In India much has been done for an improvement in the state of public instruction, but by no means sufficient; for among a population of about 190,000,000 (in British India) only 622, 312 children received instruction, which was given in public, semi¬ public, (subsidized by the government,) and xirivate schools. Some rich Parsees, in Bombay, have spent considerable sums for benevolent and educational pur^ioses. Sir Jamsetjee Jejeeeboy gave £200,000, and Mr. Kustumjee Jamsetjee £10,000, for further¬ ing English education in Bombay and Guzerat. The education of females was hitherto very much neglected, but of late a great im¬ provement is taking place. Thus there were, in 1861, in Calcutta, only 16 schools for native girls, with 395 scholars ; in 1870 there were 284 schools for girls, with 6,569 scholars. Among the better classes of Hindoos in the cities, many highly-educated ladies are found, so that now a special ladies’ journal, the Belimnaljoclhini Pattrica,’’ appears at Calcutta, and has quite an extensive circulation. It-often contains very valuable contributions, in prose aud verse, on historical, social, and literary questions, by native ladies, JAPAN. (Absolute Monarchy — Empire. Area, about 156,604 square miles. Population, about 35,000, COO.) Minister of jyiiblic instruction, Oki. ' Through the kindness of Mr. Mori, Japanese minister at Washington, we are enabled to give an outline of the new Japanese school-law, which, though perhaps not yet ac¬ tually carried out, will no doubt soon be in force. AIM OF THE NEW SCHOOL-LAW. There have been schools in Japan for many years, but, from their imperfection or misdirection, they benefited the uj)x>er classes only. Farmers, mechanics, traders, and V REVIEW OF EDUCATION IN FOREIGN COUNTRIES. 539 ■women were left in ignorance. Even among tiro tipper classes education was very im¬ perfect, and more devoted to art, literature, and useless discussions than to anything jtractical. The new school-law aims at leaving none in ignorance in any class, ipale or female. HIGHEST EDUCATIONAL AUTHORITY. The management of educational affairs throughout the whole country shall be in the hands of one central authority, the department of education, EDUCATIONAL DIVISIONS 0«F THE COUNTRY. It is proposed to divide the empire into eight grand divisions, called collegiate di¬ visions. Each division has a central office, located in some large city, with an officer in charge. The eight grand divisions are made up of 72 jirovinces and 3 cities. Each grand division or collegiate district is divided into 32 academical districts, each to contain a middle or high school; and each academical district is subdivided into 210 school- districts, each to contain one school. There being 256 academical districts, the whole number of school districts is 53,760. The exact localities of the school-districts are to be determined according to the population and convenience of access, SCHOOL-ADMINISTRATION. There shall be appointed in every academical district by the local authorities from 10 to 13 directors, (superintendents,) each to superintend and control from 20 to 30 schools. The salary of these superintendents shall be paid out of the fund derived from local taxes. If this is impossible, it shall be paid out of the treasury of the central government for the present. Every child, male and female, of all classes, is to be sent to school from the age of 6 years, and must attend school long enough, at least, to finish the course in the element¬ ary schools. The rules and by-laws of all schools, public and private, must be submitted to the educational department every year, as also a report of the number of scholars and their progress. Every collegiate division shall have one bureau, with a director and a sufficient force of clerical assistants, who shall watch the progress of the scholars and observe the prac¬ tical working of the system. In consultation with the local authorities, the directar may so modify or amend the rules as to suit the particular locality, but such amend¬ ments must be limited to unim^iortaut matters, and be reported to the department of education. The director of each collegiate division shall transmit all the reports from the school- superintendents to the department of education, where these reports will be printed for the public use. DIFFERENT KINDS OF SCHOOLS. There are to be three classes of schools, viz : great learning, (superior ;) middle learn¬ ing, (secondary ;) and small learning, (elementary.) ELEMENTARY SCHOOLS. The different grades of elementary sch(jols are : common schools, girls^ schools, vil¬ lage-schools, charity-schools, private-schools, infant-scliools, evening-schools, and schools for imbeciles, &c. Infant-schools are for children under 6 years of age, both male and female. Private schools must have a license. Charity-schools are for the children olf indigent parents. Village-schools are to be established where the population is sparse, and in these schools the rules may be somewhat modified to suit the condition of the people, i Evening-schools may be provided for those who cannot afford to attend school during fthe day. The girls-’ schools, besides the regular studies, will embrace in their course some of the domestic arts especially appropriate for females. The common (public) schools shall have two grades, the lower and upper. In the lower grade the following branches shall be taught : Spelling, writing, conver¬ sation, vocabularies, reading, morality, letter-writing, grammar, arithmetic as far as division, instruction by lectures upon health, outline of geography, outline of natural philosophy, gymnastic exercises, singing, (the last-mentioned not for the present.) In the upper grade the following subjects will be taught; Outline of history, geom¬ etry, trigonometry, outline of botany, chemistry, physiology. According to the wants 540 REPORT OF THE COMMl’SSIOXER OF EDUCATION. of particular localities the following four subjects may he added: One or two foreign languages, book-keeping, drawing, and constitution of government, (political economy.) The lower grade is for children between 6 and 9 years, and the upper for those between 10 and 13. SECONDARY SCHOOLS, (MIDDLE LEARNING.) In the secondary schools, (academies,) scholars are admitted who have received the education prescribed for public schools ; and these shall be divided into two grad'es, upper and lower. Lov/er-grade academies will teach the following subjects: Japanese language, arithmetic, writing, geography, history, foreign languages, natural philosphy, drawing, ancient Japanese words, geometry, algebra, book-keeping, natural history, chemistry, moral science, physiology, constitution of government, statistics of the country, music, (the last not for the present.) Upper-grade academies will teach the following subjects : Japanese language, foreign languages, natural philosophy, trigonometry, ancient Japanese words, geometry, alge¬ bra, book-keeping, chemistry, moral science, surveying, political economy, zoology, botany, geology, mineralogy, mental philosophy, astronomy. The low^er grade is for scholars between the ages of 14 and 16, and the upper for those between 17 and 18. Priv’^ate schools which receive a certificate giving permission to teach an academical course may be called private academies. Agricultural academies are those specially designed for instruction in agriculture. Academics for foreign languages are for those w*ho are to enter into commercial business. All the schools which teach languages only may be placed in this class. Commercial or business academies are purely for commercial purposes, and shall be established in cities. Industrial academies shall teach all kinds of industrial arts. SUPERIOR SCHOOLS, (GREAT LEARNING.) These s«hools will teach professional branches, viz : Logic, literature, law', and medicine. NORMAL SCHOOLS. Normal schools are to be established to provide the teachers required for the public schools. TEACHERS. Teachers in the public schools are to be selected from those above 20 years of age, irrespective of sex, who have a certificate that they are graduates of a normal school, or have graduated from an academy. Teachers in academies must be over 25 years of age, and must present a college cer¬ tificate of graduation. Teachers in colleges must have obtained the title of “professor.’’ SCHOLARS AND EXAMINATIONS. All scholars are required to go through thfe regular course ; and in passing from one grade to another they must be subjected to examinations. Examinations must also be undergone before passing from one class of schools to another. Poor scholars of decided ability will be pecuniarily assisted by the government, and obliged to refund the sums advanced in course of time. STUDENTS ABROAD. All students sent abroad at the public expense shall be under the control of the central department of education. There shall be tw'o classes of students sent abroad ; one shall be called freshmen or the second class, and the other the first class ; the former to be selected from among the graduates of academies, and the latter from among the graduates of colleges. In order to become a student abroad an examina¬ tion is to be passed and certificates of good moral character must be produced. The limit of the period for students abroad of the second class shall be five years, and that of the first, three years. The number of secoMd-class students is limited to 150, and that of the first class to 30. While abroad, such students will be under the supervision of the minister resident in the respective countries. KEVIEW OF EDUCATION IN FOREIGN COUNTRIES. 541 GENERAL EXPENSES EOR EDUCATION. Tfee public money for the purposes of education shall be exclusively controlled by the department of education. The government will assist as much as possible all classes impartially in gaining an education. The public support of education shall bo in accordance v/ith the following conditions for the present : 1. For the salaries of foreign teachers and other incidental expenses. 2. For buildings and repairs of school-houses and colleges, books and apiiaratus, &g. For academic buildiugs, repairs, books, apparatus, &c. 4. For the educational fund to be advanced to poor students. 5. For the expenses of the various bureaus of school-superintendents. In every class of schools a tuition-fee has to be paid. PEESIA. (Absolute Monai'chy — Kingdom. Area, 648,000 square miles. Population, about 5,000,000.) Minister of comnm'ce and public instmetion, PrInce Ali-Kauli-Mirza. No report has been received. SIAM. (Feudal and absolute Monarchy — Kingdom. Area, about 250,000 square miles. Population, 6,300,000.) No report has been received. Ill— AFRICA. ALGIERS. (French colony. Area, 150,576 square miles. Population, 2,921,248.) SCHOOL-ORGANIZATION. The primary-school system of Algiers has been regulated by the law of July 14, 1850. According to this law, primary schools for instructing Mohammedan children in French and Arabic were to be established in the cities of Algiers, Constantiue, Bona, Oran, Blidah, and Mostagauem, and likewise in some other cities if there should be auy demand for them. Instruction is given free of charge, and comprises reading and writing of Arabic, reading and writing of French, French grammar, arithmetic, weights and measures. At the head of every school there is a French director, who is recommended by the prefect of the district, and appointed by the governor-general. He must possess a certificate as primary-school teacher, and a certificate that he is conversant with Arabic. He is assisted by a Mohammedan teacher, who is appointed by the prefect on the recommendation of the local mufti, or kadi. The salary of the director is 1,200 francs, and that of the assistant, 600. Besides this, they divide the school-fees, (1 franc per month for every scholar,) so that the director receives two-thirds and the teacher one-third. All these schools were only for boys. By the same law, the establishment of girls’ schools was decreed in the cities of Al¬ giers, Constantine, and Bona. They are similarly organized as the boys’ schools, only that needle-work also is taught. The salary of the directress is 1,000 francs, and that of the assistant teacher, 500. The same law also provided for adult schools in Algiers, Oran, and Constantine. In¬ struction is given in these schools entirely free of charge, and the teachers receive a salary varying between 600 and 1,000 francs. The course of instruction embraces elements of ' the French language, arithmetic, history, and geography, and instruction is given at least three times a Aveek. Pupils who distinguish themselves by their dili¬ gence and their application to studies receive annual rewards from the preifect. The sujierintendence of schools in every city or town is in the hands of a local com*. 542 REPORT OR THE COMMISSIORER OF EDUCATION. mittee, consisting of the prefect, the mufti, and a citizen appointed by the prefect. The inspection of primary and adult schools is usually in the bauds of some French ofQcer. In the capital of every province there is an examining committee, which issues certificates to candidates for the teacher’s profession. The highest educational authority is the governor-general, who is assisted in his functions by the rector of the Academy of Algiers. THE NORMAL SCHOOL AT ALGIERS. The normal school at Algiers was established by a law of March 4, 1865. According to this law 30 non-paying pupils, viz, 20 born in France and 10 natives, may be admitted. Six of these free places are disposed of by the ministry of public instruction in Paris, 6 by the governor-general of Algiers, and 18 by the provincial authorities of Algiers, Oran, and Constantine. The school has two special teachers of religion, one a Mo¬ hammedan and the other a Roman Catholic. The salary of the director amounts to 4,500 francs ; that of the teachers varies between 3,000 and 500. The course of instruc¬ tion is arranged in the following manner : Number of hours per week. Studies. First year. Second year. Third year. "R.elicrinn . _ _ _ _ _ _ _ o 2 Pedagogics . 1 1 1 Pen man ship _ _ _ _ _ _ _ _ _ _ 5 3 3 Reading . 5 3 3 Prencli laD<’'uag'e and literature . 5 5 3 Arithmetic . 5 4 3 Linear drawing- . . .3 3 3 Geography and history . . . 2 2 2 Natural history . . 1 1 1 Natural j)hilosophy . . . 2 2 Mechanics . 2 Agriculture . . . . . . . . . . . . . . .......... 1 1 1 Ai'abic . 3 3 3 Civil and commercial administration . 1 Gymnastics . 1 1 1 Total . . 34 31 31 • STATISTICS. Of the 218 townships, (communes,) 128 have at least one public school, 14 have a private school, and 76 are without schools. The total number of primary schools is 233, viz, 186 public schools and 47 private schools. Of this number, 130 are boys’ schools and 103 mixed schools, (for boys and girls.) One hundred and ninety schools are under the direction of laymen, and 43 under the direction of priests. Of the public schools, 80 are free schools, % e., in which instruction is given entirely free of charge. The public schools are attended by 14,037 scholars, viz, 12,265 boys and 1,772 girls. Of the whole number, only 3,537 pay for their instruction. The private schools were attended by 2,062 scholars. Thus the total, number of scholars in the primary schools of Algiers is 16,099, viz, 12,480 Roman Catholics, 3,130 Jews, and 4f^9 Protestants. The average length of annual attendance is 7-^ months for boys, and somewhat less for girls. The last annual expenditure for the public schools amounted to 429,751 francs. The course of instruction has not been uniform in all the schools; for example, geography was only taught in 32 schools, linear drawing in 14, elements of agriculture in 11. Only 63 schools carried out the prescribed programme in full. As regards the ecclesiastical schools, geography was taught in 41 and linear drawing in 9. No later statistics of illiteracy being obtainable, we give those of 1863. During that year, of all the scholars who left the secular public schools, 5 could not read, 15 could only read, 36 could read and write, 34 had a knowledge of reading, writing, and arithmetic, and 10 had an excellent knowledge in all the branches taught. In the ecclesiastical schools, 6 could neither read nor write, 14 could read, 31 could read and write, 38 had a knowledge of reading, writing, and arithmetic, and 11 had an excellent knoy-ledge of all the branches taught. Sixty-three townships (communes) have at least one public girls’ school each, and 3 have private girls’ schools. Altogether there are 151 girls’ schools, viz: 81 secular REVIEW OF EDUCATION. IN FOREIGN COUNTRIES. 543 Bcliools and 70 ecclesiastical schools. One hnndred and thirty-nine schools are Roman Catholic, C Protestant, and 5 Jewish, and 1 common to all reiif^ious creeds. The public girls’ schools were attended by 7,074 girls, of whom eight-ninths were instructed free of charge. The private girls’ scluiols were attended by 4,028 girls, of whom 45 were instructed free of ehoTge. There are conse(iuently in the whole of Algiers 11,102 girls attending school, viz: 10,370 Roman Catholics, 290 Protestants, and 442 Jews. The average length of annual schooling is 7 months and 18 days. The expenditure for the public girls’ schools amounted to 38,055 francs, of vdiicli sum 1,044 francs were received as school-fees; the remainder was paid by the townships. The number of iufant schools in 66 townships (communes) is 86, attended by 9,636 children, of whom 939 are paying and 8,697 uou-paying scholars. The annual expenditure for these schools was 94,549 fraucs. LIBERIA. (Republic. Area, about 60,000 square miles. Population, about 718,000.) No report has been received this year. MADAGASCAR. (Absolute Monarchy — Kingdom. Area, about 220,000 square miles. Population, about”5,000,000.) STATE OF EDUCATION. Education generally is very backward. The only schools that deserve the name are under the direction of French missionaries. At the town of St. Marie there are two such schools, one for boys and one for girls. The former has 376 scholars, viz: 76 bdarders and 300 day-scholars, all natives; the latter, 550 schplars, viz: 50 boarders and 500 day-scholars, likewise natives. The course of instruction in these schools embraces French, reading, writing, arithmetic, history, and geography. The government has also founded several institutions where lioys and girls can acquire an elemeutaiy industrial education. In these schools there are 80 free jilaces, viz : 40 for boys and 40 for girls. MOROCCO. (Absolute Monarchy — Sultanate. Area, not definitely known. Population, about 2,750,000.) No report has been received. ORARGE. (Republic. Area, about 40,000 square miles. Population, upward of 100,000.) No report has been received. SIERRA LEONE. (British Colony. Area, 468 square ipiles. Population, 37,089.) STATE OF EDUCATION. British missionaries, chiefly of the Church of England, have, since 1804, worked here very successfully in the cause of education. As soon as a missionary came to a village, a school was established. As far back as 1815, a high school was founded in Leicester Mountains, and latterly transferred to Fura Bay. This institution has a preparatory class, and a high school proper. In the preparatory school all the elementary English branches are taught, besides mathematics, Latin, and Greek. In the high school the same studies are carried further, and Hebrew and theology are added. Among the former pupils of this school, there was the well-known colored man Ciowther, who rendered very efficient services in the Niger expedition of 1841, and was, in 1864, appointed bishop of the mission. In Freetown, the capital, there is also a higher school for native girls. SENEGAMBIA. (French Colony. Area, not definitely known. Population, about 20,000.) STATE OF EDUCATION. There are in Senegal and Gor6 12 boys’ schools and 4 girls’ schools, the former with 999 scholars, and the latter with '390. There are also 2 infant schools with 36 pupils. 544 EEPORT OF THE COMMISSIONER OF EDUCATION. These schools are all primary schools, and special attention is paid to instruction in the French language. The children in all these schools were partly French, partly natives. In Gabon there are two private schools, one of them under the direction of French Roman Catholic missionaries; this is a boys’ school, and numbers 80 scholars; the other is a girls’ school, and has 74 scholars. The course of instruction in these two schools embraces religion, sacred history, geography, reading, writing, arithmetic, and French. In Glass there is a school kept up by American missionaries, where English is taught. TEAlS^SYAAL. (Kepublic. Area, not definitely known. Population, about 30,000.) No report has been received. I V.— AMEEICA. A.— NOETH AMEEICA. DOMINION OF CANADA. (British Colony. Area, 3,127,045 square miles. Populatien, 4,311,044.) The Dominion of Canada now includes the various provinces of North America', for¬ merly known as Upper and Lower Canada, New Brunswick, Nova Scotia, British Colum¬ bia, and the extensive regions long under the <7«a.si-government of the Hudson’s Bay Company ; in fact, the whole of British North America except Prince Edward’s Island .and Newfoundland. No report for this year has up to this date (December 31; 1872) been received from any x)ortious of the Dominion, but below an extract is given from the Saint Stephen Journal of New Brunswick, containing a criticism on the new school law. THE NEW SCHOOL LAW OF NEW BRUNSWICK. “The new law contemplates the extending of the benefits of education to all alike, rich and poor. We have always been of opinion that a state owes every child within its bounds a thorough education, and we believe in direct taxation for the support of schools. But if people are to be taxed for the support of schools, let them have them. In our peregrinations through the country during the last few weeks, we find very few schools in operation. Wo are informed by a gentleman, whose word is beyond doubt, that in the parish in which he resides there are only four schools, where under the old law there were sixteen. It may well be inquired whether this scarcity of schools arises from the fault of the new law or of the people. We do not hold the people faultless ; at the same time there is too much machinery about the law. For instance, the annual meeting for the election of trustees, &c., must be held in January, on a certain day, at a certain hour, «fe.c., &c. In January, almost all the live schoolmen in a coun¬ try school-district are in the woods, and a failure is likely to occur through a want of proper parties to perform the duties required. If a failure occur iu any of the formali¬ ties, the non-contents find a way to upset the whole. “ The most serious difficulty is the size of some of the districts, some of which are five and some six miles in length. “ What we have said above regarding the election of school trustees by dissentients is, we admit, liable to the objection that such an amendment as we have proposed might open a loop-hole to the establishing of sectarian schools. Now Ave have no intention of adAmcatingthe establishing of sectarian schools with special grants. Were the Episcopalians, the Baptists, the Methodists, the Presbyterians, the Roman Catho¬ lics, rincipal of the normal school at Parana, the following facts concerning education in the Argentine Republic are gathered ; HISTORY OF EDUCATION IN THE ARGENTINE REPUBLIC. The reYoliition of 1816, which separated this country from Spain and made it an independent republic, of course left its animosities behind as regards the mother country. Up to this time all the education obtainable was that communicated bythe priesthood. The country needed men capable of directing its affairs. Its language was Spanish, but it did not want Spaniards. The few whom the country offered were soon employed in devising plans for its future development and prosperity. In September, 1860, was adopted the constitution which to-day rules the country. Among its first provisions is one for assuring primary education in every province of the republic, making this an essential obligation. Another provision gives to the general government the power to dictate plans of general and university instruction, and another establishes a ministry of justice, worship, and public instruction, the min¬ ister being one of the first cabinet counselors of the president. From this point we may date the active progress of education in this country. The xirevious x>i'ogi'ess, which was prexiaratory, manifested itself in the provisions of the national constitu¬ tion which I have cited. If any doubt existed about the x^oint, I think it would be satisfactorily answered by the fact that in 1860 there was not in the rexmblic a single national institution of learning, and in Buenos Ayres alone could be found x^rovincial schools of any importance. Isolated facts — private enterx)rises — might be found, but nothing tending to a system of xwiblic instruction. In 1867, the minister of public instruction comxffained that there were 300,000 children in the country who received no instruction of any kind, the whole xiox^ulation at that time not being over 1,500,000. The crying necessity for intelligent men to guide the affairs of government led the nation to direct its attention first to supplying this want by establishing institutions for secondary and university education, such as the national colleges of the rexmblic. But here it met with that old difficulty, the apathy and indifference of the peoxffe. It was not enough to offer instruction, books, and all necessaries free ; it was necessary also to pay the x>upils for the trouble of attending school and studying their lessons, and this was done. The National College of Buenos Ayres was founded shortly after the adoption of the present constitution. Scholarships, under the name of “ cecas," were established, giving to the student a monthly allowance of from 10 to 15 dollars gold, and the new institution set to work. About the same time were nationalized and placed upon a similar basis three other institutions, which xR’cviously had eked out an existence under the protection of provincial governments. These were, the College of the Uruguay, the College of Cor¬ doba, and the University of Cordoba; the first in the x)rovince of Entre Rios, and the others in the xmovince of Cardoba. Ux) to 1868 there were established 5 other similar institutions, one each in Ikicuman, Salta, Catamarca, San Juan, and Mendoza. In 1868, 5 more similar institutions were added in San Luis, La Riojd, Jujuy, Santiago, and Corrientes. 548 REPORT OF THE COMMISSIONER OF EDUCATION. At the present time each iiroTince has an institution of this hind, supported hy the national government, and visited hy an inspector of national colleges, who is himself a government employd. Thus the national government has provided for secondary education in each province. The time must soon come when the government will w^ith- draw a part of ite financial support from these institutions, offering, at most, no more than free imstruction with free hooks, &c. What has been accomidished hy these institutions may he inferred from the fact that the number of students in 1870 was twice as large as in 1868. In 186-5 the national government made its first movement in favor of primary instruction, distributing $22,000 in gold among the various provinces, for the. purpose of promoting a i)opular movement in this direction. In 1866 and 1867 the same amount was voted hy the national congress for this purpose. In 1868 the amount voted was only $11,000 for general purposes, with a special appropriation of $25,000 for the prov¬ ince of Rioja, which was in a most lamentable condition. The result of this was quickly manifested, for the province of Rioja in 1870 had 4,184 scholars in her schools, while the population was less than 50,000. In August, 1868, began the present administration, under President Sarmiento, whose motto is “ Education for all.’’ The progress made in the few years past is truly won¬ derful. The new administration enters upon its office with a programme of reforms. The new minister of public instruction. Dr. Nicolas Avellaneda, gives a more extended interpretation to the clauses in the constitution respecting public instruction In his first re2mrt to congress (1869) he earnestly advocates sweeifing reforms. The wmrk of carrying out these reforms has begun energetically. For the last year of the p)revious administration (1868) $36,000 in gold were voted for encouraging j^rimarv instruction, viz : $11,000 for distribution among the i^rovinces, and $25,000 for the single 2)rovince of Rioja. For 1869 $115,000 were voted, viz: $100,000 for distribution among the j)rovinces, and $15,000 for the pirovince of Rioja. In 1870 the government was involved in an exjjensive war to establish law and order in Entre Rios. But this same year there wore voted for primary instruction $80,000 for distribution in the ])rovinces, and $15,000 for Rioja; in all, $95,000. In 1871, not¬ withstanding the expenditure for the war in Entre Rios, $215,000 were voted, viz: $200,000 for di.stribution among the 2)rovinces, and $15,000 for Rioja. In this same year (1871) a law was i^assed creating a special and independent fund for the 2>ur2)oses of lu'imary instruction, distributing the 2>roceeds among the various ]>rovinces in 2)roi)or- tion to the efforts which they themselves make. This law, a translation of which is given below, takes effect in January, 1873. LAW FOR THE DISTRIBUTION OF PUBLIC FUNDS IN AID OF PRIMARY INSTRUCTION. 1. From the termination of the investment of the estimates of the year 1872, the national subsidies for the encouragement of inim ary instruction in the provinces shall be awarded subject to the conditions and formalities established by the present law. 2. The jirovinces which, in virtue of law sanctioned by their legislatures, shall destine siiecial funds for the support of jioiralar education, and which shall ex2>ress by an explicit declaration a desire to recur to tbe protection of this law, shall receive from the national treasury subsidies for the following 2)urposes: construction of edifices for public schools, furniture, books and aj)2>aratus, teachers’ salaries. ,3. The subsidies shall be awarded by the national executive in the following form and 2)roportions: to the jirovinces of Rioja, San Luis, and Jujuy, three-fourths; to those of Santiago, -Tucuman, Salta, Catamarca, Mendoza, San Jupn, and Corrientes, one-half; and to those of Buenos Ayres, Cordoba, Entre Rios, and Santa Fe, the third I^art of the whole amount that may be exjiended for the imr^joses enumerated in the jirevious article. 4. The subsidies for primary instruction in the province of Rioja shall be determined in an especial manner in the annual estimates of the general ex2)euse8 of the nation, until it shall be in condition to be regulated by the present law. 5. No sum shall be allowed for the construction of a school-house, unless the ^ilan and estimate for the building shall have been jireviously submitted to the minister of public instruction, together with a report from the governor of the resxiective jiiov- ince, certifying that the money is ready, which, together with the national subsidy, W'ill cover the cost of construction. The minister of imblic instruction will circu¬ late, ill all the provinces, ^ilans for school-houses of approved style, recommending their adoption. 6. The national aid for the x>urchase of furniture, books, and axiparatus, destined for the use of the public schools shall be distributed by a committee appointed by the executive, consisting of at least three members and a secretary, who shall be jiaid a salary of $1,500 iier year; iirovided that the provinces prefer to obtain by this means the articles mentioned. This committee will take charge of the purchase and ship¬ ment of all orders which may be sent to it for the use of the jiublic schools; jirovided there be sent, at the same time, the j)roportion of money for the whole amount of the Older as determined in article 3. EfcVIEW OF EDUCATION IN FOREIGN COUNTRIES. 540 7. Half of tlie salary of one of the inspectors appointed by each province to watch over its schools shall be paid bj" the national treasury, to the amount of $80 monthly, on condition that he accept the obii^-ation to furnish the statistics and perform the inspections which may be required of him by the minister of public instruction. 8. The eighth part of the proceeds of the sale of national lauds shall be set apart to meet the exigencies of the present law. 9. The executive is authorized to use that part of the national income which may be necessary to cover the expenses of this law, until such time as the sale of the public lands shall have provided sufficient funds. 10. The executive will adopt measures to guarantee the ffiithful application of the funds which may be distributed among the provinces in virtue of this law, as well as the exact compliance of the conditions upon which they are distributed, and still further using his influence to have the fund destined for the support of schools admin¬ istered by committees elected by the neighborhood. NORMAL SCHOOL. In August, 1871, the first national normal school was established, which is now in a flourishing condition, giving instritction to 45 young men, who will shortly respond to the growing necessities of the country. WORK OF THE YEAR 1871. The year 1871 was a very remarkable one for the general awakening of nearly all the provinces to the necessity of doing more for educational interests, and this even in the remotest parts of the republic. The province of Catamarca has set apart a special fund for primary education, and has, as well as Rioja, made educatiori compul¬ sory. The other provinces are moving in the same direction, and we may expect to see established in most of the provinces a permanent school fund before the close of President Sarmiento’s administration. An appropriation of $12,000 was made during the year for establishing public libra¬ ries, and local committees are already at work in almost every province helping along this great work. At the present writing (August 15, 1872) this fund is exhausted, and more has been asked for. Fifty public libraries have been established during the year, one-half the expenses being paid by the national government and one half by popular subscription. Agricultural colleges have been attached to various national colleges, with the object of stimulating the agricultural interests of the different provinces. EDUCATION IN THE PROVINCES— BUENOS AYRES. The public schools of this province may be divided into two great classes — the schools of the city of Buenos Ayres, and the schools of the interior. They may also be divided into three classes — the schools of the municipality, the schools of the provincial gov¬ ernment, and the schools of the benevolent society (sociedad de heneftcenda.) The schools of the munici]iality are, of course, limited to the city of Buenos Ayres ; the other two classes extend also to the interior. In these schools the boys and girls are generally separate ; there are, however, schools for both sexes, but these do not generally receive children ov'er 8 or 9 years of age. The schools of the benevolent society are schools for girls, and those of the municipality are of both classes. The benevolent society is a society of ladies, established by the provincial government, .January 2, 1823, under whose administration in the beginning all the girls’ schools were placed, while the funds were furnished by the government. The three administrations are entirely independent of each other. There are in the city municipal schools, society schools, and xirovincial schools. There are frequent clashiugs between the administrations, and of course there is no general system. In the interior these administrations are reduced to two, and there seems to be a much better result. In another respect the schools of the interior have the advantage, as they have in many cases school-houses, while in the city, to my knowledge, all the schools are kej)t in dwelling-houses. Graded schools are of course unknown in the city. The schools of the provnuce are in general under the supervision of the department of schools. Owing to the low salaries, there is a great deflciency of good teachers, and many of them have to dev^ote nearly all their time to other occupiations in order to make a living. In 1822 the uuiv^ersity at Buenos Ayres was organized and divided into six depart¬ ments, viz : Primary department, preparatory department, department of exact sciences, department of medicine, department of jurisprudence, department of theology. In the primary department were included all the primary schools of the province. On the 7th of January, 1828, however, they were separated from the university and placed under the superintendence of an inspector-general. 550 EEPORT -OF THE COMMISSIONER OF EDUCATION. A summary of the provincial schools iu 1871 shows that there are 72 in the city, viz : 17 for boys, 24 for girls, and 31 for both sexes. In the rural districts there are 54 public schools, viz : 26 for boys, 20 for girls, and 8 for both sexes. Of private schools there ju’e in the city 114, viz : 38 for boys, 16 for girls, and 60 for both sexes. In the interior there are 42 private schools, viz : 12 for boys, 10 for girls, and 20 for both sexes. The total number of teachers is 1,050. ENTRE RIOS. The population in this province is very scattered, and it is only in the villa*ges that schools are to be found. It has recently suffered the evils incidental to a civil war, but is rapidly repairing the damages. The schools are under the supervision of an insi^ector-general, and there is at the present time a great activity in this department. There is little or no co-operation, and all must be done by the government. SAXTA FE. This province is one of the most backward in respect of education, and at the present day there is less movement there than in any other province. In Rosario, the princi¬ pal city, there is at the present time a local movement in favor of education. CORRIENTES. This province has very recently had to suffer from a revolution, and is still in a very- unsettled state. CORDOBA. This province is one of the most backward of the republic in respect to schools. SAISr LUIS. See statistical table at the end of this article. SANTIAGO. This province is considered one of the most backward of the republic, having been ruled for years by a sort of military despotism, and there is very little local interest in the subject of education. There is only one girls’ school in the province, which has a new building, constructed in 1871. Last year the school was supxiorted by the scholars, but is now sustained by the national government. MENDOZA. This is one of the provinces in which there is a movement favorable to education. Although its x>resent statistics are not very favorable, the efforts now making can not but give a desirable result. This year a new school-house has been built, destined for a girls’ school, at a cost of ^30,000. An agricultural college has been established, under the joint ausj)ices of the national and j^roviucial governments. SAN JUAN. This province is considered the one most advanced in the matter of education. The national government has for three years x)ast offered a premium of $10,000 to that j)rovince whose statistics should show one child in school for every ten inhabitants, and to San Juan this xiremium has been awarded for three years iu succession. RIOJA. This province is the poorest in resources and most backward in respect to education of any in the rejiublic. It is dependent almost entirely uxion the national government, even for the means of carrying on its civil go\erument. In 1867 there was not a single school in the whole x>i’ovince ; now .there are 40. CATAMARCA. Perhaps in no province in the republic is there so general a movement in favor of education as in this, yet its actual condition is far from satisfactory. This xirovince has 11 pujiils in the national normal school in Parana, and these are the most xiromis- ing young men in the institution. Catamarca has set ajiart a special and very liberal fund for school purposes and has divided the province into 15 school districts, aji- pointing a local school board in each district. The duties of this school board are: 1st, to administer and distribute that jiart of the school fund which corresponds to the dis¬ trict ; 2d, to establish schools where it deem* expedient; 3d, to nominate and remove all EEVIEW OF EDUCATION IN FOREIGN COUNTRIES. 551 cinployds in its schools ; 4tb, to contract for new scliool-hnildings or for improvements in old ones; 5tli, to propose the new taxes bj’- which it deems expedient to augment the school fnnd of its respective district; Ctli, to Avatch over the schools and see that all gen¬ eral orders are faithfully executed. The school board is elected anew each year. There is also a laA\' to aid in establishing public libraries, which allows certain small incomes to each library established, and, besides this, augments from the xirovincial treasury, by 25 per cent., the amount subscribed by individuals. TucuAnysr. The city of Tucuman is designated as the site of the second national normal school. SALTA AND JUJUY. (See table of statistics below.) STATISTICS. For the sake of completeness and to enable a just comparison, the statistics of 1869 are given, although there are later statistics of some of the provinces. ation 0 tbe 869. p e r- 1 read ■ ‘a 8 fe to C n O Number of scbools. enhagen, in Rome, March 4. Dr. Dietsch, x)rofessor of theology, at Bonn, March 5. Professor GoldstiieJcer, well-known orientalist, in London, March 6. Giuseppe Mazzini, well-known Italian patriot, who also took the greatest interest in educational matters, at Pisa, March 10. APRIL. H. Von Mohl, x^rofessor of botany in Tiibingen, Wiirtemberg, April 1. Martin Ohm, famous mathematician and professor at the Berlin University, in Ber¬ lin, Axiril 1. Pictet de la Five, zoologist and paleontologist, in Geneva, beginning of April. Von Schreiner, x)rofessor at the University of Graz, Austria, Axiril 2. A. E. T. Langier, astronomer, member of the French Academy in Paris, beginning of Axnil. Dr. Max. Friedldnder, distinguished Austrian journalist, editor of the “New Press” in Vienna, Ax^ril 20. Dr. F. L. A. Schiveiger, librarian and professor of the history of literature, at Got¬ tingen, Axiril 23. MAY. Flodoard Geyer, x>rofessor of music, at Berlin, beginning of May. Dr. Lndwig Kaiser, x^rofessor of x^hilology, at Heidelberg, May 5. Dr. K. A. Von. Muller, orientalist, in Lundenburg, near Vienna, May 16. Dr. Hans Pfaff, x^rofessor of mathematics at the University of Erlangen, in Erlangen, May 20. Otto, Baron Von Hingenau, authority in mining matters, in Vienna, May 23. Schnorr Von Carolsfeld, one of the greatest German painters of modern times, in Dresden, May 24. . Sir Henry Lytton Bulwer, English dixilomatist, traveler, and author, brother of the well-known poet and novelist, author of the interesting works “ France ; Social, Liter- REVIEW OF EDUCATION IN FOREIGN COUNTRIES. 563 ary, and Political,” ‘‘The Monarchy of the Middle Classes” &c., &c.. in London, May 27. Dr. Adolf Solhrig, professor of psychiatry at the University of Munich, in Munich, May 31. Friedrich Gerstdcl'er, Germany’s greatest traveler, author of many works of travel, esiDecially in North and South America, in Brunswick, May 31. JUNE. Charles Lever, well-known English novelist, for many years British consul iu Trieste, in Trieste, June 1. Dr. Hiindeshacjen, professor of church history and dogmatics at the University of Bonn, author of many standard theological works, at Bonn, June 1. Dr. J. F. Hessel, professor of mineralogy and technology at the University of Mar¬ burg, in Marburg, June 3. Dr. Thorhecke, famous Dutch statesman, author of works on political economy, and a great friend of education, at the Hague, June 3. Dr. Fohert Prutz, German poet and litterateur, author of many works on the history of literature, at Stettin, June 21. Dr. E. F. Souchay, historian, in Frankfort-on-the-Main, June 30. Dr. F. Kampe, author of many free religious and philosophical works, in Wildbad, June 30. JULY. Dr. Karl Jdger, oldest professor at the Vienna University, (91 years old,) famous ocu¬ list, at Vienna, July 2. Dr. TV. Eisenlohr, professor at the Polytechnic School at Carlsruhe, July 10. Dr. Eugene Eosshirt, professor of obstetrics iu Berlin, July 13. Benito Juarez, president of the Mexican Republic, iu Mexico, July 15. Dr. Emil Seidl, professor of medicine at Prague. Dr. E. Hauschild, professor of music at the University of Basle, author of standard works on the history of music, at Basle, July 29. F. A. Kaiser, Plolland’s greatest astronomer, professor at the University of Leyden,' at Leyden, end of July. C. F. Appun, well-known German traveler and scientist at Georgetown, Guinea. AUGUST. Philipp Kathusilis, editor of popular German journals at Lucerne, August 16. SEPTEMBER. Nicolai FrederiJc Severin Grundtvig, famous Danish theological, educational, and political author and poet, and bishop of the Danish church. Pie was born in 1783, in the l^arsonage of Udby, in the south of Zealand. Both on the father’s and mother’s side the family had been Danes, of the most Danish intensity, for long generations. He was therefore strongly national in all his writings, and of all the. northern writers not one has so exclusively been a man of the people. He never cared to address the polite world of letters ; he wrote poems for the people, and in return there is no poet in our time whose works have been so read and loved in the homes of the peasants as his have been, In his later years he spent much labor in advocating a new scheme of edu¬ cation for the poor and the rural population, by means of the so-called “ farmers’ high schools.” He died at Copenhagen, September 2. Dr. Koch, professor and philologist at Eisenach, September 5. Doyi Manuel Mendez, minister of public instruction of the republic of San Salvador, murdered in Salvador, September 7. Von Denis, technologist and architect, who built the first German railroad, at Diirk- heim, September 9. T)r. Georg Phillips, professor of the history of law and author of works on this sub¬ ject, at Aigen, Austria. Dr. Riedel, keeper of the royal archives and historian of the province of Brandenburg, at Berlin, September 8. Dr. Ludwig Feuerhach, famous German philosopher. He was born at Landshut, Ba¬ varia, July 28, 1806, and studied x)hilosophy at Heidelberg and Berlin. For sometime professor at Erlangen, he soon retired to private life and devoted himself entirely to lihilosophical studies. In the beginning a follower of Hegel, he soon showed himself as an independent thinker, in his first work, “ Thoughts on Death and Immortality,” which appeared in 1830. He boldly attacked the belief in the immortality of the human soul, and broke entirely with all philosophical and theological traditions. This 564 EEPORT OF THE COMMISSIONER OF EDUCATION. first work was followed by many others. He died in great poverty in the village of Rechenherg, near Nuremberg, September 13. Charles XV j King of Sweden and Norway, the grandson of Marshal Bernadotte ; a most enlightened and liberal monarch and great promoter of education in his country. He was the author of a number of military works, and as a poet takes high rank among the Swedish classical authors. He died at Malmd, September 18. Christian Pessler, Leipzig’s oldest bookseller, owner of the oldest publishing house in Leipzig, September 25. Dr. Ferdinand Ludivig Stolle, well-known German author and journalist, iu Dresden, September 29. Wilhelm Bar, chemist and author of chemical works, iu Reudnitz, Saxony, Septem¬ ber 30. OCTOBER. Carl Liebig, director of the royal orchestra in Berlin, who very successfully worked for raising the musical taste of the Berlin public, in Berlin, October 6. Dr. Karl Spurzheim, director of the imperial insane asylum, at Vienna, October 9. Wladimir Dal, Russian author, under the nom deplume, Kosaclc LugansJci. His most famous work is a Russian dictionary. He died at Moscow, October 4. Jacques Babinet, eminent French scientist and astronomer, author of many works on astronomy, physics, and meteorology, in Paris. Baron vonF'irclis, author of many works on political economy, at Dresden, October 22. Theophile Gautier, famous French author in Paris, October 23. Dr. Otto FocTc, well-known German historian, at Stralsund, October 24. Dr. Charles Daremberg, professor of medicine in Paris, author of standard works on the history of medicine, in Paris, end of October. V SPECIAL ARTICLES. EDUCATION IN THE HAWAIIAN ISEANDS. BY C. J. LYONS. The first establishment of common schools in the Hawaiian Islands was effected under the direct supervision of the governing chiefs, between the years 1823 and 1827. After much persuasion by the American missionaries, the chiefs, together with their immediate followers, placed themselves under instruction. It is related that, at first, the King directed two or three of his more intelligent subjects to try this matter of learning to read, and see if it were safe, in which, case he himself, and others of rank, would follow. In the course of time the new accomplishment became so popular that the adherents of the chiefs and others were sent all over the group to establish schools, which were attended by nearly the whole population. The schools were several hun¬ dred in number — at one time nearly nine hundred — composed mostly of adults, and, in their highest i)rosperity, were reported to contain 52,000 pupils. It was a remarkable instance of a body of desj)otic chiefs seeking, under the movement of Christian influ¬ ence, to educate the masses of their barbarous people. The scholars assembled for instruction during an hour or two in the early forenoon, probably as soon as 7 or 8 o’clock, in most cases, and then dispersed to meet again, for a like period, at 3 o’clock, or thereabouts, in the afternoon. The method of study was of the rudest kind, and the matter of discipline but little thought of. The teachers were under the ];)atronage of the chiefs, who ordered the peojfle to provide for their wants. In many cases they seem to have furnished the teachers with land to cultivate. Besides reading and writing, some teaching in arithmetic and geography was at¬ tempted. Both these branches of study have always been favorites with the Hawai¬ ian s. In a few years the larger part of the people had acquired the art of reading, and the schools, not being thoroughly established, especially for children, suffered a great decline. From 1830 to 1840 the American missionaries sustained at each of their stations (which at the latter period were eighteen in number) schools intended as models, for which purpose small grants of money were made each year by the American Board of Missions, and valuable assistance rendered by the chiefs. The schools in the outlying districts were kept up or not, according as there was more or less energy on the part of the people, or district head-men, (chief agents,) the schools being always under the direction of the missionaries. After the French Roman Catholic mission was firmly established in the group, which was in 1839, its own schools were also set in operation, and furnished with school¬ books, prepared and printed by the same organization. These schools were not as numerous as the others, but have always been an important element. FIRST SCHOOL-LAW. In 1840 the first written constitution and laws were promulgated. Among the latter was a school-law, further amended in 1841. By this law, which has a strong tinge of Massachusetts ideas, or something akin to them, in its eomposi- tion, the iiarents in any district where the children outnumbered fifteen were empowered to meet and choose three of their number as school-officers. These were to ^ act in conjunction with the suxierintendent for each island, who was appointed by the assembly of chiefs, (which was the then existing government,) in securing teachers. They were to provide for the support of the teachers from the avails of the old feudal- law^-tax, (a labor-tax,) and the chief of the district was to xirovide a x>iece of land upon which the older scholars were exxiected to labor for the benefit of the teacher. The teacher, moreover, was entitled to freedom from taxation. Teachers were obliged, even at that early day, to have certificates. Attendance was made compulsory. To per¬ sons born after 1820, ability to read and write was made a condition of marriage, or of holding any office. The schools do not axipear to have thoroughly flourished under this system until 1846, when the departments of the government were organized, a minister of public instruction apxiointed by law, and authorized to draw ux)on the government revenues for the suxiport of schools. He was directed to take the entire charge of the eommon- school sj'stem of the group; to make frequent tours of the different islands; to hold examinations; and to infuse energy and a sxnrit of order generally. In 1850 a regular school-tax of $2 upon each taxable individual was imxiosed, and the tax-collectors in 568 EEPORT OF THE COMMISSIONER OF EDUCATION. the diffei’ent districts authorized to transfer the amount to a district-treasurer, who acted as paymaster to the teachers. This tax has been kept up to the present time. Eiforts have been made to exempt parents sending their children to private schools, but, fortunately, without success. The office of minister of ]Dublic instruction was afterward changed to that of xwesi- dent of the board of education ; the board consisting of three members. By the act of 1865, which, with slight modification, is the iwesent school-law, the board of education consists of five members, appointed by the King, to serve without pay. The x^rominence of the x>i'e8ident of the board ceased by the creation of the office of insx)ect!or-general, whose duties are nearly those formerly imx)Osed ux)on the minister of x>nblic instruction. THE INSPECTOR-GENERAL. He is appointed by the board, acts under the authority of that body, but has large discretionary x^owers xiermanently conferred upon him by resolution of the^board. He is required by law to visit all the schools ; to direct as to what studies shall be pur¬ sued, and in what proportions ; to grant certificates of competency to teachers, and is emxiowered to cancel the same. He directs the repairs on school-houses,' examines the accounts of the district-officers hereafter sxiecified. Until recently, the appointment as well as the removal of teachers was in his hands. By the act of 1870 this was placed in the hands of a school-board to bo noticed hereafter. No person in holy orders, or minister of religion, is eligible to this office. The x>osition is now (1872) filled by H. R. Hitchcock, a son of an American missionary. Salary of the office, $2,000. OFFICE OF BOARD OF EDUCATION. ■ The board of education keex) an. office in the government buildings. In attendance, the clerk of the bureau ; salary, $1,500. Sux^iilies of school-books aud stationery are forwarded to the different schools from this office. No regular time of meeting of the board is imposed by law. Any apxieal from the action of the iusx^ector-general is made to the board. A biennial report is prepared, signed by the president of the board, and laid before the legislature at each session, containing all statistics, and such informa¬ tion as may be necessary. A sextenuial census, counting from 1860, is ordered by law, and its duties committed to the board of education. In addition to this a complete registry of births, deaths, aud marriages is xirovided for, to be kept by the sub-officers of the board, and reported biennally to the legislature. DISTRICTS. The islands, for all purposes pertaining to educational matters, are divided into dis¬ tricts, coincident with the taxation-districts. By the act of 1865, these are 25 in number. In each district, the board appoints a school-agent. He is the local executive officer .of the board for that district, acting as treasurer, trustee of school-x^roperty, registrar of births, &c., and performs^whatever other duties of this nature that may be required. As attendance at school is compulsory, it is generally exxiected that the agent will make comxilaints for truancy. In conjunction with the district-justice and an elective member, yearly balloted for by the parents and guardians of the children in actual attendance, the school-agent is member of a district school-board. This board has the x^ower of apxiointing and removing teachers, subject to ax^x^eal to the board of education. It has no especial powers in addition, but is expected to assist and co-operate with the school-agent as he may need such assistance and co-operation. TEACHERS The usual pay of teachers in common schools is 50 cents per day. The actual amount is determined by the board of education. Male teachers are mostly emxiloyed, it being only of late, and in cases where the sexes are sexiarated, that female Hawaiian teachers have been employed. School-hours are from 9 o’clock a. m. until 2 o’clock xi. m., with one recess of 15 and one of 30 minutes. Teachers are required to have a certificate of competency from the iusxiector-geueral. They are now expected to attend the teachers’ institutes, which are generally held once a quarter, one on «ach island, excepting Hawaii, where there are three. There is no normal school, but most of the teachers have received their education at the Lahainaluna Seminary. They are required to keex) a register of scholars, and to give a certificate of dismissal to those leaving their school for another. EDUCATION IN THE HAWAIIAN ISLANDS. 569 ATTENDANCE. Attendance is compulsory upon all between the ages of six and fourteen. Parents or guardians are lined five dollars in case of absenteeism. Should parental authority prove xJowerless, a term at the reform-school, or labor otherwise enforced, is provided as a penalty. Teachers are now directed to make complaints for truancy to the district- justice. SCHOOL-TERMS. The vacations are fixed by the board of education ; forty weeks, or ten weeks per quarter, being, by the present rule, the school-term for the year. The number of children requisite in each district to authorize the continuance of a school is also at the option of the same body, as well as the number of school-hours each day. The tendency among Hawaiians is to begin early and dismiss early. SUPPORT. The regular school-tax of |2 proving inadequate in many thinly-settled districts to keep up the schools during the whole school-year, a special appropriation from the general revenue was made in 1868, and has been since continued from year to year. E'or school-houses, the same has been done; the parents, however, in many instances co-operating with the government in rei)airiug and building, W’'hen requested. » STUDIES AND SCHOOL-BOOKS. In all schools known as common schools where tuition is free the instruction is entirely in the Hawaiian language. There is one exception to this in the Hilo (Hawaii) union school, the first attenqit to establish a graded school on the islands. In this school, at a certain stage of advancement, scholars are admitted to the English department. At Honolulu there are two schools attended by Hawaiians, (the royal school for boys and the Mililani school for girls,) where a fee of $5 per year is required of each scholar. In these schools competent teachers are employed, at salaries from $1,500 down, and the English language is made the vehicle of instruction. For many years the American Protestant mission furnished school-books in the Hawaiian language at a price below cost, xirepared by its own members. The Catholic mission furnished its own school-books. The scarcity of school-books, consequent upon the expense of preparing them where only small additions are. neces¬ sary, had proved a great drawback. Lately Thomson’s Higher Arithmetic has been translated and xniblished by the gov¬ ernment. A reading-book modeled after the Progressive Third Eeader of Town and Holbrook’s series, but containing much original matter, succeeded this. An edition of 7,000 was xirinted of each. Two geographies are now in course of x^reparation. Colburn’s Mental Arithmetic, which has long been the standard, has been translated and rexirinted. One cannot but sympathize with the Hawaiians in their efforts to keep uxt their own language, which to them cannot be replaced. The impossibility of obtaining at low wages teachers comxietent to introduce English as a common-school branch is the xirincixtal reason for its non-introduction. A government day-school for English-speaking children is maintained at Honolulu ; salary of head teacher, $1,500, with two assistant teachers. The distinction between this and the other high-grade schools already mentioned consists in the ability to use the English language previous to entrance, as no race distinctions are allowed. In this connection may be mentioned two cxnite xirominent indexiendent day-schools in Honolulu, where English is taught by native Hawaiians. LAHAINALUNA SEMINARY. This is the national college for native male Hawaiians. It is not, however^ a char¬ tered institution, but is suxiported directly by government approxniations. It was established in 1831 by the American mission, near Labaina, or Maui, which was then the second xilace of imx^ortance on the islands. It is modeled somewhat after the Amer¬ ican college, the course of study requiring four years. Average number of students, 90 ; ill attendance at the last report, 103. A valuable piece of arable laud being attached to the institution, the xmxiils labor regularly for their own siqiport. No tuition- fees are expected. In 1849, the government assumed the suxiport and control of this seminary, under the stipulation, however, that no religious teaching should be intro¬ duced contrary, in its x>riHciples, to the x>revious teachings of the American mission. 570 REPORT OF THE COMMISSIONER OF EDUCATION. Two foreign instructors with their families are sustained here at present — both sons of missionaries — and a Hawaiian assistant. The English language is taught as a branch, not as a medium of instruction. It is noteworthy that at this school was published in Hawaiian the first newspaper of the Pacific Ocean. This was in 1831. OAHU COLLEGE. This college occupies as leading a position as the Lahainaluua Seminary, and is the principal institution for English-speaking youths of both sexes. It is situated at the foot of the hills two miles east of Honolulu ; was originally founded in 1841 by the American missionaries for their own children ; and was chartered in 1849. In 1853 a new charter was granted, with a view to remodeling the institution after the pattern of an American college, at which time the present title -was adopted. It has never maintained a permanent stand beyond that of a first-class academy. In most instances such young persons as have been 'desirous of obtaining a liberal education have, with good reason, been anxious to obtain at the same time the social advantages and ex¬ perience only attainable in older and larger countries. In its proper character, how¬ ever, of a high school, it has had a prosperous career, as a large portion of the better- educated members of the island community have received most of their education at this school. The present endowment is about $30,000, bestowed partly by the Hawaiian gov¬ ernment, partly by the American board, and partly by individual donors, here and abroad. The government appoints two out of fifteen trustees. Principal’s salary, $1,500. Three or four assistant teachers are generally employed. Present number of pupils, 75, of which 18 are boarders. A large tract of land belongs to the college. Manual labor is expected of the boarding-scholars. Summer-vacation, about twelve weeks. OTHER GOVERNMENT SCHOOLS. The Hilo (Hawaii) Boarding-School may be regarded as a government school to the extent that the sum of $1,200 a year for teachers’ salaries, &c., is drawn from the public revenue. It is a boarding-school for boys, numbering at last report seventy-three pupils. It furnishes a large proportion of teachers for common schools. The boys have regular working-hours. The other government schools of higher class are the Haleajiala Industrial School for Boys, at Makawao, Maui ; teacher’s salary, $1,200 ; number of pupils, 40 ; and the Reform School at Honolulu, established by the act of 1865 ; teacher’s salary, $1,200; inmates, 60 to 70. In the latter, only the boys’ department is kept up. A good piece of ground for cultivation belongs to this. Older boys are now often sent to the plantation to work. FEMALE SEMINARIES. The plan of assistance adopted by the government for this class of schools, which are more or less denominational, is by means of what is called the “ capitation-fee.” From $25 to $50 xier year, according to advancement in the course of study, is allowed to each scholar who shall have remained after the first year. This assistance, however, is not by any means always asked for, especially in the case of the largest school of this class, viz, that of the Sisters of the Sacred Heart, (Catholic mission,) at Hono¬ lulu. They have 51 boarders and 55 day-scholars ; total, 106. Connected with the English Ejiiscopal mission are two schools of this sort — Saint Andrew’s Priory, at Honolulu; jnipils, 67: and Saint Cross Seminary, at Lahaiua; pu^iils, 58. The American Protestant mission to the islands was discontinued by the American Board of Commissioners for Foreign Missions in the year 1863, oh the ground that a formal connection with the board was no longer necessaiy. There are three female seminaries not under the control of any religious body, but the iustructors are mainly descendants of the members of the said mission. These are the Makawao Female Seminary, on Maui, with 46 pupils, and possessing the finest school-building on the islands^ the Kawaiahao Female Semiuary,at Honolulu,with 51 xiupils, established in 1867; and the Waialua Female Seminary, also on Oahu, established in 1865, with 30 jiupils. These are all more or less modeled after schools of the same character in the United States. OTHER INSTITUTIONS. The Catholic mission, at an early date in its history, established a high school for boys, known as Ahuimana College, on the northeast side of Oahu. The pupils are said to be well drilled in habits of industry. The present number is 38. The French lan¬ guage is one of the branches of study. EDUCATI0J7 IN THE HAWAIIAN ISLANDS. 571 The English missions are the especial supporters of lolaiii College, Honolulu, which has made" a x^rosperous beginning with 3U foreign and native pupils. The govern¬ ment maintain 11 scholarships in this school. There are a number of independent schools in different places, as will be seen from the ligures in the table following ; but the above list includes all the important in¬ stitutions of learning in the Hawaiian Islands. CONCLUDING EEMARKS. The above summary may,after all, fail of conveying a correct impression of the actual amount of school-learning. A serious difficulty, in the way of progress in educational respects on the islands, is the co-existence of two languages. This stands in the way of a graded school at Honolulu. The iirogress of the native Hawaiians, if studying in English, is hindered by their non-familiarity with the words used, and, if instructed in Hawaiian, by the paucity of literature in that tongue. To counterbalance this, however, some of the evils of large and crowded public schools are avoided, and (may it not be added-?) the evils of the modern sye»tem of cramming too much book-knowledge into youthful brains. Nor is the rigid discixffine of colder climates possible, except in rare cases, with those who have felt no climatic influence, save that of the tropics. As a re¬ sult of educational efforts, there exists probably no community in the world with so large a proportion of its inhabitants able to read and write. Though there are no published figures on the subject, it is known to be a rare thing to find a native unable to read. The newspapers that are published in the Hawaiian tongue are perused with the utmost avidity, and a remarkable familiarity with passing events is noticeable among all classes. STATISTICS. The following table is from the educational report for 1872 : Schools and school-attendance of the hingdom in 1872. Number. Boys. Girls. Total. Common schools . . . . 202 3, 574 205 2, 700 6,274 205 492 367 274 96 579 Government boarding-schools . 3 Government day-schools . . 5 344 148 Boarding-schools aided by government . . 9 170 197 Day-schools aided by aroyernment . 8 168 106 Independent boarding-schools . 4 18 78 Indexiendent day-schools . 14 312 267 Totals . . . . 245 4, 791 3, 496 8, 287 The following figures show in round numbers the amounts expended by the govern¬ ment for educational purposes in 1871 : Avails of school-tax expended in districts where collected . $36, 000 Special appropriation for common schools . 8, 500 For building school-houses . - . 1,500 For school-books . 2, 500 Eeform-school . 7,800 Higher-grade schools . 20,500 Total annual government expenditure . 76, 800 This is about one-sixth of the total revenue. 572 REPORT OF THE COMMISSIONER OF EDUCATION THE VAEUE OF COMMON-SCHOOE EDFCATI^j^ TO COM¬ MON EABOH. BY EDWARD JARVIS, M. D., DORCHESTER, MASS. The object of common-school education is ordinarily supposed to be simxdy the acquisition of knowledge, reading, writing, arithmetic, -geography, grammar, &-c. These are the simple elements which most children acquire iu various degrees of fullness and accuracy. They are generally considered sufficient to lit men and women for the com¬ mon responsibilities of life. These enable the possessor to transact the usual busi¬ ness of the world, and every one should bo required to understand them before he enters upon maturity. Beyond the mere knowledge of facts and x)rinciples, there are other advantages ■ equally important and valuable, that grow out of the xwocess of study and acquisition. The training and discipline of the school quicken and energize the whole mental nature, and give it a facility of ajiiilying itself and its varied faculties to manifold purposes. The new energy given to the perceptive and reflective powers, by study iu the schools, remains a permanent xiossession after the period of education shall have ceased, even though the lessons may have been forgotteo. The boy in his plays abroad, men and women in all their pursuits, find ceaseless occasion for their use, and pleasure as well as x^rofit iu their exercise. The eyes are opened ; the dull vision be¬ comes keen ; the educated boy or girl becomes an observer, and sees things which the unawakened eye and untrained mind xiass by without notice. The reasoning faculty is also quickened, and the nature, relations, and xmrxioses of things are studied. Thus people become unconscious philosophers, in their several ways, with various dexiths of insight into the character of the matters that come be¬ fore them. Life is a x^erpetual ox^x^orttinity of study, xiresented to our attentiou. The earth and all surrounding objects, the world and its circumstances, are or may be unceasing sub¬ jects of observation and reflection. Peoxile and animals, and their conditions and rela¬ tions, are ever offered for our thought. The mind xierceives these, with more or less care and accuracy, according to its education and habit ; one that is developed aud trained to activity sees more than another that has not been quickened nor accustomed to action. Two persons, one educated in the common school and the other untaught and unde¬ veloped, may travel along the same road or over the same field. The same objects and events may be presented to the xihysical eyes of both, but they make widely diflerent impressions on their mental eyes. To the one whose mind has been enlivened the way is filled with objects of interest. His retina and brain are impressed with the images of things that are before and around him, and his journey, however short, offers him pleasant and profitable lessons for study. His active brain is occuxiied with the sight of men, children, houses, trees, flowers, cattle, carriages, teams, events, that pass before him. These he sees, perceives, and understands. His reasoning powers, equally active, recognize the relations, causes, aud x^uiq^osesof things : the meadows overflowed by the recent rains, the vines cut down by the last night’s frost, the heavy carts drawn by oxen for farm-work, the lighter carriages for business or x^leasure, the long and slender poles by the house for fishing, the shorter and larger xioles for supxiort of beans in the garden, the longer stakes for sux)X>ort of grape-vines, and the heavier stakes or posts for the fence ; his busy x)ercex3tive and reflective faculties notice these and mani¬ fold other things along the course of travel, aud beyond their outward axipearance discover the causes that xHoduced them aud the x^uriioses for which they were made. So his life is a continued succession of observation aud reasoning. Whether he have an object or not, whether mere curiosity or business imxiel him, his brain is continually at work, aud gathering strength by exercise, and facility of application to any x^urpose that he may wish to accomplish. To the other and duller traveler, whose mental eye has not been opened, and whose reasoning faculties ai'e yet dormant, the way and the field are blank and uninterest¬ ing. Pie sees little or nothing, and draws few or no conclusions. His mind is excited to little action, performs no labor, and gathers no strength from observation of the scenes and events that x>ass before his untrained physical eye. OBSERVING CHILDREN. A sagacious teacher of a country-school required each child to make or write some¬ thing on a slate every day — a mark, a letter, a word, sentence, or a comxiositiou, accord¬ ing to his or her caxiacity. One morning a girl of ten years wrote a history of her jour- VALUE OF COMMON-SCHOOL EDUCATION. 573 ney from her home to the school-house. She wrote tliis as rapidly as her pencil could form the words, for her mind was hlled with the things which she iiad noticed on the way, and the rejection’s and emotions that they had excited. The journey was full of interest, and observation of the people, cattle, dogs, birds^ insects, fields, corn, rye, flow¬ ers, Avagons, &c., that she had passed in the few minutes’ walk from her home. She said, coming by the grist-mill, she noticed the pond, which was full the day be¬ fore, was now empty, although a XAlenty of water was running through the channel, and through a sluice-gate in the dam. She concluded that it was drawn down by de¬ sign. Seeing men at Avork with axes, saws, and hammers under the hill, she inferrec;! that they Avere rej^airing the water-wheel. Soon after, she met a farmer going toward the mill with some large bags, well filled, in his wagon. She then thought that he was carrying grain to the mill to be ground, and felt a pity for him, as he would be disappointed, for that day, at least. She carried her sympathy to the farmer’s home, and hoped that he had not waited until they were out of meal, and that the family would not have to wait for bread until the water-wheel should be repaired. Passing a house, she saw bundles of shingles in the yard, and a ladder raised to the eaves ; she concluded that the roof Avas to be shingled, and, soon meeting a man with a hatchet in one hand, and a box of tools in the other, she supposed he was the carpenter going to do this work on that house. Seeing a hen in a farmer’s yard with only five chickens, she remembered that she had six the day before, and suspected that the fox, skunk, or other wild animal that was sup¬ posed tohavadestroyed some of her father’s and other neighbors’ chickens, had been at Avork here also, and was still too cunning to be caught in the traps that had been set for it. Seeing a robin fluttering about a tree, manifesting by her manner and her cries great distress, she looked under the tree and saw a cat looking very intently up¬ ward ; she inferred that the bird had a nest Avith her young there, and was fearful that the cat had a design to destroy them. With these and other observations and reflections on the things and events Avhich she had seen on the way, she filled two sides of a large slate. She Avas an observer and a reasoner. Her mind and its elements had been cpiickened into life, and had found a plenty of occupation in this simple way. But another, with more torpid reasoning and duller percex)tions, might have passed over the same road at the same time and seen little or nothing. With few or no facts, and no conclusions, the whole history of the journey would be that she Avalked from home to the school. Thus boys and girls who are educated and trained to observe and reflect by the studies of the school carry their poAver and habit of mental action with them where- ever they go. In the sports of childhood and youth, in the various employments of maturer life, Avhether they are laborers, farmers, mechanics, or workers in any other sphere, whatever may be the material on which they may operate, whatever may be the changes they may desire to effect, or results they may attempt to produce, they enlist the co-operation of their sharpened perceptions and disciplined reason in the plan and performance of their undertakings. MUSCULAR FORCE. The bones of the animal frame are covered with a great variety of muscles. They are the lean meat and constitute a large portion of the body. By their contractions they bend .the joints and move the limbs. By these we walk, we strike bloAvs, we lift, draw, and push, we use tools, move machines, we cut, saw, hoe, and dig, we make the rough smooth, and the smooth uneven, we alter the form and condition of things, and produce other effects and changes in external matter as occasion may require. It is not sufficient for these purposes that man is endowed wnth this great force, hoAvever varied and versatile it may be. It needs to be directed and measured, so that a blow shall be in the x)roper direction, reach the intended x^oint, and produce the desired effect. The hammer must hit the head of the nail, the ax the xflace where the wood is to be divided, the spade the rail that is to be moved. The blow must be struck with the appropriate momentum, not too great, which may crush and injure, nor too little, which will fail of effect and be lost. TRIP-HAMMER. The old-fashioned trip-hammer always struck its blows in one inAmriable course, and ineAutably reached its object if it was in the line of motion. It dealt its blows with unvarying force upon whatever was in its way, whether it was the largest bloom or the smallest wire. The later imxirovements of lifting, by steam, enable the workman to measure and control the momentum, but the direction is ever the same. LIVING AVORKER. The living worker has no such limit as to direction of movement, or as to momentum. But he can vary the first indefinitely, and the last within the limit of his strength. The muscles are so distributed and arranged that man can move his limbs in any line. 574 EEPORT OF THE COMMISSIONER OF EDUCATION. He can strike upward and downward, forward and backward, to the right and to the left, and at any aogle between them. He can give these movements any degree of force, between that which is only sufficient to produce the slightest touch and that which is given with all his might. All this animal force is under the control of the brain and the mind. These, through the nervous system, govern the contraction of the muscles and guide the movements of the hands and the feet in any desired direction, and measure the force of blows, and apply them to all purposes. It is this control of the brain and muscular force that gives the limbs of the animal the superiority over the trip-hammer. It is the control of the mind over the brain that makes the hand of man more effective than the foot of the lion. It is the mental de¬ velopment and culture, the discipline and certainty of physical actions, that make the' skillful workman superior to the awkward and unskillful, in the application of mus¬ cular force to the business of life. CONDITIONS OF SUCCESSFUL LABOK. In the performance of all labor of the body, there are twm things to be considered: 1. The nature and character of the material on which the operation is to be done ; 2. The force by which this is to be effected. It is necessary to adapt the force to the con¬ dition of the matter in which changes are to be made, and to apply it in such a way and manner as to produce the desired results, without injury to the operator or the subject of the work. The carpenter works on wood ; the smith, on metals ; the brick-maker, on clay ; and the farmer, on the earth. Each must comiireheud the nature and eonditiou of the sub¬ stance to which he applies his hands or his tools, and the best Avay of making this application in order to accomplish his imrposes. This necessity is attached to all the labor of the world. Mechanics of every grade, the coarsest as well as the most refined, the wood-sawyer, the coal-heaver, the shoveler of gravel, all come under this law, all need to study, observe, and reflect, and in proportion as their minds co-operate with the hands, in ratio of the activity and correctness of their perceptive powers and the carefulness of their conclusions, will they succeed in their attempts at work. The difference in the degree of this co-operation of brain with muscle or the habits of ob- serA’ation and reasoning Avith the physical movement constitutes the diff’erence between the successful and the unsuccessful, in every sphere of employment. Intelligent workmen, with their eyes ever open, clearly comprehending the nature and character of the materials on which they are to operate, and the changes that they are to make, next consider the manner in which they can best apply their powers for this purpose. Having thus laid their plans, they use their power discreetly and effectively. They strike their blows Avhere and in the direction that Avill give them the best effect. They waste no time nor strength in striking w'here no change can or need to be made. When a succession of blows is needed to produce a definite result, they are so given that their effect is accumulative. Each adds to the effect of the preceding. The skill¬ ful wood-cutter strikes the second blow with his ax in the plane and the place of the first. The third and the fourth folloAV in the same plane, until the parts are severed. The observant workmen run against no needless obstructions; or, if they meet them, at once they discover whether they can be overcome ; and if not, they expend no force in the struggle to remove the immovable. They arrange and perform the suc¬ cessive processes of their work with appropriateness. Each exertion seems to grow necessarily out of its iiredecessor and to add to its effect. As soon as one process is completed the next suggests itself, with a manifest fitness. No time is lost in doubt as to what shall be done next, or in the transition from one steii to another. No mistakes are made in the order or propriety of these movements. Such men do not depend merely upon their bodily force in effecting their purposes. They take advantage of all the natural aids which are offered in the position and rela¬ tion of the substance on which they wish to operate. They take hold of things in the way they can be most conveniently moved. They do their work easily and with com¬ parative grace. They are what are commonly called handy men. They have an ajititude for whatever they undertake to do. Without superior strength, they use what they have with such tact that they accomplish large results. A skillful builder of rude stone walls in a rural district A\ms rather a slight man as to stature and weight, yet he was noted for his power to place on a wall, unaided, a larger stone than any other man in his town. His neighbors said he knew hoAV to take advantage of it, and could handle heavy stones easily. Unconsciously, he was a prac¬ tical natural philosopher in his Avork. He availed "himself of the facilities of means and position that nature afforded him, the lever, inclined plane, &c. Such men in their several ways expend and apply their forces economically and successfully, Avithout exhaustion or eA^en great fatigue. The unthinking, unskillful worker may be larger and heavier ; he may be able to VALUE OF COMMON-SCHOOL EDUCATION. 575 lift greater weights and strike harder blows, yet Ins exertions are uncertainly directed and may be misapplied, and consequently partially or entirely lost. While this paper was in preparation, two untaught laborers were seen endeavoring to lift out of its bed in a quarry a large stone loosened by powder. They placed their iron bars in such a manner that nearly the whole of their force was expended in pressing the loose stone against the fixed ledge on the opposite side, and no part of it would tend to lift the stone from its place. A better observer then removed the bars to another side of the fragment of rock, where their movement would be in the only line in which the stone could be taken from its position. These are awkward and comparatively unprofitable laborers. They may be very strong, and expend more force, and become more fatigued, and yet, with all their great endeavors, they accomplish less than their more intelligent associates. These differences in the application of personal force may be seen everywhere in the world, in all departments of labor, among mechanics of every occupation, cutivators of the earth, the hewers of wood, all who use their hands, tools, or machines to effect changes in the position, relation, or condition of material substance. Even the laborer, whose occupation would seem to require no thought nor skill, the scavenger who scrapes the mud in the streets, the shoveler who fills a cart with gravel or manure, the man who digs the garden with his spade, the boy that turns a grindstone to sharpen an ax — among all. there is a manifest and practical difference as to the manner of ap¬ plying their forces to their work, and as to the effect of their exertions, between the thoughtful and the thoughtless, between those whose quickened mind lends its aid to their muscular efforts, and the duller workmen, whose hands alone are given to their possessor, and take their chance of moving in the best and easiest, or in the harder and less appropriate way. AuSTALYSIS OF PEOCESSES OF L.VBOR. In this view of the matter, it is interesting and profitable to watch the movements of workmen, mechanics, farmers, laborers, and analyze their successive processes, and see their relations to each other, to the material on which they operate, and to the re¬ sult which they attempt to produce. WOOD- SAWYER. It seems to be a very simple matter to saw wood for fuel. Anybody, without intel¬ lect apparently, can do this work. Nevertheless, the intelligent and thoughtful can do it better and more rapidly than the ignorant and careless. The ^aw-horse must stand firmly on all its four legs. The log or stick must be placed securely in it, well balanced and supported ; otherwise it yields, rolls, shakes, or recedes before the pressure of the saw. If it be so placed that the cut is in the middle of the horse, between the legs, when the division is nearly made the stick bends downward, the two inner ends of the partially divided parts are brought together, they press upon the saw and render its movements very difficult and often impossible. If the stick be so placed that the cut is made outside of the horse, unless the part that rests u]3on the horse is long and heavy and is held firmly in its x>lace by its own weight or by the foot of the sawyer, or unless the saw is run close to the horse, the pressure will "turn the outer part of the stick downward and bend or twist the saw and x>revent its running. By proper move¬ ment of the saw, forward and backward, the teeth cut off x)articles of the fibers of the wood and make a narrow fissure through the log. The iDOwer that does this is the result of the twofold force — that whiclf would move the saw in the direct line of its length, and that which would press it into the w'ood. If the first act alone, the saw moves over the log without cutting ; if the second act alone, the saw is immovable. It is therefore needful to combine these forces in such proportions, and to bear upon the saw at such an angle, that the teeth be pressed sufficiently into the wood to cut off the superficial i)articles, but not sufficiently to arrest its movement. The thoughtful workman recognizes all these necessities, and makes his arrange¬ ments accordingly. He finds no difficulty in sawing his wood ; he meets vuth no ac¬ cidents, loses no time nor force in restoring his disturbed log, or iu difficult motion of the saw, nor does he injure it by endeavoring To push it when ju’essed, bent, or twisted. All his exertions are made with advantage. Every movement of his saw deepens the fissure iu the log. He works rapidly and without needless fatigue. The duller workman does not understand these conditions, or comprehend their con¬ nection with his pur]*;ose. He places his horse at random, and his wood upon it as it may happen to fall. So his horse may shake, his log may roll, his sticks tip up, his saw may be impeded, and the labor increased or even suspended. He has frequent difficul¬ ties. His work is interruified. His progress is slow. He expends needless force, and his tools require more frequent reparation than those of the more observing and more successful wood-cutter. 57G REPORT OF THE COMMISSIONER OF EDUCATION. WOOD-SPLITTER. There are great ditferences in the divisibility of logs of wood, and equally great in the manner of men’s attempts to divide them. They must rest on firm foundation of earth or other logs ; for otherwise they tremble oi- give way beneath the ax, and the blows are partly or entirely wasted. The log is more easily sxilit in one side and at one end than the other, in the line of the knots'rather than across their fibers. The in- teliigeut splitter comprehends all these conditions and makes suitable preparations, and then he strikes in the place and direction that gives the best promise of division. If the first blow with the ax is insufficient to sever the parts, he follows it with others in the. same line, so that the efiect shall be accumulative,, until the log shall be divided. The thoughtless splitter has no such comprehension of the best means of applying his forces to their work. He begins without guide. He places his log on whatever foundation may be at hand, whether suitable or not. He strikes his ax into any part that chance may present. If the first blow fails to sever the parts, he may strike again in the same place, and complete the division, or in other places, and lose the ad¬ vantage of adding the efiiects of successive blows to those which he had previously struck. He may make as great efforts as the better workman. Ho may strike as heavy blows, but, for want of intelligent direction, some are wasted, and some produce little efiect. GRINDSTONE-TURNER. Turning a grindstone is among the labor that requires apparently no mental co-oper¬ ation. So it is with -the dull turner. When the crank is ujipermost, he pushes it from him and downward, until it reaches its most distant point. Then he draws it toward himself and downward, until it is at its lowest point. Then he lifts and draws it, until it is nearest to his body, and lastly he lifts and pushes it to the highest elevation. These efforts are repeated at every revolution, by the unbroken strain of the muscles of the arms, back, and legs, through the successive circles of motion. The brighter turner soon discovers that the weight of his body pressing on the crank in its downward course will not only carry the stone through that XDart of the revolu¬ tion, but will give so much momentum to the movement of the stone that, with but little aid from the muscles, it completes the revolution. So he makes gravitation do most of the work, and his princiiial labor is in lifting his body to the erect x»osition and in throwing it on the descending crank. COAL-HEAVER — SHOVELER. The coal-heaver, the digger of the earth, the shovel er of gravel at the bank or of manure in the barn-yard, seem to need more muscular force for their work, and to do it without assistance of the intellect. But watching the movements of men of various degrees of mental developrnent and discipline while performing these simple opera¬ tions, it is easy to see that there is a great difference in their manner of working, and in tlie effectiveness of their exertions. And a careful analysis of their jirocesses makes it plain that it must be so; for with equal exxienditure of x^hysical force, the thought¬ ful laborer throws more gravel into the cart, or digs more ground in a given time, than another, whose mind is dormant, while his hands alone are busy. The intelligent shoveler, who brings quickened perceptive and reasoning faculties to his, work, first surveys the wholfe x^^’^^^es, and determines the condition and bearings of all the circumstances. He xfiaces the cart which he intends to fill at such a distance from the materials that he is to put into it that, with the least effort, ho can transfer the gravel from the ground into the vehicle. Ordinarily he meets no difficulty in loading his shovel by inserting it into the bank , or heax) of material that is to be moved. But if he encounters any resistance to this process, his quick sensibilities at once discover the obstacle, and His ready reason de¬ termines its cliaracter. If it be mere compactness of the gravel, he apxfiies his foot to the shovel and presses it into the mass ; but if it be a stone, he sees in a moment that it is imxienetrable and it is useless to press in that line. If the stone be small, he changes the direction of his tool to a lower line, and, passing it under the obstacle, takes it ux). If the stone be large he digs in another xfiace. In this manner he loses no time in useless struggles to effect the imxiossible. The duller workman, meeting the same obstacle, if he thinks at all, only supposes it needful to add more force to overcome it, and therefore x>ushes again and again with his hands and foot, until, after loss of time and force, he slowly comes to the con¬ clusion that his shovel cannot x^ass in that direction. INTELLIGENT SHOVELER. Having filled his shovel with gravel or manure, the laborer’s next object is to de- Xiosit it in the vehicle for transportation. This seems to be so simxfie a xu'ocess that all VALUE OF COMMON-SCHOOL EDUCATION. 577 men alike, wlietlier bright or dull, would throw it into the cart with equal certainty. Watch, then, these classes of shovelers, and it will be seen that they differ in their manner and success in this operation. The observant one holds his shovel at arm’s length, with his elbows slightly bent, and the handle of the shovel at a large obtuse angle with the forearm, and the blade of the shovel is at right angles with the plane of motion. Then he swings the loaded tool, making an arc of a circle, the radius of which is the direct line from the shoulder to the end of the shovel. He makes this movement quickly through a proper part of the circle and then suddenly stops. The vigor of this movement is sufficient to give the load an impulse that will carry it from the shovel, after it stops, to the point desired. The load passes in a tangent from the inverted arc. The centrifugal force tends to carry it directly in this tangential line ; but the force of gravitation intervenes, and under the influence of both the gravel moves in a curve, with its apex upward. The discreet shoveler carries his shovel to a point in the circle whence the tangen¬ tial movement, modified by gravitation, shall describe a curve which at its highest part is above the cart-wheel, if he fill at the side, and as high as the top of the load if ho throw in at the end. As the blade of the shovel is held at right angles with theiilano of the curve of motion, all the contents are carried in a curve of the same radius, all pass off at the end of the shovel, all receive the same impulse, and are driven by the same centrifugal force in the same tangential line, and all fall together into the vehicle in a compact mass; none fall to the ground, none are lost on the way. CARELESS SHOVELER. On the contrary, the thoughtless workman, unaccustomed to noticing the exact relation of things, and having no comprehensive plan of his operations, places his cart by accident. He may place his cart at the proper distance from the bank, where he can throw the gravel with the least cost of force, and with no loss by dropping on the way. It may be so near that he has insufficient room for the free movement of his hands and tools. In that position he is obliged to bend his elbow and move his shovel in a smaller curve, and he must use greater force to throw" the gravel over the wheel in this short space than if he had ox^portunity to swing his shovel at full length of the arm. The cart may be even so near as to make it necessary to lift the shovel directly upward at the greater cost of strength, and with the danger of hitting the vehicle on the oucside, and shaking off a part or the whole of the contents of the shovel. Or, as chance, not intelligent observation, governs this matter, the receptacle may be so far off as to require the workman to walk a step or two or more, carrying his loaded shovel in his hands, to get w'ithin throwing reach of its iflace of deposit ; or, if not so distant as to corax^el him to move himself toward it, still it may be so far that the impulse given by an easy swing of the arms will not carry the gravel into it. Then it is necessary to exert a greater force for this ijurpose. Nor is this dull laborer always mindful of the position of his shovel when he throws its contents. He may hold the blade at right angles with the jflane of motion, and at other times at an oblique angle with this plane. In this position, the oblique surface of the shovel, acting as an inclined xflane to the line of movement, causes the contents to slide toward the lower side, and some to drop off in that direction. The upx^er and lower parts df the shovel move in curves with different radii ; their tangents in which the gravel moves from the shovel are in different lines ; the curves x^roduced by the combined centrifugal and gravitating forces, acting on the contents of the npx^er and lower parts of the shovel, reach different elevations, and, though the main part may pass over the wheel to its destination, there is a shower of particles dropping to the ground all the way from the shovel to the cart. In these and other wmys the laborer wffiose hands are not guided by quickened x^er- ceptive and reasoning faculties loses a x^art of his exertions, and accomplishes less than his better-trained fellow-worker. SPREADING GRAVEL OR MANURE. The farmer takes his compost fromi the heap in the barn-yard, and spreads it over the surface of his field. The last is often done w"ith the shovel directly from the cart. The manner of removing the matter from the cart is the reverse of that of x)laciug it there. In the first operation the workman wishes to throw his shovel-loads in com¬ pact masses into the vehicle. In the other ho wishes to spread the matter widely and thinly over the ground. In loading he holds the blade of the shovel at right angles with the xilane of motion, which is generally nearly or quite vertical. In spreading he holds the blade at an oblique angle with the xflane of motion, which is never verti¬ cal, but oblique, or nearly or quite horizontal. This manner of holding and carrying the shovel throw"s the compost in successive and diverging xifH'ticles from the end around the circle of movement, and scatters them like a shower from a water-x)ot when swung around in circular direction. 37 E 578 REPORT OF THE COMMISSIONER OF EDUCATION. The laborer of lower intelligence goes throngh the same work of spreading in differ¬ ent manner and with different success. He takes the compost from the cart, shovel¬ ful by shovelful. But when he wishes to scatter it over the ground he may hold and swing the shovel in the easiest and best manner, or, as he works at random, he may carry the blade at right angles with the plane of motion. Then the contents move in a compact mass and fall in a heap on the ground, and another labor is necessary to spread these heaps evenly and thinly over the surface. The thoughtful and successful workman whose movements have been herein de¬ scribed knows nothing of natural philosophy as a science from books, yet he acts upon its principles, and, obeying its laws, he avails himself of their aid to the mani¬ fest advantage of his work. He may have never heard of circles, tangent, or centrif¬ ugal and graviatiug forces, yet he knows the use that can be made of them in his ordinary operations. If asked to explain his method of labor, he is at loss. He can only say that this is the best and easiest way. But he is none the less a practical natural philosopher, in his way and for his purposes, albeit he may be ignorant of the terms and principles. THE SCAVENGER. The scavenger with hjis hoe scrapes up the mud, dirt, filth in the street, or sweeps the pavement with his broom. This is mere hand-labor. Can the brain lend any aid in his processes? Will culture of any of the mental faculties help his work ? The world seems to think that, in this occupation, education is a wasted investment. Nevertheless, it is worth while to watch the street-cleaner in his work, to analyze his processes, and see how far discretion and judgment may be of use to him and profit¬ able to those who employ him. The surface of the street may be of hard, well-beaten gravel or loam, or it may be macadamized, stone, wood, iron, or other pavement. If of stone, it may be of cobbles or square blocks. It is desirable to remove all the mud, dirt, filth, and other accumu¬ lation, without disturbing the substance of the street itself, by removing any of its gravel or loam, or by loosening any of its j>avement. For this purpose it is necessary Hiat the scraper should carry his hoe sufficiently near to the surface to take hold of and remove all the loose particles, and yet not so near as to catch or loosen or remove any parts that are fixed and should remain. He must hold his instrument suspended in his hands just touching the smooth surface without pressing upon it, and raise it carefully over any projection of wood, iron, or stone in the pavement sufficiently high to pass over it without disturbing it, but not so high as to lose any of the burden which had thus far been gathered. The thoughtful scavenger has these conditions constantly in mind, and governs the movement of his hands in accordance with them. He removes the accumulations upon the surface without distuibing any part of the street itself. His quick sensibil¬ ities, by the slightest touch of the hoe, reveal the pressure of an obstacle that cannot and should not be removed or loosened before he strikes with violence or draws with energy against it. He makes no useless expenditure of force in scraping up any of the road-bed, or in drawing against the immovable projections of the pavement. The careless scavenger gives no thought to these conditions of his work. He lets his hoe rest upon the ground, or sometimes lu'esses it downward in order to be certain that he scrapes clean. His only effort is to drag the hoe over the groundr He draws not only the mud and dirt that should be removed, but also some of the loamy or gravelly surface of the road. He hits against projections, and then struggles with more force to draw the hoe through them, and expends useless strength before he dis¬ covers the impossibility of drawing in that direction, or perhaps removes some part of the pavement. After making this tardy discovery he lifts the hoe, not cautiously t-o lose as little of its load as possible, but freely and high, leaving some of the gathered burden behind. So his careless and unskillful manner of cleaning the streets impairs the pavement, leaves it still uncleansed, injures his tools, and the friction of the hoe on the ground and the striking and drawing against the iDrojecting imvement demand a greater out¬ lay of force than is needful for the best performance of the work. USE OF MACHINERY. Machinery is sometimes said to take the place of intelligence, and its manager is thought by some to be reduced to its level, a mere automaton to complete the unthink¬ ing work ; and the two machines, one dead, com^iosed of wood and metal, and the other living composed of bone and muscle, make but one complete whole, and they together perform one work. Very far from this is the truth. The management of a machine requires more intel¬ ligence and more mental co-operation than the simple processes performed by the hands alone. The more complicated the machine the more need is there of observa- tioiq reflection, and concentration in those who manage it. VALUE OF COMMON-SCHOOL EDUCATION. 579 WEAVEE. The weaver puts into the power-loom warp sufficient for the proposed piece of cloth. The filling is wound upon the bchbins, which are i)laced in the shuttle. The loom is put in motion, and, apparently, may continue to weave the whole warp into cloth without interruption, except the replacement of the bobbins as often as the thread is used from the one in the shuttle. The. attendant or weaver seems to have nothing to do but to put the full bobbin in jdace of the empty one as often as is necessary. This the quick-witted weaver does promptly. She knows how long a full bobbin will last in the shuttle and has another ready. She watches the time of its exhaustion and at once makes the change. Hardly a moment is lost by this interruption. This is a necessary part of the process of weaving, for the way has not yet been discovered of connecting with the loom an indefinite amount of filling as well as of warp. But this change of bobbins is only a part, and with some only a small part, of the responsibility of the manager of the loom and of tlie interruption to the work. Threads, both of warp and filling, are liable to break. Bands may slip from the wheels, and other accidents happen to parts of the machine. These require constant attention to recognize them as soon as they occur, to make the needful repairs and restore the dis¬ turbed elements to order. To the unused spectator the running loom sends forth a complication of mingled and undistinguishable sounds, a mere confusion of rattle. But the intelligent operative soon analyses these confused elements of noise and discriminates the several parts which each portion of the loom contributes to the whole. She refers one to the beam, one to the shuttle, one to this wheel, and another to that wheel, &c. To her percep¬ tions every one of these sounds has its origin in a recognized part of the perfect loom. Each element of the noise thus represents to her understanding the correct movement of its own part, and the whole re];)resents to her the healthy running of the complete machine in good order. Familiar with the whole and with the several component elements, she readily de¬ tects any variation, any excess or deficiency, or any new and strange sound. Her quick perceptions recognize the disorder, and her reason as readily refers it to its source. OECHESTEA. The music of an orchestra is composed of a variety of sounds sent forth from many kinds of instruments. The ordinary untrained ear only knows the several sounds as one whole, and finds pleasure from the resulting harmony. But the cultivated leader analyzes the various sounds and refers each to its origin in its appropriate instrument. If any player fail of his due note, or if his instrument give forth any discordant note, he at once perceives the difficulty and refers it to its cause. STEAUSS. At the late musical jubilee in Boston, 1872, Strauss, the celebrated composer and leader, was conducting a rehearsal of an orchestra, said to be composed of a thousand instruments; suddenly, when to the common ear everything was going on in complete harmony, the leader arrested the whole proceeding. The audience were taken by sur¬ prise, for all was apparently satisfactory ; but the intensely acute ear of the accom¬ plished conductor had discovered an imperfection among the immense volume of sounds. He went directly to one of the performers, and, pointing to a note in his score, said, “Fortissimo,” and then returned to his post. The musicians then went over that part again, and without the failure that had before disturbed the acute sensibility of Strauss. So the trained ear of the thoughtful weaver discovers any variation of the proper sounds of the loom, and quickly, before the disturbance has time to increase, she stops the machine, if it do not stop itself, and finds the cause — it may be a broken thread in the warp, a knot in the filling, a band out of place — and immediately makes the needed reparation. This is the work of but a few moments. The interruption is very slight. DULL WEAA^ER. The unintelligent, thoughtless weaver brings no such quick iierceptions and ana¬ lytical power to learn the sounds of the loom and to refer them to their several parts. She has no comprehension to determine what each element of the noise represents. To her the whole is a mere confused medley of noise. Her ear does not, then, detect vari¬ ations or the signs of disturbance ; still less can she refer them to their appropriate source in the elements of the loom. When any disorder happens, a thread breaks, a band slips, the shuttle falls out of place, or other irregularity, it may be several seconds before she discovers it. It is still 580 REPORT OF THE COMMISSIONER OF EDUCATION. longer before her dull reason comprehends the difficulty and comes to a conclusion that the machine must be stopped. While she is waiting for her tardy thoughts and equally slow hand, the disturbance increases and more mischief is done, more threads are broken before the loom is still. Then the mental process of finding the cause of the trouble, and in determining how it shall be repaired, and the work of reparation, all those consume much time, during which the weaving is necessarily suspended. She takes no exact note of time, she is not conscious of the period a bobbin will last in the shuttle, but makes a new discovery of its emptiness when its thread is gone; then she remembers that the shuttle must be taken out and another with a full bobbin put in. All these processes of mind and hand — the dull perception, the hesitating con¬ clusion, the tardy rei)aration — consume several seconds, perhaps minutes, and cause percei^tible suspension of the work. If there were none of these interruptions except for the replacement of the bobbin, and the weaver had equal mental and bodily activity, all the looms, of the same con¬ struction and j)ropelled by the same power, and with the same warp and filling, would weave the same quantity of cloth in a day. But there are great differences in these results. These are caused mainly by the varying stoppages of the looms, and this is due to the difl"erence in the skill and activity of the loom-tenders. Some have more acci¬ dents than others, and some require louger time for repairs. An overseer in a cotton-mill, pointing to a room in which the weavers were well edu¬ cated, said to a visitor, those looms weave 20 to 25 per cent, more than those in another room, which are managed by girls that have some slight education, and 50 per cent, more than those in the room below, where the operatives have received no education, and can neither read nor write. In another factory, where ox>eratives of various de¬ grees of intelligence and culture are employed and paid by the piece, a similar differ¬ ence is shown by their earnings. Their machines, motive power, and threads are alike. But their wages vary from $7 to $11 a week. The highest, which was .57 per cent, over the lowest, and all the interme.diate wages, indicate the differences of amount of cloth woven, and of intelligence and skill brought to the work. Similar differences are found in other branches of manufacture of cloth — in the spin¬ ning, carding, and other processes — that require human supervision and direction. All are benefited by the quick eye, the ready comprehension, and the sure reason of the educated operative. CARPENTER— NAIL-DRmNG. The skillful mechanic has necessarily a quick discerning eye. He comprehends the nature and character of the materials on which he is to operate, and the means and processes by which he can make changes in their condition. The successful carpenter adapts his tools, planes, saws, augers, chisels, &c., with exact precision to his lumber, and thus xiroduces new forms and combinations. His processes of labor may seem very simple, and some of them apparently to need no co¬ operation of the brain. Any person, even the least taught, can drive a nail. But here as well as elsewhere is a great difference in the work of men of different degrees of mental activity and discipline. Whatever may be the intended direction of a nail that is to be driven into wood, it is actually carried in the direction of the blow that is struck upon it. If the line of the nail be coincident with the direction of the blow, it is driven longitudinally in its intended course, and all the momentum of the hammer is applied to its purpose. But if the movement of the hammer bo oblique to the nail in either direction, to the right or to the left, forward or backward, the nail is turned in that way, and is not carried lengthwise into the wood. That exertion is lost. The observing carpenter understands these conditions and adapts his movements to them. He carries the hammer in the sauje plane as the line of the nail. The impulse of the blow, the line of the nail, and its intended course are coincident, and each repre¬ sents a tangent to the curve made by the hammer. Every blow moves the nail inward ill ratio to its momentum. Without these mental aids of understanding and discipline, the unskillful workman is ever in danger of failing to adapt the movements of his hands to his purpose. Fie lacks jirecision in his plans and exactness in his execution. It is, therefore, but a matter of chance that his blows hit the nail on the head, and in the line of its length and intended direction. The plane of the circle in which he moves his hammer may be paralM with the liue of the nail ; if so, he drives in the right course. And it may vary to the right or to the left. Whatever may be this obliquity, the blow falls in that line and turns the nail so far from its intended way. That blow is lost : it does not carry the nail lengthwise into the wood. Moreover, it necessitates the loss of another blow to restore the nail to its erect position, if it is not broken. While the intelligent shingler may drive his nails with two blows, the careless workman may sometimes need to ex¬ pend four blows for the same purpose. There is a difference in the force of the blows between these two classes of workmen VALUE OF COMMON-SCHOOL EDUCATION. 581 due to tlie same canse. The disciplined and thoughtful, having the direction clearly in his mind, and knowing that the blow will advance liis object, strikes boldly and effectively ; but the awkward nailer, lacking the sure confidence that knowledge gives, feels uncertain whether he may do good or harm with his hammer, and therefore strikes timidly, less effectively, and needs more rejietitions to complete the work. HEAVY AND LIGHT TOOLS. In all endeavors to effect purposes by the means or intervention of tools, implements, machines, or vehicles, the tirst part of the motive power is expended on the instrumen¬ tality in wielding the tool, running the machine, moving the vehicle, wagon, or car¬ riage, and all the force that is expended in this manner is lost to the object of the ex¬ ertion. A child that has just strength sufficient to lift a basket or trundle a wheel¬ barrow can carry nothing in it unless the vehicle be lightened. But in proportion as its weight is diminished, load can be added. All these instrumentalities are made light and delicate, or strong, coarse, and heavy, according to the work which is to be done with them and the way they are to be used. A carriage that is to be driven carefully and on smooth roads may be light and easy to be moved, and one that is to be driven recklessly and over rough, stony roads must be strong and heavy, and require more power to move it. The same horse can draw more freight in the light than in the heavy vehicle on the same road. The difference in the loads is equal to the difference of power required to move the carriage alone. Ignorant and coarse workmen need to have strong and heavy tools to sustain their rough handling without being broken. The hoes which the ignorant scavenger used to clean the streets in a southern city were enormously thick and heavy. The handles were very large poles in their natural state, taken from the forest, with the branches trimmed off". The reason given for their clumsiness was that these heavy tools were necessary for the rude laborers on the farm and the street-cleaners of the same, want of culture. No others would be safe in their hands. The light hoe, which skillful men use wilh safety and advantage, would be broken by the rough usage of the ignorant and careless workman. On fur¬ ther testing them it was found that the coarse hoes, with their huge handles, weighed twelve pounds each, while the more graceful tools of cast steel, with turned handles, weighed less than two pounds. Here , was a great difference in the amount of force that must be expended in moving the instrument before it could effect its puiqiose — six times as great for the laborer who worked with his muscles alone as for him who could bring his brain and intelli¬ gence to aid and direct his physical exertions. Suppose that two scavengers of equal bodily strength, but with different mental activity, could make the same bodily exertions through the day. Suppose that they were employed side by side cleaning the street, the intelligent using the light hoe and the ignorant man using the heavy instrument, and that each could haul twenty pounds at a time, and could make the same number of strokes ; then the load which was hauled by the duller workman would consist of twelve pounds of hoe and eight pounds of mud, while that drawn by his brighter associate would consist of two pounds ®f hoe and eighteen pounds of mud. The results of the same expenditure- of force would be more than twice as great when guided by intelligence as when left to the hand alone. There is another consideration connected with the expenditure of force. The two scavengers are supposed to use the same exertion in hauling the mud to the heap, but when they throw their implements back for another load, one carries twelve pounds, thereby expending six times as much strength as the other whose hoe weighs only two pounds. A manufacturer of scythes, in Massachusetts, visited a dealer in agricultural imple¬ ments in one of the Southern States, many years ago, to see his wares. The dealer at once told him that “ if he had bought such scythes as were made for and used by the northern farmers, they could not be sold for or used by southern slaves. The delicate tools which are easily and safely handled by the intelligent laborers of the North would be readily broken by the ignorant and awkward laborers of the South. They use their implements carelessly and roughly. They strike against stones, roots, bushes, hassocks, and often into the ground, and so they bend, twist, and break their scythes. They must have short, heavy, stubbed scythes, that will bear the hard usage of our men.” With such scythes as these men can use safely, they cut narrower swaths and less at a clip, and consequently mow less in a given time. They cannot cut the grass as evenly or as closely to the gronnd as skillful mowers with the best scythes. They leave a higher stubble to be wasted, and obtain less hay from a crop of grass equally heavy, than the intelligent workman. In every stage and relation of the labor in the hands of ignorance there is a tax, in injury to the material operated on, in the increased wear and breakage of tools and implements, in the greater expenditure of force, in the diminished production. The cost is greater and the iiroffts are less. 582 REPORT OF THE COMMISSIONER OF EDUCATION. COMPREHENSIVE PLAN OF LABOR— RAPID SUCCESSION OF PROCESSES, Laboi’, however simple, is a succession of processes, passing from object to object, from movement to movement, to produce a definite result. In these changes or pas¬ sages from one to another the brain guides the hand, and in proportion to the activity and discretion of this mental co-operation is the work rapidly or slowly performed. The intedigent worker first surveys and comprehends all the details of the business before him, and the processes needed for his purpose. He arranges these in xiroper order in his mind, and determines the plan of execution. This gives him mental decis¬ ion, xiromptness in action, and correctness in the adaptation of his forces to his work. When o*ie XR'ocess is completed the next is present to his thought, and the ready hand simultaneously follows the mental direction. The skillful shiugler makes all bis iireparatory arrangements to facilitate his final work. He lines the roof, lays the shingles in heaps along the course, fills his xiocket or axiron with nails, then, with a glance of his eye, he measures the vacant xfiace that is next to be covered, selects a shingle of xiroper width to break or cover the joint in the course that was last laid. He trims and shapes it, if need be, to fit the xilace, takes the nail from his xiocket and drives it in, in the x^roper position, where no dampness, even by caxiillary absorx^tion, shall reach it and cause rust and remotely a leak. He goes through ail these mental and bodily processes in due succession. He performs each one comxiletely, and. then passes instantaneously to the next, with no interval of doubt or hesitancy, and no loss of time. The duller mechanic has no such clear comprehension of the whole character and detail of his work ; he makes no such plan of the order and succession of his x>rocesses. When one is comxileted, he is often at loss as to what should follow, and hesitates a moment, looking vacantly to find direction. His dull eye does not measure at sight the relative width of the iilace to be covered and of the shingle before him. He needs often to lay it down to see if it will break the joint. In his transitions from process to Xirocess, from selection to fitting, from fitting to nailing, with their subordinate details, there is a want of that versatile mobility which a quick eye and thoughtful mind give to the hand of a raxiid workman. He is slow in his movements, loses time in his changes, and is therefore unprofitable. HOEING CORN. When the intelligent farmer hoes corn in his field, or beans in his garden, he surveys each hill as he comes to it, and sees at a glance what should be done, the weeds and the grass to be killed and buried, the xiart that needs to be banked up, and where he shall find the loose earth to fill the low place. He begins his work on one side, and xiasses around to the other and to the place where he began, completing in each xiart, before he xiroceeds to the next, what is necessary to give the hill its xiroper form to support the corn and allow it the best opportunity for growth. Having finished a hill, he passes at once to the next; using there the same judgment and decision, and the same diligence in execution, he goes through his field without loss of time or interruption of labor, or misaxiX>lication of force. Another laborer in the same field, destitute of this ready perception and discretion, neither comprehends nor x^laus his x^rocesses from the beginning. He strikes his hoe at hap-hazard, digging here a little and on the other side a little, leaping from part to more distant part, and at length looks over the field to see whether any part has been omitted ; and if he finds any weed yet standing or low placef.'Unfilled, he makes the suitable rexiairs, and then takes another survey, with the possible need of further labor to complete his work. Then, after striking more blows with his hoe than the better educated co-oxierator, but with not more complete hill, he is about ready to pass on to another, which he digs about with the same irregularity and order of processes. Not infrequently, after he has gone to a second hill, he looks back over the row which he supposed he had finished, and, seeing some parts omitted, returns to comxilete his work there. HAY-RAKING. It is seemingly a very simple matter to rake hay in the field in the summer. Never¬ theless, the observing and the thoughtful only rake the ground clean and raxndly. The careless raker ax^xilies the whole breadth of his rake to the hay spread before him. As he draws this, he leaves a line of straw which falls out at the side, and finds it needful to go back and rake the ground over a second time to make his work comxilete. The careful hay-maker leaves sufficient of the breadth of his rake outside of the hay to catch all parting straws and leave none behind. With little increase of labor, he gathers all, and leaves the field with no loss of hay. VALUE OF COMMOX-SCnOOL EDUCATION. 583 ECONOMY OF TIME AND FOECE. The wise and intelligent ever economize in time and labor. They study and plan their operations in advance, and do their work well. When once done it is complete, and there is no necessity for doing any part of it over again. The ignorant and unwise act differently. They have not full comprehension of their purposes, nor of the Aray of executing them. Their work is often incomplete. They leave parts to be done over. The careless shoveler spills some of his gravel on the ground, which must be again taken up and thrown. The unthinking plowman leaves balks in the field that must, at much greater cost of time and labor, be turned over by the shovel or hoe. The awkward tailor needs to spend much time in altering the garments that he has care¬ lessly failed to lit the frame of his customer. No small proportion of the laboring force of the world is expended in correcting mistakes, in compensating for deficiencies, in repair of damages that arise from accidents, which are generally but another name for carelessness in somebody. A sagacious owner of steamboats on the Mississippi River, after long experience and obser¬ vation in the management of this property, and as a master of his own vessels, said, “ that all accidents were due to careless inattention, unfaithfulness, or ignorance some¬ where. Sometimes they were caused by those in whoso immediate management they happened, and sometimes by those who preceded them. A boiler-explosion may be due to the negligence of the engineer, or to the imperfect workmanship of the maker, or, still further back, to the one who prepared the iron. A carriage may be overthrown by the ignorance of the driver, the want of skill in the manufacture of the vehicle, or the incompetence of the road-builder. And if all who had had any part in the prepa¬ ration of these means of transit had been intelligent in their occupation, and faithful, no accident could have occurred.” A skillful wbrker so arranges his exertions as to expend no force without producing a proportionate effect. Ho does his' work in the time and circumstances when and where ho can do it with the least cost of strength. He takes advantage of opportuni¬ ties and makes them subserve his purposes. If he is a carrier, passing from place to place and returning, ho takes from the first what is not wanted there and carries it to the second, where it will be of use, and returning, he brings from the second what is not wanted there to the first Avhere it is needed. In this way he accomplishes a double purpose in each journey. But some thoughtless persons sometimes travel to carry matter from A to B, and return empty, and again they go empty tfom A to B, in order to bring matter from B to A. Much of the rvork of the untaught and untrained is tentati^m. A guess or conjec¬ ture directs the efforts, and the worker feels his way and determines whether he is right or wrong as he proceeds. He is consequently correcting his errors continually or suffering from them. A careless joiner cuts his mortise at random and his tenon in the same uncertain Avay. It is accident if they fit each other. His doors and windoAA's, and shehms and their incasings, are subject to the same chance of fitting or unfitting adaptation. COOKING. Unfortunately, the preparation of our food, the nutriment that is to be converted into our own flesh, and be made a part of our living bodies, is often consigned to the hands of the least intelligent, whose want of education, and whose loose habits of obserAmtion and imperfect reasoning, preclude precision of calculation and adaptation and exactness of proportion of materials. Hence there is uncertainty in the results of their labors. Neither they nor their employers seem to expect that the bread and other mixtures sent from the kitchen will be suited to the Avants and powers of the inner man, with the confidence that they do, that the preparation of the skillful tailor or dress-maker will be fitted to the outAvard form. With such cooks, chance controls the culinary processes, and the language of the housekeeper not infrequently acknowl¬ edges the iiower of this princ'^iile. If the food is prepared so as to be acceptable to the stomach, and easily convertible into living flesh, she felicitates herself on her good cook, and her friends congratulate her on being so favored by fortune. But if, on the contrary, the bread is heavy, the jiastry hard to be borne in the digestive organs, and the meats unfitted for nourishing the animal body, she offers the aiiology that the cook Avas unlucky, and this is jnesumed to be sufficient explanation of the unpleasant cir¬ cumstances. LABOR THE MAIN SOUBCE OF AVEALTII. With small exception, all the wealth of the world is the creation of human labor, the product of muscular exertion. The original material elements of wealth in manifold forms are found abundantly in and upon the earth and its Avaters, but they are useless and have no value until their position, condition, and form or character are changed and adapted to man’s wants by labor. 584 REPORT OF THE COMMISSIONER OF EDUCATION. MINERAL ORES. The miueral ores buried beneath the ground have no available value until they are taken out of the earth and turned through manifold processes to use. The laborer who digs the shaft to the mine adds his quota to its value, inasmuch as the ore, when made accessible, is worth more than it is when out of reach. The miner who loosens the ore with his pick adds another item to its value. The workmen who transport it to the surface, the meu in the smelting-furnace, every man who works upon it, from its natural condition as ore and position in the earth to the last finish of the iron or steel products, adds his due proportion to its worth, and the changes in position and char¬ acter produced by their labors constitute nearly all of that final value. The bloom is worth more than the iron ore, the bar more than the bloom, steel more than the iron bar, and the finished cutlery more than the steel; but to all this final value that of the original undisturbed ore in the earth contributes very little. Aj)ple- ton’s Cyclopedia (vol. is, p. 584) says : “A bar of iron worth $5, it is stated, is worth $10.50 when made into horseshoes ; $55 in the form of needles ; $3,285 in penknife- blades ; $29,480 in shirt-buttons.” It is not easy to determine what the ore from which this bar was made was worth when it was in the mine, before a shovel had been struck into the earth that covered it. Probably a few cents only, or even a few mills, would have bougkht it. And this is all that unassisted nature contributed to this capital of over $3,0W in knife-blades or over $29,000 in shirt-buttons. WOOD IN THE FOREST. ■Wood, as it stands in its natural position in the forest, has only a prospective value, as labor shall be added to it to convert it into fuel or lumber fit for use. A mahogany, rosewood, or black-w^alnut tree must be submitted to many blows and pass through many changes from its living state before it becomes of practical value. The woodman cuts it down in the forest and adds his labor to its worth. The teamster hauls it to the railway or shipping-place and adds another increase to its value. The ship-master or railway company carry it to the i)lace where it will be converted into articles of use, and to that extent increases it worth. The sawyer divides it into boards or parts of such shape and size as may be wanted. Finally, the cabinet-maker converts it into chairs, bureaus, tables, &c. The value of this wood in the living tree constitutes but a small proportion of its worth when manufactured into furniture and offered for sale in the warehouses. HOUSES. Buildings, public and private, churches, court-houses, dwellings, factories, shops, stores, and others, constitute a large part of the capital of the nation ; yet they owe a very small portion of their value to nature. The wood in the forest, the clay in the pit which supplies the material of the bricks, the stones, marble, slate in the quarry, the mineral ores in the earth — iron, lead, tin, copjjer — that are ultimately con¬ verted into nails, locks, hinges, roofing, pipe, &c., have a very small value in their natural state, compared with their final worth, when put together in the form of a building, by the manifold and varied processes of human industry. LANDS. The value of wild, untouched land in the forest is estimated to be $1.25 an acre. This, however, is its prospective value, for until the hand of man makes it accessible and improves it it is worthless ; but when it is cleared and cultivated, when roads, canals, or railways bring it within reach of the civilized world, when population gath¬ ers around it, and society makes the place attractive, and a market is created within reach, the value increases with these added advantages, until it may be tenfold, a hun¬ dred-fold, a thousand-fold the original price. LABOR BECOMES CAPITAL. Through all these transitions from the natural condition of these elements of property to their finished artificial state, each successive process adds to their value. In each process, labor is converted into capital. Every judicious blow is wealth the moment it is struck. The woodman strikes his ax into the tree. If that blow is a part of the division of the trunk from the stump, the value of the tree is increased by it. When blows sufficient to cut the tree down and to divide the trunk and branches into fire¬ wood have been struck, they become capital, equal to the difference between the value of the standing tree and marketable fuel. So, also, all other labor that is properly ap¬ plied to the w ood— the teamsters who take it to the mill, the sawyers who .cut it into boards, laths, or shingles, the carpenter who shapes, fits, and combines them into VALUE OF COMMON-SCHOOL EDUCATION. 585 liuildings — their blows and exertions, by which the position, condition, or relation of the wood is chanj^ed and its worth increased, are converted snccessively into cai)ital. It is manifest that as human effort creates wealth, the more rapid the movements are made the greater the accumulation. The active carpenter drives more nails than the slow workman, and creates more value in a day. But it is only the judicious, well- directed blow that becomes wealth. The blow that is struck on the nail in the line of its direction adds to its worth, for the driven nail is worth more than one outside the wood; but an oblique blow that turns the nail to one side adds nothing to its value, but, on the contrary, lessens it, inasmuch as a crooked nail is worth less than a straight one. When the blow of the wood-cutter falls successively in the plane of its prede¬ cessor and enlarges the division, it increases the worth of the wood ; but when it falls to one side or the other without carrying the division deeper into the log, it leaves no more wealth behind. EFFECT OF EDUCATION ON LABOR. The value that is created and added to matter by labor is in ratio of the skill of the worker, or the appropriateness of his exertions, and the rapidity with which they are made. The degree of these is in proxiortion to the mental co-operation with the move¬ ments of the hands. When the mind is torpid the hand works alone, and for want of a watchful guide it moves in uncertain manner and with doubtful effect ; but in as far as it is quickened by education, the perceptive faculties are sharpened, the reliective faculties strength¬ ened, and the movements of the hand are directed to their purpose. They strike in proper direction, and with appropriate momentum. All the force is expended to ad¬ vantage. None of the blows are lost. Each one produces changes that add to the value of the material operated upon. Education, then, is the economy of force, and gives it a greater power to create value. It enables the intelligent and skillful to add more to the worth of matter than the ignorant. The cost of educating a laborer — of setting him to think, and fitting him to expend his forces to advantage — is very small. The few years of youth when the body is comparatively weak, the expense of teachers, books, &c., are but small sacrifices com¬ pared with the gain. The return in increased productive power is great and perma¬ nent. It is the differenee between the skillful and quickly moving and the unskillful and slow workman, between the large and certain and the comxiaratively small and uncertain producer. NATION^AL WEALTH. The wealth and income of the nation is but the aggregate of the wealth and income of all its members. If a man adds to his private capital or to his power of produc¬ tion, the capital and income of the state are increased to that extent. If he loses or extinguishes any part of his fortune or fails to earn, the same loss falls on the com¬ monwealth. Individual wealth collectively is public wealth ; personal impoverish¬ ment is public poverty. The total financial, physical, and mental power of a com¬ munity is no more nor less than the sum of its elements. The body-politic has then an interest in everything that tends to increase the productive power of the xieople. As education has this effect by sharpening the jierceptive and strengthening the reason¬ ing faculties, as it sets people to observing and thinking, and thereby enlists the quick¬ ened and energized mind as a co-operator and aid to muscular action, and enlarges men’s capacity of creating value, so it is both the interest and the duty of the Gov¬ ernment to see that none be allowed to enter the resiionsible iieriod of life without this means of doing the best for himself and for the state. The late Earl of Carlisle, a man of unusual acuteness of observation and of gener¬ ous, comprehensive sympathies, traveled several years ago through most of the States of this country. He took great pains to inquire into the domestic and social condition of the people, their education, their habits, and manner of working and of living. After all his experience and study here, he said to a friend, “If every man and woman in your country were educated as are the natives of Massachusetts, there is no telling the power and the wealth of your nation.” 586 REPORT OF THE COMMISSIONER OF EDUCATION. THE RELATION BETWEEN CRIME ANB EBECATION. BY EDWARD D. M.VNSFIELD, LL. D. Qnetelet, the most philosophical statistician of Europe, says that ‘‘ society prepares the crime Avhich the, criminal commits.’’ This is true, in not only a real, hut most profoundly moral and philosophical sense. Then what is society, or what is its preparation for individuals? And how ? We may imagine a single person, or, rather, a single family of persons, living alone upon earth without any other law than their natural instincts. They are a law unto themselves. But we do not now find such persons. In fact, history knows mankind only as an association of many individuals, allied together hy some common laws. This associa¬ tion we call civil society, and it is defined by law.s, civil, social, and natural; and it acts upon individuals as the great forces of nature act upon the particles of matter. But as society is a moral and not a physical being, it is responsible for the forces it puts in motion and the direction they take. It is responsible for the civil laws and the social laws it creates and enforces. It is bound to recognize the natural laws of human action. It is bound to know that want creates temptation ; that passions must be restrained ; that ignorance is blind and weak. Society must recognize these facts, and it is bound to provide against the evils which result from them. If it fails to do this, it fails not only in its obligations to the law of God, but to the laws of its own existence. But if Quetelet’s proposition bo true, and we hold it is strictly so, then society has failed in some of these obligations. How does it fail? In what has it prepared crime? If we were to examine the appar¬ ent or superficial elements of crime only, we might imagine that society has done all it could for its prevention. Does not the statute law name and affix a punishment to every conceivable crime ? Are not the officers of justice in pursuit of the criminal ? Do not the courts condemn him ? Is he not sent to prison or to death ? Cer¬ tainly. But in all this we see rather the revenge of society than either preven¬ tion or reform. Prevention there is, to the extent of a salutary fear of punish¬ ment ; but has society sought prevention to the extent of its power? Unquestion¬ ably, it will be agreed on all hands that prevention is the thing to be sought. If all crimes could be prevented, there would be no need of either jjunishment or reform. But we find that in all the earlier ages of civilization prevention of crime was never sought except by the fear of punishment, and reform not at all. In the last century, especially within a few years, reform has been the special object of inquiry in the criminal system, and particularly in regard to human regulations. But great humanity to prisoners is only merciful to them, not society ; and if it were possible to reform all the criminals in the country, it would be nothing to the great column of advancing criminals continually pressing forward. When we have reformed every criminal — an obvious impossibility — how shall society prevent crimes? That is the only real problem presented in the philosophy of criminal jurisprudence. Quetelet says, “ Society prepares the crime which the criminal commits.” What does he mean ? How does it j)repare it ? The influences of society are both positive and negative. When society enacts criminal laws, punishes crimes, erects peniten¬ tiaries, and endeavors to reform the criminal, it acts by positive means, and by those only. But where are its negative mfluences, on one side or the other ? Let us illus¬ trate this idea. A B was born into this world, not under advantageous circumstances. First of all, he was born poor. Secondly, because he was poor he was uneducated to a large degree, and therefore knew little of right or wrong. Thirdly, ho saw just before him on the street a “coffee-house,” “restaurant,” “saloon,” and he felt despond¬ ent and entered, becoming a regular customer. Was that his fault ? Thus we see that A B was the victim of the negative influences of society. Society did not edu¬ cate him. Society did not req'uire that he should have any religious education. So¬ ciety did not furnish him with work. Society did offer him the tempation of drink, and did not supply his wants. Thus society, in any fair and honest meaning of the word, did prepare the crimes which the criminal committed. What has society to say to this fact? Simx)ly, and it is the truth, that society has not arrived at its perfection, that its x)rogres8 is slow, and that this grand result of prevention must be among the last achievements of human progress. One of the great facts revealed by statistics is, that in the same moral condition of society the same proportion of crimes will be brought out. And why not ? This was proved by Quetelet, in his statistics ; was observed by Madam De Stael ; and is made much of by Buckle, in his “ History of Civilization.” Buckle and others have made use of this to prove the very reverse of what is the fact ; that is, they assume it as a law of fatality, which is just contrary to the fact. Quetelet makes no such mistake. He admits, and so states, that this apparently invariable proportion will EELATION BETWEEN CRIME AND EDUCATION. 587 depend upon the condition of societJ^ If tho moral condition of society changes, then this apparently uniform proportioi/will change also. In the report for 1861 of the commissioner of statistics for the State of Ohio wo find the following: “The great mass of crimes, however, keeps an exact proportian to the population, and, unless the moral condition of society is changed, will continue to do so. Each year will reproduce the same amount of folly, immoniJity, and physical oxcite- meut, and from this again the same amount of crime. There is no department of statistics which has brought out more remarkable facts or more valuable results than this. It would scarcely be credible, if it were not absolutely proved by the statistics of France, Germany, and the United States, that a community having once subjected itself to certain vicious temptations and influences, must thenceforth produce and endure the same annual amount of crime, sufieriug, and injury against the hai>piness of society, in spite of all laws and all tho machinery of restraint which can be invented or enforced. The condition of society remaining the same, the same crimes must result. It is, however, a most mischievous fallacy to suppose that, therefore, these results can not be changed, and that there is an inscrutable fate reproducing the same social evils, without any human i^ower to change results. They will retnrn with the same social condition, but there is no necessity that the same social condition should remain. Soci¬ ety has the power of self-reform.. It has the power to take away temptation; to re¬ ward virtue ; to encourage industry ; and to restrain vice. It has the power to defend the individual against social wrongs and temptations which impair his peace and prosperity, quite as much as to embody armies and defend property. For what other jiurpose was government formed or, law enacted?” In the report of the Bureau of Education for 1871, it was shown that in New England a large number of crimes were caused by ignorance, and a large number by intemper¬ ance. On this state of facts, the question comes squarely up : “ Has society a right to allow ignorance and intemperance, when they cause crime ; when, in fact, they are the great causes of crime ?” Society contents itself with punishing crimes, and with making a feeble attempt to reform the criminal. But while it is doing this, it prepares the crime for the criminal to commit. How ? By its negative influence. It refuses to prevent crime. How ? Society knows that ignorance is blind ; that the poor, igno¬ rant man rushes into crime, as he rushes into any thing before him, in total ignorance of the results. Hence the fear of punishment does not deter him, for he hardly ever knows any thing of tho law, and is too ignorant of consequences to be afraid. So, also, society knows that tho temptations of the “saloon,” the grog-shop, (by whatever name called,) will tempt the weak and ignorant till their iutlamed passions lead to crime. Thus society prepares the crime by its negative influences — its refusal to prevent the causes of crime. So long as society presents the same moral couditious, so long it will present the same proportion of crime; but society has the moral power of self-reform. Shall it be said that society refuses to exercise this power? The only part of this question we i^ropose to consider here directly is that of educa¬ tion. All civilized nations are now convinced of the necessity of education, if it were only as a measure of defense. But if it were not so, a mere glance at the comparative condi¬ tions, in regard to crime, of educated and barbarous nations, would strike the inquiring mind with couviction. If we go to any barbarous people, such as the rude tribes of Africa, or the aboriginals of the South Sea, we find that such crimes as stealing, homi¬ cide, and impurity, are the rule, not the exception. Neither prox^erty nor jierson is safe in such countries beyond the restraint which fear and necessity imx)ose upon such barbarous peoxfies. The case is not much better in China, which, apparently more civilized, is, neverthe¬ less, deficient in moral education. The general fact is apx^arent that education is a force restraining vice and crime. Where it is purely intellectual, it restrains by teaching the truth exx^ressed in the homely proverb, that “honesty is the best x^olicy.” Where it rises to the dignity of a Christian education, it teaches not only the restraint of the intellect, but the higher restraint of the conscience. In either case it is a restraining force, a moral power, over the appetites and passions of men. Such being the general fact, wo shall endeavor to demonstrate it by the statistics both of Eurox)0 and America, the latter being derived directly from the x^i’isons, jails, and reformatories of the several States. THE HELATION of crime to education in EUROPE. For the x)ower to exhibit this subject as regards Euroxie, we are indebted to Dr. E. C. Wines, who, as commissioner of the United States Government to organize the Inter¬ national Prison Congress, x>roxmundcd a series of questions while traveling in Europe during 1871. Many of the rexmrts were made under the direct sux)ervision of the Government, and the figures may be taken as thoroughly reliable. We shall use hero 588 REPORT OF THE COMMISSIONER OF EDUCATION. ouly the totals, disregarding minor details. In this way we shall present the relation of crime to education in Europe in the most striking view. FRANCE. Of this country, Malte Brim, the scientific geographer, begins his account thus : “ The influence of France may be compared to that which ancient Greece possessed over the civilized world. The French language has become the language of courts and em- bjissadors ; the literature of the same people has been admired by the enlightened of every nation. The inference of the reader from this declaration must be that the French are really an educated people, and producing the highest results of education in the fruits of humanity and civilization. But if this were said of what is really the nation, that is, of a great mass of the people, it would be entirely untrue, and furnish a signal proof of the superficial manner in which history is written.’’ In another part of his work, Malte Brun (quoting the tables ofBalbi) shows the number of scholars (pupils in school) to be 1 in 23 of the population. The number of children and youth in the public schools of Ohio is rather more than 1 in 4 of the whole population. The number in the schools of France was at that time (1832) only one-sixth the number in i^roportion to the State of Ohio, or, in other words, of the number that ought to be in school in order to educate the whole people. This is cor¬ roborated by another statement, that, in 1833, out of 33,000 French communities, 14,000 were without any schools ! In the mean time, great efibrts were made to increase popular education; but in 1870 there were still 800 communities totally without schools. It is said there are now 5,000,000 children attending school, but as the population of France is now 37,000,000, even all that are now claimed to be in school is only 1 in 7.4 — that is to say, only about one-half of what would be if the whole people were educated. In 1856 there were only 63,000 primary schools, which, at the usual proportion of pupils, would give about 4,500,000 pupils, which corresponds with what has been stated, allowing for the increase of 1,200,000 since 1856, as stated by the French govern¬ ment. Looking then to the facts above given, that in 1832 only one-sixth of the French people were educa,ted at all ; that in 1856, less than one-half were educated, and that in 1870, only a half, we shall be within bounds when we say that in 1870 more than half the French nation were not educated at all. Now let us look at the number and proportion of crimes committed in such a population. Let us take such general facts as we have, without refereuce to details. Malte Brun gives the average number of births annually at about 900,000, of which 74,000 were illegitimate. This is over 8 per cent, of the whole. If we were to go into any neighborhood we should find each thirteenth child illegitimate. This shows how far ignorance has depraved the morals of the lower classes of the people. But as late as the past year (1871) it is stated in the jiapers that there had been 4,500 suicides in the city of Paris, which is two hundred fold the proportion which is found in the State of Ohio. If we suppose this to be exaggerated, or as a consequence of the recent war, there will be enough of this tremendous fact remaining to show how the want of the restraining force of education. (especially of moral education) affects the very life of society. Let us now proceed to trace the effect of this great ignorance in France on the num¬ ber and character of crimes. The record is the most startling and convincing of any thing we have seen in the annals of statistics. Dr. E. C. Wines gives this statement, derived from the best authorities : W^hole number of persons under arrest from *1867 to 1869 . 444, 133 Number unable to read . . 442,194 Or . 95. 63 per cent. Average number of convicts from 1866 to 1868 . 18, 643 Number unable to read . . . 16,015 Or . . . 87. 28 jier cent. Average number of juvenile iwisoners from 1866 to 1868 . 8,139 Number unable to read . 6, 607 Or . 81. 14 per cent. \Ve have shown above that at least half of the French people is in a state of total ignorance. Let us assume it as just half. At that time France had,, in round numbers, 36,000,000 of people. Then we find these proportions ; viz : In 18,000,000 of xieople “ unable to read and write ” there were 442,194 arrests ; that is, 1 in 41. KELATION BETWEEN CRIME AND EDUCATION. 589 In 18,000.000 of people who were commonly educated there wore 1,939 arrests ; that is, 1 ill 9,291. Tims proving the proportion of criminals in the uneducated classes to ho two hun¬ dred and tweuty-six times as great as that of the educated classes. The reader may say, “This is an exaggerated case, and, while the facts arc apparently true, tliis proportion will not hold good in other countries.” Wo shall show in the sequence that the same general principle is true, and that when the people of different countries are more and more educated, then this proportion diminishes, until, if we could imagine such a thing, society would present itself on the one hand thoroughly educated, and ou the other hand without crime and wdthout reproach. ENGLAND. Our mother country is, in every .just sense of the word, England. Wo therefore look with curious interest "to the condition of her education, and its iuiluence upon the pro¬ duction or the cure of crime. Let us look at the facts. Dr. Wines gives the following figures: Committed to county or borough prisons . . 157,223 Could neither read nor write . 53, 265 Proportion of totally ignorant . 34 per cent. IRELAND. Wholly illiterate, or very imperfectly educated : Males . 21. 74 per cent. Females . 63. 24 x>er cent. BELGIUM. Unable to read . . . . . 49 iier cent. SWITZERLAND. Average of criminals unable to read through all prisons . 83 jier cent. The prisons of Lenzbourg, Saint Galle, Neuchatel, give these special figures : Illiterate . . . 25. 3 per cent. Inferior education . . 36. 9 per cent. Passable education . . . 30. 4 xier cent. Good education . 4. 3 iier cent. ITALY. Illiterate in ordinary jirisons . . 40 per cent. Illiterate in bagnios, (Xiiisons of high grade) . 30 x)er cent. NETHERLANDS. Unable to read . 35 to 38 X)er cent. From the above we find that the proxiortion of criminals totally ignorant varies iu different countries of Europe from 35 to 95 per cent. ; but this does not show the whole truth; for, in the reports from [irisons in the United States, it is almost universally said tliat but few of the whole number have any thing more than the lowest kind of education ; and doubtless this is true of Europe. These statistics prove that iu Europe ignorance among criminals is the rule, and education the exception. Let us now examine this question more minutely in regard to our own country. THE RELATION OF CRIME TO EDUCATION IN THE UNITED STATES. Mr. F. B. Sanbome, of Massachusetts, in a report prepared for the International Prison Congress, has made some general remarks upon the statistics of American pris¬ oners, which are very correct. He says: “ The general condition of American x>ri6on- 590 EEPORT OF THE COMMISSIONER OF EDUCATION. ers, in point of education, is low, yet they are not so extremely illiterate as criminals are in many countries, if we except the colored criminals of the South. In Massachusetts, for a period of eight years past, the statistics show very nearly one-third of all prisoners to be wholly illiterate, yet, in the highest prison, at Charles¬ town, the proportion of illiterate convicts, since the beginning of 1864, has been scarcely more than 1 in 10.'’ What Mr. Sauborne has remarked of Massachusetts is in the main true of the whole United Stateij, as will be seen from the numerous tables hereto annexed. In the great aggregate of criminals the number of the totally xllitei'ate is very large, but is by no means so large as in Europe, for the reason that no part of our country is so densely ignorant as many parts of Europe. So also, on the other hand, there are some prisons where the number of the illiterate is small, because they are special prisons of cities, where the better educated criminals are apt to be confined. But we need not remark upon these facts till we exhibit the great mass of prison statistics we have gathered from the Middle and Western States. The statements following give partial returns from seventeen States ; all of them but three from the Middle and Western States. The aggregates, in regard to education. sum up as follows, viz : Aggregate of prisoners . - . 110, 538 Aggregate of whites . 91,427 Aggregate of blacks . 6, 396 Aggregate of foreign-born . 57, 824 Aggregate of native-born . 41,942 Aggregate of those who can read and write . 82, 812 Aggregate of those who can read only . 5, 931 Aggregate of those who have no education . 21, 650 The discrepancies between the general aggregates and those foi* color and nativity are caused by the fact that, in some prisons, no record was kept of sex, color, or nativ¬ ity. And here we take leave to make a general remark on the value of statistics. All the advances in statesmanship (and it must be admitted there have been great advances in the last century) are due wholly (in connection with the more enlightened teachings of Christianity) to the advance of the science of statistics. If all the legisla¬ tors, statesmen, and preachers in the world knew precisely the state of facts in society, they could legislate and preach with vastly more etfect. Hence, in reference to the sub¬ ject before us, if we had the exact statistics in regard to the whole prior condition of the criminals, we should know almost exactly how crime was caused, and what measures would, if possible, prevent it. But the statistics of prisons are not only defective in many particulars, but they are inconsistent. One prison gives the statistics of one set of elements, and another of another, and no one of all that ought to be given. When a prisoner enters a prison, the keeper of that prison should define him exactly as a man of science defines a mineral, an animal, or a bug. He should describe his physical characteristics; his previous social status in regard to j)arentage, color, condition, and education, moral, religious, and intellectual ; his religious, or his want of religious, education, and his habits of life in regard to temperance or intemperance ; his industry or idleness. These facts may be obtained, and they would be invaluable. Thej^ would show all the causes of crime, and, in showing them, would show the only means of prevention. In regard to the above aggregate facts, it may be observed — 1. That the whole number of those who can “read only’’ is described in the reports as in fact “ very ignorant.” To have learned to spell out Avords and read a little gives no real knowledge, 2. That the prison reports almost uniformly speak of the great number of those who “can read and write” as very deficient in education. The general conclusion is that the great mass of prisoners is very ignorant; but, in order to see this more clearly and understand it more thoroughly, We shall analyze in the sec^uel the special reports of the prisons. In the mean while the general conclusions of the aggregates above, including the observations of the prison-keepers, are as fol¬ lows: The totally ignorant, as shown by those having no education, are . . 22 per cent. The totally ignorant and very ignorant . 25 per cent. The very deficient, including these and a large sUare of those who can read and write . 50 per cent. These proportions are, in regard to the ignorant, much below those of Europe; and they ought to be, for it is beyond all doubt that, except the negroes of the South, the mass of the people of the United States is much better educated than in Europe. This is especially the case in New England, New York, and the central States of the North¬ west. But in either case the general fact is shown, beyond doubt or controversy, that ignorance is one great cause of crime, and that, in elevating the education of soci¬ ety, both religious and intellectual, we advance the interests of society by diminishing crime. EELATION BETWEEN CRIME AND EDUCATION. 591 Just so fai'j therefore, as soeiety neglects to educate the people, just so far does it prepare the crime which the criminal commits. Let us now examine our statistics in detail, with regard to color, nativity, and relig¬ ious education. In regard to sections of the country, taking the State prisons and jails of New York and Pennsylvania (deducting the metro2)olitan police reports) as representatives of the Middle States, ^ve have these results, viz : Aggregate number . 12, 772 Aggregate number of whites . 11, 203 Aggregate number of colored . . . 1, 465 Aggregate number of foreign-born . 4, 658 Aggregate number of native-born . 8, 003 Aggregate number of those who can read and write . 8, 501 Aggregate number of those who can read only . 1, 774 Aggregate number of those who have no education . 2, 360 The proportions are: The totally ignox’ant . 19 per cent. The totally ignorant and very ignorant . 33 per cent. The very deficient, at least . 60 per cent. Let us take now the prisons and jails of the central Northwest, which includes the States of Ohio, Indiana, Illinois, Michigan, and Wisconsin. Here we have the statistics of thirty penitentiaries, work-houses, and jails, a suffi¬ cient number and variety to give a complete view of the subject in those States. The results are as follows, viz : Aggregate number . 18,931 Aggregate number of 'whites . 14, 362 Aggregate number of colored . 1, 524 Aggregate number of foreign-born . 4, 073 Aggregate number of native-born . 4, 851 Aggregate number of those who can read and write . 6, 722 Aggregate number of those who can read only . 935 Aggregate number of those who have no education . 6, 565 The proportions are — Totally ignorant . 40 per cent. Totally and very ignorant . 46 per cent. The very deficient, at least . 75 per cent. Let us now take the States west of the Mississippi to the Pacific. Of these we have the reports of four State-prisons in the States of Minnesota, Iowa,. Kansas, and Cali¬ fornia. The results are — General aggregate . 1,957 General aggregate of whites . 1, 187 General aggregate of colored . 205 General aggregate of foreign-born . 503 General aggregate of native-born . 696 General aggregate of those who can read and write . 1, 333 General aggregate of those who can read only . 221 General aggregate of those who have no education . 403 The proportions are — Totally ignorant . 1 . 21 per cent. Totally and very ignorant . . . 31 per cent. The very deficient, at least . 50 per cent. Now, let us take the only States that we have of those formerly slave States, where the negro population prevails, viz, Maryland, Kentucky, Tennessee, Georgia, South Carolina. In these States the results are — Aggregate number of prisoners . . 4, 087 Aggregate number of whites . 1, 997 Aggregate number of colored . 2, 090 Aggregate number of foreign-born . 267 Aggregate number of native-born . 3, 485 Aggregate number of those who can read and write . 965 Aggregate number of those who can not read and write . . . 1. 435 The States of Georgia and Tennessee, having 1,124 prisoners, made no return of the state of education, and were otherwise defective. In the 2,400 returned, the following are the proportions of educated aud uneducated, viz : Totally ignorant . 60 per cent. Very deficient, fully . 85 x)er cent. 592 EEPORT OF THE COMMISSIONER OF EDUCATION. Thus ^ve see that in the midst of the South, where the colored population is almost totally ignoraut, we have the lirst approach in the United States to the educational condition of France in 1832, and of much of Europe now. Comparing the several sec¬ tions of the country as presented in the above tables, and including those who can read ©nly (and that is usually very little) among the totally ignorant, we have these pro¬ portions. Those called “ very deficient” are put down in a low estimate, made from universal testimony of prison-keepers : Totally ignorant — very deficient. In New York and Pennsylvania . 33 per cent, to 60 per cent. Central Northwest . 46 per cent, to 75 per cent. Vfest and Pacific . . . . . 31 per cent, to 50 per cent. The South . 60 per cent, to 85 per cent. The returns from the “ West and Pacific ” are deficient, and therefore not a fair test. This, and the fact that the great body of riiiners are really intelligent men, make the reasons why that section seems to have less ignorance among criminals. THE PROPORTION OF CRIMINALS TO THE ILLITERATE POPULATION IN REGARD TO EDU¬ CATION. Plere we come to test facts in pegard to the influence of ignorance in producing crime. If the propnrtion of ignorant criminals to the whole number should prove greatly above that of the illiterate to the whole population, it will be a fact conclusive that ignorance is one great cause of crime. Fortunately the returns of education and illiteracy embodied in the census of 1870 will enable us to examine this question and obtain reliable results. Taking the returns of the census of 1870 in connection with the tables we have above given, we have the proportions below, premising, however, that, as a-ll prison¬ ers are above 10 years of age, so we have taken from the “illiterate” in the census only those above 10 years of age. Illiterate criminals. In New York and Pennsylvania In Central West . In West and Pacific . In the South . 4 per cent, to 33 per cent. 3^ per cent, to 46 per cent. 3 per cent, to 31 per cent. 22 per cent, to 60 per cent. It appears, therefore, that in the Middle States the proportion of illiterate criminals is eightfold the proportion of illiterate people ; in the Central West it is thirteen¬ fold; and in the West and Pacific States it is tenfold. In the South it is only three¬ fold; but this is caused by the great mass of colored people, who make up a large por¬ tion of the whole people, and, being z^me-tenths of them wholly ignorant, furnish the great mass of criminals. When the still larger white population is counted in it makes the disproportion of the illiterate criminals less. As to colored people only it is very great. But we see in the above proportions the great fact that ignorance is one of the gveat causes of crime. We do not seek to exaggerate that fact. The figures we give show it in its naked deformity, and we leave the fact to the contemplation of our readers. But in the mean time let us look at how this fact will operate in an intelligent American community. Let us see exactly how it will operate in New York or Pennsylvania. Let us take 10,000 people as the unit of measure. The result will be, according to the above proportions : People . Illiterate . Estimated prisoners Prisoners illiterate.. Others . 10,000 400 40 35 5 The “others” means only a very comm.on education. What, then, is the practical result? That because 400 persons out of 10,000 have been kept totally ignorant, the county or municipality has seven times as many criminals as it need have, and seven times as much expense and evil of all kinds resulting from it. Plaving thus established certain general principles by the incontrovertible testimony of statistics, it will not be inconsequential or uninteresting to give the testimony of some of those who are engaged in the actual management of prisons. The following statement, made by the superintendent of the Detroit House of Correction, gives the general facts and causes of crime nearly as correctly a« can be obtained from the general averages of the most extended table of statistics : “ Of the 8,744 prisoners, 44 per cent, were under 3Q years of age ; 65 per cent, acknowl¬ edged themselves habitually intemperate; 65 per cent, were living out of the family rela- RELATION BETWEEN CRIME AND EDUCATION. 593 tioii; onlj’.W ])er cent, claimed to be able to read and write; in per cent. acknowledging tbemselves without any education at all. The whole 8,744, almost without exception, were poor and generally penniless on their admission to the institution. This tact, so generally true of criminals, must bear relation to their criminality. The improvi¬ dence that makes the spendthrift and pauper produces also the sensuality and seltish- ness that seek the means of indulgence without self-denial or regard for consequences.” Professor Tarbell, who has iTie school in the Detroit House of Correction, says : Of the loO men who have been examined individually on entering the school during the past six months, 23 were entirely ignorant of reading ; 30 could read a little, but not well enough to use text-books ; wliile 97 could read with tolerable readiness, and some of them with intelligence and expression. From this it appears that 35 per cent, of those admitted were practically illiterate. In 1869 there were 29 ])er cent, of this class, and in 1870, 33 per cent. Whether this apparently increasing illiteracy on the part of those committed to the house of correction be due to the demoralizing effect of the late vrar on mauj'- men of intelligence, and that Ave are now returning to the more usual state of society in which the vicious are the ignorant, I rvill not say.” If the censuses of 1850,1860, and 1870 be compared, would not the whole country show the same result in regard to illiterates; and can any other result be obtained without compulsory education ? Mr. Cummings, the moral instructor of the California State Prison, says : “A great majority of the prisoners on their commitment are illiterate; others have acquired merely the elements of knowledge, Avithout being able to turn their slight educational acquirements to any practical use ; Avhile Ihe number Avho have acquired a systematic or liberal education is so extremely limited that it has been found difficult to supply the classes Avith suitable teachers. Hence, when these unfortunate men have been approached in a kind and conciliatory spirit, very few have failed to respond in a similar spirit ; and when the means of instruction liaA^e been provided for them they have eagerly aAviiled themselves of the priAuleges of the prison school. The progress that many have made in their studies has been truly gratifying, and has demonstrated, net only the practicability, but the great importance, of furnishing educational facilities to prisoners.” The fact that most of those who say they can read and write are “ not able to turn their slight educational acquirements to any practical use ” is a fact Avhich mere sta¬ tistics do not shoAv, but Avhich the AAmrden or chaplain at once discovers ; and that fact is simply, that nine-tenths of prisoners have literally no useful education. Mr. Cum¬ mings further says : “The educational acquirements of prisoners here do not differ materially from a general statement that would apply to most prisons in other States. Of 478 prisoners comipitted from April 11, 1870, to July 1, 1871, 232 Avere entirely illiterate; 95 could read and write ; 120 could read and write very imperfectly, Avhile but 31 were liberally educated.” Those who could read and write “ A^ery imperfectly ” may without error be put down as uneducated. So that, inactically, four-tifths of all the California State prisoners were uneducated ; and yet this fact does not half appear in the table of statistics. The board of inspectors of the State penitentiary of Tennessee say: “One out of every 25 of the entire poiAulation of Great Britain is a juvenile delinquent — a destitute vagabond, abandoned, and, in many cases, a laAV-breaking child before the age of 17. While the same proportion of such a class can not be supposed to exist in this State, still the number is very large, and augmented daily Avith our increasing population. While no section of the State is entirely free from their lAresence, our larger cities SAvarm with them. They are found at every corner, and in every alley ; at the doors of the saloo]! and the theater; at our depots and wharves; here their faces greet you Avith features pinched by their necessities into expression of premature shreAvdness, bordering on villany, totally foreign to the faces of well-cared-for childhood. From the teeming crop of ignorant, neglected, and criminal children is produced the largo majority, if not all, of the thieves, counterfeiters, forgers, burglars, robbers, and mur¬ derers who fill our penitentiaries ; as also those subjects for seduction, and consequent prostitution, Avho fill the brothels of our cities.” * Here is society preparing the crime Avhich the criminal commits. Here is the nega¬ tive preparation of non-education, and the positiAm one of temj)tation. Mr. Darnell, keeper of the Georgia penitentiary, says : “ Of all reformatory agencies, religion is first in importance, because most potent in its action on the human heart and life. Education is also one of the A'ital powers in the reformation of fallen men and women, Avho have generally sinned through the influ¬ ences of some form of ignorance conjoined Avith aucc. Its tendeuc3' is to quicken the intellect, expel old thoughts, give ucav ideas, supply material for meditation, inspire self-respect, support pride of character, excite to higher aims, open fresli fields of ertion, minister to social and personal improA^ement, and afford a healthful substitute for low and vicious amusements. “ It is, therefore, a matter of primary importance in the prevention of crime and the oS E 594 REPORT OF THE COMMISSIONER OF EDUCATION. improvement of society, as veil as the avoiding of that combat between crime and law which, in this country, has been the bane of our prosperity.” We need not cite any further testimony of this kind ; this is in substance the testi¬ mony of all the keepers and officers of penitentiaries, prisons, jails, and reformatories in the country. It is the testimony of human experience on one of the most important points which concern human society. The evidence upon the intimate relation of crime and ignorance is clear, complete, and ample. It may be cominised in two general propositions : First. That one-third of all criminals are totally uneducated, and that four-fifths are practically uneducated. Secondly. That the proportion of criminals from the* illiterate classes is at least ten¬ fold as great as the proportion from those having some education. If these proportions are true, (and we have made rather an underestimate,) then, after making due allowance for crimes committed from passion, without regard to edu¬ cation, and crimes, such as forgery, frauds, &c., which require some education, we must come to the conclusion that two-thirds of crimes might be avoided by education, but more especially by religious training. Against this fact some one will reply that so also a large number of criminals are intemperate, and, therefore, we may attribute to intemperance a large number of the crimes we now attribute to ignorance. True, if these were x)arallel causes, but they are not. In the first place, a large number of the intemperate are such from want of education, and especially from want of moral and religious training. We see a great many educated persons (that is, commonly educated) who are intemperate, but they seldom commit crime. Secondly, many of those com¬ mitted to prison have become intemperate on account of previous criminal and vicious habits. But we shall not discuss this topic, except so far as to present some statistics both upon intemperance and upon color. We give the following examples of the traits of prisoners in regard to temperance and intemperance, in some of the principal prisons, viz : Institution. Temperate. Intemperate. Northern Indiana Prison . . . . 105 104 Iowa State Penitentiary . . . 122 158 Minnesota State Prison . 41 46 Illinois State Penitentiary . . . 672 743 Kentucky State Penitentiary . 814 1,033 » 5, 655 Detroit House of Correction . . . 3, 045 Total . . . 4,799 7,739 Or in proportions — Temperate. . 38 per cent. Intemperate . . 62 per cent. This proportion is rather larger than that which the statistics show as the totally ignorant, but not nearly so large as the very ignorant are reported to be by the keepers of penitentiaries, prisoos, and Jails. Probably if we had the statistics of every prison and jail in the United States the result would not be materially different from what we have given above. Let us now look a little at the proportions of the colored people in relation to crime and ignorance, remembering their long enslavement and the prohibition of letters to slaves : Section. Population. Prisoners. White. Colored. White. Colored. New York and Pennsylvania . Central Northwest . We.st and Pacific . South . 1,786, 826 8, 987, 572 2, 720, 272 3, 568, 901 117, 375 130, 437 29. 393 1, 680; 888 11,268 14, 362 1,187 2, 058 1,465 1,524 205 2,414 Totals . 23, 063, 511 1, 957, 873 28, 875 5, 608 RELATION BETWEEN CRIME AND EDUCATION. 595 The above does not coritain the population of all the States in those sections, nor by; any means all the prisoners, but it does show the proi)ortious of white and colojed people, and the proportions of white and colored prisoners; and this is the only pur¬ pose for which we have prej^ared this table. In New York and Pennsylvania the jiroportion of colored po])ulation to colored prisonei’s is 80 to I ; but of white population to white prisoners it is 700 to 1. In the central Northwest the proportion of colored population to colored prisoners is 90 to 1 ; but of white population to white prisoners, 700 to 1. In the West and Pacitic, the i)roportion of colored population to colored prisoners is 140 to 1 ; but of white population to white prisoners, it is 2,300 to 1. In the South, the proportion of colored population to colored prisoners, is 700 to 1, but of white population to white prisoners, 1,784 to 1. The only value attached to these proportions is to show that the negro population, being almost entirely ignorant, presents far the larger proportion of criminals. Tins we might anticipate, but it is one of many great facts which show that ignorance is really the greatest cause of crime. The nativity of criminals in the foregoing table is — Foreign-born . 57,818 Native-born . 42, 495 The foreign-born in the United States are to the native population as 1 to 7. Hence, the foreign-born criminals are to natives nearly in the proportion of 10 to 1. If, then, society suffers a large portion of its people to be ignorant ; if it offers tempta¬ tion to intemperance; if it neglects to encourage industry; is not the proposition of Quetelet most emphatically proved, that society prepares the crime which the criminal commits? Can we have a more serious testimony to the duties of society on one hand, or the only means by which society now can be preserved from the destruction whith has overtaken all the older nations of the earth ? 596 EEPORT OF THE COMMISSIONER OF EDUCATION. THE REEAT50?¥ BETWEEIV EHECATIO:^ AM1> FAEFEHISM. BY E. D. MANSFIELD, LL. D. Panperism may be defined as a disease of society — permanent in some measure — because, in the language of scripture, the iioor are “ always ” with ns. Because it is a disease of society, we may and ought to ask, bow far is society responsible for it ? And how far can society i^revent it? The same scripture which says that these are always with ns says also that society is responsible for all its evils, and that there ma.y be a state of societj^ in which even this disease shall cease. In addition to this, we find by our own observation that there are communities in which pauperism as a social disease does not exist at all. These are small communities, it is true, but they show the xiossibility of a state of societj'’ in which this great disease will not exist. Then the iiractical question is, how shall we arrive at that result ? Can we prevent x)aux)erism ? Modern x)hysicians, as well as statisticians, have arrived at the conclusion that a large number of diseases incident to x>ersonal humanity are xmeventable. Is not this equally as true of the diseases of society ? Looking upon x>auperism as we did upon crimes, is not QuetelePs x)roposition almost as true of ];)aui3erism as of crimes — that society x)repares the causes of pauperism ? The close and careful observer of society will acknowledge that to be a melancholy fact. If that be so, is it not the first duty of society to con¬ sider how it prepares for crime and pauperism? And if it does so iirepare crime and X)auperism, how can it avoid doing that, aud how it can xirevcnt the disease ? Vfhat do you find to be the actual measures of society in the cases of crime and x^u^Derism? Why the actual measures of society are to make a prison to x>ut criminals in, a jail for the accused, ax)oor-house for the jiauper, and a house of refuge for vagabond children. But not one of these is a preventive. Society, by these measures, is trying to comxm’omise its own wrongs. It made a criminal, and then tries, first to x)unish him and then to ]>revent his doing any more mischief. This is all well, xmovided we admit that society has any right to cause or xiermit the causes of crime and pauperism. It is no doubt true that there are natural causes of x^auperism which can not be avoided; and it is equally true that society has xiro- vided tor these in other ways than those which it provides for pauperism, and ways which neither infer the disgrace of crime nor the rexiroach of poverty. Happily those whom nature has dexwived of faculties or of mind are insensible to the defects of , either, and thus the asylums which hold them may be regarded as the depositories of i human charity. | Before we go into statistics, let us for a moment look at the causes of pauperism. 1. The greatest natural cause of pauperism is, undoubtedly, infirmities or diseases of the body ; but when we look at it carefully we find that this cause makes compara¬ tively few of those in the almshouses and infirmaries, for the reason that , society has provided for these in separate institutions. The sick have the hospital ; the lunatics, the idiots, the blind, the deaf aud dumb, and the maimed soldier, all have institutions expressij^ them. In such a State as Ohio, for example, there are all of these provisions for infirmities of every kind. There are five lunatic asylums, and there is a x^rovisiou for every kind of human infirmity. In the infirmaries there are some of the naturally disabled, but not very many. j 2. The number of those who become x)aux)ers from unavoidable misfortunes is small, j There are, doubtless, some of these ; but, when we take from x^ersons in the infirmaries who claim to be unfortunates those who are intemxrerate, or very ignorant, or natu¬ rally disabled, we shall find very few left. 3. One of the greatest causes of pauperism, as it often is of lunacy and of crime, is something which is called, generally, ‘‘imbecility,” but which it is imijossible to define accurately, both because these persons often appear to have good sense and because this imbecility is natural as well as acquired. Perhaxis in the majority of cases it is wholly acquired. There are vices, such as intemperance, which impair the judgment ■ and tire caxmcity for useful work; and there is also the negative imbecility which arises from ignorance. When ignorance has left the faculties of the mind totally unde- | veloped, they may have been naturally as good as others, yet they are almost useless : in actual work. So long as such a xiersou has an able body, and can find work, he will get along as an animal machine, directed. When he gets out of the emx>loyment in . which others have xdaced him he becomes bewildered and often unable to help himself. Here society has caused x)aux)erism by allowing ignorance. 4. Another great cause of paux)erism, but far less in our own country than in | Europe, is want of emx)loyment. This is not the cause of permanent but rather of ! temporary or occasional paux)eri8m. Its consequences to society, aud often to the | individual, are precisely the same. In Cincinnati, for exanqfie, there are on an average j RELATION BETWEEN EDUCATION AND PAUPERISM. 597 10,000 persons each year who receive what is called “ outdoor relief.’^ These are entirely outside of and independent of any public institution. They appear to be casual and temporary; but there will be just as many next year. Thus this temporary relief or casual pauperism becomes in fact permanent and an increasing charge upon the community. This kind of pauperism is largely due to. the ivant of cmploymtnt, and especially among the ignorant classes — and among these more largel.y among women. It exists especially during the winter months. Here arises the cjuestion, which, if not Itractical to-day, will certainly become so in a few years: Is not society bound by moral and by prudential considerations to prevent this kind of pauperism ? You may say, How ? Natural infirmities, diseases, and calamities, we are bound to provide for in the best way we can, and it may be admitted that they will always exist and be uucivoidable. But these do not make u]) the great body of paupers, and we may alfirm positivelj^ that the great body of pauperism is avoidable, preventable. Horv ? We see that what we have called “ imbecility ” and misfortune are due to three main causes : 1. Ignorance. 2. Intemperance. 3. Want of employment. To a very great extent all of these causes may be prevented; ignorance certainly may be prevented; the tempta¬ tions to intemperance may be prevented ; and society can and ought to furnish employ¬ ment to those who can not get it. In Europe it is understood and admitted that on the question of employment depends mainly the question of pauperism, considered as a general disease. At present Great Britain is very prosperous ; and we are told, in recent accoirnts, that pairpers in Great Britain are 100,000 fewer in 1872 than in 1871. This is because all industries are active and prosperous. Several years since appeared a work entitled “ Pauperism,” by the Viscount de Bargeinont. He had been prefect in several provinces of Prance, and was familiar with the subject. He informed' the goveruineut of Louis Philippe that there were so many thousands of people out of employment in the province of Lisle; and as that was general, if the government would not employ the people there would be a revolution, and there was. The government of Louis Philippe was overthrown. In Europe this question is now well understood, but Europe is far behind this country in another form of this subject, education. The greater part, nearly the whole, of the paupers of Europe are totally ignorant, and clearly that ignorance was one great cause why they could not find emplo.yment. When a man has nothing but his arms and legs to otter for service, with a mind almost totally blank, there is very little for him to do. He can not enter upon any of the new employments which society is con- stautiy creating, and the result is that when clear naked labor fails, he fails also. This form of pauperism has not yet very largely affected our country ; but it certainly will, unless the laborers of this country shall be educated up to the point at which they shall be able to enter, at least as laborers, upon all the new channels of employment. It is this question of education, as ih prei'ention of iiauperism, which concerns us here. Society has made and always will make ample provision for all those vrho are naturally disabled. Asylums for every species of infirmity are rising on all sides ; but that sort of imbecility which arises from a total want of knowledge, or of discipline of mind, has no asylum but the almshouse. And there it reacts upon society in two ways — one by imposing upon society the necessity of supporting it, and the other by withdrawing so many persons and so much labor which might have been available both to subsist¬ ence and the increase of wealth. These general views of pauperism are obviously true. Let us now see if specific facts do not correspond with and prove the general principles. 1. Let us first take up the statistics of Europe, as far as we can get them. We can not bring down the statistics to the present date ; but, as the value of such facts depends only upon the proportions betweeu the paupers, impulation, and education, they can be shown by any recent tables. We will first look at pauperism in Great Britain. Its condition in 1859 was thus: Estimated population of England and Wales in 1859 . 19, 578, 000 Whole number of paupers . . 902, 0.52 Per cent, of paupers . . . 4.G Of these in union poor-houses . . . . . 107, 050 Of these, outdoor poor . L . “ 692, 3'4 Of these in hospitals, dispensaries, &c . 102, CdS In the city of London in 1859.. . . 106, 140 Population of London . . . 2,362,236 Per cent, of paupers to population . 4.7 The condition in 1867 was : Estimated poxmlatiou of England and Wales . 21,320,000 Whole number of paupers . . . . 931, 546 Per cent-, of paupers to iiopulation . i . 4. 4 In the eight years from 1859 to 1867 there was little variation in the proportion of paupers to population. Pauperism seems to exist in Great Britain as a permanent disease of society, which 598 REPORT OF THE COMMISSIONER OF EDUCATION. includes and occupies (including all officers and attendants) just about 5 per cent, of the whole population. If we take with hhe general fact another one, what is the proportion of people edu¬ cated in eveu reading and writing — the commonest of education — we should be able to draw' some proportion as between Great Britain and other countries. But, in fact, the enlightened government of England does not exhibit such statistics, except in partial fractions. All that we have are — In 1807 the number of inspected schools was . 9, 340 Number of pupils which could bo accommodated . 1, 837, 307 The population of the United Kingdom was then nearly 30,000,000. But there were also great numbers of church schools, high schools, colleges, universities, &c., so that from these statements we can not get an accurate idea of the education of Great Britain ; but we get enough of facts to see that it is very defective ; in fact it can not possibly reach more than half the people. But the following paragraph from the statistics of the “ Edinburgh Almanac ” for 1809 sums up all the facts we can get there on the subject : “ But according to the estimate of the assistant commissioners, the 70 schools from which returns were obtained supply instruction to more than two-thirds of the middle class of population of the country. If this estimate be correct, there is 1 in every 140 of the population in Scot¬ land on the roll of some secondary school; and there is 1 in every 205 of the popula¬ tion in public secondary schools. In the universities and colleges there w'ere 1 in 1,000.” But these were all of the secondary and higher class, and do not include the primary schools, which ought to have the great body of i)upils. The report of 1851, which is sufficiently near to determine ratios, gives the following facts: Number of pupils attending public schools of all kinds . - . 280, 045 Number attending private schools . . . 88, 472 Total 368,517 Prox)ortion to population, 1 to 7.84. I In round numbers, Scotland, the best educated couutry in Europe, has in school 1 to 8, i The State of Ohio has at any one time as many as 1 to 3^ of the people in course of | education. j The proportion of popular education in Ohio to that of Scotland is more than 2 to 1. I At the same XJeriod (1851) there were in England — j In day-schools . 2, 144, 378 Population . 16, 921, 888 This gives a ratio to population of 1 in 8. It is slightly less, but we may suppose the ratio will be fully made out by the higher i| schools. The result of these statistics is, that in 1851 the number of youth- in the schools of Great Britain did not exeed half of those w'ho ought to have been in school. Let us now, Avhile Ave have these ligures, compare them with similar results for Ohio. In his report for 1871, the secretary of state of Ohio returned 5,600 paupers — that is, I “indoor ’’poor in Ohio; sometimes there Avere in round numbers 10,000 “outdoor ” I poor in Cincinnati; and there Avere in CleAmland, Toledo, and other large towns, [ nearly or quite 4,000 “ outdoor ” poor. The aggregate of these is 20,000 of the same I class of paupers which are returned in Great Britain. Then AAm have these general i results : “ Population of England and Wales in 1851 In school . . Number of paui)ers . Per cent, of paupers . . . Population of Ohio in 1870 . In scliool . - . Per cent, of paupers . 17,927,609 i 1 in 8 > 902,052 i' 4.6 , 2,665,000 ^ 1 in 3. 5 ' .7 With double the proportion of education, the proportion of paupers in Ohio is only ! one-sixth of that in England and Wales. If, then, all other conditions were the same, the conclusion is inevitable that universal education had reduced pauperism to one- j tAvelfth. But, undoubtedly, this is an exaggerated Anew of the subject, because the j conditions are not the same. This is a new country, with political institutions adapted | to develop the faculties of, and furnish employment to, the peoiile. There is, how- ; ever, an important vnew in which the conditions arc nearer than might be supposed. Ohio has just oac-f/drr/ of its population in cities and large to Avns ; and England has | little, if any, larger jU’oportions, but it is the condition of these large towns which [ creates the great ]^ody of paupers. Hence the inequality of conditions is not so great as might be supposed. After allowing for all these inequalities, it is evident that the h defect of education has had a great deal to do Avith the pauperism of England. EELATION BETWEEN EDUCATION AND PAUPERISM. 599 Let iis now look at France. The returns of 1851 will show the proportion, viz : Population of France in 1851 . 35, 781, 628 Average nuniher assisted . 982,516 Per cent, of paupers . 2. 78 This was the number aided among the IxeaHliy poor, but does not include the large mass of the sick aud infirm poor, which make the full half of all paupers, in the infirm¬ aries of the United States. We must, therefore, add them in. The statistics of these were : Total number of hospitals and asylums in France in 1852 . 1, 324 Number of beds in all . 131, 016 But this number was quadrupled by the discharge of the recovered and the entry of others. A greater part of these we have. In 1,035 of these institutions there were in 1853 as fpllows : Males . - . Females . Adults. . , Children 285, 188 162, 885 404, 447 42, 926 Making a proportion for the remaining institutions, we ha ve at least 560,000 of the sick and infirm poor. Adding these to the healthy poor supported, we have — Total number of paupers . 1, 542, 516 Proportion to x^opulation . 1 in 23 When we come to the ultimate, we find there is very little difference between the proxoortion of x>auperism in England and France, but there is an immense difference between the proportion of panx)erism there and in the United States. In the city of Paris the xoroportions were — Population of Paris at that time . 996, 067 Paux)ers “ indoor ” and ‘‘ outdoor ” . 95, 169 Proportion ‘of paupers in Paris . . linll Per cent, of paupers in France . 4.3 Per cent, of panx>ers in Paris . 9. 5 The proportion of T)aux)erism in Paris is nearly double that in France generally, and that in the whole of France is double that in the State of Ohio. We may stop here for a moment to comiiare these x^roportions with those of Massachusetts. Flere all condi¬ tions, excex^t those of education, are nearly the same. Massachusetts has a civic (that is town) population equal to that of France; and a very large share of foreign emigrants. The comparison between France and Massachusetts is therefore quite fair. Population of Massachusetts in 1852 . 1, 040,000 Whole number of paupers in the State . 31, 400 Proxjortiou of paupers to population . Iin35 Percentage of paupers . . 3.5 Here w^e have a direct and fair comparison of the results in Europe compared with those of the United States, under nearly the same conditions : Paupers in France . Iin23 Paupers in Massachusetts . Iin35 Per cent, of x:)aupers in France . 4. 3 Per cent, of x)aupers in Massachusetts . 3. 5 Nowq the difference is not so great as many might expect, but all that difference is due to education. Return again to Ohio : Proportion of x^aupers to population . 1 in 35 Percentage of paupers . .7 Ohio is a fair representative State of this country. One-third of its population is in large towns — a x^roxiortion not exceeded 'by more than three or four States in the whole country. Three-fourths of all the States have a less x)roportiou of paupers than Ohio. But, in order to put the case in the fairest x^ossible attitude for Europe, let ns combine the xu’oportion of Massachusetts and Ohio together. The result will be this : Population of Massachusetts and Ohio in 1852 . 3, 030, 000 Number of paupers . 50, 000 Proportion of x^aupers . 1 in 61 Per cent, of x)aupers . 1.70 The proportion of paupers in France is more than double, and, as the civic pox^ula- tion is as large, and the number of foreign immigrants of the x^oor classes very great, the comparison is a fair one; and the difference in the x^rox>ortion of x)aux)erism is undoubtedly due to education. 600 EEPORT OF THE COMMISSIONER OF EDUCATION. 2. Let us now look at the statistics of the United States, and see if we can ascertain whctber ignorance has caused i)auperi.:m. In the table at the end of this report we have given the results which we have obtained by hundr(Mls of inquiries addressed to the iufirniaries and charitable institutions of the couutiy, but which were not answered in more than one case out of three. There are still answers enough to give us a defiuite view of this subject and establish certain proportions which would not be varied materially by more extended observations; and here we remark that full and accurate statistics would enable us to establish defi¬ nitely the principles or social iulluences by which “pauperism,” that is, dependent pov¬ erty, is evolved from society. We see arising in our country, in a smaller degree, but with equal regularity and certainty, the same kind of pauperism which is one distin¬ guishing mark of society in Europe. Wo are apt to think that England and France are the most civilized countries in the world; at least they are those from which we take our ideas of what is called “civilization.” But what do we find in this civilization ? Why, that in 1869, there were in England and France together 2,600,000 paupers out of a poxDulation of 65,000,000! That is, 1 in 25 of the people is dependent upon public support. This is startling. If is enough to make any humane man — more, any Chris¬ tian, and still more, any Christian statesman — pause and inquire whether this is really the necessary result of Christian civilization. But these are the countries to which we have looked for the highest standard of civilization. Here we inquire again. Must our country follow this kind of civilization ? Is there no remedy for this tremendous evil? At least, is there not a partial remedy, so that we may keep om' country from advancing further in the scale of piruper civilization? Let us now return to the results of our own tables : Number of States reporting . 16 Number of institutions reporting.. . . . 276 Number of paupers reported . 12, 159 Number of white males . 6, 251 Number of white females . . 5, 245 Number of colored males . 287" Number of colored females . . . 279 Number of foreign-born . . . 3, 757 Number of native-born . 5, 827 Number who can read and write . 3, 071 Number who can read oul;s . 1, 521 Number who can neither lead nor write . , . 2, 801 The proportions deduced from these aggregates as follows : The proportion of males to females is . 54 to 46 The proportion of white to colored is . 95 to 5 The proportion of foreign-born to native . 40 to 60 The proportion of those who can read only to those who can neither read nor write is . 52 to 48 If we add those who can read only to those Tvho can do neither, which we should do, as it is well known that those who can read only are almost absolutely ignorant, we shall have this result : Those who have some education to those who have none . 60 to 40 Foreign-born to native . 39 to 61 Whites to blacks . 95 to 5 Totally ignorant among paupers . 60 per cent. Foreign-born . : . 39 per cent. Colored . . 5 per cent. To compare these proportions with the proportions of these classes in the several States we have these results, derived from the census of the illiterates in the census of 1870 : Adult illiterates in New England States to their total population . 4. 6 per cent, j In Pennsylvania, New Jersey, and New York . 4. 9 per cent, j In Ohio, Indiana, and the Central West . 4. 8 x^er cent. ' This x>rox)ortion is for the whole x)opulation, and not for adults only ; in the latter j the proportion of illiterates would bo much greater. We may assume 4.5 xrer cent, as i the prox)ortion of the illiterates in the Northern, Middle, and Western States, excluding ! tlie South, or former slave States. We have, then : | Totally ignorant among paupers . 60 per cent, j lotaliy ignorant among the whole peoifie . 4. 5 per cent. | RELATION BETWEEN EDUCATION AND PAUPERISM. GOl Let us take a given uuuiber of people, say a million of persons, in Pennsylvania, Ohio, and Illinois, States not inferior to any in x>opiilar education. The result will he (on the average) very nearly this : Population . 1,000,000 Paupers . 8, 000 Illiterate people, (total) . , 45,000 Illiterate paupers. . ■ . 4, 800 Of total illiterates there are paupers . .' . . . 13 i)er cent. Of all liopulation there are paupers . 8 per cent. In other words, the proportion of paupers among the illiterates is sixteen times as great as among tliose of common education. The results demonstrate what reason should infer from the facts. The want of education is the lack of faculties and talents to acquire employments and to work profitably in them; and this is one of the great causes of pauperism. Let ns now look to the proportion of foreign-born to native ; for this is involved in an inquiry into the relations of ignorance to pauperism. A great many of the foreign-born who come to this country come very ignorant and also very poor, so that they are in a condition to recruit the ranks of pauperism largely, unless they are able to get into agricultural employments, which only a small portion does. The result is evident in the pauperism of large cities. If the infirmaries, hos¬ pitals, and asylums of New York, Cincinnati, Saint Louis, and other cities be examined, * it will bo seen that by far the larger proportion of paupers is in the large towns, and that the larger part of. them is foreign-born. Taking the proportions above given, let us examine their relation to the w^hole pox)ulation. Per cent. In Connecticut the proportion of foreign-born is . 21 In Pennsylvania the proportion of foreign-born is . 15 In Ohio the proportion of foreign-born is . . . . . 14 In Indiana the proportion of foreign-born is . . . 8 In Illinois the proportion of foreign-born is . . 20 In the whole United Sta,tes the proportion is about 12 per cent., but in the South it is much less. In the "States from which our tables are taken an average of 16 per cent, is quite enough. We have, then, for a given population, the following results : Population . . . 1, 000, 000 Paupers . 8, COO Foreign-born . 160,000 Foreign-born i^aupers, (39 per cent.,) . . . 3,120 Of all foreign-born, there are paupers 2 per cent. * Of the whole population, there are paupers 8 per cent. In other wmrds, the pro¬ portion of foreign-born paupers is three times as great as the proportion of natives. The proportion of native paupers is as follows Native population, deducting foreign-born, as above . 840, 000 Native paupers, as above . 4, 880 Proportion to whole population . . . 5 per cent. Proi3ortion of foreign to native paupers . 4tol The number of colored paupers is not large, (except in the South,) and there is no evidence that they are more inclined to.pauperisin than the whites. The returns from several of the almshouses and infirmaries show that there is a large share of intemper¬ ance ; but, as we have remarked in relatmn to crimes, intemperance is often the conse¬ quence as well as the cause of crime and pauperism. It is one of the common sayings of intemperate men, as well as their friends, that “ Pie was unfortunate, and then got to drinking.” We must go farther than we have yet been able to do into the origin of cases of pauperism before we can safely pronounce how far intemperance has caused it. We now know that the largest element of character which accompanies i^auperism is ignorance. The proportions above given are enormous, and should arouse those who seek a broad, popular education to greater zeal and energy. Although the effect of ignorance in producing crime is very great, yet its effect in producing j)auperism is greater. If, then, society has to pay so heavily for keeping a X)art of its people in ignorance, would it not be wise and prudent to educate them ? The State commissioners of public charities in Illinois report the case so clearly and strongly that we make the following extracts from their report for 1871 : Ninih. The tendency of education to prevent pauperism is more apparent than its tendency to prevent crime. Estimating the pauper children at one-tenth of the whole number, and leaving them out of calculation, 40 per cent, of the inmates of the alms¬ houses could not write, and 25 per cent, could not even read. . 602 REPORT OF THE COMMISSIONER OF EDUCATION. “ Tenth. Pauperism aud crime are so closely allied that the same iudividnals belong to both fraternities. Five per cent, of the count}" paupers acknowledge to have been in jail. The same man is a criminal or jaauper, according to circumstances. He steals when he can not beg, and begs when he can not steal.” Cicero, in his oration for the poet, (Archias,) says that all arts are kindred. We see above that the vices and crimes are kindred also; but whatever they are, society should rather inquire how they came than what they are. Vice, crime, and imbecility, when they have once seized upon a human being, are rarely cured. The preventive is a far more possible process than the curative ; hence society is under the greatest obli¬ gations, as well as moved by the strongest interests, to take all possible preventive measures. It has two directly within its power. One is positive, by educating the people thoroughly. The other is negative, by withdrawing the open temptations to intemperance. Every Christian and patriotic motive impels us to ])revent crime and pauperism by every human means. The statistics from which we have drawn our conclusions are limited, compared with what they may be made ; but while more extensive tables might enlarge the details they would probably in no way change the result. While the great social facts remain, the evil, as well as the good, which attended them, will also remain. Condition of education in almshouses and infirmaries. Institi^tions or States. Number of poor- houses. § P. o ro . a a p White. Colored. Nativity. Education. Male. Female. Male. Female. ‘3 1 Native. Head and write. Bead only. 1 Connecticut . . . 7 64 27 33 3 1 5 57 23 3 17 "Miiinc _ _ _ _ 9 100 47 53 12 56 55 13 14 ilassachusetts . 33 754 404 337 2 11 128 612 338 118 84 a'^cw Hanipsiiire _ _ _ ...... 5 124 49 74 1 20 104 75 15 34 nirndfi TslnYifl . . _ 2 12 3 4 1 7 2 3 2sew York . 31 2, 279 1, 220 1,015 25 19 736 1,064 367 167 246 Kew Jersey . 2 359 158 194 4 3 218 200 100 60 258 Ohio . 23 1,410 680 626 53 51 316 845 520 276 457 Ohio, city of Qleveland . 1 465 257 208 5 2 333 132 300 102 158 Ohio, Erie County infirmary. _ 1 60 29 29 2 40 18 Ohio, Columbiana Co. infirmary . 1 84 39 43 2 Ohio Toledo infirmary .... 1 51 51 20 24 Ohio, Eichlaud County infirmary 1 73 27 46 20. 53 36 14 13 Indiana . 18 390 179 198 5 8 133 257 102 64 149 Illinois . 28 746 392 346 4 4 327 397 132 128 52 Illinois almshouses . . 71 1, 662 912 708 27 15 812 850 439 244 539 Michigan . . 10 263 156 94 9 4 50 96 14 25 79 IMinnp.snfa . _ . 1 76 47 23 1 5 60 16 Pennsylvania . 27 2, 222 1,246 939 31 6 254 381 318 160 305 Maryland . . . 1 ’571 205 246 39 81 200 371 195 108 237 Virginia . 2 274 53 83 73 65 40 251 4 15 42 West Virginia . 1 120 70 46 4 53 67 26 7 95 ART-TRAINING IN AMERICAN COLLEGES. * 603 RESFECTIIVC} IN AMEKI- CAN BY M. B. ATSTDERSON, LL. D., PRESIDENT OF THE ROCHESTER (NEW YORK) UNIVERSITY. It is the province of an institution for higher ednc^ation to furnish a course of in¬ struction which shall include the elementary principles of all the great departments of human thought. It should be the aim of such a course to secure the highest culture which the pupil is capable of receiving, and also to make him in some degree familiar with the mental processes of those men who mark in their epochs the culmination of the world’s moral and intellectual life. Upon the principles here stated all courses of study designed for liberal education have been framed. These courses have varied with the intellectual jirogress of succes¬ sive ages. The culture of each generation is represented in its curriculnm of educational studies. A nation’s ideal is shown in what it attempts to do for the young. The more cultivated the people the greater the anxiety manifested to iierpetuate the highest tyjies of the xiresent in the generations to come. ATHENIAN CULTURE. The Athenians thought it a shame that the free citizen should be ignorant of any one of the forms in which the .Greek mind had found expression. Consequently, no great genius among them could fail of a fit audience or due apprecialion among the average free-born citizens. Ail the capacity and achievement of the few were made available for the cultivation of the many. DEFICIENCIES IN IMODERN EDUCATION. Modern education, especially that of our own country, has strangely neglected some of the noblest forms of human thought. Especially is this statement true in respect to the fine arts. With the exception of the study of elegant literature, very little con¬ nected with these arts enters into our course of education. It must bo conceded that all literature cast into rhythmical forms, or whose aim it is to address and affect prima¬ rily the cESthetic capacity, should be put in the same class with the arts of design. The end of the poem, the novel, and a large proportion of essays and occasional addresses, are designed, in the first instance, to give pleasure, however much of moral effect may be indirectly aimed at. A KNOWLEDGE OF THE GREAT WORKS OF LITERATURE INDISPENSABLE. By common consent, the highest forms of {esthetic literature in three or four lan¬ guages are considered as indisiiensable elements in every course of education which can. claim to be liberal. The essential principles of liter{uy and art criticism are identical. Homer and Shakespeare are artists by the same title as are the world’s painters, sculptors, and architects. LIBERAL CULTURE DEMANDS SIMILAR KNOWLEDGE OF ART. The study of literature, having been so universally adopted as a means of culture, is itself a concession of the valije, and even the necessity, of art-education within a cer¬ tain narrow range. T^ie value of art-training being conceded in principle, there can be no good reason given for selecting one branch of artistic creation and the exclusion of others, equally elevated, from our courses of liberal study. Considered as mere knowledge, or as a means of discipline for the mind and character, some degree of attention to art would seem to be almost indispensable. With the exception of literature, already referred to, and some unsystematic attempts in the direction of music, very little has been done in this direction. The young are left in substantial ignorance of whole branches of art-expression and are expected to acquire a knowledge of them by the accidents of general reading, tmvel, and intermittent observation. Under such conditions, those only ^Yho have the strongest natural drift in the direction of {esthetic pursuits arc likely to make any definite and thorough acqui¬ sitions. Those in whom the {esthetic sense is least developed and who, consequently, most need the elevating and refining influence of jirt-culture, are likely to obtain little or none of it. Persons whose tastes are severe and critical in literature are often utterly iguortHit of all that pertains to the plastic arts. 604 KEPORT OF THE COMMISSIONER OF EDUCATION. DEFICIENCY OF ART-CULTURE IX AINIERICA. Tl)e great majority of educated Americans who travel abroad for improvement are so defieieiic in elementaiy art-knowledge that the best opportunities are lost upon them. As they carry no msthetic conceptions abroad with them, they bringlittle art-knowledge home. The blank and wearied expression on the faces of the crowds who, in obedience to fashion and the guide-books, drag themseh'es through the European galleries, is d, telling index to the average ignorance on art-topics on the part of the traveling p,ub- lic. Not seldom do we see a well-lilled library, or an elegantly furnished parlor, whose art-decorations are strangely out’ of harmony with the surroundings. In furnishing dwellings, we are a people singularly regardless of expense, but we pay little attention to harmony of color or beaut}' of form. In our monuments to the dead, and our pub¬ lic buildings, we spare no expense; but tawdry ornamentation too often takes the place of solidity, proportion, and harmony of parts. In those manufactures which demand beauty in form and color we are as much behind Europeans as we excel them in ingenuity and adaptation of means to ends in mechanical construction. We have a body of able artists in the deyiartments, especially, of painting and sculpture. In landscape, our place is relatively high. But a serious obstacle to the progress of American art is the rvant of an educated and discriminating body of yiatrous among the educated and wealthy. When the hard-working artist sees tons of marble and acres of canvas, worthless originals and more worthless copies, the work of journeymen painters and stone-cutters, purchased abroad by men of wealth, while honest and real home-production is neglected, ho loses faith in his countrymen, and even in art itself. While it may be true that this state of things is passing away, it must be admitted that the great need of American artists is a community of critical and intelligent judges, who will buy with discrimination, expose charlatanry, and patronize real genius and intelligent labor. If wo would hold the same high rank among the nations in the elegant arts that we do in practical energy and inventive capacity, we must take measures to meet the dehcieiicy wo have alluded to, the reality of which all thoughtful yiersons must admit. The remedy, we submit, must be sought in art-education for the young. All experience shows that improvements in education must begin in its highest forms. The stream can not rise higher than its fountain. The teachers and leaders of society must be hrst taught. It is not enough that the elements of drawing are taught in our j)ublic schools. This is wmll, but it will never create a body of connoisseurs to whom the artist can appeal for recognition and appreciation. Nor will schools for the training of artists meet our difficulty. These, also, we need ; but the educating force wiiich these will bring to bear on the community of critics and patrons of art is remote and indirect. We need an art-training for colleges wiiich shall be given as a constituent element of general liberal culture, and not for a merely professional end. SUGGESTIONS FOR ART-CULTURE IN COLLEGES. I now beg leave to give some hints upon what is possible and practicable in pro¬ moting art-study in liberal education. Such a course of instruction must be short, for the curriculum is already crowuled, and new sciences and literatures are constantly demanding recognition. It must be accomplished by means of cheap illustrations and appliances. The meager incomes of American colleges in general forbid any large and ex^iensive galleries of art LAW'S OF SOUND. The laws of harmony among sounds are taught in every course of physics. Some explanation of the acoustic principles w'hich affect the production of musical sounds might naturally and easily be given. Such discussion might be followed by the princi¬ pal facts in the history of music leading to an account of its marvelous development in modem times, showing it to be the earliest cultivated among the arts, while it has been the latest in reaching maturity. This might be followed by the discussion of the laws w'hich underlie musical criticism and composition, together with some character¬ istics of the wmrkVs great musical composers and performers. It may be said that such instruction must be superffeial and worthless. We answer that all elementaiy instruc¬ tion must bo superficial as compared w'ith the attainments of experts. It is also true that no instruction, howmver incomplete, can be called superficial w'hich is founded upon universal law^s. LAWS OF COLOR. Harmony in color depends upon law's similar to those which regulate the relations of sound-waves. The principles of harmony in color are of necessity taught with the elements of optics. The application of these laws to the production of pleasing effects upon the eye is simple and easy. The commonest illustrations of the modes in W'hich contiguous colors heighten or diminish the effect of each other would be suffi¬ cient to set the student who was not color-blind upon a course of self-education ART-TRATNIXG IX AMERICAX COLLEGES. 605 ■which, in the end, might make him a critical judge of all the heautifnl clFects of har¬ mony and contrast in colors. “ Chevreul on Color,” a work which grew out of a series of lectures to the decorative artists of l*aris, who were engaged in the construction of patterns for various kinds of manufactures, is an example of what may bo done iu this direction. LA'VVS OF PERSPECTIVE AND OF ARCIIITECTUPiE. Some idea of the laws of perspective and shadow might bo given in connection with geometry. In the study of statics, examples may bo selected from buildings which would show the relations between the solidity deinanded by phj'sical laws and the production of the emotion of the beautiful aud sublime in architectural con¬ struction. In the study of the different branches of natural history, attention might be drawn to the laws of strength, symmetry, and proportion which are every where united in animals aud plants. BEAUTY AN EVER-PRESENT ATTRIBUTE OF NATURE. In the general analysis of natural objects, a competent teacher will the better secure his end if he directs his pupil to the fact that beauty, as well as adjustment of means to ends, pervades all the kingdoms of nature. Instruction in literature is of course largely {esthetic in its character. This will be much more effective when literature is seen to be but part of a grand system of {esthetic creations. When a student has thus been furnished with elementary critical conceptions, and has been made familiar with those faculties iu his own mind which render him capable of enjoying the beautiful and the sublime, he has a ground-work of preparation which enables him readily to profit by whatever of instruction in the departments of plastic art he may be able to obtain. All instruction upon these subjects should of course be accompanied by illustra¬ tions addressed to the eye. As tJie expense of collecting a complete representation of the progress of art through actual masterpieces is beyond the reach of any treasury but that of a nafion, we must set aside all hope of seeing such collection in connection with an institution of learning. Indeed, such immense galleries would be more likely to confuse and burden than to assist a young learner. It is, however, comparatively easy to make a collection of illustrations of art which would answer aU the purposes which we have in view. NECESSARY ART-MODELS, CASTS, AND PLANS. First. — There should be provided a series of models in plaster of Paris and cork, of celebrated monuments of architecture, which should bo so selected as to illustrate the development of orders, types, and styles in themselves and iu their relation to nations and iieriods. To these should be added casts of the details of ornament, such as capi¬ tals, moldings, and sculpture, whether serious or grotesque. Stained-glass windows could be represented by chromo-lithographs, as also celebrated interiors, with their general decorations iu color. In addition to these, models, photographs, aud engravings of buildings and their ornaments might be made extremely useful. Secondly. — For sculpture, a similar collection of casts in plaster of Paris, zinc, or parian would serve to illustrate the progress of the art and represent the masterpieces of different nations and periods. These casts, as in the case of architecture, might be supyilemeuted largely by photographs and engravings. Thirdly. — To illustrate ceramic art, reproductions of ancient vases of Greek, Etrus¬ can, and oriental origin could be procured at a slight expense. To these might be added photographs and engravings which would give the student a tolerably clear idea of the gradual development of this branch of art, iu which the useful and orna¬ mental are brought in so close a connection. Fourthly. — To represent ancient pictorial art, a collection of engravings and chromo¬ lithographs of the extant fragments of Greek, Etruscan, aud Roman painting.s — such, for example, as have been found in Etruscan and Roman tombs, in the baths of Titus, aud at Pompeii — might be made available. To these might be added copies of early church mosaics and frescoes, which would illustrate the transition from heathen to Christian art. For this purpose the publications of the Arundel Society would be found trustworthy and valuable. Fifthly. — For an illustrative art collection, nothing is more valuable than well-selected engravings. Engraving is itself a branch of art, while at the same time it represents the sister arts. The composition, outline, and distribution of light and shade, the general expression of a jiicture, indeed every thing except color, can bo set forth by a skillful engraver. Etchings, of which the early painters were so fond, will give us the autograyih expression of an artist’s thought. Where the etcher is also the designer, and {in artist of reputation, his work will give us a real and trustworthy idea of his genius, and will approach a yiaiuting in its value for art-instruction. An etching by Rembrandt, Salvator Rosa, or Waterloo, brings us face to face with the artist’s thought 606 REPORT OF THE COMMISSIONER OF EDUCATION. I set forth in his own language. An engraver of real power, like Marc Antonio, Raphael Morgheu, or Frederick Miiller, can interpret the spirit of his original with greater suc¬ cess than the most skillful translator in literature. Without attempting to obtain etchings or engravings which are costly by mere rarity, or indulging in the luxury of ^ proof impressions, a collection can he made, at a moderate outlay, which will serve a ftwofold purpose. They enable us to study the art of engraving in its completeness and the most significant elements of the art of painting. Under the skillful manipu¬ lation of artists like Kellerhoven we are, in addition, given admirable representations of color. When a collection of engravings is arranged by schools, and in a historical order, it can be made to illustrate successfully the growth of culture and the progress of art. Such a collection would naturally be supplemented, in time, by copies in oil and original paintings. Every good collection of engravings would furnish by its jires- euce a strong argument for its enlargement by original paintings. Sixthli/. — A collection of wooden models and drawings representing the progress of naval architecture, and its present condition, though not so immediately and exclu- siveh' bearing on art-culture, wmuld be an appropriate pendant to the illustrations of architecture, properly so called. The graceful curves and free, bold outlines necessary to naval construction give scope for sesthetic effects which are w'orthy to be compared with the highest results of the sister art. The value of such models for the illustra¬ tion of the laws of hydrostatics and hydrodynamics is obvious. Seventldy. — These illustrations might be extended so far as to include the weapons, utensils, and ornaments of savage races and prehistoric times, inasmuch as they show tendencies to regard beauty of form and finish in construction. In like manner, what¬ ever specimens of handicraft combine the elegant with the useful in any remarkable degree would be serviceable for the general purpose we have in view. One of the surest marks of advancing civilization is the tendency to mold articles, designed for purely practical ends, into forms of beauty. ARRANGEMENT OP ART-COLEECTIONS. A collection of art-illustrations should he displayed in an appropriate room and classified into departments formed on scientific principles. So far as possible, they should be so arranged as to show by their relation to each other the progress of artistic development, and set forth the leading facts in the history of art. They should be as carefully arranged as a cabinet of natural history. A well-selected library of books cn the theory, practice, and history of art should be readily accessible to the pupil. They w’ill sustain the same relation to the illustrations that scientific treatises dg to cabinets of minerals and fossils. ART-LECTURES. In connection with these illustrations a course of lectures should be given founded upon the actual presentation to the eye of the object to be explained. Opportunity should be given for repeated examination of the illustrations in the teacher’s presence, and for the free interchange of questions and answers. A short time thus devoted to art-study under an intelligent instructor would give a class the initial conceptions w hich reading, travel, and observation will mature into capacity for intelligent enjoy¬ ment and enlightened criticismpf art. ADVANTAGE TO THE GENERAL PUBLIC OP ELEMENTARY ART-CULTURE. It would aid in the elevation of the public taste by gradually educating a body of connoisseurs capable of purchasing art-objects wisely, and by giving tone and character to the judgments of the periodical press. Adequate preparation, so far as art is con- . cerned, would be secured for profitable foreign travel, and the moral advantage would be obtained which always arises from increasing the public capacity for distinguishing the false from the true. Domestic life would be made more attractive and, at the same I time, less costly. The tone of dress and furniture would be less under the control of vulgar wealth, and the tact and skill w^hich produce beautiful efiects from a slight : outlay would come to be properly appreciated. The pleasures arising from cultivated i taste wmuld tend to take the precedence of those vulgar amusements which degrade J alike the mind and morals of society. The strongest argument for art-culture is, however, found in the fact that it is the i natural complement to the study of science and literature, and is indispensable to the completion of a broad, liberal, and justly proportioned education. KNOWLEDGE OP ART ESSENTIAL TO A JUST KNOW^LEDGE OP HISTORY. The growth of art is so closely interwoven with all civilization and intellectual prog¬ ress that it is impossible to separate them from each other wuthout making all our ideas of human history disproportioned, vague, and inadequate. The titanic civiliza¬ tions of Egypt and Assyria are revealed most distinctly and emphatically in their art. ART-TKAINING IN AMERICAN COLLEGES. GOT All the procluctious of the Greek mind bore a definite relation to each other. They are each part and parcel of a coniinon intellectual, moral, and i)hysical life. Ho whose knowledge of the Grecian mind is drawn from literature alone, will fail to grasp a well-rounded idea of its many-sided and all-embracing power. The molding inllueuce of the Greek upon the Roman mind is nowhere so conspicuous as in the art-treasures with which the very soil of Rome is filled. The earlier Italian art indigenous to the Etruscan and Roman mind is peculiarly indicative of national character. The intro¬ duction of Greek art into Rome after the conquest of Sicily and Greece was both cause and consequence of the wonderful change in the Roman character in the later days of the republic. Greek sculpture changed the religion of Rome, as really as Greek phi¬ losophy changed its law when the speculations of the Porch and the Academy re]daced the narrow and oppressive technicalities of the Twelve Tables. The gods of Homer and Hesiod were naturalized in Rome by the silent power of plastic art. The arch, and its modification in the dome — the great contribution of the Roman mind to archi¬ tecture — furnish an index to the movement of Roman influence over the Christian world. This influence determined the distinctive features of Byzantine architecture in the East, and the Romanesque in the North and West. The stiff and angular drawing of the medimval Greek mosaics, the growth of an age of superstition and decadence, repeats itself in the early religious painting of Italy and Germany, and shows the con¬ stant intercourse between the East and the West. The art-remains of the catacombs illustrate the early gi’owth of Christianity, and give indications, by no means unworthy of attention, of doctrinal belief at the period of catacomb construction. The rise of modern Italian art under Giotto and his pux)ils marks the commencement of the intel¬ lectual and moral changes which led the way to modern civilization. All through the creative period of the Italian mind, literature, science, and art received their impulse from similar forces, and each illustrates and completes the conception of the other. Even Dante can not be adequately understood without reference to the art of his time, nor can Italian art since be understood in the largest sense without the study of Dante. The Last Judgment ” seems little else than a portion of the “ Inferno,” translated into outlines and colors. The semi-heathenism of the Renaissance is as clearly portrayed in art as in the speculations of the Neo-Platonic scholars who graced the symposia of the Medicean court. The architecture of the Middle Ages alone is sufficient to extirpate the vulgar prejudice Nhich assumes that the European mind lay dormant from the downfall of the Roman empire till the revival of learning. There is no monument of human genius more impressive than Strasburg minster, or that vast truncated mount¬ ain of arches, buttresses, and spires which rises from the valley of the lower Rhine amid the bustle and traffic of Cologne. The “ stone books” sculptured on the cathe¬ dral walls of Rheims and Chartres are a more significant type of the nascent social order of mediseval Europe than any of its monuments of literature. The inner life of the Hanse towns — those wonderful outgrowths of civic life, at once so concentrated and so expansive — is nowhere so clearly expressed as in those monumental town halls, ■whose towers and bells were alike the emblems of municipal sovereignty and the land¬ marks, amid feudal barbarism, of civil liberty and commercial life. Illustrations of the value of the instruction we advocate crowd upon the attention ; but mention has been made of sufficient for our purpose. ART-TRAmiNG ECONOMICAL AND FEASIBLE. The question naturally arises, What will this cost, and how can the result be accom¬ plished ? We believe (and we speak from some experience) that useful instruction can be given with a very small collection of illustrations. One thousand dollars, judiciously expended, can be made to accomplish valuable results. Five thousand dollars would purchase a fair collection. Ten thousand dollars (a part expended at once and a part put at interest) would soon meet all the /most pressing needs of an institution. Of course such a collection can be profitably enlarged in any direction and to any degree, in proportion to the provision made for it. But public benevolence is not likely to go astray in this direction. Again, it may be asked, where shall we procure competent teachers ? We answer that wherever an endowment for a collection and a lectureship shall be provided there will be no lack of men. If there shall be no fund to pay a special lecturer, there certainly ought to be found in every college faculty one or more capable of giving the very elementary instruction required. If a lecturer, profoundly learned in the subject of art, were endowed, the time for an elaborate and detailed course of lectures could not and ought not to be spared. In this, as in every thing else, wo ought to aim at the practicable and joossible, and learn not to despise the day of small things. HOW CERTAIN SCIENCES WERE FIRST TAUGHT IN AN AMERICAN COLLEGE. Benjamin Silliman began teaching mineralogy and geology with one small box of illustrative specimens, ^which he was hardly competent to classify. But it was a beginning out of which great things have grown. It is clear that some degree of art- cultuj'e is desirable and attainable, and that it may bo accomplished by an outlay for illustrations and teaching capacity not beyond the reach of any well-organized insti¬ tution of learning. s STATISTICAL TABLES RELATING TO EDUCATIOI II THE UIITED STATES. 608 REPORT OF THE COMMISSIONER OF EDUCATION. Table I. — Statistics of the school systems of the States and Territories, showing the enroll- United States Re¬ states and Territories. School population. Sex. Public schools. 1 Alabama . 1871 5-21 387, 057 2 Arkansas . 1871 5-21 182, 474 3 California . 1872 5-15 142, 409 4 Connecticut . 1872 4-16 123, 468 5 Delaware . 1870 5-21 47, 825 6 Florida . 1871 4-21 62, 869 7 Georgia . 1871 .5-21 425, 000 8 Illinois . 1872 6-21 882, 693 9 Indiana . 1872 6-21 631, 549 10 Iowa . 1872 5-21 474, 350 11 Kansas . 1872 5-21 165, 982 12 Kentucky . 1871-2 6-20 416, 763 13 Loaisiana . 1871 G-21 246, 290 14 Maine . 1872 4-21 226, 751 15 Maryland . 1871 5-20 276,120 16 Massachusetts - - 1872 5-15 282, 485 17 Michigan . 1872 5-20 405, 026 18 Minnesota . 1872 5-21 180, 020 19 Mississippi (c) . 1871 5-21 304, 762 20 Missouri . 1871 5-21 634, 443 21 Kcbraska . 1872 5-21 51, 123 22 Nevada . 1872 6-18 4, 950 23 New Hampshire . 1872 4-21 77, 364 24 New Jersey . 1871 5-18 265, 958 25 New York' . 1871 5-21 1, 502, 684 26 North Carolina . 1872 6-21 332, 597 27 Ohio . 1372 5-21 1, 073, 274 28 Oregon . 1872 4-20 36, 512 29 Pciinsylvania . 1872 6-21 97.5. 753 30 Ehode'island . 1872 5-15 42, 000 31 South Carolina _ _ 1872 6-16 209, 376 32 Tennessee . 1872 6-18 391, 068 33 Texas . 1872 6-18 191, 009 34 Vermont . 1872 5-20 84, 946 35 Virginia . 1872 5-21 e411, 104 36 ■West A''irginia . 1871 6-21 166, 749 37 lYisconsln . 1871 4-20 420, 948 38 Arizona . 1872 f 6-21 1, 272 39 Colorado . 1872 5-21 12, 286 40 Dakota . . 1872 5-21 3, 946 41 District of Columbia . . 1872 6-17 31,671 42 Idaho . 1872 5-21 1,878 43 l\Tr>r!f nnn, 44 New Mexico . 45 Utah . 1871 4-16 28, 737 46 AVashington . 1871 4-21 8, 306 93, 958 73, 7G8 88, 516 68, 641 24, 152 23, 673 325, 959 243, 522 85, 095 305, 590 230, 828 80, 887 125, 146 121, 144 92, 129 2, 529 42, GOO 167, 354 547, 051 18, 724 106, 269 211,173 ’2i3,'89i 6, 353 2,116 14, 971 982 14, 434 87, 891 2, 421 34, 764 165, 243 526, 223 17, 788 103, 107 207, 057 5, 833 1,830 16, 700 896 141, 312 107, 908 80, 983 113, 533 19, 018 14, 000 39. 766 662, 049 459, 451 349, 633 106, 663 107, 666 69, 645 79, 511 91,500 126,311 115, 683 276, 602 296, 356 120, 352 111,686 330, 070 23, 786 3, 372 72, 762 169, 430 1, 028, no 10.5, 660 703, 800 834, 313 27, 720 76, 322 127, 672 70. 904 168, coo 76, 599 266, 014 7, 392 1, 973 15, 555 1,416 16, 992 3, 820 g5, 093 26, 773 329, 799 286, 301 218, 131 61,538 120. 866 70, 000 97, 596 56, 435 205, 252 ISO, COO 62, 046 79, 937 187, 024 2, 372 49, 293 86, 812 493, 648 408, 538 15, 000 536, 221 22, 176 81, 653 96, 000 51, 336 262 4, 262 ii’eiA 12, 819 33,646 11, 338 34, 077 12, 993 332, 250 173, 150 131, 502 45, 125 21, 500 28, 715 59, 248 71, 350 116, 3.56 58, 306 31, 749 143, 046 1,000 23, 469 82, 618 .534, 462 300 262 298, 092 5, 544 46, 019 72, 000 25, 263 3, 130 3,' 942 4, 173 a Actual working school days. 6 Private Schools of all grades. c Includes statistics of 52 out of 69 counties in the State. d For the month of May. STATISTICAL TABLES. GOO mcnt, attendance, number, and diu'ation of schools, if o. ; from replies to inqulnes by the rea ii o f Ed ucation. Public schools — Continued. Number of pupils in private elemeulury schools. Number of schools or school districts. Average duration of school in moutl'.s and days. Number of teachers in public schools. Average sal¬ ary of teaclicrs per mouth. Number not registered. Average total absence. Male. Female. Total. 6 Female. 245, 745 279, 391 3, 321 .3 mouths, 8.^ days... 2,318 1, 152 3, 470 ^>42 50 $42 50 74 566 2, 534 1, 901 401 2, 302 6b 426 72, 764 12, 991 1,378 6 mouths, 10 days . . 820 1, 232 2! 052 74 58 60 69 11,947 46, 024 8, 754 1, 630 8 months, 124 days.. 699 2, 194 2, 893 66 56 32 69 2.^ 807 402 5 moiu.li.s, 00 clays. . . 1 Jp’ 869 .331 331 30 09 30 00 j 385! 234 398, 227 26, 778 1,291 2 mouths, 15 days. .. 620 268 883 53 51 38 37 220, 044 552, 894 34, 784 11,231 6 moui hs, 27 days . . 9, 094 11, 830 20, 924 56 00 39 GO 172, 098 345, 248 9, 100 5 months, 16 days... 7, 430 4,816 12, 246 . 1 124,717 256,219 9, 588 8, 563 6 mouihs, 14 days... 5, 88S 9, 305 15, 193 ’’sow’ 29 32 59, 319 104, 444 3, 419 5.4 mouths . 1, 747 2, 043 3, 795 ' 40 20 31 50 5, 381 154, 790 176, 290 640 6 mouths, 10 days... 865 555 1, 420 65 00 65 00 1 100, 440 129, 155 4, 171 106-i days (a) . 1, 8C0 4, 2C0 6, OCO 33 17 14 40 1 ICo’ 437 219, 685 1, 509 9 2-1 1 months . 1, O2O 1, 249 2, 269 45 83 45 83 i s! 883 77! 233 &13, 687 5, 193 8 months, 28 days... 1, 024 7,419 s! 443 85 09 32 39 108, 670 225, 026 8, 772 5, 365 7(, months . 3, 032 8,610 11,642 49 25 26 75 59, 668 117, 974 5, 000 2,933 6 months, 18 days. .. 1,656 3, 056 4, 712 37 39 24 57 193,076 224. 825 6, 403 3, 450 5 mouths, 10 days... 2, 256 399 2, 655 58 90 58 90 304, 373 447, 419 29, 398 4.1 months . 8, 816 35 00 35 00 22! 337 767 1, 410 74 days . 773 739 1 , 512 38 50 33 48 i!578 2, 578 439 76 8 months, 10 days... 29 47 76 116 53 88 73 4, 602 28,071 2, 452 4 inontljs, 4J days. .. 585 3, 241 3, 626 37 56 24 33 ; 96, 528 179, 146 dfioG 1, 390 8 mouths, 18 days. . . 9.52 1,979 2, 931 57 34 32 43 ! 474, 574 11,009, 0.36 13.5, 433 11, 350 35 weeks, 1 day . 6, 481 21, 773 28, 254 1 226, 917 4 juonths . 3, 078 1, 054 4, 132 25 00 20 00 364! 474 664, 736 19, 740 14, 201 152 days. . 9, 718 12, 343 22, 061 42 00 29 00 ' 659 18 weeks . . 50 00 40 00 i 141,440 439, 532 8, 000 15, 999 6 mouths . 7, 753 10, 615 18, 368 41 71 34 60 j 14, 280 19, 824 8, 000 727 34 weeks, 2 days _ 177 579 756 39 72 39 72 1 133, 054 1,919 6 moiitiis . 1,363 822 2, 185 35 00 35 00 ! 63, 337 109, 356 d2, 000 2, 233 . ■ i 14, 042 2, 50;! 6 months . 671 3, 544 4 215 1 243, 104 315, 104 10, 182 3, 552 5 months. 15 days. .. 2, 545 1,281 3, 826 30 32 28 21 90, 150 115, 413 2, 323 3 months, 25 days . . 1, 955 513 2, 408 34 95 .32 15 158, 001 17, 267 5, 031 7 mouths . 2, 885 6, 283 9, 168 1 100 6 months . 5 3 8 100 00 75 00 ! 4, 894 8, 024 1,200 189 5 months, 14 days . . . 92 114 206 69 00 54 00 i 1,973 350 83 3h months . 28 84 112 55 00 32 00 ! 16, 116 20, 058 5, 882 4' 10 months . 26 237 263 107 50 70 00 i 462 60 35 5 months, 3 days.... 26 34 60 162 50 162 50 1 11,745 1.5, 918 268 6 mouths, 27 days... 197 161 358 4, 486 222 Less than 6 months 170 /36 00 /30 00 (7164 e Census, 1870. / Willi board. g From Eeport of Board of Indian Commissioners for 1872. 39 E 1 4 0 7 8 0 10 11 12 13 14 15 It! 17 18 19 20 21 22 23 24 26 27 28 29 '30 31 32 33 34 30 37 38 39 40 41 42 43 44 45 46 47 48 GIO REPOET OF THE COMMISSIONER OF EDUCATION. Taule II. — Staiisiics of school systems of the States and Territories, shoiviny the income, expenditure, 4'c. — Continued. STATISTICAL TABLES. 611 2Sgi2 (71 O CO mu iiwMimmmu § 8?-!S§§ I silSi ijlisi g =f-.5 • CO 88 ;8SS ii iiil 'Ii is ;Sil «o- ; -r «r :?!! iiPi Pii oo' 'ii! Ir-i- MU .-r sssa P’s;! SS33SSSS;SSSS8SS;p??3 Ili'sigliWiliPWi li si ss IS i- ss §1 s§ fiSS gSi 3S3SS iiPs S5§S ill s I .r: ;j S8 ii S3 sss ill Ifi ss §1 : : ; :S :8§ g? : : • ‘ ■ CO g : ; : : : : : S : : i i ig.iPi i i i : : ;i s i i i i i i i is I i ig M N* rS ^ i i i 1 : : ; ; ; 3 : • : : : : iv-i : : 583855 llisii O So 5 O C! o o S 115 -p- S8SS38! iiiislii iSsSsil 2§lil mmi _r S _r JO Gjiict iiii SoOOOj2§.S§ooO-^ ri Table H.— Statistics of school systems of the States and Territories, showing the income, expenditure, Contiiiuecl. 612 REPORT OF THE COMMISSIO^^ER OF EDUCATIOJ^T, i I o 5 •a I c I m o ■3 <2 I I x:* Table II. — Statistics of school systems of the States and Territories, showing the income, expenditure, ^-c. — Continued. STATISTICAL TABLES, 613 ? g O Table 111.— School statistics of cities for 1872 ; from replies to inquiries hy the United States Bureau of Edueation. Class A. — Containing 10,000 inhabitants or more. Part 1.— Names of superinteiideuts, the populatiou, enrollment and attendance, and statistics of primary and grammar schools. 614 EEPOET OF THE COMMISSIONEE OF EDUCATION MBO.C OIJST3[OqOS ni sqaoAV jo joqiunyi; iriho lO •ssaoa.i tTOonStiipup- -xo ‘Aiip oi;sLqoqos ut H.inoi[ JO joquiuyi; O 'O O LT O O 1.0 LO o ^ - S' S O LO o' lO o •A'cp OESRpqos {uSot ui s.inoq JO .loqianjq O O O O O 'O -o o' • r-‘'o t- ■ o' qooqos Snipnaj -JR .laquinu o^r.i9xAy SiilSS; g2igSiiiSoiS|3|gS3g||| •oSejosana.^ 91 j;9A0 paqo-iua aaqranjq SS •oSr JO9.IR0A 0 .T9p -nn p9[io.ia9 aaqranjq 11 qooqos nt paqo.ina uojppqo JO .loqraujq iiSiiSgpSlisiiiiiisSSiSSisi o" r^- cf o' -T o' CD' o' o' QO' Cl' ?j' cm' Cl «' d' CC' o' Cf cf 1"' Cl o' cf •o.Sr jooqos JO u9jp[iqo JO aaquinjq liglisSsI at Cl' rc' — ' Cl' cT — ' r)<' 3 " iiii iSilSI Tf'^'oo'fC'o' o' CL) o' o' •^' t-“ •oSr jooqos jRtioq; oooi.-3oo4 o ^ ; CO o lO O o 'O zc LO IC O LO O S i "Aop oijsspqDS pSa[ 1 m B.moq jo aaqnin]^ ri 000 ■ ? :io o 1 ‘O j 00 • lo o lo 00 00 ■ 00 O i— o j -poqos gaipnaj : -JB aaqmuu 9x!bj9ay H H sillsS 11151=1 ; ii iiiii g=ilg ii of CO — ' o' O o' of CO' of CO 'S"’' CO of i-p" i -oSc JO siBai 9x i .TOAO p9{p.iiia jaqcaux; i 3 i o- § u* • -is iii i s; 3 i ; 125 180 1 ‘agB JO siBaA’ 9 .lop ; -un pa[[oaaa jaqraii^ 3 ii i o iisi ill £ i i : I i 1 qooqos ni ponojna ! n9jp[iqo jo aaquin^q (3D sgiISs igisiiisiS isiisi siiii .ii n r-^' rH" n i-T if of n co" of o rf r-T o' ^ ^ t- cs" co" o o< t 'o tp oo ot 1 'oSv poqos JO U9.ip[tq9 JO jaqiunx iliiiSi sii§gsiiii iSisS lisii si o' o' of K of t’" o' c-' cT 0' gf o" CO 0' p o' o' 00 0" CO o" of Y o^ o" co' of •o§B poqos p§9q; 0 Ol o5 0( 0? M 0^ OJ o5 CT Ot 01 OJ 0^ OJ 0! OJ CJ i2 ;2 b: s S bn 13 bn 1313 O O O O O O O O O O O O 4< 4i 4< O O O O OI O O O O o o o *0181 snsnao ‘uop^pdoj e? siisii igisi^iiie iiils iiiii ii 23 = §SS SS5|2|SS23 S|'SSf2 gSSSS SS n 1 a g 0 <1) i William H. Wiley . William M. Bryant . A. Armstrong . W. E. Crosby . Tliomas Hardie, secretary school- board. W. W. Jamison . Philo J. Williams . Dr. J. W. Hall . . . George H. Tingley, jr . William ii. Jones . J. B. Carter . u. r. Ko Herts . J. D. Emerson . iiioraas iash . . J. H. Coffin, secretary of school- comiiiittee. AVilliam II. Creery . John D. Pbilbrick . E. B. Hale . Tracy P. Cheever, chairman com¬ mittee on high school. William Connell, jr . B. A. Sawyer . Gilbert E Hood . Cbn.rles Morrill _ Jacob Batchelder, chairman school- board. Henry F. Harrington . Isaac P. Noyes, secretary school- board. Name of city. M Terre Haute . II y S2p III! Dubuque . . Keokuk* . Leavenworth . Covin cton* . Louisville* . JNewpoit . New Orleans* . II- 11, Lewiston . Portland . Baltimore . Boston . Cambridge . Chelsea . Fall River . Haverhill* . Lawrence . Lowell . Lynn . . . New Bedford . Newburyport . State, Indiana . Iowa . - do . - do . fin - do . _ do . Kansas . Kentucky . ■ o _ do . Louisiana . 1,2, § : _ do . _ do . Maryland . Massachusetts .... _ do . ....do . O O c ' o o c •joqumjq H Tablic III. — Class A. — Paht 1. — School statistics of cities for 1872; from replies to incpiiries hy the United Stales Bureau of Education — Continued. STATISTICAL TABLES. G17 Table III— Class A— Part l.—Scliool statistics of cities for 1872; from replies to inquiries hp the United States Bureau of JEducation—Contumcd, 618 REPORT OF THE COMMISSIOi^ER OF EDUCATION. mcoA opsu[oqDS ni joqtunjq; OO— IOOOOOOOOOOO( •ssao8.i uoouij’aipnp -XO ‘AVp 0I|SB10(pS ut SJUot[ JO joquinjq; o I-O lO o o • ' O O O ITS O '-0 •Aep otjSTjpqos pSoj ui sanoq jo joquiujsj; O O qooqos Sinpnoj -JB aaquina oS'ujaA^ cors-focj 00-^0 ocjr-oDoo osrs'^cooooor:— 'c; 0 0=5 t;" o CO O 'T' O O O CO O :0 lO O lO c? O 1(0 1.0 O OJ t- 0} O O O O O O CO O O O O 00 CO' 1.0 lO O O O CO I-I 'J' C5 00 t- r-l CO 'Xl t-- ^ 'X) 1.0 O 1.0 ; CM -o 00 r- CJ OJ — I CO 1-1 m 1 I CO rH O — r-i (=; : •0.9b jo s.iB0.t 9X ,i0AO p0qoaa0 joqiunjq; •99t? JO SIBOA 9 .T0P -nil paipiuo jaquinx; CM 1-1 00 Oi •qooqos ni pono.iua nojppqo JO aaqtunj^ ' CO O 00 O CD ^ ! o o I-- >o o ro ' cc t'* CO ro T I ^ (7^ T-i ^ OOCD^GO^-COCOOCSOO^QO o I'- CO cc o? 70 »r: JO CO o o o cc?c:^oocOTroc/ji-C5t--C5't^o CO t-T CO i'-" cf o' ; r- t- •oSt? {ooqos JO nojp[U[o JO joquinj^ O Ci cc ‘’rf CO 00*' O'^COOOOU-OOt-OO ct) cri o ir: o o o ^ o o «ooo ' O ^ ^ Ci CO •oSb xooqtos IT?^OT[ LOiClOOOOO— J’-'-H— I— T-li-lQ000Q0G0a0C0C0TH^i-l»^O ^ ^ ^ Q-l Ql Ql Ql Ci CC( 01 OJ OJ rH Cjl Cl rH ^ -H -H T-H rH Ol Cl Cl Cl Cj? lAcoiooioiooiAyc io-4A cj cS '~' o O TT, ^ — Cjn.=2a:i— .lJ.s a fl a g'S®'^ ” - - - I fl 0 ^ A •gigo^l'ilnpiali |lllP^^5A-2AS^ A So a t • rt ,a S S'btd Pm I -W O O O M- . r=!r3r3 3) ^ • ■ • © CD : : : •jaqiiinjq^ Taulk III.—Class a.— rAiiT l.—Scliool slatisUcs of ciiksfor 1872; from rqkks to inquiries kj the United States Bureau of luJiication—Couimnaa. STATISTICAL TABLES, 619 a 4 'E. •ptox 5 iSssSSiisisseii mmnm _r -r o' .-Tsf is s o“ •aHJiuaj 1 , I; 1 is ii|5s K : cf : is iSiil ii •3[CK i iiiSiS si sssas s i 51- : li ii i 1 H •iwtox ■ ^ i •aiBniox pp i •oit’K rr O'l'Oorsr; — :-.C-00 : irru: rH :c •JO joqranx o o ci CJ 00 GO O'? I-*: '7’ — ^ : §}£!;::: i”*’- • ■ .=i ■ ■ L-o -r — Primary schools. /i«;ox I Sill r-T-rrtTo' ilgigisiEii iiiHiSiii — '-T cf '^’'—''2' • cf-T-ot-* cfr-T ?-g 01 GO •a[BlU9X 1 i i &S2 I !; y O rH- iii'^S I : cT — :c iiSli iro' P? •aiBK 5 : T-r : slil cffff 1 ii ^-1 iiila i i r-T cT ■ IS T— 1 iiliP ,-r PP i H 'ITJtox X H ro ^ ^ •aiBinaj 01 5 •aiept i i : ^ : • \o - 01 ■ •JO laqtaux CC i— r-< O s 1 1 "o i ;2i ja ^ 1 1 a^=: fP: s; Pi : : S : i 1.2 >lll il ! '3 ; ^ •si? ■^.1^ i-.ii =2= 5 ;i: John li. Phillips . Ed. r>. Neely . W. T. llarr’is . . . A. E. Nitihltnoalo . William M. Chase, secretary school hoard. Joseph G. Edf^orlv . J. AV. Allard ....;. . 4 i. i J c 11' a-.: > ^ :: 5 : :T i IeSII = 1-1:5 ilil? = = = ~ j:- i i . ; ■3 1 ‘P Name of city. ■ : o =i |. 1 ii : : :i: ill! 1 ',.1 '1 4li ilJ P; ; : ili IxP i 1 ji i IIIg Is 5? — 2 ^ ^ ' lilli II. ; ; : = S' ; Hi 1)=!- : :4> ; : : . . y . . . : X •,: ', UHih mm ill in o 1 5 State. i : 1 ^ X O 2 'P ' o c'^ = c w 'C : : ss ^ ; X i :i i i i ;i M i M :i i ! i-ll c c o C . c c -r-T'C^ ? •r-c • • ■ o o : : |i o ■ c; • . : ; . :^ ^ o c o o . r-r-r-r-r . o 2SS. o •laqniax Table III. — Class A.— Part 1. — School statistics of cities for 1872; from replies to inquiries Inj the United States Bureau of Education— Coidhmcd. G20 PtEPORT OF THE COMMISSIONER OF EDUCATION. •jbsA OTjST?xoq;D9 nt s^xaoAV jo .laqniuj^ 41 40 42 ^Xt^O^OGIO 0^00^050000 5 •fcjsaoa.i tioon2a]pa[o -X3 ‘Aup oi:^SBioiios ui sanoq jo A9qmuj^ M pH CO ^ o 0 10 LG 0 »G 0 -O LG LO 0 10 ^ 0 0 'C 0 0 0 0 LG 0 00" •Aep OT'jsBqoqos -[BSat UI saiioq JO aaquinx; r-1 O -o: ■0 ■ 0 £- iG 0 1- r- 7^ ■ LG CO -o A''o -o C^O ^ : : lg 1 ; 0 0 GO 0 iO qooqos Stnpnej joquinu 05'b.ioay Si ; -•'-r . isiifiY. 70 — r o'" A o' lg" eSiiis iSsiiiiili CO" vf 0 rH ■ — T-r -.'o' rg — r gI Gl" tg" •8.8 b jos.iBaA’ot J8AO patio.mo joquinx © ci — gI rA i iooo 'OiOO^^O^OOt^O^O ss.^ ■0.oBJ0S.IB0A9.I8p -uu paqo.iuo .loqoiux; £5. "“'S' : :ia ; :s ;;;;;;;; Gl i ; •{ooqos UI payp iua U8.ipi!q8 JO .loqiuuy^ 30 n ci n rf g Tf -a’" gA o' -h" t-- o' o' o o' o"' o' — T r-i" cf cf o' cm" oT Y t-'' re Y ©f •o8b yooqos jo uajpiiqo JO joquiux; I S iiiiiSjiiiii ro ^ o o 70 aS o" o' G-r o ggsSiiSi! iis ii TP 0 Y 0 5 LG rk lg" - Y ; CG • Gf il •8.§B yooqos x^Saq; G? S C! CI G( GI Gf ?• GI GJ GI O CI GI GI GI GI GJ Gl GI Gl G! CI Gi Gl G> G? G! GI GI Gl Oi O O O 4< O O O O O UG O O 0 0 0 0 0 0 0 0-0000000000 •0181 snsuao ‘uoiyByndod t-i S i lililiiiiiiiiPssiiiSiiliiiiP !3 s' S s g s' 8 8' s' =“ S S s' S 2 2 S' s' S' S 2 2 2 s' 2 S' 2 2 2 8 2 1 t CC o o i M. Hubbard, president board of education. II. 11. llocinvcll, secretary board of education. J.aiue.s Ecrgu.son . II. A. Jones . Ilonry Kiddle . 13. C. Douglass . liichard Brittain, clerk school board S. si. Ellis . 0. C. Harrington . S. 13. Howe . Edward Sinitli . . David Beattie . Samuel Eindley . John Hancock . Andrew J. Rickoff . R. W. Stoven.son . WaiTcn Higby . Alston Ellis . . J. E. Lukous . TJ. T. Ciiri an . C. 11. Evans . 1). E. Do Wolf . Alva T. Wiies . i ; : r I i : ! : i'i ill ill • =; ■ 03 •22 il if m a Name of city. 1 i 1 3 p 5 s ; : !o tSsi ^ ll^i i Jill .. Oswe.go . . . Poughkeepsie . .. Rochester . . . Roino . . . Schenectady . .. Syracuse...' . . . Troy . . . Akron . . . Cincinnati . . . Cleveland . .. Columbus . .. Dayton . .. Hamilton _ 3 . .. Poitsmouth . .. Sandusky . .. Springfield . -. Toledo . .. Zanesville . 131 ca c / 0 c 1<1< I II tl 2=3 II l31^ State. « A 5 > c 4 c 3 ccooooccocoo'oocoooooooaooooo 3 •aaqiuuyy H TAJjLio III.— Class A.— Part 1.— School statistics of cities for 1872; from replies to inquiries hi/ the United States Bureau of Julncation—Cont'nmcd. STATISTICAL TABLES. 621 Graiinnar schools. Pui)ils. ssi !3 CO r-T n" ii ;H Cf-T •o[cnioj; § s 1 iiss LpT SSSlo M m°s •oicrc s i 5 B :S?='i O r-« t'- ii S 1 2 2 ii“SS3 -i" 2 1 ■ i H •1«10X •0|Bnjo^ CC Ci -H s -..S C5 Cl O ^ ^ ^ X) s Cl Cl •r CO ' ' Cl f 'CO • •JO joqumx s -.oo Ci c? r-i o 'o 'o r: o - - c. S : Pi'iiiiary schools. 1 •Plox H iii --2 giipsiiiii.5ii§i isiSSirJsS 7f^-_r T-'iSef 'oofc'fcM-T-r :_ric.-rcf'M-.-'r-r-r.-r •opcaox i o i s ;i - 1— i iili iilSiaiis ^ii (M--r i---»_--r : cf : r-'^- •otBjt i i 3 jrH- ill” SaiSiiisS iSi c'fr.T (»^"r-r,-r : of : iii 5 11 t s H •ITJlox (f) H .-r •oloraox -T •oioK S H r5 •'•-^cicoi>co -d GO ■ • •(>> -o • . . Lo I .... ; ^ ; •JO aaqranjsL :SS--2|S33a2p h s 1 a s o ^ r- O t ! 1 § 1 1 : ^•' = J.2 5 w|: aS I hi : o s i2i: rl. d 7^ i lai ilc ii: 25' 25 ihI iHi ^ ^■r' O Z — :3: r: c |S 3^ 3- <5;^- ivisron iLiiis . J . F. Lnkens . Ii. T. Cnrran . . . C. 11. F>vmns . D. F. Do Wolf . Aiva 1 wiiGs . A. T. Donthell, county sup’t . R. K. lluohilo . •John Miller . II. S. Jones . D. S. Burns . Joseph K. Gatwaks, borough sup’t. . 'o "o o i M j : i : i 2 -si I 1 li 5 1 y 3 O U = t: O 1 • • t: i$ tlli^ SgSli \ • ..i 3 - : ?l|1 ?S5<5: §2 - S 3 =: S3* •A ’ rs • iilli^ =S=g^Si . Zanesville . _ Allegheny* . . Allentown . . . Altoona* . . Erie . . IIarri.slnn-gh . . Aorristown . state. ri4 o ^ '■ o i : M i i i M : M M i ; i ! i i : i i il ; : ; M O COOCOOOOCOOO^OOCOCOCOOC^COC o o r ^ r:: ^ 'z: r:: 'Zi ; ; ; i i i i i i : i : is : ; : i : : ; i i is : : i : i •jaqiuQj^ Table III. — Class A. — Part 1. — School statistics of cities for 1872; from replies to inquiries luj the United States Bureau of A'fZ«ca/ion — Continued. 622 REPORT OF THE COMMISSIONER OF EDUCATION. Mcai! DTiST3];oq3S at sqaoAv. jo •esooaj aoon Snip tip -xa ‘.tgq oipppqDs ni s.moq jo jacicunjsj; •;£bP onstqoqos p’Sai ui s.moq JO jaqraajq qooqos Siitpna; -jc jaqiuun aSeiaxY •oSc JO s.icoi 9t naAO patpnuo naquxnjq •oSc josjBOi£ 9 nap -nu p9[[0Jaa aaqtuu^vq qooqos nx pajpana aajppqa jo jaqaiiYS[ •a.oP poqos JO naapiiqo jo naqranj^ 'oSp poqos pSaq; •0181 ‘snsuao ‘noipindOc]; •J9qain_tq lA » LO O IS iS‘o o > O O O 00 lO LO io O lO o « o o o O 'O o ^ M P'n.-CjrH-'rH'-QO-r-r^-' IS ii gliiiissss t-T CO (ri' I iiiiisSliiisgilSiiisii CO CO 2 Cl' iiisiiiS CO ccT o" CO CO tr^ lO I 55 S 5x S 12 S cx S 2 S ® 2 2 55 S ?» 55 ® ® 8 to too«?«5AA4io«5w:otoi4'ALooALotoiA-4'4i g u S 2 2 $ 3 2 ^ 8 8 2 3 S 2 2 55 S' 2 2 § I I 5 & I lbgS'-'""j§g^“^gg3^feS'g| , ol? ilill-11 .-S ^ g p 5? o g a j'^ooo^aOrtS'^nCoooYSco ; 2222 p g'^ s :p^ : : :mh : : 1 33 fS il is “.1 P,M “il S P !l 2 'p I'i I.1S 111 ■Ht III u-= JsSS'SSa- gl^llsl ^ ^ 'P >» 'S C5.;s <1 Ph SI 1 Ii; 2 ^§, Ii wl-p p&lii 2 SSligaaassIsSssSsSssSSS S fj ®-Svh llllsll •“"“"“I Table III. Class A. Part 1. School statistics of cities for 1872; from replies to inquiries Inj the United States Bureau of Education— Contiuwed. STATISTICAL TABLES, 623 ■9tuni9x ^ 5 O I- O O'i ^ O ■ O ■»rOOO-rCOOOOO— 'f^GO o 00 o o a> o ^ t- c) o o 00 i.'O) r-t o o ^ *o ^ ct o T-i rt* ro • o o r: o Ci C5 o o o ro •OIBK •JO joqniiix II ' JO CM O i O -• O JO O *ib;ox r- o — ' j -o o o 1- ro .oi CO *0 o :o o > JO -H ^ C? 00 JO o ■ CO 0> 0> — ( C5 •oiE^caaj ' ^ JO lo JO • CO ^ JO o 00 ■ CO lO O? GO « 01 — - CO c: o o ro ^ o CO ro • CO 'T' ^ ^ CO — I •9IBPI ' 00 rp 'O ) CO CO o I CO JO CO 00 I- O GO Oi GO — O? CO 4-- O r-H TP LO O CO ^inoj, •aiuraax | ^ •OPK ! O C5 1-H CO r-l JO '(OIOOOOCOOOOLOO^OICOCO'P^O? ^ rH Cl tH JO JO ” I 2 C ■ 'a ■ ^--5 ? : 2 ^ ^ ^ ^ rr^ ■ rh o _ c — t-, 2 a cit> ® t>t>o S ^ a^ = •«3 3^ !co o . ; ffl . 2 - . « rt . f;/, q 2 c5 Total. 6 a a s s Total. c5 s Total. fS s 0 Total. 1 2 3 39 30 31 33 33 34 35 36 37 38 39 40 41 42 67 Minn . Saint Paul . 1 3 3 6 43 76 119 1 1 1 35 8 43 68 Mo ... 1 1 1 2 29 69 Mo ... 1 3 1 4 31 31 62 7U Mo .. 1 3 1 4 58 44 102 71 Mo ... Saint Louis . 5 11 26 37 422 502 •924 17 23 46 69 3426 704 4130 T2 iS^eb . . 1 3 3 34 26 60 73 N. H.. 1 1 o; 3 40 80 120 74 N.H.. Manchester . 1 1 3 4 65 75 140 2 3 8 11 100 100 200 N. H. 1 1 2 3 81 0 3 3 150 76 br. J .. 77 N. J .. 1 2 4 6 80 40 120 7H 1ST. J . . 8 12 30 42 477 216 693 79 K J .. Newark . .t . 1 5 6 11 125 142 267 6 21 9 30 169 442 611 80 K J .. 1 1 2 3 21 37 58 81 . jST. J . . 1 30 63 93 5 & 15 21 293 240 533 82 K J .. 2 2 2 90 90 83 N.Y . . 11 9 5 14 283 84 KY .. Auburn . . . 1 2 3 5 60 86 146 1 2 4 6 35 25 * 60 85 N.Y .. 1 3 4 ’ 7 60 85 151 86 N.Y .. 9 26 82 108 4429 1572 6001 87 N.Y . . 1 6 7 13 264 12 15 42 57 2381 88 N.Y .. Oohoes* . 8£ N.Y .. Elmira* . 1 2 3 5 107 90 N.Y . . Lockport . 1 3 5 8 80 90 176 91 N.Y .. Newbnrp'b _ _ 1 2 2 4 106 1 2 1 3 29 49 78 92 N.Y .. New York . 1 40 40 751 751 28 133 201 334 14492 6487 20979 93 N.Y .. Ogdensburgh* . 94 N.Y .. Oswego . 1 2 2 4 41 72 113 1 1 1 2 140 10 150 95 .N.Y .. Poughkeepsie . 1 1 7 8 195 96 N.Y .. Eochester . 1 4 4 8 68 128 196 97 N.Y .. 1 1 4 5 28 67 95 93 N.Y . . . Scfieijectady . . . 1 2 5 45 55 100 99 N.Y .. Syracuse . 1 5 5 10 167 100 N.Y .. Troy . 1 3 2 5 31 76 107 3 3 13 16 300 100 400 101 N.Y .. Utica . . . nl 1 9 10 215 244 459 1 1 2 3 93 67 160 K)2 Oliio . . Akron . 1 3 3 27 50 77 103 Ohio . . Cincinnati . . . 2 '"io 11 21 328 366 694 10 31 24 55 1159 251 1410 104 Ohio.. Cleveland . 2 5 6 11 102 149 251 1 1 2 50 50 105 Ohio . . Columbus . 3 4 7 68 107 175 106 Ohio . . Dayton . 3 3 6 72 95 167 5 3 2 5 200 10 216 107 Ohio . . Hamilton . 1 2 2 19 31 50 108 Ohio . . Portsmouth . 1 1 1 2 24 45 69 1C9 Ohio . . Sandusky . 1 1 2 3 31 66 97 110 Ohio . . SpriugEeld . 3 3 19 47 66 111 Ohio . . Toledo . 2 3 6 9 71 100 171 4 10 14 185 62 247 112 Ohio . . Zanesville . 2 1 2 3 16 37 53 113 Pa.... Allegheny* . 8 8 18 26 86 165 251 6 6 10 16 460 500 960 114 Pa ... . Allentown . 2 3 2 5 23 37 60 115 Pa ... . Altoona * . 1 1 1 11 15 26 116 Pa.... Erie . 1 2 *"’2 4 24 58 82 2 a 1 3 75 15 90 117 Pa ... . U.Trrislmrgh _ 2 1 4 5 37 46 83 118 Pa ... . Norristown _ 2 1 1 2 33 31 64 119 Pa ... . Pliilodelphia 2 18 10 28 572 530 1102 8000 120 Pa ... . Pittsburgh . 9 3 12 123 133 256 121 Pa... Eendnip' _ 1 4 4 8 80 128 208 122 Pa ... . Williamsport . 3 2 1 3 18 29 47 123 Pa ... . York . 1 2 1 3 115 124 It. I. . . Newport . 1 1 2 3 21; 48 69 2 3 4 7 48 40 88 125 E. I . . . Providence . 5 7 12 120 221 341 7 20 100 120 1500 1000 2500 126 E. I . . . W arwick . 127 E.I... Woonsocket . 1 1 1 2 16 23 39 3 3 100 100 200 123 S. C . . . Charleston _ 129 Tenn . Memphis* . 2 1 1 2 37 47 84 130 Teun Nnshvillo 2 2 2 4 67 52 119 131 Texas . San Antonio . . 132 Yt . . . . Eurlington* _ . . 1 2 1 3 74 1 1 50 133 Va.... Alexandria . STATISTICAL TABLES. G27 rej>Ues to inquiries hy the United States Bureau of Education — Coutinued. Ungraded and other schools. City normal schools. Grand total. Number of. Teachers. Pupils. O a p Teachers. Pupils. *0 2 c ,7^ fS a a; Ph 'o rS s a5 cS a o Ph '3 o H g3 6 a 7i p d a © a © pH 13 '0 H 0 ■ 0 > 0 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 47 7 11 40 167 30 25 45 25 7i73 109 94 213 8412 8233 16645 1 2 e 8 122 122 25 40 32 23 43 22 10 1 1 8 4 i 8 5 ”‘3 150 126 150 129 kl 2 1 3 60 f 64 60 5 31 6 1 26 13 262 9 23 14 20 7 23 35 41 o37 22 41 19 105 5 30 22 43 15 151 166 5026 5603 11229 2 6 22 28 1416 1416 i::;; 3 8 8 9 10 17 18 250 500 250 600 500 1100 1 1 4 5 60 60 1 2 2 19 19 6 5 14 19 604 852 1456 d86 40 51 24 49 51 p31 7388 113 47 30 32 1 82 kl 2 2 75 75 2 • r26 8 55 36 5 20 6 5 8 14 22 220 430 650 1 1 Teachers. Pupils. C a Male. .2 a Total. Male. 6 0 Total. 58 59 60 61 62 63 i 9 51 60 3300 67 1 24 25 1035 68 15 42 57 1171 1148 23 9 69 5 36 41 745 852 1597 70 170 748 918 24580 , 22088 46665 71 9 25 34 868 832 1700 72 1 29 30 613 682 il295 73 10 69 79 1236 1253 j2489 74 2 39 41 1405 75 7 65 72 1389 1520 2909 76 4 47 51 885 985 1870 77 12 188 200 8455 78 49 184 233 5276 5887 11163 79 1 31 52 624 708 1332 80 7 80 87 1946 1904 3850 81 8 35 43 1026 1114 2140 8-2: 26 117 143 6179 83 5 46 51 901 899 1860 84 6 39 45 771 810 1581 85 58 1067 1125 39060 86. 47 35“! 401 13178 87' 3 22 25 1873 88 6 50 56 2295 89 3 37 40 786 751 1537 90 9 36 45 1646 91 382 2392 2774 71465 60539 132004 92. 9 27 36 1173 93 4 74 78 2609 2196 m4805 94 2 42 44 1071 95 14 136 150 4106 6218 10324 96 2 23 25 4^ 481 909 97 2 30 32 678 698 1376 98 10 160 170 5253 99 28 142 170 3798 4404 8202 100 14 73 87 2639 2653 5292 101 29 29 671 704 1375 102 'ios 406 509 11727 9731 21458 103 15 187 202 4400 4232 8632 104 10 95 105 1968 1991 3959 105 16 77 93 1977 1835 3812 106 8 20 28 537 663 12C0 107 3 28 31 078 689 1367 108 5 26 31 694 709 1403 109 4 36 40 1011 1056 2067 no 19 100 119 3353 4170 8023 111 1 40 41 1698 112 113 15 39 54 1718 1529 3247 114 7 23 30 600 800 1400 115 5 48 53 1069 1085 2154 116 19 54 73 1173 1160 2339 117 1 30 31 1051 1076 2127 118 79 1505 • 1584 41925 42075 84000 119 39 199 238 3853 38:i0 7683 120 4 109 113 2095 2L54 4249 121 10 37 47 984 1066 2050 122 8 28 ; 30 1643 123 6 33 ; 39 781 805 1586 124 32 319 351 5642 6271 11793 125 20 ' 27 1184 126 7 18 1 25 028 585 1213 127 3 64 67 2103 123 12 44 56 1320 1279 2599 129 16 68 1 84 1445 1567 3012 130 5 13 1 18 492 385 877 131 3 19 22 1.500 132 4 12 : 16 383 328 711 133 628 REPORT OF THE COMMISSIONER OF EDUCATION. Table III. — Class A. — Part 2. — School statistics of cities for 1872; from Number. State. Name of city. High schools. Evening schools. o o S Teachers. Pupils. Number of. Teachers. Pupils. 1 6 A ‘ 1 kS 3 Total. d a Female. 1 Total. Male. d g o Total. Male. A Ts 9 Total. 1 2 3 29 30 31 32 33 34 35 36 37 38 39 40 41 42 134 Va.... Norfolk . i 135 Va.... Ppl.ftr.sbn ro^b 1 3 4 74 53 127 136 Va.... Portsinoutli . 137 Va . . . . Richmond . 138 W. Va. Wheeling . . 1 139 \V is . . Fond du Lac . 1 1 2 3 140 "Vis Milwaukee . - 1 S' 3 6 141 W is . . O.sbkosb . . . 1 2 4 6 104 97 201 * From last report. a Total number, including intermediate scbools. d Including one ungraded scbool. e Including 15 ungraded schools. / There are jjarochial and other private schools not under the control of the superintendent. g Including 1 mixed school. )i Including 8 suburban schools. * 4 STATISTICAL TABLES, 629 replies to inquiries by the United States Bureau of Education — Coutiiiued. TJugradcd and other schools. Number of. j Teachers. Pupils. Number of. Teachers. Pupils. Male. Female. Total. Male. 6 a Total. 6 % 1 Female. Total. d d P Total. 1 43 44 15 46 47 48 49 50 51 53 53 54 55 56 2 2 4 6 175 125 300 City Hormal schools. Grand total. 3 "I Teachers. Pupils, 57 58 59 CO Male. Female. 61 G3 438 675 414 647 1700 1337 1900 1253 864 852 C3 33 ^”27 8f52 134 1322 135 736, 130 3600! 137 2.500 i 133 3020, 130 7330- 140 1716 141 i A Saturday school for teachers. j Albany Free Academy. k Including one arithmetic school I Called an advanced school. m [ncluding 1 free academy. n Including 9 secondary schools. 0 Including 33 consolidated schools comprising all grades, not in cliKiing evening schools. p Including 8 mixed and 2 intermediate schools. Table III. — School statistics of cities for 1872; from replies to inquiries hy the United States Bureau of Education — ContiDued. Class A.— CoNffAiNiNG 10,000 iniiaeitants ok moke— Continued. Part 3.— School finances. 630 REPORT OF COMMISSIONER OF EDUCATION. IliliSSil’SSliiSiiliiill iiilSiiiil ggg igg :§ :g :g2g : : ; : : i§ ill •ilili-i- • Cw5C5COCOi-hGOO ill i- is iiss i 1 ; i i il ici'A' : . co" ; ; ‘ : i . co" CO CO O o ^ 5 S S § S iSSiSliii §5 is iSsiii igg isgggs : : : is ■ p s I ■ ’ I is? iiliii i i I Is iiis i i i i i i i il igg is ” i i i i i i i s§§g i-li o' o' n §g ill gSPggS ggg : ;g :ggpgg“cii§ : :gSSg ■ » P O g S S lliili III i :i iiiiiiii : iiiii isigi^i p - - i I o' j cm'co o-ci'o''^''co' j 1 gf o' £> i o" o' o' r-T QO' o' ggg?2g igssi ggs ill’ iSi rH^o" Sill -ss ggg^ggs^ggs t lllitttiilf yii Sii§: ^^ooooocIoPP'PPPPPPPPPPPPhmmmmPmmmmhh •joqran]^ I 01 M ■««< O X> i- STATISTICAL TABLES. G31 I sgg? If 8 s 8SS g ||8 s § oSi2 i; 8 8'^' ^’' ^’■^’ f : i : :8 :S ; ::§§;: : £ ■ 8 • 8 o 5 ;S8gl8 :38 :s i : :58 ; :838 : : ! i Ml il 1 i ;»i M ■ - Cl i§ iiSi M-iS Ml ill : ;82 : iisi ; I : : :5"S y 00 00 : I 1 cT • : ; 8^:' ^Si QO-^Of 88 8§S§8SS§8§S82?i88:^§88§§88i5=:S?:§?ig8858ir,§:C'L2 iiillililiiiliiiiiiiSSiiiliiilliigiiSsgi 88888 Ii§l8 85 :3~ g s 8 83 1 g 1 5 8 8 5 £ 3 8 8 8 $ £ 3 3 3 888 5 8 8 1 8 3 8 S3 833 S 8“ s'^^88 : :88 :8::8::8::: ; : iggg : i i is ;gg ; ; :g ; ; ; ; ; i :g : : ; M^ : ; iii M i M Ml i M i i iiii i i I :2 iss H :i 1 M N Ns i i t 1 , ^ I ; : ;g : I I . ‘ CO : M^ : ! M ! . . . cc * I ' 1 • III t*h I I I I I I I II • ‘ • • • lO . . ; ; ; 5 ; :::::;:::::::58:::: ; : ; ; :g is: ; : :S8': :i:::::::::::: : M M : M M : i ill i M ; N N N ii i Mil M i M i M M M i M 8883 Slis ^333 88855tf;88^8383S88888§88888SS88S liiiiis^gigliiiiligiiliiilSili rH- jacrcfrH- r-r r-Trtrt ^•'rH'' r-TrOr-rfM" S' S8r^88^S^8^88 i8§g^|giiiSi 8 8' 8 8 00 8 11 8^" 3358 £ •8£T8£S iiiisK in cf o' o' 55883'$ 00 cf 58 ss II jjjillJ -1-2 ifss ^l-i Og: J.g §33 gPi ^ 2 5 S-3 Illllillllllllll^SIUmil |j'5‘^3ggg|g|||||||||lllllllllilllgg _ 8£8885333333338588588£88S583388£S835335I2|2Jz^J2S£2£S;3 ;^' 1^:; 3 ;25 Prom last report. a Prom local luucl and taxation. b Prom State and coimty fund. Table III— Class A— Part ^.—School statistics of cities for 1872; from reiiUes to inquiries hy the United States Bureau of Bducaiion—Contiuned. 632 KEPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TxiBLES. 633 iieii SiSig liilS III g- s « SgS2®'SKgT~‘g J:§§gg§S iiiiiii -,-^'cf IS s§ 8§ ii g§ ii gi 8; §§§ ill c-f ^'' '^'^gogocroo ssSIliili O O (M O 00 Cl cT rl 8 00 88 §8S o c; CO 2,2^ J l|1 ■- > - S'5> p c 3 5^'^ 5 MiMMMMiMM HMHO S § X J j ^ 4 j j^.2.2.S pi c/: ■- H H > ^ ^ ^ ^ Table III. — Class A. — Part 3. — SchooVsiatisiics of cities for 1872; from replies to inquiries hj the United States Bureau of Education — Continned. 634 REPORT OF COMMISSIONER OP EDUCATION. ^ O 2 ^ § fl •S o o 0 'O'^ •S “ 9 a ^ o m a o u ■ 00 CO Ci 'O ; Ci o o o ^ o r: • o oo — LO »?5 QC CO iO CO O Ci O CO ^ • o o . Oi ^ c:i o CO o GO o> lo o o o o c; o COCOCOOlOiOC^t- rr- O CO LO 1- Ci^Ci^CSOOrH otooooooo; 50 Cl C5 00 1-H rH cs ' O liO — < O LO 00 o o LO C: t- O 00 CO ^ Y-< '^TTGOO^'^CiLOd O (M O lO O o;: CO O rH 00 O tH Cl 00 O CO CO 00 Cl O d r-T lO t-T cf O lO CO O LO o o o o oooi--o-^ooci O’- r-< 00 o ^ 00 th CO Ot^T-irfr-HGOOr-lGO « d o r- CO d d d O Ci O O 'O ^ o c- lo o 00 d d o ^ o o t-- i-o o 1-0 c: OD o J d CO O - - - ^ O Ci CO cc o Tpcod"^ocodcci o o o o O O CO o o o o odooooci^ot^ ocidoo-^ooooo O ^ ic LO LO lO d Cl i'- CO OlOOOiOOOCOOO OClOOCOOOTHOt- o lO o o C-3 07 »0 O o o i> 00 lo^ i> co‘“ cd'oo o (7^ ^ tH rH d d O t-H 00 O 1.0 to — O r-i O CO CO O CO o o o o o o m d 00 o o o o o o O O O CO o o O O 00 ^ 00 CO I 3 § 05 a to c5 a 02^ • O O CO O o C5 I o o io» . t- o o < Ci Ci O d 00 I- iO 1-- C5 LO O C5 o o o o o : o cs !3o 0 S ^ ill lgl •jiaim a s •Sh 3 ^ § ^ fcx;o be O g ' cs c3 p ?x2 p 3 a ^ a P S H^;zil^C5;>' Pops fPOPlPf ' » / ' ‘ • • • • • P’T^— P P P— lOO • j j "lapPPPOOPi?-:— •???' 'Cl'^QOC.JOOOOPfiPOOO? • c3 a se c3 ^ ^ ^ ^ ^ tf POO o o q •jaqranjjj; I Cl M 'It< lO 'O t' I ' LO CO I- CO C5 C5p^C0-H(M?Cir)< .-I ci Cl Cl Cl <^.CI dCldClfCCOMCCCO STATISTICAL TABLES. 635 Table III. — Class A. — Part 3. — School siatistics of cities for 1872; from replies to inquiries hy the United Slates Bureau of Education— Qoniinucd. 636 EEPORT OF THE COMMISSIONER OF EDUCATION: EXPENDITURES. Current;. Total. © c« giiiiigeiigiiiliSRiiigiiisliilliSg 1 gf Sf g 3 1 g 3 3 g? 3 £ S cj gf 3 S g g I S 3 3 g cf ^ 9? a? .2S§ © S'* :§ i is : 33 :83S ii ilii §2 : g? :333ao3 .' -T CO I n ^ ^'' ; 3 2 3^^ C5 cc 0 ^ 58S3 2 :S33 ; :3 S . Jh 3 0 ! • 0 3 :333 i 3S3 i i^gg i : •1 ” § 02 a QO : : : iiiii i i i ^„-r-r.-r : : : ; ;go3 1 !--i : ; .-r I ! 333S5J ; :g iiSSi : ;i ,-r : : 1 i Ci '0 i — 1 i > . r-i 0 • 0 • CO • ; isi ii i- i id: : : O ligliSs i ^Qfr-r^r-r.-r^'' j : :33^ i iil3 : : SSSSSESS isiliisi: r-T I'-' cT^-oic; ! ;333 : :§ : i iiii i ii i > : S • 00 : i is : of i- : 3 §§§ pi_ 2 i ig i i i !i i ; : ;§3 ; : ; i I ^ ^:;§§ t-7 ,-r iggg is|i •33 : : :§ : isi i i ii i :cf,-r : ; : : m -(j 2=i tD . ^ O r3 i> §§3^i^3^?2 iilSKlii ■ ■ 3 0 : iissi i >'-5f 283853^3 Iliiiiil fOrP-ja- rH-^-CV-lS : is :332s : : ii i^SSi : •'o' .'cl of o' 08' : § iss I igi -i 3 ^ 2 ii ^ -S i> S3Sg58Kgl2S§23:35g^33S3?=3S5§SS§SI^3i^^3 g 3 3 S 3 S g 1 S 3 2 3 1 3 3 '3 8 5 g 3 3 S 3 3 3 .S S S S 3 3 3 3 tH o a ro S • •^•3 a .£3 S ® CS in, m 3 CO W §§ ii i= g- : = BS8SS g2§^§ D CO 0 i- 00 : :3§§ : i iii3 : : ; 2, 000 00 2, 500 00 1, 250 00 1, 800 00 2, 000 00 2, 200 00 o3, 375 00 2, 500 00 5, 600 00 9,561 70 5, 500 00 5, OCO 00 1, 500 00 1, 800 00 2, 060 00 ggs : isl : -T of co' • •S 1 ^ a U (» J> gs is ii :§ S83S33833 :S3§f^ ilSsiSiii iiiii or-r : cf :S3S?? ■sill : is i i3 i i i is i ii i i i i^ i i i i i ct ci a || H 33 g^i= 0 0—1^ • c - 0 0 L-- 1 T- IIM :i ^“^3 :g 24, 067 62 6, 906 85 23, 575 71 194, 424 38 8, .571 74 749 23 41, 636 97 14, 417 78 133 iggig 2S i33 i3S^ ii -iii iiii :g'3' ;S''2 = ?s is Is ii aSTame of city. M Pd : : w ■ . 1 i : w i| ^ :1^[>^H^>^t>^>^>^>^t>^^>l^>^h^>^t>^^>^^>^t>^.2.2.2.2.2.2.2.2.2.2.2 = |z; *25 1^' ^ ^ ^ ^ ^ ^ [2; |2; 0 0 0 0 0 6 0 0 0 0 0 •jaqrau]^ H gg^83S3S33£3§§3§33S8S38SS§SSS§S§§2^: TMTHrHrH»HrHr,^rHTHi— 1 ■ 89 90 91 93 93 94 95 9« 97 98 $108 33 • 312 50 $41 66 $33 33 $33 33 $458 33 $291 66 $125 00 45 83 to 58 33 31 25 125 00 to 45 83 66 66 to 133 33 50 00 62 50 to 60 00 37 50 75 00 to 133 33 lie 66 58 33 41 66 33 33 to 66 66 50 00 41 66 16 66 $83 33 $25 00 to 150 00 to 83 33 33 33 66 66 150 00 to 183 33 160 00 75 00 45 00 45 00 $166 66 125 00 83 33 to 150 00 80 00 30 00 25 00 to 200 00 140 00 to 125 00 77 50 141 66 83 33 40 00 40 00 100 00 66 66 66 66 70 00 58 33 65 00 125 00 66 66 15 00 15 00 to 100 00 50 00 66 66 37 50 1 66 66 41 66 50 00 91 66 31 66 61 25 61 25 to 181 50 75 00 to 181 50 75 00 50 00 50 00 to 90 00 1 • 90 91 92 93 95 96 97 98 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 646 EEPORT OF THE COMMISSIONER OF EDUCATION. Table III. — Class A. — Part 4. — School statistics of cities foi' 1872 ; from ^ State. IsTame of city. SALARIES OF TEACHERS. In primary schools. Principal in grammar schools. Assistants in grammar schools. Principal in high schools. Male. Female. Male. Female. Male. Female, Male. 6 15 S o 1 3 3 SI S3 S3 S4 S5 S6 S7 ss 121 Pa . $26 66 $26 66 $50 00 $50 00 $40 00 $40 00 $125 00 §125 00 to to to to to to 30 00 30 00 83 33 83 33 44 66 44 66 • 122 Pa . 40 00 40 00 50 00 50 00 125 00 123 E.I . Xftwpnrt . 33 33 100 00 40 00 150 00 to 46 66 124 E.I . Providence . 29 16 166 66 50 00 183 33 to to 47 91 60 41 125 E.I . Warwick . 15 00 50 00 44 00 to to to 30 00 60 00 48 00 12G E.I . AV oonsocket ....... 33 33 83 33 133 33 127 S.C . Charleston . 33 33 166 66 83 33 83 33 33 33 to to to to 41 66 100 00 100 00 50 00 126 Term . . . Memphis . . 129 Term ... Nashville . 58 33 41 66 125 00 62 50 54 16 50 00 150 00 75 00 130 Texas . . San Antonio ....... 131 Vt . Burliutjtou . 132 Va . Alexandria . 29 16 29 16 50 00 45 33 133 Va . Norfolk . *. 25 00 83 33 41 66 33 33 134 Va . Petershurgh . 125 00 135 Va . Portsmouth . 67 50 38 .33 136 Va . Eichmond . 35 66 36 00 75 00 52 50 45 00 40 50 137 W. Va . . yy heeling . 41 66 30 00 41 66 50 00 36 66 to to to 50 00 32 08 91 66 138 TV^is .... Fond du Lac . 41 66 27 77 50 00 45 83 33 33 125 00 139 Ay is _ Milwaukee . 114 58 *>0 00 208 33 to 50 00 140 yyis .... Oshkosh . 40 00 60 00 40 00 35 00 200 00 50 00 STATISTICAL TABLES. 647 re])lie8 to inquiries hy the United States Bureau of Education — Continued. SALARIES OF TEACHERS. Assistants in higli schools. In evening schools. Ungraded and other schools. Princip.al in nor¬ mal schools. Assistants in normal schools. "S Fennile. Male. -2 a o Male. Female. <2 Female. Male. Female. 89 90 91 92 93 94 95 96 97 98 $53 33 125 00 $53 33 62 50 58 33 to 75 00 108 33 to 66 66 166 66 $40 00 $20 00 $250 00 $75 00 to 83 33 ,50 00 133 33 66 66 $166 66 $66 66 41 66 to 50 00 58 33 50 00 to 66 66 50 00 125 00 to 141 66 120 00 ^8100 00 50 00 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 648 REPORT OF THE COMMISSIONER OF EDUCATION. Table III. — Class A. — P^vrt 4. — School statistics of cities for 1872 ; from a 1 1 2 3 4 f) 7 8 9 10 11 12 13 14 15 IG 17 18 19 20 21 Si 24 25 2G 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 State. ISTame of city. Number of students pre¬ paring lor college. Number of students pre¬ paring lor scientific course in college. Schools in which draw¬ ing is taughC n ® rt 3 s ;2i Is vocal music taught 1 Number of pujnls in vo- c.al music. ti 3 99 100 101 10‘^ 103 104 Ala . Ark .... 4 10 All . 1, 775 Yes. 1, 775 Cal .... Grammar and high . 50 J Yes. 2’ 255 Cal All . 19, 5-26 Yes. 19! 526 Cal . 9 3d, 2d, and 1st grades . 826 Yes. High and 5 grammar . Yes. 6 All . 7, 101 Yes. 7, 101 Yes. ’ 913 Del . Grammar and primary . Yes. 5, 607 D. C _ Y es. 457 D. C . Yes. 6, 734 25 12 All . 2, 842 Yes. 2, 842 Ga 100 Ill Grammar and primary. _ 1, 856 Yes. 1. 947 Ill 30 All . Yes. 1, 500 Ill . All . 24, 530 Yes. 24, 539 Ill . Five . 200 Yes. 200 Ill . 10 All . Yes. 2, 106 Ill . Qnincy . All . All.... Ill . llockl'ord . 2 3 Ill . Sprini^liold . Ind . . Ev.ansvillft _ All . 4, 533 Yes. 4, 583 Iiid Eorl, Wayno . 22 All . 2’ 000 Yes. 2! 000 Ind . Indianapolis . Norm’l, intermediate, & pri. Yes! Ail . . . Ind . La Fayotte . Ind .... Madison . Yes. 40 Ind .... New Albany . Tnd _ Terre Haute . Gramm.ar and primary. . . . 2, 000 Yes. 3, 198 Iowa. - . . Durlinojton . 7 Yes. 1,200 Iowa. . . . Council Bluffs. . . . 10 11 Grammar and primary . 732 Town, Dos Moines . All . . 1,018 Yes. 1, 018 Iowa Dubuque . Iowa. - . . Keokuk . Ivans I^enven worth _ _ All . Yes. Kv .... Covington . Ky . Louisville . Ivy . Newport . All . j . No. La . New Orleans . Me .^ . . . Bangor . 15 Primary . . 300 Yes. 2,000 Mo * - Bid deford . 12 6 Me Lewiston . All . 2, 303 Yes. 2,303 Me Portland . 11 High, grammar, &. primary. 3, 000 Yes. Md Baltimore . Grammar and primary . 10, 200 Yes. 24, 570 Mass . . . Boston . 342 All . 38, 272 Yes. 35. 800 Mass . . . C a, jn bridge . 95 High, grammar, & primary. 6, 390 Yes. 6! 000 Mass Cba rle.stowu _ All ...^ . Yes. 5, 068 Mass Chelsea . . 4 All . 3, 070 Yes. 3, 070 Mass Fall Fiver .... Hi^’h and grammar . 1, 892 Yes. 1, 892 Mass TTaA'crbill _ Mass T.awreue.e . 10 All . 3, 034 Yes. 3, 034 Mass . - . Lowell . All . 6, 768 Yes. 2, 150 M.ass . . . Lynn . 12 15 All . 5,342 Yes. 5, .342 Mass . . . New Bedford . 6 All . 3, 208 Yes. 3, 208 Kewbnryporf, 12 4 All . Yes. Mass . . . Salem . 18 All . 2, 647 Yes. 2, 647 Mass . . . Springfield . 25 6 Gram’r, even’g, & primary . Yes. Mass . . . Taunton . "2 All but high . Yes. 3, 752 Mass . . . AVorcester . 10 Grammar and secondary . . . 2, 795 Yes. 3, 116 Mich . . . Detroit . 15 20 Yes. 8, 069 Mich .. F,a St, Sa o'i Ti a w 4 3 Grammar and intermediate. 355 No. Mich ... Grand Fapids 20 15 Higli, gram’r, & intermed.. GOO Mich . . . Jackson . 8 High and grammar . Yes. 2, 000 Minn Mi mu'ppolis 35 12 Primary . 800 Y os. 1, 600 Minn . . . Saint Pa, nl .. 36 6 No. Mo TTauiiibal . Mo . Kansas City . 16 All . . . Yes. 10 CO to STATISTICAL TABLES, 649 replies to itiquirics iy the United States Bureau of Education — Continued. o tc P s 105 ® 5 •= a t- a ai 3 S 106 Schools in which German tnujfht. lor E a 'U 3 lOS Schools in which French is taught. 109 110 Xo. Xo. Xo. Xo. X'o. Uigh and grammar . High and grammar . All . High and grammar . High, grammar, and primary. 95 370 KJO 4, 431 High and grammar . High and grammar . High and cosmopolitan. High, grammar, aixd i>rimary. High and 2 grammar High and 1 special . . . 210 200 High. High. 18 169 2,918 ”"36 Xo. Xo. X’-o. Xo. Grammar . High and grammar 190 100 High. High; 150 '266 hfo. Xo. Xo. Xo. High . High and grammar . High and grammar . High and gi ammar . One . 168 400 4, 533 40 High. High. All .. High. 300 20 Xo. Xo. X^o. High and grammar High and German . High and district . . 495 316 642 High. X’^o. In all X^o. Xo. Xo. High and grammar High . . High . High .... 1st grade 340 107 35 Xo. Istgi'ade. X^o. ’Xo.' 411 Xm. Xo. Xh). X’c-). Xo. Xo. X’^o. Xo. High High. 310 High . One . High . High . Female high. High . High . High . High . High . 1, 402 290 X'o. Xo. XX). X'o. Xo. Xo. Xo. X^o X^o. X’^o. Xn. X’^o. X'o. X'o. Xo, High . Corporate. High High. All .. High and grammar High and grammar 1 ward school . 50 420 25 40 80 400 High . Higdi . High and corporate . High . High . High . High . High . High . High . High . 6 district schools. 1, 002 High and grammar. High . . . High . One . High . 155 186 40 59 20 28 70 50 7 30 35 8 50 3 3 650 KEPORT OF THE COMMISSIOXER OF EDUCATION. Table III. — Class A. — Paet 4. — School siatisiics of cities for 1872 ; from s State. Name of city. Number of students pre¬ paring for college. i-2 -2 I ^ fcJCO C - ?2 £ « 5 Schools in which drawing is taught. Number of pupils in drawing. Is vocal music taught ? Number of pupils in vo¬ cal music. 1 3 3 99 100 101 . 103 103 104 69 Mo . 60 1 All . 1, 227 Xo. 70 Mo 140 123 All . 21, 000 Yes. 26 647 71 Neb .. All . Yes. b 500 72 N. H .. 2 High and grammar . Yes. l’ 295 73 N. H 4 3 Ali but hi^'h . 3, 000 Yes. 3^ 200 74 N. H _ N. J _ All . 2, 909 76 ]sr. J _ 77 N. J _ Yes. 8, 4.55 78 N. J _ 12 Pi’imary . 5, 384 Yes. s! 113 79 N. J .. Hi«^h . . . 40 Yes. 1, 332 80 N. J . . . . 81 N. J _ 82 N. Y _ 83 N. T . 20 No. 84 N. Y _ 20 85 N. Y.... All . . 39, 060 Yes. 39, 060 Y _ All . Yes. 87 N. Y... 88 N. Y _ Elmira . 89 K Y _ Lockport . 21 6 Union . 103 No. 90 N. Y ... Newbni’2:h _ _ 4 91 N. Y.... New York . Grammar . . 35, 209 Yes. 97, 629 92 N. Y _ Ogclensbari^h . 93 N. Y _ Oswego . . .' . 94 N. Y.... Poug’hkeepsie . Primary and grammar . Yes. 95 Y. Y _ Pochester . 72 All . 10, 128 No. 96 N. Y _ Pome . 15 No. 97 N. Y ... Scheiiectatly . 35 20 50 No. 98 N. Y _ Syracuse . 25 All . . 5, 253 Yes. 5, 253 99 N. Y _ Troy . 4 10 All . 8, 202 Yes. 8, 202 100 N. Y _ XJ lica . 5 5 Ady., inter, and primary... Yes. 101 Ohio .... Ykron . All hut high . 1, 300 Yes. 1, .375 102 Ohio .... Cincinuati . All . 26, 085 Yes. 26^ 449 103 Ohio .... Clevclaiid . All . 13, 507 Yes. 13, 507 104 Ohio Columbus . 15 5 All but high . . 5, 267 Yes. 5, 478 1C5 Ohio ’ Payton . 8 3 Yes. 3^ 602 106 Ohio .... Hamilton . 8 10 All . 1, 680 Yes. 1, 680 107 Ohio .... Portsmouth . Yes. 82 108 Ohio .... San dusky . 1 109 Ohio .... Springfield . 3 All . 2, 067 Yes. 110 Ohio .... Toledo . 12 12 High, intermediate, & gram. 6, 443 Yes. 5, 271 111 Ohio Zanesville . . Yes. 1,098 112 Pa Allegheny . 113 Pa Allentown . Hit’ll and grammar . 920 No. 114 Pa . Altoona . 115 Pa E-rie . . . 7 2 All . Yes. 2, 064 116 Pa Ilari'i sb ur gh All . 2, 339 Yes. 2, 339 117 Pa Norristown . 2 Grammar and high . 52 Yes. 725 118 Pa Pliihulelphifi, All . 84, 000 Yes. 84, OCO 119 Pa T'ittsbiu’.'Tli IliHi, &e . 756 Yes. 14, 073 120 Pa . Pending . In all . 1,000 No. 121 Pa W i 1 1 i mn sp( >rt, G 4 Grammar and primary . Yes. 122 Pa . York . All . .' . Yes. 229 123 p. I _ Newport . c 2 All . 1,586 Yes. 1, 498 124 P. I Pi’ovidcnce . 70 All . Yes. 9, 072 125 P. I . Warwick . Grammar . Yes. 500 126 P I TVoonsoekot, 1 Hi'-’h . Yes. 212 127 s. c . C hfiT’le.stnn Alf . Yes. 128 TeiHi . . . Memphis . 129 Teiin N.o .sb V i 1 1 e. 52 10 Corporate and primary . 800 130 Texas . . San Antonio . Yes. 877 131 Vt TinTliTuAnn 132 Va . A lex-amlria, No. 133 Vn, Norfolk No. 134 Va l^etersbn r'jrb All . 1, 135 No. 135 Va . STATISTICAL TABLES. 651 replies io inquiries hij the United States Bureau of Education— Qoutinnod. 0 e § y S 5 t* Oi OT M .9 •9 .9 5 ? S aJ Schools in -which German is taught. Xumber of pupils in Ger¬ man. Schools in which Erench is taught. P lOo 106 lor lOS 109 110 High, grammar, and evening . 437 High . 11 931 High . 70 Ko. High . 14 High . Ko. High . Iso. High . 25 Two . 250 Xo. 400 Xo. ■ Xo. High . 5 High . 28 High . 6 Xo. Xo. 700 IT i o'h . 20 Xo. Union . 43 Union . . . . 20 High . 30 Xo. Grammar . Grammar . ^To. High . 20 -N'o. Xo. High, grammar, and primary . 323 High . 53 Xo. High . High . 10 Yes. 42 High . 20 High . 25 Xo. High . 70 High . 57 Xo. High . 30 Xo. Uree academy . 50 Eree .academy . . 10 Xo. Xo. In all . 12, 240 High . 166 Xo. In all . 3, 561 Xo. High, gram., prim., &. Germ’n-Eng 1 , 5.53 High . 21 Xo. High and district . 1, 050 Hmh . - . 15 Xo. Germau-English . ’ 600 High . 6 Grammar and primary . 122 450 Xo. In all . 259 Xo. High, grammar, and intermediate. 1,600 High, intermediate, & grammar 89 German-Englisli . 82 Xo. High . 72 Xo. German and high . 500 Ilin-h . - Xes. 12 Two special schools . 196 Girls’ hi-<7 . (Cl •ogn JO e.inoA 9 .lop -an x)oqo.ia9 joqnm^ ^ L'-5 0 0 • 10 rH r* L--: • C? 00 00 • 0 —< -O 0 LO 0 « CO r-l • l-H ^ t-( T-1 • t 0 • . ^ • • ' \ ! ! ^ M 1 • • ; • kO • ' • • CO • • * qooqos nt jiaqo-ino noappqo jo joqcaujq QD c:> 0 L'-s CO CO 0 . ir CO L^ ^ 0 c; »-i ^ GO c*: 0 -H • c: CO 0 0 0 0 C5 0 i'- 0 c:^ • a : 0 Lc LC 0 Cl cc 0 0 -a j^^ccoci^occoajr^ 'C ) 0 0 Cl 0 0 0 LO 0 w» • C ) kO C5 C5 5 CO i-- Cl 70 GO 5 Ci lO i> 00 •ggn xooqos jo uojpiiqo JO joqniux 0 H 0 0 0 ^ ^0 0 0 0 0 c^ 0 0 1-H — j Tf 0 c:: • T- 0 i'- CO ».o 0 00 cr- LO CO 0 OJ 0 CO T** LO LO 0 oi CO Tf 0 GO *r- 0 lo -Tf CO 0 — 0 c^i ^ CO ^ 01 Ci 01 0 ^ 0 0 00 t- • c ■4 ' 0 r- 0 GO H . 0 — - k.O C5 5 • Cl 0 0 0 CO r-i Oi T-l Ci i-i Cl rH Ci r-t r-i Ci (71 Ci M CO « *0 ^ » i . en X»rfHC^THOlCOCOC?0'^0»HOOiOLOOOU-iOOOiOaOt^rfU-»0!D !>. ^ CO cc CO 0 00 0 U- ^ (T: 0 cr. CO 0 ^ Ci — * ^7 Cl 0 LO GO Cl CO 0 ?c: Cl 0 ^ COClCiO’^COGpOCOC10CiOrHO(71(X)r-^COOC70C:Tr^;70-'OOOOT-^*0 t- lA 0 P 00 t- 0 i- ic lo to iQ in to ci to d Clio 06 cx) 00 0 10 0 CO 10 0 10 >0' 00 0 Name of superintendent. Samuel F. Dike . . . Rev. Wooster I'arKer, supervisor.. W. J. Cortbeli . A. L. Tyler . AV. n. Payne . Walter S. Perry . . . S. Montgomery . D. C. Scoville . E. V. W. Brokaw . 0. B. Curtis . dobn C. Magill . E. W. B. Earvey . F. M. Dodge . Eli nnber . . (fi In ^3 zT^ 5 . c: >(> s sU 0 1- Dr. W. H. Stockwell . C. n. Stillman . Cyrus Macy . Daniel Worley . J. II. Brenneman . C. S. Smart . W W Pass _ A. M. Van Djdco . s ! ! 3 «j c : 3 : ^ 2:3:2 = :g (flai 3l||=l Name of city. w Bath . Belfast . Calais . llockland . Adrian . Ann Arbor . Battle Creek . Bay City . Ti'lUif Lansing . Muskegon . Port linron . Saint Anthony* . AVinona . Nebraska City . ^11 Orange . Plainlield* . Hudson . Canton . Cbillicothe . Circleville . Iroutou . Mansfield* . jilUsSlllOll . . . Newark* . Piqua . Pomeroy . Steubenville . . r Tiffin . State. Maine . - do . ■-.. - do . - do . . Michigan . - do . _ do . - do . 5 0 0 0 Minnesota . - do . Nebraska . il. 0 0 ...do . - do . New York . Ohio . - do . . . .do . . . <1a 5 C 0 ' ; r— r 000000 7 r— 172 uoqranx TAJ5LK riL— Class J}.— rAirr 1.— School staiiaiics of cities for 1872; from replies lo imparics hij the Unilcd States Bureau of Continued. STATISTICAL TABLES. G57 Pupils. TJtop 5. iil I iSP-i-l! Pi m •oiciaoj sll ■o ^3 S3g?ih'S?i§ Ci — H 1— « |23 ss •9PK j ?, s“i ;3s S??| ss Teachers. •IBlox CJ Tt^ CO ^ ^ O to LO Tji r?« — -Cf-tOt^COGO'^ — r-'C^tOCOCO to Cl to lO to •oxBuiax 5i -o^OT^^LO'^t-'^cr^LOOicococo -r CM -S' -rr CO •0[nK- 5 Cl • Cl Cl : : ; : ; ^ ^ 5‘3 I a P’S ..s III r; -Cl o ii gii Sii liS 'g! = S5" L-'. ^ 2 '='■ I •^Ss; I I- 1 i5SI« iii^iij.i|3ilii||iiiiiiiiiit i 'I ill .5^-i -§’§■§ .§ L ^ ^ o c o ^c.2 .2 .2 .2 .2 ^ i i is i i i : i i i^^l i i i;^5 i i i i i i i i i i i Table HI.— Class B. — Pabt 1. — ScJwol sfaiistics of cities for 1872; from replies to inquiries hij the United States Bureau of Education — Continued. 658 EEPORT OF THE COMMISSIONER OF EDUCATION, •J1:9A OpSl7{Ot[OS ui SJ199AV JO aoqninj^ r» oooc‘?ooo*cooc?fotoooi>oooo •SS909.1 noon Snipujo -xo ‘Anp oti^s'jioqos III sjuoq JO aoqniajq; W H lA -.3 CS iS* O O i.o’o' O o'o-to CO ?3> m Ip •Aep OTjsupqos at sjuoq JO agqninvq i> S' D- ^ i-' i ! t-. C$*C3C3t-OCCOCOt-r- qooqosSutpngj agqiunu aoUJOAY tH r-. iSliiSlii isS iiiSii •oSc ;os,n?9A9[ AO AO p9noau9 joqninx ' © v=< S oi w 5 f: o * iisliiSi” •oSt; JO siboA 9 .top -nu p9[iOATi9 joquinjq; p . ^ id . i iis^lSI i qooqos m p9{yo.ia9 ng.tppqo jo joqiaujsT gilg|SilSi 1,247 1, 2(i0 1,783 2, 021 2,441 1, 248 2, 31G 1, ISl 1,200 •oSn potps JO u9Apiu[9 JO joqniux iiiiisi cfcfcfrccfrq-rH' iisSSSliSSli ■ i-T of CO t-T cA CO n of co' of crT •oSn poqos pSoi © •0181 susnoo ‘uoippdoj; O SgiiiiiiiSiisigsisi lA (o aS co" c-r co' co" iA go" cT co" o' qd oT o' cA o” o' -A P OJ 1 o i L. V. Dodfic . George S. OrnivSby . T. L. Eiiot, comity snpcririteiideiit. Alattbew G. Neary . A. A. Meador - ' . 4^ \ bn : g : f if il ‘4^ Abram P. Biggers . S. H. Peirsol, county sup’t . Warren D. Parher . M. F. Varney" . Walter IT. (Jhase . Michael Kirwan . . . I). W. Emerson, county suiVt . Godfrey Staurns . AVilliamH. Eohr . . . o o M Wooster . Xenia . . Portland . Carbondale . Chester . is i: Aieauviiie . Titusville . Plonston . Lynchbnrgh . Parkersburgh . Janesville, .d . La Crosse . Madison . Manitowoc . Eacine . Sheboygan . Watertown . State. Ohio . ....do . Oregon . Pennsylvania . _ do . o o ” Virginia . West Virginia. . . . Wisconsin . _ do . - do . _ do . - do . _ do . _ do . •joquinx .2 §' f a * e-a o Table III— Class B.— Part 1.— School statistics of cities for 1672; from readies to inquiries hij the United States Bureau of Education— Contumed. STATISTICAL TABLES. 659 Grammar schools. Pupils. •l^TOX 28 113 78 3C9 171 lOi) G89 210 095 198 JUO 700 103 S ;l 240 230 •opjcao^ 03 41 170 110 0-2 389 110 351 90 JOU 400 75 S js 125 110 ■oi«K § i § ii -• 115 120 Teachers. •plox § M C l C5 CO :>■: 'f i c DooioooGomt'0-<}< •o^unto^ coci^ciccM 'c CrMOLOOGTt'CC'^Cl •oiUK § • i o Cl i • 1 • • h 0 LO 'CO • tH 1-1 Cl •JO aoqranx 1! r-t Cl O CO Cl TO Cl j'loci'^t'cc'^e-ci'^ Primary schools. Pupils. siS^sSSli r- t 1—1 ' 1 ;i i g ii ill •oirrao^ § iisflssiii is 5 is i s ii 440 425 •oiCK o H sisliiisai ii ^ i S :2 ‘ O 400 400 Teachers. QO r-l :> Icooi-icocoo'^ •oxetuo^ H •OIBK :© * iH • ■ • ' • r Cl o JO joqranjs^ r^. 1 1 0 1 g O » L. V. Dod^e . Georffo S. Ormsby . T. L. Eliot, county superintendent. Alatthew G. Xeary . A. A. Meader - ' . A. Ij. Crandall, dist. sup’t . A.X. R.'iiib George W. Haskins . ILC. Bosley . Henry Cline (j) . •7^ ■ = i|i: 3=s : |8s ; S’ ’Hi’ Walter H. Chase . Michael Kirwau . H. AY. Emerson, county sun’t . Godfrey Staurns . AYilliam H. Pohr . Name of city. w Wooster . Xenia . lllll Meadvillo . Titusville . Houston . illl Jiiaclisou . Manitowoc . Pacino . Sheboygan . AYatortown . State. Ohio . _ do . Oregon . Pennsylvania . _ do . _ do . - do . - do . Texas . X’’ir(Ti’nin AYest ATrginia. . . . AA''iscousin . - do . iJJ - do . . . . .do . H 660 KEPORT OF THE COMMISSIONER OF EDUCATION. Table III. — School statistics of cities for 1872 ; from replies to Class B.— Containing over 5,000 anh less Part 2. — Statistics of high, evening, normal, s s p State. hTame of city. Hi; gh schools. "o ■ 2 Teachers. Pupils. O . r2 Ct g 0 Ph Total. 1 Female. 0 B 1 3 3 29 30 31 32 33 34 35 1 Ain, 2 Cal 1 1 1 3 1 O 3 5 149 4 1 45 5 Ga . . . . Colmnbus . . 1 1 1 6 14 20 6 Ill ... . Alton . 3 ...f 3 4 39 62 101 7 Ill .... Belleville . 1 2 2 40 35 75 8 Ill ... . Docatur . 1 1 ”3 4 58 76 134 9 Ill ... . Elgin . 1 1 2 3 22 36 58 10 Ill .... Freeport . 1 2 2 4 50 60 110 11 Ill ... . Galena . 1 2 1 3 17 42 59 12 Ill ... . Jacksonville . 1 1 2 3 260 285 545 13 Ill 1 5 6 106 134 240 14 Til 2 1 2 3 15 Ill ... . Ottawa . 1 1 1 2 25 28 53 16 Ill .... Bock Island . . 1 2 2 15 70 85 17 Ind . . . Jeffersonville . 1 '”2 0 4 60 140 200 18 Ind . . . Logansport . 1 1 3 4 30 29 .05 19 Ind . . . Eichmoud . 1 3 3 25 55 80 20 Ind . . . Sou h Bend* . 1 ”3 1 4 50 40 90 21 Ind ... Vincennes . 2 5 1 6 40 00 100 22 Iowa. . Cedar Eapids . 1 1 1 2 23 Iowa Clinton . 2 2 30 70 100 24 Iowa. . Iowa City* . 1 1 1 21 35 56 25 Iowa . . Muscatine . 1 "i 1 2 32 68 100 26 Iowa. . Ottumwa . 1 2 2 25 30 55 27 Kans . Atchison . ’. . 1 "1 1 32 13 45 28 Kans . Lawrence . 1 ”1 2 3 21 14 35 29 Kans Topeka . 2 2 30 Me A nhnrn 2 1 3 45 05 110 31 Me Bath . 1 2 2 4 57 93 150 32 Me ... Belfast . 1 1 1 2 27 38 65 33 Me ... Calais . . 1 1 2 3 24 61 85 34 Me Eop.PIn.od . . 1 1 2 3 97 35 Mich '. A drian . - . 1 2 3 5 95 36 Mich . Ann Arbor.... . 1 3 3 6 113 "‘’93 200 37 Mich Battle Creek . 2 1 3 4 96 38 Mich . Bay City . 1 1 2 3 28 23 51 39 Mich Flint . . ! . 1 2 2 4 72 56 128 40 Mich . Lansing . 1 1 2 3 17 23 40 41 Mich . Muskegon . 1 1 1 2 35 46 81 42 Port Huron . . . . 1 2 1 3 35 43 Mimi Saint Anthonv* . . . . 1 1 1 44 Minn . AVinona . 1 i 1 2 34 37 71 45 E'eh .. •Nebraska City . 2 1 1 2 21 37 58 46 N. H.. Hover * . . . . 1 1 2 3 134 47 N. J.. T^ri fl cppf.nn 48 n! j . . Millville . 49 N J Orange . 1 2 1 3 50 N. J.. Plainiield * . 1 4 3 7 50 40 90 51 II Y Hudson . . - . . 52 Ohio . . Canton . 1 1 2 3 17 33 50 53 Ohio .. Chillicothe . 1 1 2 3 23 35 58 54 Ohio . . Circlevillo . 2 1 1 2 17 28 45 55 Ohio .. Fremont . 1 1 2 3 16 32 48 5<5 Ohio . . Ironton . 1 1 1 7 32 39 57 Ohio Manstield ... _ _ 58 Ohio . . Massillon . 1 1 1 2 1 18 22 40 59 Ohio . . Newark * . 2 1 1 2 : 21 23 44 60 Ohio . . Piqua . 1 1 1 2 : 30 50 80 61 Ohio . . Pomei’oy . 1 1 1 11 13 24 62 Ohio . . Steubenville . 1 2 ”'2 4 22 46 68 63 Ohio . . Tiffin . 1 2 2 : 10 15 . 25 64 Ohio . . Wooster . 1 "i 2 3 : 18 43 61 65 Ohio . . Xenia . 1 2 1 3 ; 41 31 72 66 Oreo" Portland . 1 2 1 3 1 48 32 80 67 Pa.t.. Carbondale . 1 1 1 2 20 36 56 Evening schools. Number of. Teachers. Pupils. r2 j Female. Total. 6 r2 a Total. 39 37 38 39 49 41 43 1 1 1 25 25 3 1 1 1 1 1 1 15 20 . 0 -X) ■ 25 26 5 11 11 154 175 329 ■■ V 0 2 2 4 75 75 STATISTICAL TABLES, 661 inquiries hy the United States Bureau of Education — Coutinued. TIIAX 10,000 IXIIAIUTANTS— Coutiuued. and other schools, and grand total of schools. Ungraded and other schools. City normal schools. Grand total. Teachers. Puiiils. ci d c5 S rt r2 g -5 o H C H : 58 59 GO G1 G2 G3 6 17 23 945 946 1, 891 i 3 20 23 727 1 3 15 18 342 372 712 ' 2 19 21 1, 473 ! 6 25 31 712 638 1,350 3 25 28 672 747 1,419 i .5 22 27 489 439 928 1 2 23 25 639 761 1, 400 i 4 14 18 523 32 66 98 906 948 1, 854 ) 1 28 29 968 912 1, 880 ) 2 13 15 375 830 ! 4 27 31 1, 187 25 25 600 700 1,300 ? 3 18 21 660 640 1,300 L 4 20 24 795 750 1,545 5 1 34 35 683 778 1, 461 ) 11 26 37 110 90 200 1 10 19 29 1, 125 3 1 16 17 420 640 1,060 1 29 30 558 700 1,258 19 19 322 327 640 ^■'2 20 22 937 1 3 9 12 "405 ”356 755 5 . . - - 15 15 589 527 1,116 J 5 19 24 597 572 1,169 7 544 697 1, 241 5 4 30 34 784 895 1, 079 5 1 7 8 167 218 385 1 3 20 23 761 800 1,561 5 4 29 33 1,211 5 2 28 30 1, 121 7 3 30 33 "666 "'603 1,269 5 1 27 28 1, 075 4 4 24 28 477 592 1, 069 3 22 25 1, 068 6 1 23 24 392 580 972 0 2 19 21 926 821 1,747 8 2 20 22 876 1 1 21 22 560 668 1, 228 8 2 16 1 18 352 359 711 0 4 17 21 923 5 3 22 i 25 1, 537 3 3 37 ■ 40 3 4 1C 1 20 323 257 680 6 2 i IS ! 20 479 506 98.- 7 5 1 IS i 23 1 553 509 1,062 1 4 : 41 4.j . 957 1, 074 2, 031 2 5 > IG 1 24 : 569 i 622 1, 191 7 2 : 1C 1 IS ! 352 ! 331 683 7 5 1 2a 1 2S ! 602 1 640 1,242 1 a 1 12 ! la ; 34S i 365 . 713 6 a 1 2a i 2C i 59S i 484 : 1,082 5 a ; i( ) It 1 . 900 :0 £ 3 1£ i 2C 1 417 385 1 8Cr2 :2 f i 2-3 ! 3t ) 584 1 609 1 1,193 c a ! 1,'; ) IS ! 311 325 i 036 3 1 . 2C ) 21 381 444 i 825 9 S ! It ) 21 . 467 ' 465 ; 932 15 It ) 4-3 1 Ct ! 781 86S ! 1,649 .2 -3 [\ li )1 It ) SOS i 87C 1 1,678 Teachers. Pupils. Teachers. Pupils. S 0 0 H rd n s d 3 Total. <0 g rS 6 3 S3 Ph 1 -PTOT 6 d 3 Ph 0 H I 43 44 45 4G 47 4S 49 50 51 52 5*^ 54 55 56 1 1 1 1 21 22 1 3 4 7 66 55 121 9 16 35 1 35 28 70 29 1,000 1, 268 657 Oil cl 1 1 2 7 18 25 3 3 3 47 117 164 4 1 3 4 112 108 220 5 I a 1 It 1 22 4 i .... 4 1 4 [ 12 1 2C i f Oa S ! 1 L t ) 1 8£ 1 97 ^ 18C h- r 1: 2 2' 7 3t 1 23' i 39; 1 02! ) .. 1 57 662 REPORT OF THE COMMISSIONER OF EDUCATION. Table III. — Class B. — Part 2. — School statiatics of cities for 1872; from State. Name of city. Hi gh schools. Evening schools. t4-I O 3 g Teachers. Pupils. O !-l ® rO 3 Teachers. Pupils. Male. .2 3 r® Total. 6 Female. Total. Female. Total. Male. 6 cz s o Total. 3 3 29 30 31 32 33 34 35 36 37 3S 39 40 41 42 Pa.. .. Chester . . 1 1 1 2 15 40 55 Pa. ... Corry . 1 1 1 20 28 48 Pa ... . Loclihaven . 2 1 1 2 30 45 75 Pa.. .. Meadville . 1 3 3 26 66 92 Pa ... . Titusville . 1 2 2 25 36 61 Tex . . . Houston . Va.... I/ynchhurgh . 2 4 4 14 25 39 W. Va. Parlrei'shurgh . 4 2 3 5 104 201 305 Wis . . Janesville . 1 1 4 32 73 105 Wis .. La Crosse . 1 3 1 4 Wis . . Madison. . 1 1 2 3 24 48 72 Wis .. Manitowoc . jA 3 1 4 Wis .. Pa cine . 1 1 2 3 40 62 102 Wis .. Sheboygan . 1 1 1 2 48 50 98 Wis .. Watertown . o 1 1 2 30 70 100 1 2 .... 2 75 75 * Prom last report, a Including 1 colored school. & Not including corporate schools, c A private institution. d Including one unclassitied -school. e Including 4 j unior schools. STATISTICAL TABLES, 663 replies to inquiries hy the United States Bureau of Education — Coutiuued. UiiCTaclccl and otlier schools. Number of. Teachers. Pupils. o s rO a Teachers. Pupils. Male. r2 1 1 Total. q5 Female. Total. r2 c3 1 Female. Total. ,2 1 Female. Total. 43 44 45 445 47 4S 49 50 1 : i 51 1 52 53 54 55 56 City normal schools. Grand total. 57 Teachers. 59 GO Pupils. 365 GB5 571 638 G2 436 1, 024 579 610 780 622 680 G3 1,137 1, 355 1, 468 1, 239 628 1,228 801 1,709 1, 150 1, 248 658 1, 544 1, 181 1,296 / Including 7 secondary schools. //Including irregular department of day school. '/i Including 2 private schools. i Includin^^ 4 intermediate schools. j Principal departments. Table III ^c/ ^ §Sg iii s Ig o-J li §S§S§g§8i^S SiiiiSiiiPi is sss 2^' 02 §§ ssss igii !5S2iSSSSS§SS?^§S ISIIIiliiSgiiii sse-^ss^ssssi smiiSilii CO'ofT-TrH-' I §^5 SSS isi C5 S S S sill ^SSS ilii ssss Isis ^ooolSSSSSSSSSSSMHM^2 S.SOOOCC^ . O © O o' o' o" ^■' o' » ^■' o' 3SS3S3S oo jh'^-'oKlo' §5 §2 ii LOO* §32 112 O^CfTH" ?:§§3 Ills .4'GfrH''r-r 2S§S8§^§32S§i:§§§§2Ji8§2 gSigieiiigigiiiisiiii co' r-T of n of o' o' — ' -O'' o' ro' co' of §§§SS'ig32§§2g3§§5522SgS2 liSiiSiii22iiil2iiSI5 Ofo'ofo'co'cf r-Trn' (jf rn'r-T r-T r-T S3S-SB8 :S£S22 :§§§S§S§§ §382 : : :SSg iggS :g§ liiSsi :|g§2 isi i i ;-cl Igis ;is r-T CO' o' CO : o' t-' : of ofo'-'-f -^'r-r-ir • • CO 01 co'T-f : : : ofco' :'*'oo'o' » 1 ^ t illlll nil i il =imi ^llUlllllil IllllilgllllllllilllllsIli^lllsllliSIlSlIli ii 'o'o'o'o'o^ 0 S rO! R ^7) 1-5 t-5 1-5 (2^5 1-5 1-5 1-5 N .2 .2 .2 .2 .2 .2 .2 .2 .2 .2 .2 .2 .2 I” : — — ■ 222222200000000000 & state and conn1 e Including local Table III— Class B. — Part 3. — School statistics of cities for 1872 ; from replies to inquiries hij the United States Bureau of Bducaiion—Coutimmd. 666 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. 667 •X e 668 EEPORT OF THE COMMISSIONER OF EDUCATION. Table III. — School statistics of cities for 1872; from replies to Class B.— Coxtaiaiag over 5,000 and less Part 4. — Miscellaneous — Teachers’ salaries, statistics S.\LARIES OF TEACHERS.* State. Kame of city. In primary schools. Principal in gi ammar schools. Assistants in grammar schools. Principal in high schools. 'ton . 5, 817 Do . Hallway . 6, 258 New York . Watertown . 9, 336 North Carolina . New Berne* . 5, 849 Do . Haleigh* . 7,790 Ohio . Marietta . . 5, 218 Do . Youngstown . 8, 075 Fennsylvania, . Columbia . - . - . 6, 461 Tenne.‘5.see . . . Chattanooga . 6, 093 Do . Hnoxviile . 8, 6,82 South Carolina . Columbia* . 9, 298 * Has no system of city schools. Table III. — School siaiiatics of cities for 1872; from rcj)lics to inquiries l)ij the United States Bureau of Education — Coutinued, Class C.— CoNTAimNo less than 5,000 inhabitants. Part 1. — ISTames of superintendents, the iiopulation, enrollment and attendance, and statistics of primary and grammar schools. 678 REPORT OF THE COMMISSIONER OF EDUCATION. •JT30i OlJSUIOrjOS ni sj[oo.a JO aaquinyi; Tji • ^ CO ro M ■ssooornoou Surpnp -X9 ‘A’np oipuioqos uT eauoq jb aaquinx O . LO -o o tC lO O (N o o •Arp oijsupqos pSaj nt ernbq jo aaqiunj^ r- uo o cc o r- CO qooqos Saipuoj -JB jaquinn 95'bj;3ay '?'iiOoocnc'!C2C?co'cfoooc50 -O' CO CO O O O J •9.oB JO SJBoA 9X aoAO popoTuo aoqnin^ O • CO • O O Ci o • o o •oSb jo siboA 9 rap -un paqojna aaqrairyj; qooqos ni pano.iuo ueapiiqo j'o aaqranj^ O O -CP O O O LO lO CT CJ CO o 1.0 C5 :o o lO ^ Cl o GO CO i- o cri CO o lo 00 'o oi^roc-ootoooto — jo-jt<:oooco'oo o i'- Cl o i> o CO lo Ci O ^ t- GO LO O 00 l- *oSv polios JO uajpiiqo JO joquiuj^ OGOL-^OlOOTfOCO CO « C5 Ci O Cl CM Cl Cl CM Cl Cl CM C? Cl Cl Cl ^ C^ Cl Cl Cl Cl Cl Cl Cl Cl Cl Cl CM Cl Cl Cl Cl ( •-oSc poTjos •0181 snsuoo ‘uoij'Kpdoj; 0^t^COi>OCCOCCT^t^OOCOi^OOi-^OOOOiOCCTr't'-rHClT TP* rf t-7 Cl cf cT CO' CO r-T CO' cf CO ^ CO CM* CO cf CO t-T t-T cf cf CO CO cT CO CO C3 <^o § ^ .6m(h ■ p^ : S . fj o'§;^bX)a i §•3 'S o 2 S I ^8 d) c3 o o r: 5 ' •- o C R O cl •!-< o'o-^ J S o 'c^ a > > fcc^3 ? o (*T1 ,Xi . 'C • ^ ^ ^ *-• c_i _i I ^ ***8 CO 5^ <-*i »H - . _-e.5 5ocaJ;^2S^‘^^ggogS§^ Srt'it ^ 3 a 5 £ o £: o a a 51 a : a :.2 I :::::: : OOi>CSOCOO t- o co,o 0 7 7^ ill lirJIgii is5iS jiiilisss iisis Irpi^siilSsiipl : o 2 :I2 :| o^AAAmci iocoo 22 10 40 42 140 20 J « Cl S ^ ^ § 5J i : : : : :; :SS| : 679 777 589 790 706 750 1, 024 625 950 890 40.3 1, 078 910 499 445 209 593 854 641 647 701 275 650 600 ,-r r-r rn'rt gii ,-r iiiiils iiii§iiliisll§iii§5isiiiisSiSl3Ss ji 1-7 1— 1 T-i r-* 1— 1 1— t 1 rH r-T i-ii— IrHrH '-Hr— it-T r- It— It— lr^T-»jT-^ .2 i Hi •la 1i| ^.§2 III P o o lA UT LT lA U5 lO lA 'p ^ o cic5ci5J?istci^cicii55icic3ci55oiS55ic3ciS§§§§5jc(§SBcic<§c(Bc^cJ§ CO ^ -o 'o lA lA lA lA LT lA lA >A lA A A A A irs A A A lo A. A i> A A A o A lo A o A A A A A o SgiiiliiiisiiSSiii2iSii§§Si§isA^Siiigig3§lii8S Table III. — Class C. — Part 1. — School statistics of cities for 1873 ; from replies to inquirm hj the United States Bureau of Education — Continued. EEPOKT 0 OT;^si3{oqo9 UT eqooAi JO joqmn^ F TI H IE COMM O O CO o CO ^ CO ISSIO ClOO ^ IQ NER OF ; OOQ? •OOO'^ CO • Tf CO ED' CO UCATION. T*< O O O O CO ^ CO ^ CO •SS809J noon Snipnxo -xo ‘Arp OTjsnxoqos nt eanoq j6 jgqumj^ 13 io'io'to «s 0^0 CO CO iQ CO CO IQ O •Anp oxjsrxoqos x^Sox nt eanoq jo aoqnm^ * ^ CO t-o o t- r-l rH • « LQ iQ CO 01 O t- O T-t LO O T-i TT* Ql •9§B JO SJB9A 9 jgp -nn poxxojno aoqninjq © O • CO CO lO • (M Oi IQ . O • O O O CO • O LO Cl IQ • IQ Q1 tH qooqos ni poxxoano naapxxqo Jo aoqmnyi; 00 oooT^'cooLOOOt^07-iC?^cr^c:5»ooir:cM^oi^cooc5 T-^OOCOOCsCiOOOOCOCOCO-^irjLO^ODO-^OOr-iC^CC t-COr-iCiCOtMT-.rH^OOOOOOQOiOt-ClC^CT^C'iC^OOOO r-T ^ rH" T-r r-T r-T •oSt; xooqoe jo nojpxxqo JO aeqninjq J> 0 10 01 T-i Tt< 0 Cl 0 0 10 Ci 0 0 COrHCC^T-t^ClCCO<^>OCOCCCOrr'00 OLOlQCsOCl^COrtf CO CO CM O cr. GO CO CO COCOCOr-lOO^t-lQO •o§8 xooqos x^sSoq; © ^^r-Jt- 1 uoqinnjq H OOC50.HfM«-rt£JOaOOOQOCX;OOC»OOOLIOOC5C5C3C:3CjC3C}CJCiC5 0000 From last report. a ISTot inclmling colored children. & Secretary of hoard of school directors. Table III. — Class C. — Pakt 1. — School statistics of cities for 1872; from replies to inquiries hy the United States Bureau of Education — Continued. STATISTICAL TABLES. 681 Grammar schools. Pupils. GO 1 a i 2 ; •ojuraoj]; C? S S : ^ ! 23 130 44 51 35 89 •OIUK 110 35 40 24 35 s 3 : Teachers. •Fjox lO lO Cl rH O iH d CC Cl Tr Cl Cl Cl o d o i ( Cl 00 CO * r-i T— 1 Cl Cl d CO •OJCUIOX CO TJH ri Cl rH Or-tCldd-^r-IClrHO Cl lo i 1 Cl O Cl ‘ i-t ^ Cl Cl Cl CO •opJK w CJ rH tH ■ . •JO joquinjq Ct Cl Cl Cl T-l rH Cl JC d ^ Cl Cl Cl tC tH lO • ( dCOr. ; .H -rt^ r-l Cl Cl Cl CO Primary schools. j Pupils. •pjjox 21 135 s»Sii8i=§lsi 421 480 345 •oiuraox © s : 3SS? i s IS “ssSisai ; •9IT?K 19 2 : 1 sSiiSi i si t^p£Sd§c>o • Teachers. 18 CO I OCIOO-^OOOCICOO^O^GO ooTfotccocicot-Lcood'^O'^ •0[nui9ji; H lOdOOTfik.OOtOOOaDCSrHCJ-^J'CO ao'^:oiQocii>t-^ooci'^C5*^ •8IUK H d • w : : : : 1 i i : : •JO aaqranjvj V t-:) d ; 1 indd^fOCOdC3OTCncOCl'S<00 ao'^ocgo-^ioi>*EOGoci'^ai'^ Name of superintendent. A. W. McCullough . E. S. Cox . r'. jti. steeie . A. J. Pictard, county super’dent.. 0. Pronsou . . Josephixs Anderson, county sup’t. . Eobert A. Childs . A. B. Beaman . W. D. Hall . J. G. Shcdd . E. C. Smith . D. C. Smith . B. F. Hedges . il ;S ill i^l H. TT. n. Miller _ D. Edmiston . Gerald B. Stochdale . 1 il L. T. Hewings, county super’dent. . A. H. Graham . fcc : : : : : a : : : : a fg.;$ : :| dg«| iH| Name of city. w . iuarysvine . . Pensacola . . Canton . . Centralia . . Danville . . Dixon* . . Litchfield* . . Mendota* . . OIney . o II -non . Wat set a* . . Columbia* . . Conuersville . . Franklin City . . Greencastlo . . Kendallville . . Lawrenceburgh . . Peru . . . State. J O'-i y MiiMiiiMMiiiiiig 2-:^oooooocoooooooooooort o o o o o o o ■c: •r 'c: cs-c n 03 < :6S : ;S >3 H Prom last report, a Including intermedi.ate scli’ls. h Principal of graded scli’l. c Departments of one graded sch’l. d Principal of Second Ward sch’l. e A district graded sch’l. Table III— Class C Part l.—Scliool statistics of cities for 1872 ; from replies to inquiries hy the United States Bureaii of Education— Continued.. 682 REPOET OF THE (X)MMISSIOJTER OF EDUCATION. •oiBuiax •9IBK •9['Bni9X •9I13K •JO Joqainjs[ CO « « (yi (M r: C? CO d CM O? CO ^ CO CJ CM CM CO S|||gg! ■d’COCMCO^CSQO'^eOCOCldOlCJCOCOr-l 'CCMCMi-CCOCOCOCOi-iddCMTHCMTH i r-< • (M • • • O o ■^OOC:Ol>tC'^'^COCOT-<^COOCOO *e[HK •JO xaqxiraj^ th d CO CO o o CO ^ CO o o o '|3l' g;P £ g g t2|p|; i|s = ^t^'hJ."^sM^l2;^doo^dddddH^-. g S TC Pi ^ © ■I MWitmUluMM Ml ipodf : i h I li ig i \ O * ^ aooorsoooooooooooa g'OO'OJ^a r^r^r^rcr^r-r^r-r- P ^ : : i3 : i : : i : ; : i : ioooocdoooa'S i i i : : is i ; iaS 1 o o c o o ; o:J 'Co:; i i i i i i •jaqmu^ STATISTICAL TABLES, 683 TS»Ci .iftCJ-^OOOr-OlOJT^cCC^OOiO coo .oc'^0'^oO’^oicniniL''jcJC'io 'C^ t-< 1— (OC^ Ori COCOr-Hi— 1 • O CO • LO lO CO 00 CO lio t . d OJ CO CO cs :o CO • • rH tH rH Cl rH • • O . CO O O 3 O d . LO rH o TP O O rH • CO CO tH rH <0 .’ O CO O • r-< c ^ ci d o d o o uo lo o d o t-h ci d ^ CO ^ 'o c-i ^ *o t-- 1-- I 00 1- 1 r-t 3 LO O O OD 00 »(0 I I 3 O TP LO O r-i 1 . LO •’ LO O O CO TP LO • rH GO LO d LO LO • d T-1 o i o o ^ . 00 T-H rH 00 O O CO — « O O LO d O CJ ^ CO t- O LO CO T— 1 rH tH rH I d O ; d d 3 o TP r-* o LO o I I d CO CO CO ^ <0 d • • rH t 1 LO I — ' O O »0 d QO ;o • TP d LO Ct TP ' CO rH (NdrHTiirHXrHXClOCJlOCOi-iXOOlX • rH 1-H r? CO TP d 00 CO d ; d • d CO CO rH Ci (MdlH-'S'i-IC:— Od30LOOOdOCOOCO— 'O TM- TP ^ CO CO »0 »!0 ^ CO <3 CO — O Oi rH -HCOLOf^dCOCOCOd’-Hdt-HCO'^LOTrLO - O 'Coao •OCOOOOO'^?^C5"^OC5 1.'OOOOC? lOO • O O • — < O GO ^ *0 OJ iO o O O 1- 1- 3C03dOOOO Oi0 3i'-*TPLOCCOOt^COTPCOOOdCO CO 0^ CO rH rH t-h d rH rH rH d CO d d o -or-* • o lO o C5 o c: o o o CO o CO CO LO * O • CO CS CO O cj i- o O i'- i.'- OO 00 TP O (M ‘ Cl i-HC^C^rHCir-ir-iCOi-* tPC5OtPC0C0OOC0O3’HOOC0^O :0 rH LO CO CO O) LO O CO LO 00 LO O 1-- O LO COOiCOrHiHrHrHrH rH rHdCidd CJCJXOCi-l'OO'l’CCClXl-O'it'r^XX^CMCJ C?COCOCOCOiHi=Pt-COdCO'^TpLOOQ03 ClOiOOCO'^OOTfiCOCJCOLOGOrf^t-CO-^T-HT-i 3'i3(|C3«C3T^C3i-li-,3JC0-'T'1t<>0OX01 Id;; • rH » • * • * 01 d * m * • rH rH • rH * • • • rH O d • 1 > 1 * CJC^COOCO'=t‘OOC«COC}OOC?OTH^OOCl'^C'lCl 3lC335f3C3O3^t-C03l'1''^'^lXOXCl c c Ii 1? p- C. 15. Thoiuas . S. J. IlardiiJg, sec. board education. Joseph C. Joues . J. T. A idls . d xr. jjisuop . W. n. Hatch . . C. S. Campbell . A. P. Tulcey . AY. L. Butts . 0. AVhitman . . . C. n. Ivoberts . James Barldoy . /. . W. 0. Pletcbei' . A. Carroll, A. M . E. P. Lamkin . . George L. Osborne . A. E. AVardner . Y^yatt Webb, clerk board edncat n J. E. Iloberts, county superintend^ H. S. Herrick . E. S.Peed . Theopliilos Patterson . J. S.AVilsou . G. A7. AVelsb . . . Ricliard B. Marsh . A. C. Dencl . J. C. Barney . Edward Downey (g) . AY. C. Towers . AVilliam T. Reid . L. Larsen, clerk school trustees . . . John Howison . A. H. Conkey . T. L. YYigbt . Dr. A. n. Ellsworth . Jo.seph Y. Quarles, jr . J. J, Guppy . c c Niles . Owosso . l*outiac . Saint Clair* . Wj'amlotte . Du Luth . llastiu-gs . Mankato . Owatonua* . Pcd AVing . Pocbcster . Capo Girardeau . Chillicotbe * . Independenco . Jefferson City . Louisiana . Macon . AV estport * . Austin . Hamilton . Atka.ntic Citv . 1 : : : 1 : : j ' , • ..-1 o ^ c ’•}c7=!'S c^J=3c/30,;; ; fl ftrt-g =3 g g § 33 g § « ^ .3 : l72 0l-lF=lPl^?£il-T!p Manti * . Mount Pleasant . Ei’edericksburgb . Appleton . Beloit . Green Bay . Kenosha . Portage* . ( 3 0 0 0 0 r 'O 'C 13 13 ....do . Minnesota . _ do . _ do . _ do . _ do . - do . Missouri . _ do . ....do . ....do . - do . - do . _ do . Nevada . ....do . "NTaw .Tprsfiv _ _ do . Ohio . _ do . - do . _ do . _ do . Texas . _ do . UlULl . _ do . _ do . Yirginia . AVisconsiu . _ do . _ do . ....do . - do . mor-aocio^oico-^ooi'-oor'-o— icJco'tiioot-oocrjor-icicTrt'i'i'sCt'-ixcjo^c^M I «5 O tC! O i-- £•- i' f’ i- {’ l" f GO GO CO GO GO X 00 00 CO 00 cr; Ci O C5 Cl Cl C'. s; c; c; o o o o !, 1-1 t-l r-l r-l C ci m o ® g O fco -1:^ ,-C ® o • S g o ro.ii ®0 013 fi arc O p S -a g o ofq.S'S 'w 4-> sill <1 >1 . o iS?- 'o-2^ 1 a-2 w ilS ” o 1 o : o .a i,&S_g f 684 REPORT OF THE COMMISSIONER OF EDUCATION. a State. 1 a 1 Ala 2 Ala ... 3 Cal.... 4 Ela.... 5 Ela.... 6 Ela.... 7 Ill . 8 Ill . 9 Ill . 10 Ill . 11 Ill . 12 Ill . 13 Ill . 14 Ill.... 15 Ill . 1-6 Ill . 17 Ill . 18 Ill.... 19 i Ill . 20 ' Ill . 21 1 Ill . ^2 j Ill . 23 1 Ill . 24 1 Infl ... 25 1 Ind . . . 26 1 Ind . . . 27 I Ind ... 23 I Ind . . . 39 Ind . . . 30 Ind . . . 31 1 Ind . . . 32 Ind . . . 33 Ind ... 34 1 Ind . . . 35 Ind . . . 36 iowa . . 37 Iowa . . 33 Iowa . . 39 ! Iowa.. 40 j Iowa . . 41 Iowa . . 42 Iowa . . 43 Iowa . . 44 Iowa . . 45 Iowa . . 46 Iowa . . 47 Iowa . . 48 Kans. . 49 1 Kans. . 50 i Kans . . 51 Kans. . 52 ' Kans.. 53 1 Kans.. 54 ! Ky.... 55 1 Ky.... 56 ! 57 1 Ky.... 58 Me.... 59 i Midi. . 60 1 IMich.. 61 I MlcE.. 62 ! Midi.. 63 1 Midi. - 64 1 Mich.. 65 1 Midi . . 66 Midi. . 67 1 Mich.. Table III. — School statistics of cities for 1872 ; from replies to Class C.— Contain'ing less than Part 2. — Statistics of Mgli, eveniug, normal, Higb schools. Evening schools. Name of city. Teachers. Pupils. 0 Teachers. Pupils. 3 r=> g 'A o 75 0 H Eemale. Total. 2 'g 'A CS 0 a; c5 '0 H d r2 s 75 c EH 3 29 30 31 32 33 34 35 36 37 3S 39 40 41 42 3 3 70 60 130 1 1 1 15 10 25 1 1 1 10 8 18 1 1 1 15 15 1 1 1 30 30 Saint Augustine. . . . 1 1 i 2 60 55 115 1 2 3 5 100 1 1 1 2 27 47 74 1 1 1 2 90 1 1 2 3 16 47 63 1 1 1 2 21 32 53 1 3 3 15 32 47 2 2 1 3 36 .45 81 El Paso . 1 1 1 10 5 15 2 1 1 19 5 24 1 1 1 13 21 34 1 1 2 2 2 2 43 74 117 1 1 2 3 1 1 1 2 24 34 58 Peru . . _ _ _ 1 2 2 4 30 3S 68 ‘ Shelbyrille . bl 1 1 36 Sterlin*^ . 1 2 3 31 40 71 \y 8.tS6li Columbia* . 1 1 1 21 24 45 Counersville . 1 1 1 15 17 32 Eranlrliu City . 1 'i 2 3 2- 32 56 Grosbeu . 1 1 2 3 33 57 95 Greencastle . Keudallville . 1 1 1 27 14 41 1 1 1 2 21 23 52 Lawrenceburgh .... Peru . - . 2 1 1 2 39 36 75 1 1 2 3 16 50 66 Seymour* ... _ .... 1 2 2 16 16 32 Shelbyrille* . 1 1 1 2 26 Valparaiso _ _ _ _ _ 1 ■ 2 37 25 62 TV^abash City . 1 1 1 0 Cedar Ealls . bl 1 2 3 27 49 76 Eairfield . . 1 1 1 20 27 47 TPcirf. T^AflcTA 1 1 1 2 30 39 69 Eort Madison . Independence* . 2 4 4 70 84 154 Lyons* . 1 1 1 10 16 26 Marshalltown . 1 1 1 17 27 44 McGre<’'or . 1 i 1 2 9 22 31 Oskaloosa . 2 1 3 4 60 70 130 Waterloo . 2 3 1 4 26 53 79 lEaverly . 1 1 2 36 60 96 TEiuterset . 1 1 1 2 Laxter Sprin^^s* . . . . Emporia . 1 1 2 Eort Scott* . 1 1 1 18 : 12 30 0 ttarva . 1 1 ] 15 21 30 Paola . 1 1 2 ; 32 ; 35 67 ■Wyandotte . Erauklin . 1 2 2 : 14 18 32 d2 2 '2 4 35 ' 37 72 Maysville . Oweusborougb . Paris . 1 1 1 20 ' 5 25 Hallowdl . 1 2 2 : 25 1 35 60 i 1 1 1 25 25 Li'’’ Kapids . 0 Cold Water . 1 2 2 4 Grand Ilaven _ 1 1 2 3 ; 19 ' 28 47 Hillsdale . 1 2 1 2 4 50 i 80 130 1 Lapeer . 1 1 1 2 Manistee . 1 1 2 : 3 Marshall . 1 1 3 4 63 ilcs - 1 1 2 i 3 i 20 1 26 46 Owosso . 1 1 1 2 ; 3 STATISTICAL TABLES. 685 inqiiiries hy the United States Bureau of Education — Continued. 5,000 INHABITANTS— Continued. and other schools, and grand total of schools. Ungraded and other schools. City nornaal 6«h««l8. Grand total. o ® r=l g 3 Teachers. Pupils. o S 35 g 3 Teachers. Pupils. -2 r-i l.g o ^ . o ‘A o Teachers. Pupils. d 1 s O H r2 d 13 i 3 "o H r2 Is g ® Ph o H rS a g S cC O H 6 n 3 0 "o H p2 6 13 B 0 Fh "c H 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 63 63 7 2 4 1 1 2 1 ; 1 1 3 1 2 3 2 2 o 5 2 1 2 1 3 1 2 ’’’2 1 12 1 3 1 4 3 2 2 1 1 1 4 2 1 2 14 3 2 1 2 1 2 2 4 6 3 4 4 4 6 4 5 10 8 20 11 23 14 2 12 6 14 18 18 10 15 8 14 4 7 9 10 11 9 17 9 13 9 10 10 8 10 11 12 11 12 8 19 15 9 8 3 8 13 6 5 8 5 6 11 6 10 5 6 9 11 9 21 14 24 16 5 14 8 16 23 20 11 17 9 17 5 9 9 12 12 21 8 20 10 11 16 11 12 11 9 11 15 14 12 12 10 33 18 11 9 5 9 15 8 9 14 8 10 250 50 215 86 155 225 39 166 94 142 475 89 331 180 297 300 745 525 892 682 788 739 233 609 3 9 5 4 6 8 8 15 13 21 15 8 13 409 409 335 381 342 151 288 336 ”483 347 ■ 407 397 132 321 16 fl22 13 10 14 17 1 6 9 10 10 7 16 8 3 4 10 11 9 9 10 10 10 10 12 9 c20 22 9 8 5 6 15 8 8 5 8 4 417 566 356 417 407 526 582 600 419 433 943 1,148 956 836 840 469 750 292 474 457 566 870 825 300 1, 271 750 679 555 587 3 1 6 7 60 90 150 136 223 222 254 403 450 151 596 350 344 156 251 235 312 467 375 149 675 406 335 2 10 1 11 250 175 425 3 2 5 7 175 200 375 291 296 252 252 246 243 313 265 495 565 511 302 347 425 190 050 303 230 221 97 323 386 465 207 698 478 269 224 96 025 733 890 403 1,348 841 499 445 193 3 13 2 15 185 170 355 332 351 683 466 647 401 250 371 .361 215 95 286 246 155 4 13 8 17 13 9 9 15 15 10 1 6 1 1 2 1 1 1 3 108 268 180 66 257 220 174 525 400 775 536 840 1 2 2 15 20 35 10 18 13 14 9 10 17 14 9 10 8 20 14 16 10 11 19 15 12 291 370 245 470 40 ■’si 75c!! 418 310 375 .A. ....1.... 3 g 3 'A 1 1 . 2 3 4 5 6 ■ 7 8 9 lO 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 © a 1 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 83 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 REPORT OF THE COMMISSIONER OF EDUCATION. Table IU. — Class C. — Part 2. — School statistics of cities for 1872 ; from High schools. Evening schools. Name of city. *0 Teachers. Pupils. o Teachers. Pupils. © a 3 !z5 Male. Female. Total. p2 Female. Total. P-t o rO a -2 Female. 1 Total. 1 d 2 g 3 Total. 3 39 30 31 33 33 31 35 36 37 38 39 40 41 43 1 2 . 1 3 61 92 153 1 1 1 2 9 17 26 1 1 1 2 45 1 1 1 2 8 12 20 1 1 1 2 12 22 34 IVTa.nlrntn 1 1 1 2 23 27 50 f 1 wa, t,f» mi ft* 1 o 15 20 35 I'..' T?p,d Winer 1 1 1 o 11 13 24 Rochester . _ 1 1 1 2 35 21 56 Cape Girardeau .... Chillicothe’' . 1 1 1 16 45 61 Independence 1 1 1 30 20 50 • .Te.fforsnn Gity _ 1 1 1 2 5 T/Oni,sia,na. . 1 1 1 2 22 38 60 IVT n eon _ _ _ 2 2 3 14 17 1 1 1 100 W'estpnrt* 2 2 20 38 53 A n .sti n _ _ TTamiltnn .Atlantic. Gity Salem* . . . 1 1 1 2 30 41 71 1 1 2 3 50 Gallipolis . 1 2 2 25 43 68 I- Lancaster _ i _ 1 1 1 2 18 23 41 Mount Vernon . 1 1 3 4 36 54 90 Drhana . - 1 2 2 18 34 52 W^arren . . 1 3 3 17 29 46 Rrmvn.svillo 1 1 1 15 15 1 2 c 50 50 .T efferson _ _ 6 4 2 6 130 143 273 Ephraim City _ _ Alanti* Alonnt Pleasant . 2 2 2 36 12 48 Eredericksburgh A ppl eton _ 4 3 1 4 58 62 120 Beloit _ 1 1 2 3 35 8d 115 Green TTay _ 1 1 1 2 21 34 55 Kenosha . 1 2 1 3 47 52 99 Portage* . 1 1 1 2 45 53 92 * From last report a Graded or district schools in four buildings. b Department of graded, school. STATISTICAL TABLES. 687 replies to inquiries hy the United States Bureau of Education — Continued. Ungraded and other schools. Teachers. Pupils. ;-l ZJ g ,2 d a o Total. d s d a a:> Total. a g 15 a 1 Total. I Male. I d 15 a S Ph Total. 43 44 45 46 47 4S 49 50 51 52 53 54 55 56 7 7 50 50 3 3 6 50 90 140 1 1 1 2 24 6 30 1 el 1 i; 4 5 1 9 12 21 1 1 1 1 1 2 60 40 100 1 2 2 20 35 55 ' 2 2 4 6 1 1 4 5 46 46 1 City normal schools. Teachers. Pupils. Grand total. Teachers. Pupils. of every 1 ’r2 Feiuaic. Total. Male. Female. Total. Number. 57 5S i Si 60 61 625 63 1 12 2 15; 17 537 661 1, 251 63 3 f) 8i 10 121 169 290 69 8 T 8 9 532 70 8 2 7i 9 259 241 500 71 1 17! 18 375 427 802 72 12 3 14' 17 363 427 790 73 10 2 8, 10 449 417 866 74 15 1 16 302 302 604 75 14 1 14' 15 500 525 1, 025 76 3 3 7 10 242 228 470 77 12 3 9 12 247 334 581 78 15 5 14 19 355 385 740 79 10 1 9 10 329 S'24 653 80 11 2 lo; 451 485 936 81 4 2 14 ' 16 608: 82 5 2 4' 6 103 98 201 83 3 2 1 3 66 58 124 84 3 2 1 3 79 79 158 85 . 86 7 3 11 i 14 243 213 456 87 17 2 16 18 404 459 863 88 18 3 16 19 332 385 717 89 16 1 18 19 407 476 883 90 14 3 13 |- 16 297 335 632 91 12 17 17 266 253 529 92 6 "6 5 11 315 235 550 93 14 10 5 15 300 383 ‘ 663 94 3 2 1 3 103 107 218, 95 4 2 2 4 125 125 250 96 6 5 3 8 195 145 340 97 6 1 5 6 122 65 187, 98 14 5 15 20 1, 247 99 6 1 15 16 385 430 815 109 1 12 13 322 358 680 1@1 12 3 15, 18 290 376 666 102 11 1 10 11 343 367 710 103 c Iiicludinio' intermediate schools. d Grades of Pranliliu Female College. e Saint Clair Union School. 688 REPORT OF THE CO^miSSIONER OF EDUCATION. 1 1 2 4 5 C 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 Cl Table III. — School statistics of cities for 1872; from replies to Class C.— Containing less Part 3. — School finances: State. Name of city. INC03HE. 1 c o o o fl d 1 o c: OQ a =^5 a > *3 o a a o o Sd o a § 1^ *3 o (H o o ll *3 o o (k 1 a £| > *3 o o O S 03 O O •Ti ^ o o '3 § "a "o H 2 3 64 65 66 67 6S 6© 70 Ala... Ala . . . Cal ... Fla ... Fla ... Fia . . . Ill .... Ill ... . Ill .... Ill ... . Ill ... . Ill ... . Ill ... . Ill ... . Ill .... Ill .... Ill ... . Ill ... . Ill ... . Ill ... . Ill lU . . . . Ill ... . Ind ... Ind . . . Ind... Ind ... Ind... . Ind... Ind . . . Ind... Ind . . . Ind ... Ind ... Ind... Iowa.. Iowa.. Iowa.. Iowa.. Iowa.. Iowa.. Iowa.. Iowa.. Iowa.. Iowa.. Iowa.. Iowa.. Kans . Kans . Kans . Kans . Kans - Kans . Ky... Ky. .. Ky. .. Ky. .. Me . .. Mich. . Mich.. Mich.. $3, 500 00 6, 969 65 2, 978 64 |1, 000 00 $4, 500 00 6, 969 65 13, 915 65 2, 445 00 3, 855 00 $2, 015 77 '^3, 766 50 1, 845 00 #5, 154 74 600 00 1, 300 00 875 00 1, 680 00 1, 183 12 ^125 00 13, 812 74 6, 745 00 26,262 51 18, 480 10 448 81 15, 569 67 7,827 16 37, 441 12 21, 981 13 1, 082 16 374 54 3, 080 43 483 24 1,723 64 1, 598 81 6, 000 00 418 98 El Paso . Macomb . 1, 872 68 3, 104 21 7, 814 12 1, 000 00 3, 631 94 731 59 1, 392 14 1, 520 98 1, 719 48 6790 70 1,297 00 677 32 7, 677 35 11, 037 59 11, 966 11 7, 172 13 5, 355 96 15, 000 00 7, 740 00 110 00 10, 391 62 15, 583 94 21, 404 01 9, 891 61 10, 239 42 16, 422 00 13, 561 38 Mendota* . Monmouth . 102 80 Morris . • . Oluev . 410 76 125 00 1, 390 00 Peru". . Shelbyville . 3, 754 06 Sterling' . AV atseka* . 945 63 6, 977 59 5, 089 50 333 93 82 68 6, 054 28 150 00 8, 466 09 27 64 8, 166 52 15, 443 68 12, 157 21 8, 000 00 12, 044 73 9, 197 10 7, 319 28 11, 000 00 Columbia* . Connersvillo . 4, 947 51 \ 2, 092 56 Franklin City . Goshen . 3, 581 18 3, 813 25 3, 516 75 3, 000 00 3, 048 00 2, 949 27 3, 167 53 4, 500 00 1, 112 33 4, 303 22 Greencastle . 2, 434 58 635 00 Kendallville . Lawrenceburgh . 3, 500 00 Peru . Seymour* . 5, 477 34 3, 614 78 , 2, 027 83 132 80 10, 252 75 Shelbyville . Valparaiso . 2, 998 00 2, 122 62 469 59 931 11 2, 998 00 6, 911 10 18, 228 09 9, 994 80 42, 303 84 4, 145 62 23, 375 22 26, 415 50 25, 130 55 Wabash City . 573 13 5, 533.91 160 93 18, 066 72 426 53 6,981 57 2,531 20 3, 111 55 1, 000 00 103 80 Cedar Falls . 12, 224 59 8, 877 26 15, 743 64 Fairfield . 25 50 Fort Dodge . 8, 493 48 1, 603 25 Fort Madison . 2, 115 84 1, 275 94 2, 475 28 Independence*. _ 14, 508 51 13, 336 50 609 20 10, 000 00 Lyons* . Mrirshalltown . McGrc'^or . Oskaloosa . 1, 736 90 1, 201 50 19, 380 14 10, 539 20 8, 209 02 3, 550 00 21,117 04 16, 181 91 9, 125 76 6, 286 00 684 00 12, 109 91 59, 014 00 34, 389 74 42, 634 55 AVateiioo . c4,137 78 303 43 Waverlv . 856 14 AVinterset . 1, 907 00 769 00 684 00 1, 121 37 2, 850 00 1, 600 26 1, 293 66 1, 600 00 800 00 3, 269 20 Baxder Springs* . Fm porlrii . . _ 2, 802 07 2, 390 00 473 81 34, 390 23 81 23 8, 066 94 38 30 37, 825 00 27, 000 00 Fort Scott* . 15, 949 00 Ottawa . 5, 315 67 6, 950 66 Paola . AFynTidotte . Franklin . Maysvillo . 678 22 2, 845 40 1, 370 45 8, 163 27 Owensborough. _ Paris . 1, 170 00 1, 100 00 250 00 1, 820 00 428 34 2, 700 00 3, 500 00 6, 000 00 8, 273 00 14, 777 76l 3, 870 00 4, COO 00 6, 750 00 18, 430 06 21, 322 89 Hallow ell . Bip" Papid.s . 500 00 3, 735 24 5, 462 07 Coldwater . 611 52 300 65 654 12 3, 689 65 Grand Haven . From last report. (a) Includes expenditure for books and stationery, (b) State and county fund. STATISTICAL TABLES, 689 wquiries by the United States Bureau of Ediimtion — Conttuued. Tli.vN 5,000 INHABITANTS— Continued, income and expenditure — Continued. EXPENUITUKE. Permanent. Current. 71 $900 00 S rt S55 to c •ra 73 73 $125 00 $50 00 600 00 800 00 c2 cS 74 $4, 375 00 11, 832 57 2, 100 00 4, 295 00 3, 755 00 75 $25 00 25 00 100 00 76 $300 00 300 00 200 00 o o o -S'3 77 78 $1, 119 50 $145 00 20 00 50 00 la r-< H a. 79 $70 00 SO $4, 500 G, 969 14, 047 2, 445 5, 590 4,655 668 97 10, 070 00 7, 219 00 295 56 1, 400 00 1,200 00 1, 500 00 2, 700 00 8,071 50 5, 200 00 12, 656 65 6, 265 00 a2,269 85 402 00 2,971 26 795 92 280 00 400 00 79 88 321 OOj 15 00 2, 800 00; 38 72 549 01 10 25 2, 797 39 ife, 287 7,41$ 30, 436 17, 834 6, 932 43 416 OU 140 06 60, 000 00 4, 800 00 1, 030 00 1,.500 00 1, 500 00 46 90 300 00 156 00 200 00 1,500 00 1, 350 00 2, 000 00 1, 500 00 6, 170 00 6, 400 00 11, 633 05 5, G35 00 4, 140 00 7,250 00 3, 275 00 312 00 751 51 4, 226 47 496 88 303 00 800 00 1, 000 00 257 00^ 559 10 8, 651 51 344 90 .362 42 . 209 44 . 40 25j 98 00 350 00 20 00 665 25 5, 000 00 9,098 15, 583 16j;37 8,373 66, 901 15, 376 12, 005 14, 300 00 590 40 150 00 35, 000 00 500 00 150 00 27, 000 00 200 00 50 00 1, 200 00 1,5G0 1, .500 09 1, 500 00 1, 200 00 1, 000 00 1, 450 00 1, 400 00 1, 400 00 1, 508 00 3, 000 00 3j 858 75 3, 465 00 6, 000 00 3, 345 00 418 00 1, 371 00 815 2, 913 03, 350 00 100 00' 40 00 17, 718 6, 429 9, 233 7, 500 5, 48^ 2, 600 00 5, 230 00 3, 600 00 2, 950 00 400 00 1, 000 00 6.0 00 550 00 25 00 . 100 00 . 600 oa 15 00 39, 525 7, 930 6, 215 32, 800 13, 373 93 35, 000 00 25, 924 53 500 00 1, 250 00 1, 200 00 900 00 480 00 5, 100 00 3, 779 00 2, 970 00 4, 987 78 987 67 691 09 1, oil 36 278 02 533 70 125 00. 108 35 1, 014 60 30 00 1, 706 69 6, 883 lv9, 495 40, 169 35, 403 9, 484 98 60 00 1, 000 00 5, 865 00 4, 350 28 629 54 710 73 20 00 538 40 195 85 900 96' . 4,517 32 6, 184 87 2,412 54 35, 000 00 1, 500 00 1, 309 70 500 00 150 00 1, 500 00 1,200 00 2, 700 00 1, 500 00 1, 000 00 37, 825 00 27, COO 00 59, 390 00 25, 000 00 d28, ( 00 00 637 00 100 00 1, 000 00 1, 200 00 196 00 *^250 '66 1, 250 1,500 4, 500 00 6, 615 85 6, 280 00 4, 250 00 3, 150 00 1, 230 00 4, 780 00 6, 500 00 3, 970 00 3, 650 00 5, 720 00 512 00 248 63 321 30 450 00 150 00 988 05 300 00 256 10 672 00 200 00 25 00 83 25 4, 983 38' 200 00 1, 019 30 75 00 300 0.') 1, 028 00 624 74 1 100 oo: . . . . 40 00-.... 996 62 .... 500 00, 45 05' 50 00 78 35 1,206 50 4, 800 00 '3,* 166*66 250 53 ’i6o’66 ’566*66 3,000 00, **283*65' 16, 733 7, 021 22, 122 6,000 18, 053 17, 825 9, 125 40, 200 16, 643 7, 764 56, 624 33, 584 66, 158 35, 420 50 00 6, 020 58 100 00 150 00 el4,.501 75 125 00 1, COO 00 1, 500 00 1,800 00 175 00 . 300 00; 90 00 3, ICO 00 8, 109 00 5, 102 68 2, 190 82 , 6, 534 76 5, 260 18, 484 21,' 404 (c) Income for West Waterloo only. (d) In 3 years. (e) Includes repairs, fuel, lights, &c. 44 E 690 REPORT OF THE COMMISSIONER OF EDUCATION. Table III. — Class C. — Part 2. — School statistics of cities for 1872 ; from State. Name of city. 64 65 66 o a ^ a 67 68 69 70 74 75 7C 77 78 79 80 81 82 8.‘3- 84 85 8G 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 Micli. Mich. Mich. Mich. Mich. Mich. Mich. Mich. Mich. Minn Minn Minn Minn Minn Minn Mo .. Mo .. Mo .. Mo .. Mo .. Mo .. Mo .. Ncy . Nev . N. J . N. J . Ohio . Ohio . Ohio . Ohio . Ohio . Tex . . Tex. . Utah. Utah. Utah. Va... Wis . TVis . Wis . Wis . Wis . Hillsdale . Lapeer . Manistee . Marshall . Niles . Oy-osso . Pontiac . Saint Olair* . Wyandotte . Du Luth. . Hastings . Mankato . Owatonna* . Hed AVing . Eochester . Cape Girardeau.. Chillicothe* . Independence. . . . J efferson City - Louisiana . Macon . Westport* . Austin . Hamilton . Atlantic City .... Salem* . Gallipolis . Lancaster . Mount Vernon. .. Urbana . AYarren . Brownsville . Jeflerson* . Ephraim City. . . . Manti* . Mount Pleasant. . Eredericksburgh . Appleton . Beloit . Green Bay . Kenosha . Portage* . $485 00 1, 48G 08 1, 2S8 86 2, 432 34 345 79 6, 450 81 438 88 812 03 174 42 3, 694 77 2, 347 23 773 37 253 43 515 10 2, 356 26 450 00 147 27 11 00 4, 168 57 4, 156 53 3, 550 05 7, 037 16 886 77 7, 955 01 $525 00 345 27 420 48 766 56 721 92 505 86 2, 809 78 1, 126 39 520 32 $2, 356 00 551 77 871 87 $200 00 389 28 1, 683 93 150 00 156 00 95 07 265 15 74 00 $9, 400 00 4, 542 58 10, 000 00 16, 675 56 15, 125 80 12, 096 05 18, 423 79 2, 800 00 9, 618 60 $2, 008 00 1, 228 55 669 46 225 63 5, 425 13 56 82 117 63 $14, 774 00 7, 125 70 13, 759 76 22, 227 85 16, 223 35 13, 492 98 33, 109 51 4,591 16 11, 333 73 2, 510 58 3, 362 64 894 21 3, 061 58 9, 349 63 25, 500 00 3, 635 71 13, 226 70 327 88 34 56 63 85 12, 362 51 32, 591 97 4, 530 00 18, 699 36 910 70 500 00 850 00 1, 500 00 750 00 760 38 488 40 243 95 I, 351 51 1, 920 00 1, 745 14 473 86 580 55 85 90 76 20 5, 883 27 5, 000 00 7, 000 00 12, 573 85 9, 264 03 9, 300 93 4, 190 00 16 50 2, 225 07 2, 470 60 285 46 1, 600 00 4, 896 90 527 00 7, 583 84 7, 000 00 8, 600 00 12, 573 85 10, 277 84 10, 455 5, 025 95 5, 932 84 4, 840 80 4, 019 41 5, 566 32 2,071 40 2, 128 00 2,701 10 2,017 40 5, 000 00 136 80 13, 914 65 10, 467 85 16,349 10 19, 130 79 169 30 1, 000 00 18, 988 75 .321 00 450 20 147 49 5, 000 00 39, 143 37 17,210 18 23, 050 45 28, 502 05 11, 000 00 575 00 1, 400 00 1, 975 00 1, 025 73 1, 000 00 609 94 553 41 1, 120 32 1, 724 62 14, 800 00 4, 913 00 12, 000 CO 277 20 593 19 601 60 22, 330 03 22, 510 24 5, 500 00 155 00 6, 849 79 From last report STATISTICAL TABLES. 691 replies to inquiries hy the United States Bureau of Education — Contirkued. EXPENDITURE. Permanent. Current. 71 a • 03 -1-2 ® cS £ P. a 3 ’a "a ® rri P< 72 73 o 05 to o s •’-'.a 74 tr . a 75 76 77 78 79 80 $5,280 00 716 93 16, 000 00 10, 726 05 25, 000 00 2, 000 00 1,000 00 17, 806 00 ’'i,'65A66 ’20,'666'66 42, 000 00 *’i,'9o6’66 10,000 00 IH, 701 10 897 50 2, 597 94< 8, 294 67 1350 00 100 00 900 00 138 42 120 00 350 75 200 00 197 40 $1, 250 00 1, 500 00 975 00 1, 600 00 1, 800 00 100 00 1, 800 00 155 55 420 00 272 49 1, 100 00 900 00 1, 200 00 1, 100 00 1, 200 00 1, 500 00 1,600 00 150 00 41 70 1,100 00 1, 200 00 1, 500 00 1, 800 00 1, 000 00 680 00 200 00 600 00 50 00 122 40 1, 800 00 1, 300 00 1, 000 00 1, 800 00 1, 800 00 |5, 500 00 3, 200 00 4,382 90 6, 605 00 6, 329 15 5, 575 00 6, 996 00 2, 990 00 2, 750 00 3, 000 00 6, 600 00 4, 423 00 3, 330 00 7, 071 31 7, 000 00 5, 650 00 4, 280 00 6, 600 00 8, 807 50 5, 737 30 4, 050 00 2, 000 00 4, 538 87 3, 000 00 2, 650 00 3, 850 00 11,118 15 442 24 700 00 6, 740 00 1, 752 94 2, 300 40 $738 41 $200 00. 2, 549 92 778 00 1, 050 00 1, 224 94 1, 512 59 305 15 $50 00 $1, 686 00 155 00 100 25 400 00 354 00 450 00 320 12 4, 445 39 220 00 1,307 17 4, 000 00 2,’692'33 45 00 700 00 300 00 139 64 2, 400 00 185 00 300 00 46 35 225 00 350 00 551 35 690 53 188 88 145 00 330 85 300 00 454 75 800 00 150 00 50 00 .300 00 108 00 80 00 608 25 55 80 40 00 95 00 4, 722 12 225 00 32 00 325 92 129 00 i,’684'87 066 00 885 250 06 976 42 139 40 652 88 085 79^ 591 16 093 73 650 00 415 31 824 39 450 00 505 600 00 502 65 605 00 600 00 918 85 985 191 80 725 00 998 72 900 00 984 87 554 32 8, 979 62 7, 350 00 9, 186 90 7, 093 00 9, 950 00 2, 496 65 1,534 05 2, 260 80 2, 948 78 450 00 597 38 500 00 50 GO 50 00 074 75 782 15 845 64 136 45 000 00 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 64 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 500 00 75 00 1, 400 00 800 00 30 00 1, 260 00 94 63 10 51 2, 195 14 5, 002 29 387 00 185 00 100 00 400 00 200 00 200 00 7, 908 00 7, 500 00 6, 075 00 4, 819 00 663 05 635 25 500 00 765 00 382 7.5i 262 25 11, 286 41 300 02 183 69 294 41 c:.«) 36 701 69 243 33 Table III. — School stdtisiics of ciiics for 187*3 ; from repVm to inquiries Inj the United States Bureau of Education — Coniimicd. Class C.--(':o^'tainino less than 5,0()0 imiahitants— Cpnfiuiied. Paut 4.— Miscellaneous— Tcacliers- salaries, statisties of instruction in drawing, music, foreign languages, &c. 602 REPOEI OP THE COMMISSIONER OF EDUCATION. i 1 3 ,a c ri 'C m a i-i br p © i i ;; i :: i i i : i i i : Salaries of teachers.* 1 H i j j i ; ::::::::::::: : i j • i I I I 1 I U) .S O’ O P .P a a .2 ” < . Ps © © : : : ; :88St2?2§ : : ; ;?? ;g§§ : : .88 : : :8 : : : : : j i I® ! !« i ! i j i © X 8 ::: :8 :8 : 1 ! M M I i M 1 ; M ! i M M ! i M i M j .S” ip P.ro Q ro c ‘C Ph G(D ao 8 :: :88 :8 ::: : :888 : :8§ : 8 : : :gl8 : : i : ; : i ; : : : is : : : : :S88S : :8S : S » § :gg38SSSS :::::: :g :: :8 :::: :g :gg ; i is-sag3S| i ; i i i : is : Ms M i : ji ;s3 i < • * ( * • . t . . I ! • 1 1 • 1 ,1 1 t ( t 1 • 1 1 • 1 » 1 ' S ct^ .s § 1 ? .2 p w < Ph © ; : : : : ;v: :888 :8 : : : :^8888 : : :8 : : :8 : : ‘ ::::::: j® i j i i 1 : I i® i i j :::::::: : : : ; : : : : : ; : : ; i « : - i : i i i i i i i i i i : i i i i i i i i i i i i i- : i • s . a a ^c6 .a§ '3 .9 *3 pH Ps GC 8 :888 :8S88 : :8 :8 :S88 : : : : :8888 : :8 : i S isSS^ j i2 :i5 ;|88 : ; j : ig^gg : :8 : ^ : : : : ; ; : : : : : : : ii ^ ^ ^ i M ; M i i i W 00 00 001 00 OLn 00 03 00 G,l £0 801 00 09$ t/3 'o o O tn a u M Ph 8 :S8i28-§88^ :8 :8 : :S8888 : :^888 :S8 S iSSSS^SS^S^ is i8 i i?5S8SS i i88 i ^ ^ i i i i^ " ; i 5 i i i ' . ! i i i§ i i 3 i i^ i i i i i^ i i ^ = i: H (Z) 8 :8 ::::: :8 ::::::::: :S :8 ::::: : 1 is i i i : i is? i i i i i i i ^ i is i i i i!$ i i i i i i; Name of city. w . Huntsville . Tuscaloosa . Marysville . . Pensacola . . Saint Augustine . . Tallahassee . . Amboy . . Eushnell . . Canton . . Centralia . Danville . . Dixon . . El Paso . . Litobfield ...: . . Macomb . . Meudota . . Monmouth . . Morris . . Olney . . Peru . . Shelbyville . . Sterling . . Watseka . . Columbia . . Connersville . . Franklin City . . Goshen . . Greencastle . . Kcndallviilo . . Lawrenceburgt . . Peru . . Sevmour . State. qg3lll3SSR5S5HgggS5S5qSlllllllll,' •jeqoin^Si; i STATISTICAL TABLES. 693 Tabi.e III, — Class C. — Part 4. — School staiisties of cities for 1872; from replies to inquirks hy the United States Bureau of Education — CoDtiniiod. 694 KEPORT OF THE COMMISSIONER OF EDUCATION. lu evening schools for males, |60 ; females, |60, Table III. — Class C. — Part 2. — School statistics of cities for 187*2; from replies to inquiries •bit the United States Bureau of Education — Continued. STATISTICAL TABLES. ’ 695 8iT(ln •T^OUOJ J [id 10 in JO joqoin^ rC iJO ^5 li •ni}nTj9£) HI e^idnd jo jaqumj^ TO d 'o 9 C3 c5 9 3 3 2 3 oi •oisnia pjuaiunjjsa'i ni s|idnd JO agquinj^ i, Jlpll'BI OTS -tira iG].n9raru|eni ej o o o 0 0 4) O 4) txt>i •oienni |gooa ni eiidnd jo jaqtnn^ ijqSnGj otsntu x'booa bj 53 GO o o GO GO -.a «.o oo: O'^ V fcC^3 I 3 o| 8|||l i si 1 1 S s a PPc/2 .a^s' •J9qaiTi^ ' lO -O I- 00 O'. O — I Cl w. W - -vT CO 00 Ci O 'V< Table III. — Class C. — Part i.-^School statistics of cities for 1872; from replies to inquiries hy the United States Bureau of Education — Continued. 696 REPORT OF THE COMMISSIONER OF EDUCATION. • • 'ciciSdsScStScSrtcScScsSSSSSS . . . . , ^ ^ ^ ^ ^ ^ ^ ^ ^ ^ ^ ^ S S ^ 5 a S >~.o.S.SS.S.^.S.S.^ STATISTICAL TABLES. 697 •^ . . . • t 00 . . . 1 I I I Ic: : ::::«: JKSHS : §S ;?5 :^; S : : I : § : . tT . . . i ; ^ ^ ; ; : :S i i it : :' 4f* il ifc' k3 :S :St f jjJl n iesi : i High, inter., and gram . . Grammar . . . High . fligli . ji High . ;0 : : ; ; : : i i o o i d o d o • c d • * 2^ : ; d i ^ : txM ' d '• '• • c ) d d d • © I • • j d d °v2 5!^ ii i i i i is ii : 1 i is Sis :S i ii :§ do • d d d, ;2;>M S :§ :g : ;t S : X : £S ! ; I d • : : :^ : o o ® d o ! * « > AO.. Yes. d o £3 i : iii I ill i i : : 11 ;0 • . . ill i- i iiini S i i i i," wyi rniuaiy . High, gram., and prim . . Grammar and primary.. Primary . Primary . Giammar . Corporate . Primary . Grammar and primary. . Grammar . Primary . High aiid grammar . i| :'5 ii if ii 5 i 1 . (TO . . . . i i . t- ICO ;CC(K W< ■j3 . O lO • rH • • ; ^ CO O Owosso . Politiac . Saiut Clair . Wyaudotte . Du Lutli . Hastings . Mankato . Owatonua . Eed TVing . Eochestcr . Capo Girardeau . Chillicotho . . Independcnco . . Jotlerson City . . Louisiana . . Macon . \\ estport . Austin . Hamilton . Atlantic City . Salem . ! . Lancaster . Mount Vernon . Urban a . tVarreii . Brownsville . JefTerson . . Ephraim City . ■ Manti . " . if P "s A || Appleton . Beloit . Dreen Lay . . Kenosha . 1 o 1. Mich Mich Mich Mich Minn Minn .5 .5 .3 .3 ooooooo^ S^^-§-2-2.2.2 m x c ^.2 .2 .2 .2 .2 698 REPORT OF THE COMMISSIONER OF EDUCATION. Cities of Class C from which no information has been received. State. Name of city. Unfauho, _ _ _ Talladega . Tuscumbia . Athens . . . Anna . Champaign . . . . . VV' auke^'au . . . . . . Indiana . Crawfordsville . - . Iowa . Ul fill wood . . _ _ _ _ Iowa . Maquoketa . Iowa . Sioux City . Kentucky . Henderson . LouivSiana . Uonaldsonville . Michigan . Corunna . Minnesota . . . Saint Cloud . Mississii)pi . Columbus . . . Mississippi . Grenada . Nevada . Treasure . Now Jersey . Z . Harrison . North Carolina . Charlotte . North Carolina . I’ayetteville . Tennessee . Columbia . . . . Tennessee . Murfreesboroug'h . Tennessee . Shelbyyille . Texas . Waco . Utah . Logan . Vermont . Vergennes . Wisconsin . . . Heaver Ua m . . . . - . Population, census 1870. 3, 1 f 00 cr. lo ci ■ GO O O c; O i •S I ^ a •AlO •sjBuoa 1 •AjunoQ •SJB[10(I •9JB^g ■sj^noa o o O lO cfcT O O O O lO o cfo" o o o o y ftp : :og-A34j p — cs2^© o 2 9. 2 o2;rt«.t;o'PP®P=-''-'Ob>b- c3 i-^I^OpHPHcgFqFQpqpqFqP^a^g^F^H^cg 5 bid d p^ 2 -9.2^ -3 pp! c « 29r-S;o i 9 2-g H •S'C! PCndct) 0.9 rt b>-h2,® O ®Pd ?> d H O O h) N) t» 83 ®l5 CM O p ccc 1 ®^«ao.||s _ _ u)^-g|§tg;S|’|5'^§o 9|o.92 I a|“ a.a^p a S - 9 o3 ^^^5 n3 OMd ■i'i^lPIptU da2dP!^oW3odWa2cc ■ifsl •P 3M ?? o o rP o ^C/3^ 'c tti'o • o a 'o’p'o c ntj rtt/3 , r^i'9'3 - .9 - p a ' o g P ® g CO I CO £ btcC^ d o-p po: 03 ^ O f- : ; o^® o . bt-H d o C 03 d d O ’tC CP p od fl g 00 9^ g ® CO o.^ C ci a ® H isilM |a2e«S| « O 2 2 ©•a&^o^l o g *^’sapgg52® S-‘.^ 000000_S •J9qran|i T}- iO dO GO O O iC o I- GO Ci o ’ c^d^ciciC'KTJWccccc^ococorocococo'^ STATISTICAL TABLES. 701 gSS ^F:SSSS$S3SSS£S§ gSgSSSSS Table IV. — Statistics of normal schools for 1872 — Continaed. T02 EEPORT OF THE COMMISSIONER OF EDUCATION. Graduates since organi¬ zation. •oojSop joqjo JO oiuiopnoB poAioooj OAuqoqAi •opniox •opTO •o^nrao^ •oiUK o 00 •joquina {Ujox o lO CO Cl Cl Students. •oojSop joq^o jooirnopnon poApooj OAuqoqAi. •oxnraox •OIBK •osjnoo JO JUoA pjiqj uj lO ■osjuoo JO jnoA puooos uj m ct CO C^ C? •osjnoo JO jhoA jsjg uj o o c? (M Cl CO •joqranu pjox O C-? CO 00 Cl CO 40 fC> t-H tH In¬ struct¬ ors. •juoptsoj-uojq 1 •jnopisoq; 1 • o • uo o •joquinu pjox \ lO O GO o O Appropriation from — •sjunoa i 1 • -Ajunoo •sjunoa i •OJTJ^S 1 ■pjiqioa o o o •nopBzmra.io JO ojl’q; •jaquin^ P P^^ •S'5 • 3 :.3 : a ■ ® :cc • >5 : a pll-sl $ 'ZJ o o M o tn P cS cj o c3 JS'ii-gg 0-3 o oco o 'a^PPrtP a ® Of8 h>h>h a: iKi Oi O O 71 rH I ! I •aaqBj g^BiiJuoC ^BaoijBaupg | a 1b a a qBOiSoSBpaj •gnoaoBnaosTj^ O O LO 1^0)-, o — I O lO o o (M o o o o CO 1.0 •jcaA OTjgBioqog ui sqaaAi jo xaquinjq; •agjnoa ni gxBai! jo xaqmnjq CCi « CO o :g P "'I (E <1 o ^ 5 a © ci © ©/ci-a(j] ^ ^ ' M P O o a P b a a c5 ml P P^"^ © pp Sal • w •uoijBzinBiJJO JO ajoa O O • OCCOCOGOCOOOCO GOCOXOOOO - i'- • 10 ii-2 CO O • 0 “) 00 00 'GO • 10 o I CO > 00 00 ’ P.-iQ • o a; . a-^jopp <3 [a g' n a' ■ fcx) a '©'a to to a ^pga-2-2i ,2 ©^ :P'SS=! A M ^ ^ • 2^^ ©'^i2 J B-d i .. F^ o --a P 2 a- o a © P Cl 'glu£l a a a OCPPd a: M a c3 .. © a" > V td a -P M .3 £ > a ©O P 2 a 3 § cDd ao^ s,sil.gii|^. aoo©^-gap© Pd . : • . . a • 0 ® • • • 1 ; I ; ' © • fcco ^ \ \ \ : :a ; t>.M © t> •"Pa ai : : c • : g'S : p 3 D rf rr\ I y ;0 © 0 2^ ’' © Sa' a © Ph a a ^ 3ccii J’-g a ^ 73 a S.o ■ oPtic-- aiz o-b^ ® S §2 J 2p a ^22“ 2«P pH ^ e3 c3 |S §§« 1 §i e 2P a p 2 a o.aa OOP >■ lz;pco:zi;2iP fcc© o : o ®>0 M bC _ • a© p 1 =©i^ a c«5j5 a f-H O r-H H cR ^ o p a R 'Zoi S § o oa^Sd a aCb P • a o ■‘^' & © o ?.r8m: ^«2 Oj * gP II ^ col •2 ©3 : 2 a ^ a o t-> a a 2.'=^ fcc © © a % 3 w §j ® © Pd IIK . g^a a2 a © ti.O a^^'ia.Sjj^rtaaSa^'rta ao 3273 8 o-j;:| 3 8 3 g a 3 ©a ©oo Poa ©aOoo^ Yes . Yes. CO 0 Yes . Yes . i, 8n}B.iBcI(lB pirc joutqxjo jbo -iqdosoiiqd « ssassod {ooqoB oq:). 80O(j Yes . Yes . Yes . Yes. Yes . Yes . Yes . CO 0 8 t>i as as • ® 0 ■ : 1 A'jo^B.ioqBj; pOTOiaqo B 83oss?od xcwqDS oq^ sooq Yes . Yes . Yes . Yes . OQ 0 ix Yes. Yes. i jqSnc; otsnra ■[tqu9niiiJX8iii sj CJ 37 a? N Yes . Yes . 02 57 Yes CO • TO 57 ' C7 N •> i jqSuBj oisnra xbooa sq Yes. Yes . Yes . Yes. TO Yes . 00 ® OQ 0 a; 57 t/ Yes. cr C CO CO 32 0 <17 57 Yes . Yes . Yes. 1 SaiAi.Bap puBq-aaaj •loj 89[draT;xa pnc ‘saxBJBddB ‘s^sco ‘8ppoiu JO noixooqoo v xooqos aq; 88H Ye.s Yes . Yes . Yes. 1 jqSnej SaiAiBjp sj CO cr a> c PH>- Yes . CO 0 Yes Yes . Yes. Yes. Yes . Yes . cr c. K- Yes . Yes i;h Yes . Yes . Yes . •jnapnje qoua oj a8a9dxa XBnnny "FEtf^A _ _ $9 150 80-1G0 50-150 15 4 154-174 Free . . 156-220 Free . . 140-210 000^ 3 125-200 •u9qBj 8[Bajaor xBuotjconpg; | CO CM ir. . . ^ . . CM • 0 CO lO • 1 Volumes in library. qBaiSoSupaj 0 0 0 iO CO 0 0 LO LO 0 T-I ;o LO • * 0 >0 • 1— ♦ • ' «0 • t ( • 0 0 200 12 i . •8n09nBq90Sij^ 1 0000 io 0 0 0 T-i 0 r- 500 1, 050 1, 100 0 0 0 0 0 0 0 0 0 10 0 ^ 01 0 0 0 rH r-l Caci Cl 3, 000 500 1,500 0 0 • 0 • T-H ?:) • •JB9A OTXSBioqos ni 8q99A!L JO .laqranjq 0 X X Tf ^ CJ CO ^00 X 0 X 0 — 0 TZ ^ ^ rr ^ 0X00 CO CO ^ 000 • rr rr* • •98.inoo ut sxuaA jo aaqnin^q r-( CO CM Cl (M a< CM CM 1-1 ^ C7^ oi Cl CO Tf 'tf CMOl 2 ^ rsau ^ o 3 . 5 ® 3?^ & s' c o ^2 'Bzint;Sjo jo 9|T3(i 00 00 cc GO • 00 00 00 Ci O c; * i-O ^ CO j _ CO QU CO 00 CO ) 00 o — 1 ) CO CO X CO X GC «'go ■^-d' n — ^ ID a '3 P-i a ja^g , jsa :|g,||a g .;lf o^.|a^ £ £^^|-a|2 s-Jc § .s gs.a §'§ a 2 - jfl c-l® 3 accA i>hq I • S ■ § J S a i ■§ 2 "2 "2 d 2 A- o ' 2 ® ^ .§ .§ b O t£ g S ^ p 25 O >; a; _ ro.:i ceii « S ~ r^.S-bp; :=!^-2sg'j::.S 2 ^ tc « ^ o ^ ^ -- 3 2 o ; O P r-^ tr* o r c> ® gH 73'^ « ao5 9 o 2 'S •S -s c Izi -g ^ ■p^saa ^ -J- •'“ •+«» P 9^ a 5d fl c'S-g g 2:2 cis o M CC S3 a ,-, ^ "o 'c §;|2si '-^'3 c/3 5^“^ S.cca D a !c a ® *^'.2 ^ . ^ . . ■ O fc/j’o ■ :i.2 2d 2 « S :52^S^ t, a = — o a ^ a^ l;^|o “ Hbl '9'i 3.“ ■g gS 5 a o 2 C feEsas • -p -«■-£ <2 • r. O _ .d ‘i’ ?® +S- H3 c "3 a. « ts a 5 arS.S 2“ ^ Cm ''3 gp^a ^fill 7; S 9^ C a? 'd g S'a Sp.aa'ooS'oP J_a.a;a3C)a:g!y2 g ^75 ali a _'a!^ H-s a 2 a ab a ® ^“.Sgsggggrt 1 cj so ■ STATISTICAL TABLES. 705 [X ^ ■ m oo ; o ® s s s o s 05 CO O O O ^ ^ Jx [x CO CO ^ 0? o 4; !(x 4) O Ht>i CO CO CO CO o o c; a> aj « « H>H .|X tx>^ CO oo GO «? CO o C5 o CO CO CO OD CO CO CO o o o o cy c © fx !x >1 >H M lOCOCO COWCOCOCOCOCOCO CJQQ 00000100)0 lx • .fx-^^H tH>-l^>HtXtXtH^X. tX>H(X>H CO cO cO o o o fxtxki tx tx o o o o o o o ^COCOCOCOcOCOCO OOOOOojOO tx ^ (x >H fx tx oooooo oooooooo 05 02 O 42 txtx N tx : 02 02 o: 02 02 42 42 42 42 42 tx txtx txtx CO CO CO o o o txtxtx tx t>l 00 CO CO CO ; CO CO o o o o ; o o Ixjxfxfx .|xtx COCOCOCOCOW coco *C0C095 oooooo oo 'ooo tx . tx tx tx tx tx tx ; tx tx tx tx tx tx tX tX ■ tX tX tX ^ tX O O O O O >-'5 I lO o 40 o o c O? r-i $*■>? CO ^ 1 lO Q o lO 55 LO c? , Ci rl I LO O O O LO »o o o,co ii-HO O’^OODCOLO LO CO O LO iO LO O 40 LO o o o o ?o o O iO o o o o c CO LO (Oi CO O O O -X o • O O C OOOICOCO— lOO <0? O Ol OJ O? CO Oi Ol • O? O O LO c© o CO 'T ^ CO ^ CO CO CO O C? O CO o o co^ Ot CO CO 01 1 CO ^ CO ^ Cl C^ Cf coco-^cococ^coc^ COCO^C^'^COCtCO '00 c^c^cocococo«* Ci ;sa<2||af a tP 42 ^ tlT" 42 c ^ • l-x (C 3 t- eg 42,a^C3,^ S r £ o X o;i I P Hc/2l-ih4xjpHtHl-ih^ |zn-M ^42 .42 1^phci2 d ^ ^ ^ fPtd pq c4dH(/2p4d^S C! O *-H CO CO r-t c- i »■- r- CO CO r- CO I GO CO CO 00 CO CO 00 < ' CO CO 40 o ' ^ CO CO i-^ ' 00 GO 00 GO : CO o 1 ' r- CO ' ' CO oo : I CO ) o CO CO ) CO GO GO CC • CO ^ 'JJ ^ i :a : : :tx . 5P'’o P Pi pOx4JP!,!a'^4ic p 3 ® p Pi 4.2© ^Stx p t= ^ 42 © s OtziO •= 2 O qSgc||.So3 ,2 oO P^a a ^ Sd p g © is P.g :c. .2 OC^rS 2 .S“3'2'gS'§o g2§;9||«S. ^xo g a g .2 -S p o ® p p ©OTjapa:; .o ^3 P. £ > ?fg||l1 L* C3 ^t> p hi ^.4^ a‘ p^:^p ■ " ( o p^a p O p' Ch o 9 o “ S 2 2 X p 02 vj O . bo ^ P c p 3 2 bCr- ■ ^ be _p P 'S'a o' 2 o •9 2 iced 5 93 * * ■ C3 c3 c "o 3 H 9 2-X 42 42 O Pt^ p:C 3 ^ 2 >.cc p 2 « J - X S o o o 2 S^tx^i^^g : X O o Or^ 4 © S p p p S ^^3 O te X 03 ®H 'CttSJr- p.x H’d a 2^ X o S '3 CG . ^ c.; -xj d SO«3_; 'S' 2^1S)|^' pd o H O GG O i. c;^ t> C3 ^ 02 d O mI^o S !.?32= I g iltS '33 9 '^3 5 : x.^'43 .S3 p oxii^; • o . • be© © be 23;p . 3 L' 3 ! 3 S M a^ ■ o ® ^ s p '-a o s-i|sK-§ o.^3S 2-^ i^ s23 S a o d;P o S > *5 o I'^hgap 3 9 o "co ■§ P '' St3 p *=l © p X- |o o ;3| £ I c;a £ ■ o § ® >'-^-p ■g P ?s3 o ;:: 9 p £p S £ 3Po3 X otz;P 33^3 IIP o -xa: 9 p p4 3 ©Tti g OT CC 33 9 ^ 9 9 96 o o 5 S PPPP ho,-. -XS O r:'o;3 o li^d' 3.>3«^ CC P p3‘ 3P S a 93^ c o83!^ P 9 6 6 o’363 PjX Pm M 3 g p 6’^ ■s3 m|m|| > p 2 P ■ O 03 gOI P 3 .9 3 a h p 33 pp ^a h«2 hp p-.. pt^S^ 3lii^ 84-33 a ^ p © 3 o 33-0 gy 3 g c n ^ SPrPOCww-^^^ MOW^Ph^t^ MCCCC rt 333 muim 02 g 02 3 s s 2 ^ S2t p p a p © ® 9 e p P'^^S ooo 33o>^j2i^ g g © _® _® _o O O G^ ^ ^ ^ o o ^ 'pj 3 ^ 3 ^ a 1^2 1 X o_, lll^^ g|3 £il rt.2 P O cC •^S'lcO'^iTvCor-coo 4C:L040L0 4ri40L0 404f5 o ^ ci CO 40 CO r- OiOCCiOOOOCi 45 E Table IV. — Statistics of normal schools for 1872 — Coutiuneil. 706 REPORT OF THE COMMISSIONER OF EDUCATION i A'jo^stq JO jontqtio T3 ssdswod jooqos oqj sooq; Yes . Yes . Yes . Yes . i enjmBddB put? jouiqeo jtjoi -qdoso[iqd tJ ssossod jooqos oqj 's90(j Yes . Yes . Yes . Yes . i AiojuaoqBi [Boiraoqo V ssossod jooqos oqj bdoq; ; S ; S o ^ jq-SuBj otsnni jBjnoranjjsnr sj 1 row * ro ro o 0) ; o a? i jqSnBj ofsnni jcooa. sj ro ro * ro ro ^ SaiAiBap paBq-0OJj joj sojdniBxo puB ‘enjBJBddB ‘sjsbo ‘sppocu JO noTjoojpo b jooqos oqj SBfj • ■ ■ • 05 : : : ^ jqSiiBj SniA\.Bjp SJ Yes. Yes . Yes . •jaapnjs qoB3 oj osaadxa jBanuY O O • LO o LO O • ^ LO . T-l ^ • iO • Cl ' tH •uaqBj sjBajiiof jBaoijBonpg; ) Volumes in library. qBoiSoSBpoj t- O . ‘CO •enooaBjpssTj^ O O *0 05 O O • O Cj CO CO • 1'-' cf ■ i-'' MBaA oijSBpqos ut sqaoAi jo joqniuj^ j 00 C3 O Cl O CO CO •osanoo ui sjboA jo aoqiunyj | CO r: CO CO Principal. Eev.A. Martin, D. D., Pres F. H. Crago, A. M . G. S. Albee . Edwin A. (Jbarlton, A. M Joseph Salzmann, D. D. . . Oliver Arey, A. M . •nOIJBZIUBgjO JO OJBfl O — O 1-^ 00 i- U- O U* CO GO CD GO GO '/:> Location. d p s tf fH c West Liberty, W. Va. . Oshkosh, Wis . Plntteville, Wis . Saint Francis, Wis _ Whitewater, Wis . 2 c3 FTorma Iclass West VirginiaUni versity West Virginia State Normal School.'. State Normal School . State Normal School . Normal School Iloly Family Seminary State Normal School . ' . •jaqiunyi; 00 O O tH CO o o o c o o Table IV. — Statistics of normal schools for 1872 — Ccutiuued. STATISTICAL TABLES, 707 r=l Cj— ” o ;3 jro O « 2 rt 2 a. i? s c *-t! I-S O «J dJ a D a a a a l-s i-s-a) >> ft 0 m ft CZl 1 II II S .t: £ o ® a M a a a a a a^ p, , 5 P -i (B P (» 1-5 <1 :/3 CC O} ® _o ® ft p.a ® ® ® mmai P ftft Z (D O -1 I uoTaiTJiJsnt 0qj OJ poqoBjjB poqos ppotu x? 0.i0qj sj CO CO o a OQ CO O 1) S S ; S OQ OQ CO a;, a;, o s a - 2 OQ ,P3 '2 w Sr- S § ^ a ^ ^ o oidft;_] |P ■i a" s o ft fcc c5 CC^J . Q^<1 =2-5 fAfA'A^I^Adddo-i HPh •noTjBziuBju.io JO epcE d:> r~i c:^ d:: ^ c: — * i> l-*: oo i> j'- o lO 'O o o 0 1-0 o CO ooGOcoooc/jaoao gocogooO'X) §o^ OPQ .a' o' a"; bj^cc o^.a.a a c";S >^'^r fa 3 5^6^ g § 'g-STta « rtP3 a a a O H O a ^ a ^ pSM;^ a ..^o p- t a 5 Q '"I'C ^3-5SSa|a &s8S-5||a a';C 8 3 5 o P2 0 bC ,2 'c o a 0.5 rn bcxi o^ A 5"^ "a I’lli a a a o H ^ o 2* 5^5. a § a a "a a rtjc a^a a 2 g 2ft i2ft§ !25ft66 ft a a “£5 till ^ — o ► 2 2 a 3 a ( bJC O •E ' 'a a _: a a ft S ocz:ft a : ft a. -5 ^ 2 a o o o 2 Oft 0 ® -a o ft ft ^ o P ■'bC ft a , o a M n c Stzi £ ■' c ft 0 . Kop; 20 ^a o . _ ®^0O ;CC ^ a ^ _ I ap-iii ^ a a .ft ft g g'a a a 3® 0 a o o a III ^ft|alllll6^ : ® B o o oft g g. £ I W3c i a •■ - ' ^ S ^ ^ a SW -aaP^-3G3a”t>. Softa'gocoago 3 a SP •joqran^i I px CO a' LO tp r- I O l-H PJ CO TT LO o t- c Table IV. — Statistics of normal schools for 1872--Cont'inue(l. 708 REPORT OF THE COMMISSIONER OF EDUCATION. 1-5 ^ 'gH H O +2 O 03 CO 03 43 JO ^ ^ w o; o 2 a 1-3 4= i. SM -w -w -*-» Q n m m CD 43 a a a 4= 32 a a ■ ■ o U_( CD CD f^zsim • >-. a H H CO CO U U 43 43 ^ a o C3i 3 S to 03 03 3 CD CD a a a CD a*' a® a aT' a 2 3 43 coco3 S-S a-S "'a a^ a 3 : © FH 'a -44 © a 3 4^ = r aS^.a a33 3 o >6 2^a',2^ a a a'a'l.a’ -a © SO 3^-^^ Pp » a^-3 a'g4a.3.3 o § tig 3P § >=tjc?^^ 3 < 3 g i| S S'g g.S.S^ ; o©aa.'tHO'34rtoo!-.t-i'at-h, ® © o®:a St i-!:z;oP4CL|^pqpqpqpqp:!P;g^^>H^^^BHoo>gM^P © la ©P ,—(3 3© o a-acc .§ 3 a 'oC^I O .9-30^ .9 ©^ g ' r-i a ; C 43 • ® 9. .43C« ■ ©,-1 ;’Z3 a •- a O; © a o o a £j a cc 3 o a~; £’3 0^ § § o;^ a 3 -^aC-S^c;-.T3'P©c2a-'"< ■pc © o m a „ ® o|z;r- a ti 3 a cp^z; cp eg & >® a 9 a >- O -£3 43 t- PeeP^ ’'zT' O O ■*^ ^ f- ! ■ o ^®'o . ^ tc.-g a o , C5 © ^3 O rh aL P ^ o al— 'O-r^ o o p a oc2 B aiz: flllpl as o a^ a^ a a H s © S ^ CC += a © ■ a a 0.33 p. P'S A ® ® © o 5'9“ o 2 a a a .ft’®’ 2 ^ S ® g ^ a'a a ag at^ ^•saaaaga© “•2 a © © £ £ £ a uoqranj^ ' ^ ^ ^ ^ ' STATISTICAL TABLES. 709 0 o ^ (V o cs a « (U Oi'O a ^ ^ s tS Pt;H S 1-3 U 00 O s a P P p h3 l-S ^-3 H H- a ^ P P (t cn 0< P C!) O t£ "o ^ a ^ a; T-i a ■ ® 4g ^ ® ® ® d _ _ '-^ 61 gd a 3^ a a* a i a" pppapppp P p P P p 4) O O O O a s a 3 a ® O D _W « 4) 4) a o; a mmmmin ® 41 li •4^ ■*- 4^ 50 OD 03 tS'Sta 4) 43 « a a a % a PaP-P^ 4) 43 03 mx^rji ^ ?p4r cap “ 43 a aD. O o Sr CPP3 S ci :£S§ .Hfe-3 ■rs C ■ .s "S 3 ira.b « (a03+-4Jj^43C303 ^ aj -5 saccoctcSss 034)Caa43 43 03 p; tu bfl fcic-g^-p -g^ ®4)^P'^0304' C/2 CC <1 l tH 05 03 o o 1>^(X 03 03 O © 0303JCa3cOJ©®a3 00000000 tx t>l t3H (>; fx 000 7303 roa3500303^JC-:^ 00 00000000 ^x>^ ^x;x^>^^>^>1^x 03 «3 * 03 03 00 ; O O tX>-( GO 03 tC 03 000 o r-lt>l!>l [X fx 03 03 03 ® CC 00000 tX>Hfxfx>H 50 03 O O >Ht>^ t-sWP^ HcohsP U P :<3 •" d'la X 4) tC 3 j o G ci X P P o' * p ^ 3D g lsi«^ i-jCnPpP SxiaHppi; . 0^5 .00 . ^ Im §j fl ^ I - -^.2 P ~g a 1 s S o^ p ^ .fh O . - • .0 . ^01 ’P ‘COOrta 2°s.2-igi^° “ = ^st§ .a-x ^ ®'a a o ^ o. ,-b/ .2 P 15 fcc 4) (-1 OP_p p'p'afc^ X|;i^ , 322 > xV .2 s ^ tx^.:2 ^ 5 d o 5r^ S o io2?-2''S aj 22|||2gss§^|s== ■?Si|a||||fi'g||.^ 1 >>s>;z.^,i,i xx^®2Do«t:a ^ art a P-a522 a O &: a.5 a X gp-a ^ aq^p.a'o rt <»aHOX^x3ox 'BO® oa'w.xoo^-^;:^qv^ iaO'X'a;,'Sc.5;Xcixx^®art (IhPphxIppop dPo pp X cs L . fcJD -- 2 §‘.2 o 2 «2H .5 X 2 '{zj o o oH a -2 ^ ^ rt rt rt ■Sialliii? |lil,Sl!l^| X > S t- X ® 2 oortoirtgrt® PPPP''cO!/2C/2p o\m'B "a ^ X oH Hoa § ®^ gpq rt 0.2 a 2 45 2 111 ® p ■® 02 .-. c a O'S a l=!pp«2,'a rtogpoa — 02 H a a^ af "p J§.a rt-g o ax'^ g'PHo'rtddd's^xX 2 X xrg^ . afi^P^ ® O 0^5 — .c^ .— (O^ax a — ' "P ^ ® ^ otpr<— ' o oi^— u op rt r.— rt'^ "■- of^rtfct}c!Hcixi^®aSrtx. M .. p 2"a5 opa3'^®cPprt’ X fa ®P Ed ?? S P i^rtgl^rtaa.to^dag C/2fdO o o o!dO dd I on O a;§ 2 X''^_ 2 s_ _ 221 ad fa2l02 •gss®® s-a D3=2it^aa a a!^ o -dl o Sd!^ ^ adld 2 rt o fil !/2 ^ _© p 02 P P £ rt « rt cc ■'d^dp® g or-|.-2 - ^ ^ d 'rt '^-7^ 3 gc2 M g p S Q^ C § O gP ^ (2) !z; M Id p ^ p'gM“ § xcc b ; abca l!l^ CO -.H ^ - ® o 'c'o'CfX' c o c", d'S'Sa x coa2 a jP a p,'" ill ^ ^ ®d 3 ^ ad a f^rt^<.gg| X r- "a ¥ g rt dasrtdl §^3^-5® ^ ® O rt 4. a - - . ~:'P'p pti p B p o P p p a o x'^ X X 5 P ab o o a a cc rt a p a. c;PidPfd!d COCOCO :d 'o ir g-o a a ai^ a ®p^ a 5 o a ’p o'p'pPfdJd^-x xOJ. ^1 2 O K Pk c — i(j»?^..jWco£ g > 3S li"i CLi N t>j »— < <1'1 •UOIJBZtaBgjO JO gjBQ op ro g e . CC •-^ 413 rt C3-Sr^ OPccf .a o CO CO CO a "3 73 la §73 <^.^300^0 9 9 p oj CO CO •jgqranj^ Table V. — Statistics of commercial and business colleges for 1872; from replies to inquiries by the United States Bureau of Education STATISTICAL TABLES, 711 •noj;uBlsnt ui osjnoo ])3ja[diuoo OAisq oii'av joquin^ COO •eoI>b’n.u[iui u.iapoui J3q;o nt smapn;s jo .loquiajq; •qsmt’d^ ni SBiopn^s jo .loqran^ •qoaoj^ ux jo aoqiuiix •aBouof) UI s^uapn^s JO joquinj^ o o a ^ P CO ^.3 •P^ox c O O 00 o c coo •OIBIUOX •oicj^ lO tOOOOOOlO oo 00 LO (M lO IC o • lO 00 ^ J- o ■ •0[iuaax •OIUK m CO rH t- lO Ttl a S. o ^ O Ph<1 u O pH C/2C3 •UOIJ'BZin'GSjO JO OJUd o c O) GO I ►-0 H ® p c r X p rt. H rtll op o®P 3 O Ok • R hiOr-S <1 p . -P CJ 3 P CD HP 00 00 00 00 •aojjuqo JO ojuq C CO C 1.0 00 rjo oo^ =5^1 ts. .■^Pc ci § ^ ^ P q p- ' cf'-^ :p:^p HPP Mh s S I ‘I ll'l |a o- K"' H 0 g r0 O C3 O ^ ppHppH §1 ! 3 o ! . o 1?^ o'p.2 § o ■g CD ^ P P R ^ ® rt a CCppCCM ' O :o so -ts 0-5 |P '■S S i 8 ^o a cy R '■ r’cd C'-2 r ^-croP 3 R R P R Ei S w O CD t. 2 r-a: r 3 O R R R R O fcx 3 “ '2 R h;i! 3 8 CD 2 3 O OO R 53 3 a p a 5"^ a a ^.g O o o R O o;oopo Moqiuu^ I Table V. — SUitisiics of com) nercial and husiness coUcges-r-Gontmned. 712 EEPOET OF THE COMMISSIONER OF EDUCATION •aopnBlsnt ni osanoo pa^o^duioD OABq oqAi aoqratijq •eaSBuSniq njapoui jaqjo ni sjaapnjs jo aaqinn^ •qginBdg ut s:^ii9pn;s jo aaqcanj^ •qon9Jg[ ui s:jnopn7s jo .loqraii]^ •aBtn.ia£) ai s^napn^s jo jaqnin^ CO • — i LO o ” f-> 3 ^ g? CO CO •9l'Gniog[ •aiBK CO OJ OJ ;:d ) p, > p R !q'3 tc q^ro 11 2 o?3=5B pqp'g or3R PHt-oRRRdHc/: M ft 5^ •UOT^^BZtaBSjO JO 9JB(]; coco OC CZ5 00 CO 00 GO JO ojtjq; 00 GO CO CO CO CO ^-3 3 P-. ffl p HR 9 :3-2 2 'o^ oO 5 sT O o 3 3 i3Ro^' 53^3 ^ 3 ; o ® pq PR - a-s 3- 3 la 1 2 i § a ® S .3 P c ® P s PPOOO^a2<1 ofc “2r2 be o ‘ 3 : 5 M a ®r'-' M3 5 ^ ” o ®o M (D''2 ^ fl ^ ^ ri '-W "3 S R ^ ^ ® CO o ^-' 3 s 2 -I o “d 3 M 3 3? cl - o 3 cj rc-o -■a fcc ai o 1® /-■ w Mp 3 'P 3> t3>; : gp ra p :p § : o a fco a bi3 3P ^ 3 3 O 3? bC'p CO ■ iP _ , o ® ^ o a PnftP ® .2-^0^ 3 0 a 3 ft 2 SR 'ji 2 o a „ o 3 a a S 3P a 2 “ 2 a.3 a o <® 2;’t/2 = 2 3 S rtCC rt 3 Qp^Rd R “ R C-Z O o ^ -2 -3 3 m o ro 2, -'3 3pq 22 -s q -2 t ^ O O (^3 •5 3 a o jsaPoo'ofoP'ca'aortrro PnftiP^OPo 3R £ a gR 5 £^-5 5 P Poo OPOO P s 2 3 3 a o g I s 30 o 3 ^ g, 5 .2 .2 .2 ^ '3 .2 .2 . 2 o‘o’o32Poooc 3M!-iC33O3;.0f|> ogaaaaaaapE 3 3 3 .2 3 3 g a o j -' O O O q OvS o c oooPo^oo C •J9qcanjq; ( O O CO Ci CQ r5 CO CO dCi CO CO &. Smitli Int STATISTICAL TABLES. 713 I ;? : i§ :'5 :n 3 : oS : ° i 3 § 'Pra Si' s;2 !2! • — • CO • y) S 8| |i 24 .. 19 .. • T-l igpi : Tj* r}< O ^ O O CTJ Cl * rH C? CO O (7^ n o r-< -o Cl ^ Old i 1-1 (M rH -!}< Cl A. W. Smith . John B. Reiulall, A. B . Thomas AI. Piorco. M. A . John Grocsbock . J.C. Smith, A. M . 4 5 > ^ ■1 B. W. McDouakl, president - Alarena Amnien. nrineiiial _ Dr. A. L. Mayer, president _ ji p It ii r . : : I N, A. u lieeu . C. Whitford . k ; 1 II ii 1870 18G0 1871 1867 1871 18G6 1867 1863 1869 9981 1855 1855 1870 1870 ii 1867 1870 1867 i i C : :P r • • c : 4 • 5 l-S 1 I *-5 Table V. — Statistics of commercial and husiness colleges — CoutiDued. 714 EEPORT OF THE COMMISSIONER OF EDUCATION. c . . H o o « 1.§.s Ui C/3<1 <1 a CC<1 i a 3 9 t-jO >2 CC !>J n.a 1=1 •AjBjqii ni saumpA jo joqain^ •^^a^pn^s qoua aoj ^soo icnnay •jBai oi^sepqos XTi sqasAv jo .Taqnmjq •osjnoo UT sjuaA jo aaqumjq a 1,0^ pH > .0.0 PPhPPh i-iS 03 -a a =r Ph <3 r/5 o Ph a ^ ®— I o HI gc <1 p J fep - ..P3 . rP P do o^B P a^ pBm X g P" P . o a p'pij a ® ps •3 aj P IP P 29 Hpp 11^ ^ . o P(23 i§l •uoi^p'Bziu'eSao jo a:jTJ(j lO o cr> CO OD CO ua^auqa jo a^i?(i ol: rt a” c J o tX) c pp; P 'PrS ^.2 PP c!a (D Cl p:2pf;^®- f i^.i i| d 'B s o . 5 5a-2 3 p ”:3.P.a P 'rt P o ‘S "3 B CCPHUiKCC^ P 92 fcllO o pp 0.2 bco > pS ■i S' ® q o '9t «.a 'p a” g2 1.^ gc'^ = Sd-S a t>: A IS C3 o ^ £: t^O >2 aj 'N :'3 : U' 30 : • 9 bija ■ ; o ^ p o ■ i o i : 9 O -r P! PP n 9 Pp?i PP !D O • 02 2 , - ffl rt o P'o-P 0«2 9 2 p « 5'p; ' ^ ;z3 -2 ^ g O ;lial O ^ c o ® o 'S Q bX) SoP J X O 1cC^ p p p ip a o o 9 PQ OC/i g, C« X ® a: M ^ s s £ acq o i p 1 2. Wo^WH r= 3 X ; = 9 rt O « 3o =^3 o^a al;pp so o p P -'oopnO^oPr^'-'o OOcXJO OPH O 5“ Sl' P'S a-p«5 33 Sct-i'o'-w _ p a ®o "o -2 ■£ 'o' X X I ? .lasr 9 o j:;^o p , p 3 fccS'P ,_ Hj a -p C/J rt . 0 ^o £§' -■p o t^'o, o"-' 9 o ©O o £ apcocS a a^ g a a a a ^a2 9_§^.S2£Haa^a OHcoHPO «200P0 .a .a p . © © ^ 2 g O bX. b b£ d a a 9.sP;2 ^Z-' n ^ a -7^ O p p ^ o' Ot-*Q0Ci I cs? CO '• LO c;? i> oo c: o T-< ^ CO Tf* ^^rHr-lT-HrH Ci (>l Ci CM •joquiux STATISTICAL TABLES. 715 a A. J. Montague and J. F. Curtis. h Life scholarship for full course. c H. B. McCreary and Thomas Shields. d E. 11. Felton and A. E. Bigelow. Table YL— 'Statistics of institutions for secondary instruction for 1872; from replies to inquiries by the United States Bureau of Education. Note.— In column of expenses, “ a ” signifies total expenses per annum ; “ total expenses per month ; “ c,” the term expenses ; “ d.” annual expen.se for tuition. 716 EEPOET OF THE C05IMISSI0NEE OF EDUCATION. •suopumeui Joqio.ioin8 ;on pip puB 'aco.^ oiOTopeDB ;sBi JO osop jn 9S uioo pojo[draoo anoA otuiapuoB jST3[ joosopoonts uoijnppnt iTio.ii: [oogos ogijuoios po.iopig; •juoA oun9p UDU istg JO 9sop ooais uoij uiijsut UIO.IJ o39;;oo pajajna; •O-Sogoo ui Mnooogijuaps .loj Smji;d9.ij; •9“9goo joj SaiJBd9.ij •9pni9j o o CO o CO ro o ! CO 35 CO rH t-H 00 < CO rH ■'f r-l O 1.0 1.0 lO 00 ' O O O O CO •9pni9^ •pjoi 00 01 LO O O ■ C3 CO CO Ci 32 •noipuiutoaop snoiSip^j ; ;co CC to a OH j Q ^ • • * o tl . il* ^ ^ cT 55 M II-eW 1^4 g ® p ^ © oo^ a • • ■ • ci ' P ioM S ►-I • P © © ^ ■ 9 C3 £2 H j tx— ■ P-i . .^<1 pO , • fcc.vi Ph Ps ^ ■r' i’i’71 Is"? |^-?©ouoa2§. • ^ hlHpHP^Ps^C/}PpPPHij/3^0 C3 p a p a 2 §« © :5^-5||^c5 ^ I Q d d ^ PP ^ •juauLMopno jo junouiy •notjnziunSao jo ajUQ; O 4^ O O Ci CO Tf 4- i'- CO LO CO GO GO QO CO GO GO GO <7^ O O <7^ CO LO ^ LO LO GO 00 CO 00 GO 00 COCOCOGOCOCOGOGOGOC JO 9^V(l d a tp. -I ^ . ^ o g;* ^ <1 2^ P'S 3(>;> H appd «3 2 © O O ' PrP p rt S g g p a Spj'® P3p2bS'®«^ P'rtPPac-tPp'cs'Tirt^rtnp'o'oP Od^ScoHH HPPPPPPPPHHCDGOcod2t>dddoP P^o'©©p©3 © ^ s H 2 '*'■©" .p ‘-P O PIG WJ-g w-g©® ^8 ro ^ '♦■5 ‘ _Z, H txiS P - 93 ^.9 >-3 ©03 iiilr I >a PiS iC >2l . 0 G2 ' 00 ■ P o p © 'W i'g^l q ©PI gp©.;9 S i cpO^ •S. P oO © o . O'©' R P^-p ©^ ^ p g I ^ P Hd^HPco ^ p 2 iso'll 2 © ©2 P '-^ « pG p J-S©^a‘E© — .rx M C3 ^ O P p P O d H<)pqa3 ^.32 O.P f 9 ©2'c.qG © ^ ■ © 9id o oo ^ ^ y-i LdOCdrCCl O CM CdOCMOO^- (Mt- T-i O rHTT' lustr actors. •ajcoia^ GO ^ r-l ^ . . . 00 •01T?K 4 CO — '00 CO •IKtOX 00 lO o r- C- t-l j GO CO •noT^^cmiaonap snoLotp'ji K.C . K.C . p. r, P.E . i Princiiial. Mother M. de S. O’Hare. . M’lle V. Pi nd’honniifi _ Miss Marceli.a P>.all _ ; c 1 C i ^ ; fc. 1 S - > [ c bi = i>5 iK- i T. '3: ic p P i !h P [ C i i p u . a la i ~ c CC o d c Misses A. E. Evans and H. E. Williams. Mis. C. W. Paii'o ‘and Mdnic. Schlicker. O. (). Wi.ohf _ Miss B. Boss . Sisters of the Holy Cross. > a a c IP } P ) c « Z :> is Miss Mary Perley . . Mrs. G. M. Condron and Miss A. Tolman Smith. Mrs. A. J. Faust . Miss Macroie Bureess _ Misses L. L. and I. G. Os¬ borne. Miss Lvdia Fletcher . 1 Misses Wotherspoon .... •^nooiAiopna jo ^anouiY ‘aop^zincSjo jo C' Cl 00 00 CC- I'- GOOOCOGCCOQOOOGO •ja;jHqo JO 9}i3(j ooo ooooo O o OQOOOOOO OO o OO PQP PQPPP P P PPPPPPPP PP p PP a a a" o p o a a a a a o p p c o O O a' a a a a a a a ooppppop P a o p a o a a ® 3 tifciDfcjj a a a tt tf-fcCfctlfcC a _a _a a _a "S) p ^ ^ Wj it 3, ^ cf. tC titJo d p “5) a tticp )a33 CC 33 03 03 03 03 03 M cs a rt a a IB 02 03' 03 X OJ 'oD 03 'x 03 anaartnaa ‘rS'yB CO tn 3 a '31a 00 03 ^5 . o a . OH •pa_, ’ a - 'x C! O ® ii •r< 02 O d ® S Sh ® >5 a < a ■ 3 a3 o.a o P-.aa3-e-a 3^-S£8--“B® ® g.2b'(Vr;3 a '3M'3 a p.a a ® “ a ® a, !-< CO a 03 oco a c' a'a^'^' § ^ P^P^i 2 .2^2 S2 o d ^ o 02 -g O - O ^ .9 ^ 2h 3 *c? *c^ 'S 'S 'S Amm^rjxnm cs o hJC^ SP C r— § 5“ III? O o (D .a ra,! ^ 75 o^a: ccW H •jaqainiq; STATISTICAL TABLES. 719 0 Tf< CO 0 i 0 c< Of CO 0 2 «oy <•- § Cl II2 -1 2- : i S2 ;i^2 : - ill §=l|S§|g QL S ;| : : : : : : :-- i i -1 ii£§§ Is ■i|ss|sg|3^2^2^'2^s s iiiaiiiiesmiisiiii Table VI. — Statistics of institutions for secondary instruction for 1872 — Coiitiiiiied. 720 REPORT OF THE COMMISSIONER OF EJDUCATI :>N. Students. •suoijtqijsni aaqjo jajua jou pip pan ‘.iboA otraapnon jsni jb 080(0 JB os.iiioa pajaxdiuoQ 1 : GJ • O . : : : : : : : MBaA oituapBou jeBijoasopaauis uoijuji^snc tnojj (ooqos ogijaaios pa jajng; unaA oiuiap -BOB jsB[ JO asop aouis uoij -njtjsni luojj aSapoo paaojug; r-1 . O . • Gi • 1 • . . 1-^ . . . CO . • •aSaqoo ui asjnoo oqvinaios .iojSaTa:Bda.ig LO ■ O * • G< • i i ; ; •oSapoo joj SauBda.ig ^ 1 lO • O • • O CO • • • 00 • • • •oiBuiag 00 O O O 0^ O eO O O • CO iOC5 rot^OTO'fO ^ • 00 O O O • CO lO O ^ • CO p- o fiO • Tr p- o CO 1 CO CO • r-t Gl Q\ O -aiBK i- O iiO ^ 00 O lO • o • O O CO GO GI O • G? • fU o t- • ■ • o 00 • rj. CO 00 • • ■ rl • CG Gl •IBjox O O lO CO CO OO 1.0 O O O O O CC O lO lO O O O CO lO o r- GJ o or-oc'SG'Jco '^ocoGiJT-oio^cot^ o tH rl rlrH T_,c<5rHr-lrH rHlO r-t COCOGJ tH G< lO G^ Instructors. •aptuag r-i Gl j CO O rr lO • ■ iq O G^ G< • P* • • G^ O ' • ' T-l • T-1 CO Gl r-lCO rli-lCO-Ci- GJ CO 1-1 O rH ■ CG <7t m (ji ■rf'ci loooot-cjo 'T'T-^iortOf -OMO co 'r' •uoi^).T!ainioa9p enoiSipjj; M. E . . . . a B. C _ B.C . B. C . Pres . Friends . B.C . B.C . B.C . B.C . B.C . B.C . d p4 Principal. Daniel Branch . S. H. Adams, A. M . i o a 3 o s H hs < > ’a II. L. Boltwbod . Sister M. Boniface . Brother A. Muller, 0. S. F Sister M. B. de Notre Dame. < 'c Bev. B. K. Todd, A.M ... B. C. Dobbs, LL. D . Sister M. Arsine . Sister M. Cecilia . Sister M. Antoinette...^. B. F. Desales . G. G. Manning . Mother Anastasie . Sister M. Claudine . !l865] . 1 Bov.M. O’Beilly . •{jnauiAiopua jo !^unouiY 000 is i : : ; : ! i •uoTif.Bzm'BSio JO ojno; 18G5 1839 1863 ^ p- r- ci P- o o »o o CO 00 GO CJO 00 C^OlO'OCOQOP-OO oco •jojacqo JO ojnQ 1864 1838 1865 5 , . . 00 • ' ' 0-00 . CO CO • lO • • « • • • 00 • GC • • • • • CO • Location. Macomb, Ill . Llount Morris. Ill . Mount Zion. Ill . ^2; Onarga, Ill . Onara'a. Ill _ ' . 3 Princeton, Ill . Quincy, Ill . Quincy, Ill . Quincy, Ill . Saint Anne. Ill . d 'F Woodstock, Ill . Bloomingdale, Ind . Fort Wayne, Ind . Fort Wayne, Ind . La Fayette, Ind . La Fayette, Ind . Peru, Ind . St. Mary’s of the Woods, Ind. South Bend, Ind . Spiceland, Ind . 1 Valparaiso, Ind . | Name. McDonough Normal and Scientific College. Bock Biver Seminary and Colleg¬ iate Institute.* Mount Zion Male and Female Seminary. Fowler Institute* . Grand Prairie Seminary and Com¬ mercial College. Onai tra Institute* . t> 3 0 O O : . - - ..., ) O 00 .o lO O 00 • Cl CO coco ^ CO rH iO • ^ CD • O • O CO 00 hH • • f 00 O O • • rH ^ r-i ■ rr OD O O 00 O ci? O 4 GO'^C^OOt-OOOOO OOCNO o I O CS CO CO CO H*h O OS' '-’.2 ?oo 5 rt S wS s S Pf^r^f=ql2;^ CCOO c R oo®®0 Srt^ c ■Ti P!2;pp<1<^:qpq?qoOOP, s a O'- t'S t>3 ' ;^ ti'c/ ;; O a:—?® . S 5 >-^ : «S 2 5 ; J P ; ; S : : 'P : gSW3 3 3 .. a _ ^ r2 ' H? 3 g ! -S g q' r:'r2 ■ cC iP c; ill: l|o8. I is^s^si^si ‘ o g'o g' o P ^ 3 x'^ > . -ti rc: 3 -3 ■^-' cC ® ID ■' lp2S”g--S'-S2^ o 3 325 ! Sg ;^5;-a2££p3 rt'rt S « 2'3'3 j Poy20<1<5:C7- ' o g o ■2 o s -2 i-2 3 ? o xJ^ "2 rt a O P > -^45 .5 o '>>72 ci -u o « <1'3 ^jCO 2 .2 3 3 5> 3 5|o S s tn 131 rt c ;h opr o S X ^ i t>^2 as o -X' 2 r: q c; S j 2^ S -® 3 "'^o q ' X ~ _ - aO-a;;^^ ! 0-5; !o^a!^ 5 ^ _ _ PrHiHi.-U>"5 o 5 .^4 7^ ■:g.5.3.gag^q§ H CC CC 7 :r rJ ^ ' CO n' ».0 CO CO Ci o CD GO CO 00 CO GO CO 0—0 oooooooo Cl Ci Ci Ci Ci Ci Ci Ci o o o o o — — .2Tfi. 5^' '.S'-'S :5^ Ci Ci- 4G E Tablk VI. — Statistim of iostitniions for secondary insiruction for 1872 — Coiitiiined. 722 REPORT OF THE COMMISSIONER OF EDUCATION. •snoTin^T3(snx'f3'l'l^-^9^^9 pip piiu Mco’-S! oiiaapnot! JO osop IS ae.iiioo pojoidinoo o c< • 1-) O O •juoA ouuopBDi? :^sii[ joosopoonis nopn^ipai aio-if poqas otfi^-tiops paa;aju[j i i •juaA oioiap -13013 3S13[ JO 080p ooap' UOtJ luo.ij oSanoo pojojna; CM • tH . CM T-i UO Ci •o.o0ipo ni oejnooojipops .loj SutiBdo.ix 1 CM I LO ; M lO •oSojpo .loj Sni.redojj; 1 1 ■ CM CO o o ooo or-ox)OG^ • • M t-H c? rH o • • •opcuox ; ro o o 1 1- 2 Ct .O O o CM CO CM -H<'*Oi.OCOTft— 0(M ‘OOlOOO lO O? T-^ CO Ci — i o CO 1 rr cTi CO 1.0 CO •opK i ^GOOCOOOCOOQOO O i- ^ CO CO CO CO CM O <;c 1-0 o 1-0 cc o CO LO lo lO o • • ^ 1-0 CO M CO CO Ci 00 C7? CO -T -X) CO • « Ci O CM CO V;ox »0 1-^ O CO X) 00 O 1.0 O LO M O O C5 »0 4- CO LO iO iO 1.0 lO o o CM t- t-. CO irs O lO c: t- Ci O LO ^ 0? O GO O CO 00 i- O LO GO r-(C0 rH 0?(MtH Ci o O O O lO O CO ; ■ Ci 01 CO O O CO 'aoiiuzinu!a.io jo 9:^t?q; ’ ou o t-- ic CO CO 00 X) Ci ^ o JO -9^ -r o o o? o LO ' OJ 00 GO GO CO Oj GO 00 CO 00 OJ OJ T-^ O 4- 1-- C^^ ^ O'? CO »0 *,0 *.0 '-I CO o '00 CO (X) 00 00 CO X) 00 ■J9:j.iutp JO oiitq; • 00 GO 00 GO C WJ cna^ cn> ’ ^' ’ ' • ■ ® ■ ^ . 9 o Jagllaa.aSa d d -i-T ■§ 3 isa -ij a p S ® -d o ^ ci d o o p p .5 pppppppp 5 S ® ■— P p c j s is d t: d s ; o o o o c a “M .p^ o 6 ^ ^ ^ P-io ^ ^ a2^'F-§ 2 2 ® S d. ^ ® S p -2 ^pj^, > S %.''& ,.„ PPo.c-^^d o 43 o O £hh>^^^pppp « rt '= ^--P S’ -i J uIp o " S ” H AS c'5 3 o s pp - C P .5 HPPP all >3.1 p ^ p d • 5 >-.P Ipl’lv.l's C3CCM S i'p p ’ rt p “ m :>-, P Tep q “ p A 52 s mS grX jp gp o ; o .2 io q'-M c'A*^ o S O 5 p O ps ^ - r: • ■ bij ^ (D g 2 tH p t-i A A p o u « ^ 3pppap '3 H C3 r; h sAO 3 o ® ffiP >HPO p cS t>-, c5 „ Sp A 2 4^P p-^ a A a g t> A 8 A rt 2 •aaciTanj^' ' O O X) CiO^C^CO'^lOOI^OOO:. ^ (01 c? o? o< CM o^ o? cc? C^C^Q^(0lCTCMO?CMC?(0^(7^ STATISTICAL TABLES. 723 . iO CJ o ■ 3--F 3= : :2'^ i- ;22 i«3^| i5 ^ ^ d :28j;2^1S§8d288SS :2^8dS-!2S2SS ^5?2|8g| : 9 33 Hj S|Sg22SS! :SP :23S3 .ggS? 34 240 32 147 42 30 5C 48 CO 50 124 119 35 84 44 170 27 72 297 70 107 70 50 •It 1 1 3 13 2 6 • r-f ^ tH ;Ur^THrHr-lr-(lrtUCOOT-IMrTlilr-HLICIUrHCII • |CC 1 1 |T-H J 'TJI *(7^ i> CO T-! tH i- C5 CO 0 ■ r-Or-.CIr-.rtrt TrrtI< •rtUrtCIUHCIIlrt ;rt 0 ffJ ro CJ r-, « II t^{ TT TI- ^ 0 - , 01 1’ 0 li ffi 0 gj -T Tt- 10 rH II IJ IJ 0 CO rt H H II rt 0 CO 0 0 H Cl U .0 CO rt 00 0 CO rt : : : id i : i : :d : : :6 : : : : : : : :| : : : : ' i id : ; i i \of\ i i^f^ i^o i i i w i i P i i i : : i ;^ : : : : : : : :^ : : : i i i i« i i ! iasas : : :Ph : :« : : : ti n So'" • O.S lljffi . 5 £ | 2^3 h4 X' 5 d o ^5 ::^ c3 M a H o 2 M H 3^'x-2 |a ^ '§1 = s ^ jj £ C >3 >1-^ o >p2.2^'^d Sp^ dSi-4f§d;^d5d^dc2^dd33>^'^^2d<13 i >-.■>.. 1 1 1 ss;;' Jlh »fi»IIt £^ 2 - s§Ms.M?MMMi: MiiiUliiiiiiiiil " . JPiHi}|fl!lii!ililllii' lllillsl SigiiSgiSiSPIsil saiiiiiisis ilisgggaSgsgliiiiiilllii Table VI. — Statistics of institutions for secondary instruction for 1872— Continued. 724 REPORT OF THE COMMISSIONER OF EDUCATION. ■9noiin:B;snT .laq^o .T9:qi3 cioa prp pan uuaA otniopBoy JO 9sop jG os.iiioa pop^dnio^ \IBOA OUIiapGOB J09S0J000UIS UOininJSUI OToajpoqos oqiia<9t6s poiaing; •JG9A oiraop G9G JSBI JO OSOp 90UTS UOIJ iijnsnt ulo.ij o-dopoo poiojag; ' 'aUapoo ni os.inoooqrjnops.TOj.rinr.iGcTg.ip' •aSapoD joj SapiGdoJd •opnia^q I iO -H GO O I 00 o GO o i/:) o ; -H CO ir: lo o TO Cl o o co o i o o ' I O O *.0 O LO GO O CH •oiuiitox I lO LO •OPK •IB40X O n O O rH • O I- CO I-' O ro ?0 GJ O O A) LG I •noij^imraonap snorgipjj :otiPO :.2P PS oT^ ■ IrM.S ■ ^ 3 . ri20 ;?a| • p 3 !=^h5 da r^m % p • jnauiiAopua jo jxinora y •Ct0Tp2pG.S.I0 JO OJG(J i- G5 ■ i- C5 CO O ( - - ‘ 01 OJ LO ' O 00 ! 00 00 00 00 CX) 00 X) 'X) 'X) ■00 •.TopiGqo JO ojbq; 5 g ® ci “.3 •r=i • 'P - o' I 0 6^ .2V, o'© g •© ;© r© ^ p ^ - § .2 S © 5 p'rt c5 2^2-- ci ci ci f2 Or^.^ ,C ^ ^ ^ e s p 9 a J =X)^ o 5 rt ^ Eo)SoSa2a'g§3ol3^.^rtP“'g'g'gortci.^ p a al .< b- ■ > o sl^l S g P _ to 2 "S .2 « <1 a S o-ar^ , 3 p t>> ^ ^ o|| o ® a'§ ® i i 1' ■ ® 3P P ® o ®-2 o'S rt-=2ip c 2 ® rt, wrH;;HixOcQOOc/:}coc:) O O O) CO 1-H C-5 O O O O O •9[Bra9^ ^ Ci 'C LO T-I ■ tH • • lO C^ '03 CO • 'T • ^ • rH 0 •apK COLOr-ILOCilO rir-trirHO-^ C^'^GOC^t-LOGO C^ CO CO LC Cl • 'OCOCCOO (Mt-^OJt-IOCJ TfCXJCOOt^ClCO OOlOOCO-Vl-OCOO •aopuutnionap snoiSipji -a ^ Asq oa;i( : t>> >-•-2 2 S o ® c3 5 S -s' S ^ ^ M H pi p| PI CC c CO . 3 2W o_ ^ rt 3 ii^ c3 'rt . P <1 .X P i2' P P p ? P r (CC ^SPPdodS •:^aottL\iopu;a jo ^}.nnoaiY •uoi^'BziuiJij.io JO oj^q; C5 — I . O CO 1.0 i" O 1.0 I-HSC- ‘COl-O-cf lOi'-COCO-ifi OO UC . CO GO 00 CX3 CC OD CO GO "X 00 X CO •jajjuqo JO 9jB(i LO 1.0 lO CO 1.0 lo T' lO lO ■n' CO XX X X X X ® S> 3 l^g rgri-go-IMp gp 5 ^ & O C O (3 O p pp^ • • p . • ^ . ^ p- ■ - Y:=! P P • t . • A-, -'‘r-f 1 • S 3 o dZ - ^ o ^ “ F=P O fl^PHpp4rA:H S o r/-3 o o 2 "S ^ s 'o "* 3 prop’s oS t o .g s rt p tJt g ^P;5c3pPP o ^ =.3 3'P o o 3 s g cn CO P ci® f-3 cs 3 pq « « 3 O i: i A J ,. & is §,^|p to S M a 33 33 fa/j.^ .t; i-i ^ -g P.sl §3 s Ip g ill S3p2 P po ^ ^ & ! .g o aj Ci o 1— 01 CO LO o GO o o ^ oi CO • STATISTICAL TABLES. 727 Taulk VI. — Staiklics of uisUlidions for sccoudanj instruelion for 1872 — Coiitiiined. 728 EEPOET OF THE COMMISSIONER OF EDUCATION. •saoiin^T^eui .laq'io la^na ^on pip pnu'‘a;HaA oiiuapuDC p) oaop '7U ogjiioa pa^apIiHOQ •luo.v ouTiapuau ;8U|joosop9onis Hoiiiqupnt ITIO.IJ poqas og:i7n8ios paiapia; •jBOi oiniap -BOH JO oso]o oonis tioij -ujijeiit niojj oSoipo po-iaja^ •oSanoO til as.inoo oijTjnoi.os .loj .o ui.iBda •oS0[po Jioj SuuBda.i{j; •9I'BtII0J[ Cl Ci 1-1 T-l T-l CJ r-i Cl .-t t-l Cl •9pni9j f Cl Cl CC 01 rs Cl rH 'J* Cl ro fc -S' 1-0 Cl Cl Cl Cl -T O : •9IBK O -S' Cl rc O 'IJ' lO QD O O U* lO 'O CC ic cc •nopuninionap euoiSipa; O i) ^ s' 5 ® i2 o 00 00 o rc . ^ CO CO • C5 CO I c-j CO i 00 00 •aajxuqo jo ojbo; ■00 • CO CO ^ : :N : : : : : : Zif. •'f, ‘ \ . • • L ■• r • I ; ^ S ; I § = Ml gSl-»l gf ||4|=l|3osS •^-S’s“rt2ls22ii^-t^-S4^ ir-'2 ^•s2'5'2'2'^.2qs3 o-i^-4^-i^..^ •^■3. 3 rt i § O o o « § rt rt'SSs: = 3-3i“.2.5.3 o c o o o o " o 3 ja h 'B So :-^M • ^ ’rt ^ S 2 ^ -1-+ ^ o 1 |lot||’i||l|l§l'P s«7!|S cs.— .s occji^Si^nP'S'sSS^ eg 2^ S § S ®P^ £ gT: a.2 oSo3SsoooSc:^S5fc25 K(HOOOfiflfiP^P^P72^P * I O S ; o 1 1 p2i 2^22 2 P e Jj ® - o . .3 CQ efl ^ ^ ' 2-s-s i a pi si ^ ^ i 'S ’Sc^ ^ g s s-g s ; » M 1, o S ; -2 -S P bctlj t:, CO I V a .5 .5 g g pg g^ § rr^s I g a ge-e-s-s : ‘rt ‘3 p p p p o I CO CZJ H R H m •joqranj^ ^ iC lO O lO 1.0 I ' •» 'j' -cr • CO -e: o CO cc cc> o Collegiate Institute, t STATISTICAL TABLES. 729 Ipllllll i - cS-rCj Sl'isi ::: a o o 'jj C; o c 0 1=1 ^ o ^2 ■5^ ;5 2 bg So = ^ ? ^•2 gCOCC«rH • ;Cl ro ;MO ;rH|0 ^ ^ „ Pi ^ ^ ^ Cj cm PT T-i CC O — -p CO t-«o»OiOcc«ir50ooTt'0(HCiOTPC''-‘~ g iJO 1-4 Ph q .03 oin M H p cih-i a I ® I 5 pcc S a bpq ^5^4 :P M ® oi "xip a ® Is-- &H W 07 c © p ^ d3 ci c2 c3 c3 ;P >> iai •Sl « ‘r^o'o'o ! 2 cc 2 ++ p ; o-a'*-22 • © O >;+:< • R ROJ c ® ' .2 a Pa3 , SP 'ct- 3 p § C-.R ^ 2 ^ R „ 1 a ^ © a o 2P •jgqiiin^ lOUOlOCOCO CO CO CO CO CO to STATISTICAL TABLES. 733 00 CO 5 0} CO Cl 0 CO lO CO . . § Le § 2 i? Cl 5 t'* 0 : |§ci55§g : ii oo^ooore^ocjojrdo ; a:> g - ^ 0 g Le re 0 LC = -M t- re Cl o 0 >.e d et- 0 o -i 0 .c 0 0 0 .0 0 0 0 0 i- Cl rc re 0 co Cl 0 0 -3< cm - ic .0 0 Cl Cl ^ CJ Cl Cl Cl ’ CJ ci ■ ; O cc o LC « '^‘Tj^“cr:c^i^-o - ^30 - - — cicirH irHCici^'-^o O CC « re CC Cl Cl CC Cl '^Tj-r-Hr-ClO'»‘'^Cl^ »h I -55 - |“7ci "q6 o~ ci~Cel-i* 3siiiiii iiiiiiiiii isi I liSiiiisSsIsilisIsii i Table VI. — Statistics of institutions for seconclary instruction for 1872 — Contiuued. 734 REPORT OF THE COMMISSIONER OF EDUCATION. '[^;oX 105 t- *0 0 — ( — < c; Cl 0 ».C d c: ;'t lO rH GO i-» 0 CO Oi 00 ^ 00 GC 00 1— cc cc 1-i d CO ;c rr C5 0 C* UC CO GO 0 0 i- Cl d Tfi 0 Cl 10 CO 0 C5 0 •oxBinad d ■ •ccT-iT-t • • -o -T-iCiuo d • cc • • lO 1 rH T-H • • 0 •opK 1—1 . . . . Ifi • CO d d ; ; d • r-i re cc • 02 P •I^iox 23 coot-Ht-ddiooTHOdcooco 00 d LC d 00 i> cn ■'T JC: 0 •enoT^HB^sni .ioq:jo ^oa pip pauAudi ouiiopcoK ,4:0 osop osja'oo po:^o[din;oQ •juoA oiiuapuou '^supoasopooiire tioi^n^Rsai: mojj poqos ogilcops pa'-iOBia; •jboA oiLuap ■BOB JO OSOjO ooais UOIJ •njijsiii inojj oSa[po pa.iaing; •oSaipo tit osjnoooqTpi'>ps.ioj.oui.iBdajj[ •oSaqoo joj 2nptcda.qq •oprna^ •epK GO CO • Ci GO 1 10 o »o 01 o r: o •uoi:fBuinionap enotSqaj]; £3 a • o ; "Sj ; Ot .W s> ^ ^ o |xO§;^H . o ^ ^ o pHPnhcSf^ III •^natriAiopna jo jnnotuY •noij'BztnB.o.io JO ajiiQ 00— IUOCOTQI-O0-^OC5'<* t> ^ C/oCCCCcOtKJACCCC'HHH^^N fcID : rt a . o o ■Pipq is Irflll PP 4- cs ^o>ice CJ E, O O C 'at p;npqp2?3o w. r- o rt "3 a ' 3*' : o r 3job ■ t;* ) .S S Q ^ S' 1 rt_^-c5 a.3^'S =tS ^ o ra >-E3 ® , o >2.;; c — o b > i3 '33 1''^.^! I 33^ 1 ccMccccaSOcAjHc tJO : >-.(>1 . E : 5 I. >-•3 -3 a a re c/2 >5 a * O ? a ? ^'■<1 a c t- 3;^ 'S ib i'a ® a -- w O o = 33«2 . -•3 S g.® )5 a o 333a a 2333'^ t>!> a <1 3 0;2r§ coTi o e: <1 -e ® o o ^ > r:; ' 3^|n£-; !2•3a•ii^ Ph * -3 s-^as| §33 _-rJ a S a E? .<1 a != ®^ Cr^ Sas <10 et g3 M i 3 ® S 3 o 2 •joqranj,!; | 3 r5 0 CO i- GO Ci O O 'O CC O O CO c£>co;i?c:cc^c^cocc5 O — I Cl i I- c- i o o -o ; CO C- GO C3 O t>- 1- r* t- GO CC C^ O CO CO r-l Cl CO rt' 10 CO GO CX) CO 00 00 CO CO CO CO CO CO o STATISTICAL TABLES. 735 WF¥^|“] rrwwT^^^~ww^T^~^§w^wwwm tT; - - o o o ao ^ ^ neon Cl ■r-.co«o ' ■^ ro r- \ t-- 2r:’2i'2 2'i5S urgimifiii ill sSiigs 33 psgs Tault^ Y1.— Statistics of msiitiUions for secondary instruction for 1872 — Contimied. 736 REPORT OF THE COMMISSIONER OF EDUCATION. •suoT^n^pstn J9q:jo 19:^113 ■ijoa pip pny ‘‘jWa oini9pB9B asB[ f) osop a~9 9gJiio9 p9:i9pimo3 •JB9A 0.«:a9pB9B ;sB[j:o9Sopoomsiioi;u:H^sat oioj): pogoa ogp j9I9s p9.i9;u3; •J89A0TUI9P U9B pBi JO osop oonis noil nirjsax luox]: ol^onoo po.iojn^; •osonoo nr 9S.inoo oprprops .loj i^nLiodoifi •oSonoo Joj gnpudo.ij I O O ' 00 O O O t- •OIBK i o o ro •moX •9IBrn9j o JO or o « ' 10 • 1-1 CM 01 rl — I •91BK I JO X- f- O TP <0 ' CM JO TP f O CJ I" 00 TP LO O O CO 01 •notjBuioiotiop snopipH ; > c£ m 3 >'h^ <1 S o' c o 5 § ' o3 2 ■r ? f5q -O o o ri rr rt rC 9 H CD ^ S S if: 5: vs 3 c ® o I §1 S mil O "3 g s ^ 0 o SO rt ■s 2^ 2 ^ o ■"x ^ g ■ « I § o CD c- 3 2 * = 2'-o 3 ;--2 2 2^3 I O ' tS ® ■ 3 m 3 ^ ci 3 5.2 o o o-:2 rt 2 S 2 5 >^2;5'g-p-,^Sq®55o3 H ^^2 2 So ilill <10 3 g 165 occ.2.3 2^^ 2 c S 2 ®r3 oS 55Po5o5 ; w P-i5'S^- 2 . ■Oi O ^ ^ 9^ 2^ r? 2 23 ® ■ CDp a: <; ' ~ 'eij® iooH •joqraux CO JO CO ' -i-^CMCOTPLOOt^ t- t- i-- I'* i> STATISTICAL TABLES. 737 C2 *0 gjsg in .gg^iss 3 $ SS ; igssgggsg^jfjl?; : ; ; : : :.;g g;3i^gS^3^S| I S 1'^ |s^§g?^g|8gSgSggS^|§Sl¥^‘8 rH .-c rM C< ■-; CO — CO oi > •aot;i:ztaRj?.io jo 8|t:(x •ja^jBqo JO oj-eQ uaquinjq; ■ aj 00 on GO ; « i U. eT 'S c g “ a :;3 3 ,ii) ^ a-3 > o p III i| ^ c3 . aT -M o il'i 2 S<1 1 i P _g os;r3 p «! ■g ® i i 42 5 p ® ® a '-S ;i :g : >.^1 : § t>-. g O rf g S 2 05 ©►“t ga: 4^ p 2 g p; ® t1 5 ® S: ® ¥ cc . .2 ^ £ S ^ n: - gft p i- -p tc c a "c 3 S "5 CS O — I CJ CO T? c; as © © o o t- 00 00 00 00 c-a-a4i c ■« ® 05 M a ® H o f-i 5^:3 ® c o r-I ^ '^■:3 t-„ OC ® X' -"a '5^1.3 Y 2 23 sSg'a^l . _c O 3 ®’'2 2 "o — P t4H g 5 O ail o ^teiS-a S^f §.3 g M 3 A o 3 ® 3 orS a® 2 atM o a 53 g ,g o a ® “3 3 ® 3 o 5^ -w "3 pa'"'® o 'a 02 _ -w ®H «_( ^ ®cc o o ili^lil 5 'po^^a 'c? M ^'SS.Sgaa .3gao'S®®g P £ . . 4h o 02 m a o g'*-' ® g^o o ^ r; 3 03 g s-i rg ,p; 3 cog® a, sa'tc ^ £ c g a-g o o £; ® ® PPH gp o o o 7 ® g^7P-® CO 03§^§^2 ! +-*- Jh Va irsaj ©+^pp^ Taule VL— Statistics of institutions for secondary instruction far 1H72— Continued. STATISTICAL TABLES. ^ i? II § ll§l • ^ L J IIIL^i 739 CP c CO o gslii 'o g' : 2 O 3 S 7 S S § S i S 5 or-' . a p< ^ p p -3 If ^ inm-Ji ic M M 72 c/3 tZ5 <1 M M :c :c <1 Average auuvial expenses. •eaScuSaui ii.i9pojq; 1 8 ; 'si 00 os 1 8 : 8 : gg : 88 : :^ : o : : : : : ; : 2 ; ; : : ; ; ! ^ I ! I ; 1 ::§;::. ; :g ; ; : : •asjuoo pjoiesB^Q § : Si § : § : i g : 8 ; ggg ggi? « • o « t 1 « 1 t t p « , , , . • 1 t 1 1 1 t 1 • ^ t • • • • 8 • 8 . I • 8 •saqouaiq qgi];Sng; § : Si g ; 8 ; i g : 8 : gggggg : igg ; :8 88888S ;jgg : ;8 8^^ :£'^^ : : : § :s ; : :g S :8 ; : ;8 •piuoa § : 1 i ^ • g ; 8 : gg : gg : :i :::::: :i ::§;::: . . o , ■ • • * • « Cl ' • • • •SaiSpoq; §§§ n igggi illp 1 : § o 1*5 i H i i n g : igggg 8 : :|^§§ •g ; j ^ e ^ •Aji?.iqn nt seaiu];oA jo aaqinn^ cf ii rn" :g iilSIS°isi SSS :Si : 1 enc^B.icddi? pnu c).3nTqno prjtqdoso[rqd t? ^OI;n:^t:^srir oq| sun § lx :?xtx 2 is !x > I : 1 ; •2 22 : : : : :2 : : : : :>i 22 : : : :2 1 Ajo^c.i -oqT?T {■Botnreqo noT:jn!^T:^stn eqe^ e^u s fx 2 :2 1 : 1 : :: 2 :::::: : : :!x :::::: : 22 : : : :2 tx^x ; : : Stndeuts in— •eaSunSuKi uaapoj^ O LQ o c; : . : •aeauoo xcotssc[Q : “88 lO :S88 i i i ; Sa;^8 ; : : •saqouB.iq qsqSiia; i2 ;iSi 888 8 :88S i i ;• : ^2 :8 : : : Character of course. •orsuui p3:^n9uiu.i^^snj — j M Ih Immm : Im :m : : it-;!-; Imm •oistiin IU90A— A : :> :>: : •guTAiu-ia;— a : ; • iqcp : :p :p : :p;=:p ifiP •sagunSiret njapojq— p^ | •9Sjao9 luaiesuio— 0 ooo lOOOOOOO ;000 ; lOOC;::.;-: Doo::.: ;oo •saqonujq qeqgag;— [j | : Isssw; ;.Kp4 MTJoX oi^suioqos ni eqa9.A jo joqiunjq | 5 :8 : ; ;0 ;00; ^8 ;8 ;88 •osanoo ui ea'caA jo J9qian^ 0^0 • i I ■ ro * -CO • ■ * II I o CJ cc o • • • '" ^ : : : Graduates — •nor^.uziTi'u.o.io 9onis oSepoo poio^^ua 9Auq oqA luaoiiiudap {uotssep up • . * • « 1 1 I 1 • •UOI^BZTUegjO 9Dut8 (juauiijBd’ap p’oissBxo up . iO 00 . •nopuzraugjo 90aTg . o . CO \ 1 t r-. nn r-- 1 ^ r^. ' • O iC O • • • • • ' • ^ . . . 1 • • « 1 < • «?< i/> 1-. ro (^> rx' (*••111 ^ L^i Cfj m <=) Table YI. — Statistics of institutions for secondary instruction for 1872 — Continued. 740 EEPORT OF THE COMMISSIONER OF EDUCATION. a ^ a: 32 fe S3 S S3 (£ U O -iJ +3 ® 3 O .o 0 0 0 0 0 LO 0 0^ CO CO 0 X suxu-inddn pun 'xaniqno Xnoiqdosoxfqd n uofxnxixsui oqx sn^j 32 O OQ 05 o o •03 o >H G3 O >H 02 02 i 03 i Aioxna -oqnx ^ ^oixnxxxsui oq; snu CT D tX 32 03 o o ^ l>t o !>^ 03 O !>i 32 02 1 03 , 0 :p Students in— •soSenSunx iiaopopj; O OX cn cv OX 0 0 T- CO •os.iuoo xnoxssno j o fo o GO OX o 'O • rH (Oi CO rH 0 tH •soqaunaq qsxxSug o o o CO o cc • GO 0:3 • CC C3 CM 0 OC' OX 0 Cl Character of course. •oxsnxu xnxuouinjxsup — j M M i MM •otsnui x^30A“A >•■ t>‘ : •SuxAiujg — ex p p p ipp p IPP ■S9SBn9nB[ uaaxioxq — k i •osinoa xBOxssnxO — 0 d d u ooodo od ooooo Q OOOOOP ; •saqouBjq qsqSug — g d s pp PPPPP p KPPPPP ; -.inaA OTXsnxoqae ui sqaoAi jo jaqiuuNx; 1 : 1 o o TP ^3 • • o 70 • r- rr 0 CO TP rH 0 0 0 Tp TP rr TP 1 : •osjnoa UT sjnoA jo jaquinx; 1 TP O TT CO TP TP Tp TP CO TP CO LO LO TT 0 CO 1-W Graduates— •uoxiBziux?.X3'ao 90X1X8 oSaxxoo paia^uo OAuq oqA xuaruxandap xi^’oissnio up i : 0 CO LO JO • OX • •uoxx'bzxubSjo 90UXS xuaxuxandap xnoxssnxo up 0 TP 0 0 * •uoxxbzxubSjo eouxg O c3 0 0 0 I •jaquinj^l ^ STATISTICAL TABLES. 741 £ Cl q6 « -h* 51 i|ji It ini’ 88 :888 IF I II I II I 's iS 'S 5 -3 § S 3 § I I I I . I III I I I III I I I III I I It I II .hI g a I ££ -S g ^ «'43 tS ci g 7-;;3 = ils^gg oo^oo ,■*> '^ii rsll 88^^ 88 IF ^8 8888 8885 i8r IS 88888888 ii-aills 8“ 88¥ 8§i 888 888 888888 8888=^8 88 88 If 8888 8888 8^ IF! If Yes. g tH ggg g :g Yes. g : tH : • g ;g i lO C5 -8 :2 88 o :8 : 8 Ci 8 8 82 *828 : : tM 8 : *8 8 8 i28 8888 :8 88 888 2 1 28 2 s« MM MM : M :|_^^^•^_;MM MM >-: M M M M MiMiM M M MM M 5>V t>>V >> :f8 ;p iPRp p PP pppp PP ’« : ft ; PP M. M. i i OO OOOOOO ;i Dd : : : ;ddddd ;dddd icd : : : F : oo o ddoooo 2 iP PP d ddpppp 88 8 ;88 * ^8 8 888 8 8 8 88 8 88 : : ‘o M i ^ 00 lO rr • t'* o O ^ rM M M -..S : 2 2 ;0 $ 00 2 : 8 2 Table VI. — Statistics of histitutions for secondary instruction for 1872 — Continued. 742 REPORT OF THE COMMISSIONER OF EDUCATION Average annual expenses. •soSunSuci ujapojt 0 0 • 0 0 ; 0 ^ • 4^“* ; 0 0 0 0 tents . •asiuoa ]80TS9i;[3 0 0 • 0 0 J . 0 0 0 0 0 0 0 0 0 0 0 0 00 02 0 U 0 4^ •saqouujq qsqSua 0 0 • 0 0 1 S i I 0 0 0 0 0 0 0 0 LO ^ CO 0 0 1 3 q).iuoa; $150 00 180 00 0 0 0 0 0 0 0 0 CO 0 0 — < ^ a •Sni3poq 0 0 0 00 81 00 mp 000000 000000 0^0000 0 ».o 0000 0^ O? — Cl 0 0 0 GO 000 000 0 0 0 0 CO 01 CO •Ajuaqi^ nr eauinpA jo .loquinj^ 0 0 cc 0 0 000 0 0 ^ CO 0 0 0 0 0 0 I-* 0 0 0 ro» lo r: 0 lO rH T-^ S’ 000 0 >0 0 CO 0^ 0 j snqu.icdclu pun :janiqnD XBOTqdosopqd u uoijn^,i^^S!Ti aq:^ sujj 71 0 pH 75 >H 02 © pH 1 Aiojc.i ■oqux {noioioqo u uotjii^tjsui aqa suh 0 i 0 i 72 P O zJq •saSenSurq ujapo];^ •asjuoo x^!>1SS8[3 j 0 : CM ■gaqauB.iq qsqSug; | I ^ 0 0 Character of course. •oisnui xB:^naaiuj;sui— I l-H H M H M •oisnui {Boo^v — A j > d d dd •SutAiUJd— a p d d d •saSenSnu]; ujapoi^— jq | 3 N d •as-inoa {uaissKio— 3 j ddo d dd d d d dd •saxpunaq qsqSna;— a; j dd P d d dd mboA oiisnqoqDS ui sqooAV joa.)qiun^ j 00 ’0^ • CO J 0 S 01 CO 0 rf 0 0 CO ^ •as.inoo ut sanoA jo aaquinx; 0 CO 0 1 TT rr Graduates— •uot;«ziac.o.io oouTS oSanoo paia:>na 0A8t[ oqAi (juauijaudap poissxqo up ■uoip'czuicS.io OOUTS guaraiiudap xuoissup up •uopTJztuBSjo aouig i CO 0 Ci o — rs o o 00 c; o 3} n ->< o -o <- CO CO '3> o « r- 00 T— — 'r-ii-ir^-^--i’-i(3JCJ3<3^3J3J3JCMSl31 ^ I II 3 I III rq r=i 5' p. Ph Ph Ph Ph leH P P P P f^ininTr^KTiin o o O rM i2 o o o i:* 00 o o O lO §§§ O O Cl X o ^ e e cl50 00 30 00 ■ O O O o • O O o 'O • o o o o « X X ^ *.c : « o o o o Cl o §gg§s o o o o o CO O tt cc "!J< Cl Cl rH ^ ^ ^ ^ a 150 00 O O O O O O O O 0 0^0 LO rj' O ^ r-i rM o o o o o o O CO o o o o 0 0 0-00 O O o o o X X o »o as ^ Cl Cl ^ ^ 00000X00 -o LC O O O O O O * LC o :c IP Cl i-t o • X o o o cf O O O O O O O O O O O O O Cl o o 2, 200 550 o o o o o o o o CO uo 43^ CO O Cl o »o o o o o o o ».o o d CO o -h" rH lO o »o Cl o o O JO d o o o o o o o 1- O CO t 02 • P P 02 CO P P l>H>-i CG P I ! p : ^ I o • c :>■ 2 ) \ ® • KJ p , p >H :>-i CD 00 p o tH>-l • t tH P ZC CO P o >Ht>l : ; tH I CO • p 33 ! 33 p . p >H 33 33 p p tnd 03 P o • o • tH IC Cl d -T § Cl CC X o cc o Cl CO »0 JO Cl Cl >o o d 4r X • o &t o o ic Cl O lO Cl o 10' X o O i'- o lO o o »C O O Cl d *o Ci O O LC JO cc Cl >.C 1-H o X — • o o l> CO o d o »o o lO MM m‘ MM MM M M : M MMM M MMM M k: ■d t>‘> > >-V >!>■ d d ! d d ddd d ddd d t> a : Q m’P Gd Q G : GGG 1 « : : GG 3 d d d d d /*- dd dd d d tn ;dd d dd dd d d d d dddd dd dd d d : f4:=jp4 d dd d d d d dddd dd dd d' d f£ is >d O O ; o • O • o Cl X o o rc 'T cc 4}< rr o ^ ?c ■ o o o • '4r' 4r 43^ O Cl o d CC • Cl T-4 1 ^ O d Cl 1 CO CO CO o CO a: CO X 4?^ 4T» ZD o t- t- 4JH • Cl »o . • i'- . • ■o <-• CO c^ o »— Cl r: tt as -T Tj* O i-C O JrS lO •30 a: o — Cl rj CO iC p i- oo cs o — ' Cl c c o tp :p OD a: 03 03 as :p as tp r- i- i'- f'* i- i'- r- x co oc ' - as r- 05 ci o GO X X X X X O Table VI. — Siatisiics of instiintlous for secondarij instruciion for 1872 — Continued. 744 REPORT OF THE COMMISSIONER OF EDUCATION. Scholastic year begins — September 1, September, lirst Monday. September, Mist Monday. September 15. Scp)tember 15. September 1.5. September, first Monday. •* 0 ; u 3 , ill «3 j . November 1. September, first Monday. November 3. August. September. Septemtjer. September. August. September, third Wedne.sday. September, first Monday. August, last Monday. Sepjtember. May, last Monday. August, third Monday. 8 > i 1 ! 1 s"”' 5 "U 3 *3 K e P E <] 0 0 0 o o o o »o Cl o o o CO o o *o LO 1-1 iO T-H O lO • O O i- • o P-^ . LO I ! S • 1 sn^TjjBdilu pne Aoiiiqca [B,')iqdoso[tqd u noi'nrqjsni oq| eujj 7 7 o o U2 02 • CC • . ^ I CO o 7 o 1 A.io;vs -oqBi iB.OTinatp b uoiniBisnt oqj sbji 03 O s s s Yes. Yes. • 7 • . 1 : 2 7 1 S 72 •so,oca,oUB[ u.iopoi\[ r- Ci o co ■ Ci •os.inoo iuoissrq3 CO lO Ci O Ci ^ 1 wi O CO , ^ •soqouBaq t[Si[:>n3; s § 1 ^ ‘-7 § Character of cour.se. •oisnoi pnuoaumeui— 1 M M M MM MMM •oisiuu pJOOA— A 1 > > >v •guiAVBJo;— a 1 ft •soScnSucq u.iopojv; — Jt M. M. M. M. •os.iuo-o iBoiesBio— 3 | ;3 : ooo : ooooodooooo o:::) •aoqoiiu.iq qsuSfia;— a; j gq p4 s gq gq 'gq gq gq a k; gq gq gq y gq gq .u:aA opstqoqos ni sqaoji jo .i9quiu^s[ : : 8 :§l •os.iuoo ut S.IBO.C JO joquiii^i; QO 1- TT TJ. . n- 00 - M CO ; Graduates — •tioijBzinea'jo ooiiis oSoqoo paiotud OAuq oqA jiioraj.icdop lU.orseBqo up ^ . •HOIJBZtll'cS.IO oouTS niaoifatjdap iBaisstqo up . •hotjbziubSjo OOUlg -1 m •jaqiuuj^ gssgssssliliiiiiiiiiggiigssili STATISTICAL TABLES. 745 . .1^1: I iliii liiJiii ip‘=fiis s ,|iiii|ii ||l|l|||t;|=||l|lll| 1 4 II Ill4 1 4 tl4 mill a a I J I II 7 I II i I II s t>5 >3 >3 >; >3 ■ ;:B§g §§§ :i§ ; ;OOOg ; :00 ; ; ; ; ; . . : : : ;-8SS !^1h : j i i i I j i ; : : : i ;S : : : ^ 1 N y Nil F' : : :^ : IF s s §F 4 s¥§sF ss IF 8 :§ : Yi Fss §§ §F ii §iF ii- FF :§ ; :SS : : :§ : :l i ;°s i ; F : Iff Iri! ^8 S5 iiiii§si; CCrH- § M r-< >H i >H S§ is :>H gggsss § i SS is i S S §1 1- i i o gao 25 1C 50 C3 ra o o TO M s i2K i-i St M ro § ?5 mm MMM MMM I. I. l/ M M M M ImM M >-v ; :>■ : : : > i>- i P PP :pppppp i P p p pppp PP :p ; M. M. M. M. M. M. M. M. M.' M. M. c )OOOOOOOOOOOQOO OOOQOOOboOOOOOOOOO ■oo ;000 oooco K j4 S pq ^4 pqpPPPP ^ : - : "3 CO S CO CO CO i- CO lO 1.0 CO CO 3 : i" i i CO . . P S : i i i i rri - i 1 ; ; r4' : : i 2 : s i i Table Yl.— Statistics of wstiUiiions for secondary instruction for 1872— Con tinned. 746 EEPOET OF THE COMMISSIONER OF EDUCATION. rr 5 =s ^ Ch- » o 8 s' c: ^ ^ O l| 1 s^5 s i 3 "S 5 g'S' cc:c -=> , 3 od s 3 g 3D S. - r- s'5 S's'':i s' to ■saSuuSuui njapoj^ o o O d •OSJUOO XB3JSST3IO 2 a w o 33 •soqDuuaq usipua; o o ‘pjuoa; KiiSpoT; •AjBjqn ut sauiniOA jo jaquiu^ cj r: t' o o O o O O s: i o o o o ^sa^BJBddc pnu (^oniquo XTJDTqdoso[!qd u uoiBn-psui oq; SBJi s s ® ^ 02 a o o 73 02 O © 02 CO 73 © © © © (K|ux |i?otar9qo v uoi;n|r;snt oq^. stjjj 73 73 © © • 73 ffi 73 • © © © :!>i>h>h 73 73 © © © © •s93Bn3atq uaapopj; •9S.in09 XB01SSBI3 •eaqouBaq qsq^ag; •oisuiii iB|nauina:jsui— I m •oisuni iBOOA — A ! t>>* *> •SuiAABao;— a -fi 'PP PPP PP :PP :P •S936nSaB{ niapoK— K I ^ •asjiioo paissBio— 0 I oooo -oooo o ‘OQO -ot:.? •saqauBjq qsqSaa— a; PPPP ■jBaAai^SBpqos utsqaaAv joaaqtan^ •asiiioo ni sJBaA jo aaqranx ,Tj;> >>>- POP •002) -OOO •oooooo HP WP 05 lO -O 05 O n I oi^x^o — — * r: 'T^ 3*1 ^ : CO cc cc cc r' .o o __ . . ^C^OOf^ cor^cocococcccaooc*^ Table VI. — Statistics of institutions for secondanj instruction for 1872 — Contiuuod. 748 KEPORT OF THE COMMISSIONER OF EDUCATION. o 2 3 3 ® 35 OQ JO ^ '-S ^ |S|-i|T.8 sf 5 a s « o ® tc to C tltt’cD D ^ o c o r. r; ^ 32 4§ to bJ o o t. o a .0^5 a 3 » a © ® B o -.i tr,+i P( fBi - ©©BO tr! « ^ ft . . P5 PJ P3 . ^ to'o topacwBa PB poooBo© t£ bn fcjDii -p tc-;f 3 5 5 0 ©"© 5 © © <1H ^ A,io:>'BJ -oq^i juoitnaqo u aoi;n;TXSiii 9q^ sbh o © © © © !>^>h •eaS'BnSntJt Tiaapopj_ •aeanoo j^-eoissBio •saqouBjq qsTpag; •oismn [T;:^^^lanJC^s^TI — i •oienni [bdo^— a (>>?> •SaiAVBad — d P -P P 'P -P P -P PPP P •sagcnSaBi ujapo];^ — •osanoo iBaiss^xQ— 0 OOOOOOOOQOUOOOOOOOOOOO 0000 o 'saqoHBaq qsqSad — d tqSPPPPPPPPPPPPPPPPPPPP -PPPP P •auaA ot-^SBpqos m 8J[09.w. jo .laquinjq; O ic o o •eganoo ui satjaA jo aaqaiuj^ •aod^ziciBSao 9ont8 GSagoo paaG^ni) GABq oqA c^nGimaBdap popgBp nq CC « CC 'O' cc d Cl rc cc •nopBzmtjSao 90TI18 ^^naoidBdGp poisgBp uj •noT^TJZtueSao 9omg •JGqtauj^ )C50*-ooo50i-ic; 1^- C§ ^ is Hi¬ ll . Ilfij 'p'H saa-s'a. s r :§ 48 00 21 00 8 S 8 Tl^ 8 8 8 8 8 24 00 8 50 8 8 15 00 33 00 30 00 Free .... 8 8 30 00 « 00 30 00 27 OOl § 1’ §8 d‘ca 88 ^8 8 8 8 8 8 8 8 8 8 88 8® 8 8 :g88 : . S M 8 qj i 8 8888 8'^88 8 r 88 , ^ 5J 88 8 OX S5 8 S sss "i“ 8 8 8 O 8 c5 88 CO 00 8 8 :888 : i 8 8 8 o ;a a| s 1 8888 00 L^ LO ri r-l i : S i 8 i :8 : • • 88 :8 : 28 :8 : '^'-1 .,-1 . s S :g :d . V 88 g| 88 8* O 8 I 8 18888 :=^883 • "c e « 8 1 88 :8 : is i ^ ! 1 8 8 8 :88 8 i^2 « : lisiiSsiiiS T-( CO 1— t iisigsii H>H S s % § % 1 S S sssss ssg§ ■S ss ® i : s h % % % 1 s §S§g i tiii :8 ss 00 eel ct CO GO ;C >-V >■ t>V :>■ f>‘ ;>'V> M : ifl fid dP d d d id dd ; : dd ddddd d Id i dddd Jdddddd ddddddddd idddddddddddddddddddddddddddddd dddddwdddws ;0- :0 dddddwddsddddddsddwddddddddddddddddsddds §wwr I§dW¥ co--'^co Cl fliiiisssiSislliililfisisfiiiiiiisiisiiiiilliisiMlsi Table VI. — Statistics of instUidions for secondary instruction for 1872 — Conthmed. 752 KEPORT OF THE COMMISSIONER OF EDUCATION. ^ '2 ^ ^2 a iz o ouocjuoozz'Zoo cj fflSaSSSooSoo '2'2'2'2'2'2l! — -2 S35=23SS®S3 ’saScnSaTj-j u.iopo]Tj[ •osjnoo {BO^ssb’io O O O O •saTjonuiq qsiiSag; •pxuoa- •Sni^poT; O O O O o 3^0 O O O o o o o o ir: o ^ a: o C7} .'TJ — G'l :o r.t eoain^OA jo joqmnx 3r:'7<’»rcr:-X)or:^C'?oooo ^ CO GO O O O "O CO rr O O O O irHCO^ r-iO i-CC Cl OQO’^ OO O CO OO — c isiBBiueklu pile ^ouxqeo IBOTipIosoiiqd e iiot|n|T:^sui 9q:^ sejj CC OT C © ® ® ® ® I A.iojej -oqe^ XBOiraaqo e noi;nE4snT oq; sejj t: 03 a; V SuiAieJo; — (j [ .pppppq •S9J5eiiSne| naapoq^ — r=l 'r^^f^r^r •9SJU09 leoTssejo — j ooooooooo •egqone.iq qsqlXaa;— g; •je9A OT^.SB|oq98 ni sq99Ai jo .i9qninx O O fT>! 02 .3 •9S.ino9 m SJB9A jo ^gqiniix; ^ •nopezioBoio 9onTS 9lo9qoo p^a9:^a9 9Aeq oqAv ‘;u9rajaea9p leoissep nj •uo^ezuTBS^io 99nTS qri9ra;a;u(i9p x^J^issep uq •no^ezrueSjo oouig •a9quinx GO O o o o ^ — I G'l -Tl G-J Gl G1 A i-G UG O lO O LG iG iG LG LG O LG LG LG LG LG LG LG LG LG LG LG LG LG STxiTISTICAL TABLES. 753 MTPOO -TWW^W~^ ^ -ninnn^- ww 55 § i 48 E Table VI. — Statistics of institutions for secondary instruction for 187:^— Cout-iuued. 754 REPORT OF THE - COMMISSIONER OF EDUCATION STATISTICAL TABLES. 755 VI. — Siatistics of iiisiUiitions for sccondarij inHirncllon for 1872 — Continued. 756 EEPOKT OF THE COIIMISSIOSEK OF EDUCATIOST. OD CJ >s c? It l-f'l a rs o o o LO o ♦ o • o • ^ : o o o o LO O C5 (71 'OSr-l •“mSpoq; ooooa)a>oo oooooooo o o o L-^ o ».a o — < r-4 “tl ca t— O Tt< 3 U « « ii §1 3 e o o »o Ol o o o e o o o o o o O 7J O oi r: CO o o o o o o O Cl Cl o o o o o O lO 51 gl AjEaqi]; ui saniu^oA jo jaquin^ o cr5 o o ooooooooo O O — OOQOOOOO Ql CO O O to CO cf-T OOOOOOOO oooooooo -H O Cl lO CO C5 CO T-1 rS o o o o O LO co' ^sn^ujEddn pun laniq^a {Boiqdosoxiqd n aounujsni oq:^ sejj (» 35 73 X 03 O © OJ 03 ‘ « : j>i . § : : (» 35 o o ! 1 1 .t.I0^E,I •oqB]^ ^Bonuaqo n noi;np;smaqiSBjj • a; a3 a3 ; ® OP V li aj * : 05 75 o c; Stndeutsin— •ssSenSuB]^ nxapoj^ (TJ 1- GO Ol rH (7< LO CO . t>. •9S.inoa |t;oissc[3 ‘ CO o n s ^ LO •S9qoiie.iq qsqSua; O CO — < CO lO o ao o Cl o O GO Cl CO § Character of course. •OTSuui xc:^u3rana:jsai — j M MMMMM MH MM M •oi^nni inoo^— ^ >■■ t>V •SniMEJ(x — G : : dp dd d •saSenSnut naapopj;— •asxnoa iBotssap^— o o d o oddooo •eai[auu.iq qsqSuG — g H H pppp •auajf or^snioqos m eqaaAi. jo.iaqainj;i 00 Tf* o 05— • (71 correo'^'^ ; O CO ; o •Qsjuoa ni sjBoi jo aaqranjj CO CO O O 1-1 uo o CO • r?i CO CO Graduates. •noGBztuBS.io aoiiTS aSapoo p^Jb:^^d axeq oq.\r jnampiBdap ic-aissup hj C5 • • O • o • CO o o •uoG^Jzin'BS.io aanis 'juarapicdap iBoissup nj .GO • r- • • . CO Ol o (71 •nopBzinB.Sjo aauTg . f- O CO 1 LO TT • o • o • o <0 STATISTICAL TABLES. 757 >5 ^ .i §§§ III III III I ^ I I §■ I ■ pp.z Sh 8 e5;j Ir' I f III ijh hi S X 5 'zj e ScS & 'Si '% -n O in ’Si '^'n'fj -JO 'hi 'hi -I I S3 3 'is S SI I 8| » = |t^ ’ d > d>‘ d d dd dd dd dd dd d dd d dd dd d dd dd d dd M. M. M. M. M. M. a i^' is dddooo o ddo o loooooooood do Q OO ;Q o OO d d d d d d d ddddddddddddddddddddd dd d ddddd dd ddd (T) — rjH 8d 8 ;88 : 8 : 8 88 :88 88 838 c; ^ r§ C? C t ^’2 Oi o o ^ cj ^ 333S 'T i i! ^ X ^ .-rji -O . . j:: ^ ^ ^ ^ Cl o c; ::::.• •S9Suti3aui ujopo;^ •osinoo iT?9iss«i3 ‘e9ipu^jq •pauog; •SuiSpo^j; •4!xu.Tqn ui soiunpA jo jaqaiu^ o o o o c:> o o o c^ S ^ S o o rc o o o : . Cl S ci '» o o GO O :3 x> o o . Cl ^ i lO O O O Cl O GC d o o c6 ^ sn:;uiu(l(lu pau puiquj poiqdoso[iq(l v aoi|a;rpui oq^ s«u CO CC CO <3;) CJ (i; 33 33 O (S !>h>h I A.io:^bj: ■oqB[ jBOinioqo u uoibuRSOt sbjj •saSeuSinq u.iapo]^ •osanoo [boissb^q •saqouB.iq qs’qSua; •OTSuni XB:ui3[nn.i:^sup — q •oisnui [BOOA. — A •SlITAlB.I(J — (X •sa.oBnSnB[ u,iapop\[— jiq •osanoD lB0issB[3— 3 ■p;:) ppppp ^ ^ ^ ^ OOLJ.O ADOO do 'OOOO •soqouB.iq qsqSttg; — g; d d d p pppp dd :£2i3dd fqpqoPPP pppp MBaA oiqsB[oqos ui sqaaAi. jo aaqrau^; CO O .-C CO ^ -cr CO o *0 rjH . rjH CO CO CO ‘CO 1 fC .r3 'f ^ « 1 ^ •9S.U100 ut sjBaA JO .loqma^ CO • iO CO ^ CO Cl 3-4 4 3-4 CO CO * CO CO • CO Graduates — •UOlJBZtUBS'.U) oouis oSoqoo po.iopua o.vBq ot[.vv jnonij.iBdop [BOissbio iij GO Cl . o . • o . CO •uoijbziubSjo 90U|S' JUOlU^JBdop [BOlSSBp HJ o o . o • . o • . CO • • CO •uot^bziubSjo ooutg o o iO 000 ‘t . •joqniaj^ | — «dr5^i0d3c-x)r50' ' lO ‘O O O 5 STATISTICAL TABLES. 759 7G0 REPORT OF THE COMMISSIOXER OF EDUCATION. List of institutions for secondary instruction from which no information has been received. • CALIFOIINIA. Sacred Heart College . San Francisco. CONNECTICUT. Episcopal Academy . Chesliire. Sufiield Academy . . . Sufiield. FLORIDA. Boys’ High School . TaUahassee. ILLINOIS. Dixon Seminary . Dixon. Henry Female Seminary . Henry. MICHIGAN. Union School . Ann Arbor. NEW HAMPSHIRE. Dublin High School . Dublin. NEW YORK. Saint Joseph’s School . Albany. Saint Mary’s School for Girls - Albany. Andes Collegiate Institute . Andes. Angelica Academy . Angelica. Saint Philomena’s' School . Brooklyn. _ Canajoliarie Academy . Canajoharie. Chester Academy . . . Chester. CLili Seminary . Chili. Covington Academy . Covington. Coxsackie Academy . Coxsackie. Si.sters of Saint Mary’s Select School . Elmira. Gerrard Institute . Florida. Farmers’ Hall Academy . Goshen. Institute of Mercy. . . Greenbush. Saint Joseph’s Literary Institute. Jackson. Kindcrhook Academy . Kinderhock. Free School of Sacred Heart . Manh.attanville. Hewton Collegiate Institute . Newton. Spencertown Academy . . . Speucertown. Saint Joseph’s Provincial Semi¬ nary . Troy. Utica Female Academy . Utica. AVal worth Academy . Walworth. OHIO. Decamp Institute . Downington. Martinsburgh Seminary . . . .Alartiusburgh. New Plymouth Academy . New Plymouth. Twinsburgh Institute . ." . Twinsburgh. Snriugfield Female Seminary . . .S})iingiieUl. Williams Centre Academy. . . : . .Williams Centre. PENNSYLVANIA. Germantown Public School . Philadelphia. Sistei's of the Immaculate Heart of Mary . Philadelphi.a. Hill Boarding School . . Pottstown. VERMONT. Albany Academy . Albany. Alburgh Springs Academy . Alburgh Springs. Bristol Literary and Scientific Institution . Bristol. AVe-st Charlestown Academy . ..Charlestown. Coventiy Academy . Coventry. Craftsbury Academy . Craftsbury. Euosburgii Academy . Enosburgh. Essex Clas.sical Institute . Es.sex Centre. Academical Institute . Franklin. Georgia Academy . Georgia. Orleans Liberal Institute . Glover. Essex County Grammar School .Guildhall. Hardwick Seminary . Hardwick. Hinesburgh Academy . Ilinesburgh. Holland Academy . Holland. Londonderry Academy . Londonderry. AFest Biver' Academy . Londonderry. Newbury Seminary . Newbury. Beemau'Academy . New Haven. Northfield Institute . Northfield. Norwich Classical and English Boarding School . Norwich. Bipley, Vermont, Boys’ Home . . .Poultney. Oak Grove Seminary . Pownal. Boyalton Academy . Boyalton. Newton Academy . Shoi ehara. Green Mount Perkins Institute S. AVoodstock. Saint Johnsbury Academy . Saint .John.sbnry. Swanton Falls Academy . Swantou. Ireland and Gray Seminary . Townshend. Green Mountain Academy . Underhill Centre. Underhill Institute . Underhill Flats. Williston Academy . AVillistou. Glenwood Ladies’ Seminary _ West Brattleboro. STATISTICAL TABLES. 761 Table YII. — Sttimnarij of examinations for admission to the United Spates Military and Xaral Academies for the year 187'2. U. S. NAVAL ACADEMY. U. S. MIL1TA]^Y ACADEMY. States and Territories. 0? O ri 3 3 o 3 o o <1 Eejeeted. ! 02 0 c3 0 Accepted total. Dejected. o H On what account. "rt 0 H On what account. Physical disability. For deficiency in 1 — Physical disability. Fordeficiency in - 3 0 3 ■S 3^ g- ^ 0 1 No. 1 Arithmetic. c' d c; 5 c >. C A a « ” P- tfjt c 3 6 A A 0 o 6 d 6 d d 0 1:^ d d 0 d 2 1 1 1 1 5 1 4 2 1“ 1 1 1 1 1 3 2 1 1 1 . . - . 1 1 1 1 1 1 4 2 2 0 1 1 1 1 1 -j- 4 3 1 1 3 3 1 5 3 2 2 4 3 1 .... 1 1 1 1 1 6 1 1 1 1 1 Indiana . 5 2 3 3 1 2 6 3 3 2 1 1 Iowa . o 1 1 1 1 2 2 Xausas . 2 1 1 1 1 2 1 1 1 1 1 Kentuckv . 4 2 2 2 ’2 2 2 2 1 1 1 Louisiana . 2 1 1 1 Maine . 2 1 1 1 Marvland . 3 3 7 3 4 1 ] 3 3 1 Massachusetts . 2 2 5 3 2 2 Michigan . 1 1 3 2 1 1 Minnesota . 1 1 Mississipiji . o 1 1 1 1 1 1 1 1 Alissouri . 2 1 1 1 1 4 2 2 ] 1 1 I 1 Nebraska . Nevada . 1 1 New’ Hampshire . 3 2 1 1 1 1 New Jersey . 1 1 2 t 2 New York ..... . . . . 14 9 5 3 5 3 3 18 13 5 4 2 3 2 1 North Carolina . 3 2 1 1 1 5 1 4 ! 2 2 1 2 ] 1 Ohio . 12 8 4 1 1 1 1 0 11 8 3 1 1 ] 1 Oregon . I’ennsvlvania . If) 8 8 5 8 4 3 17 9 8 4 1 1 3 3 3 Ilhode Island . 1 1 1 2 2 1 j.... South Carolina . 2 0 3 2 1 1 1 1 I 1 Tennessee . 2 1 1 1 7 3 4 4 1 1 0 Texas . 6 1 5 0 5 3 2 1 1 ! Vermont . 3 1 2I 1 2 2 1 1 ] 1 Virginia . 7 4 3 3 3 2 1 ] 1 "West Virginia . 2 1 1! 1 1 1 1 1 1 Wisconsin . 4 2 2 2 2 1 1 1 1 Arizona . 1 1 Colorado . Dakota . 1 1 District of Columbia . Idaho . 1 1 Montana . 2 1 1 1 New Mexi#o . 1 1 1 1 1 1 Utah . /■■■ AV ashington . 1 1 1 AVvomiug . 1 1 1 1 I'oroign . *2 2 ir. 3 2 1 1 1 At large . 29 20 9 3 8 6 c 10 9 1 j: 1 * ■ ! _ 1 Total . 152 91 Cl! 1 1 3 31 51I3227 1 1 •i 1 149 ! 95 54 1 ^1 -i 1 11 lb 17 15 * Japanese students. t The tijrurcs under this head are also included in the States to Tvhich they respectively belong, and to avoid counting them twice are not included in the total. Table YUl.—SfafisUc, of universUies, colleges, and collegiate departmevts for 1872, from replies to inepdrics Inj the United States Bureau of Education. NOTK.-Eor statistics of the professional schools or departments connected with any of these institutions, reference is made to the appropriate tables. 762 EEPORT OF THE COMMISSIONER OF EDUCATION. •esjnoa oyuuaps •os.ino3 9:}.r:iS9[[03 •apK I •9piU0^ •9[Ure I •0113K o o o o o o o oj (7^ ;2 O O JO 7^ O JO C: O O o O O Ci GOOO rH r-l CO O O O *ejoq.ouj;sni jo joqiuu^ ■ O CO CO CO CO ‘ Qt •p9qtS8B{0tiu sinepn^e jo joqiuujst •sdit[s,io8e9joad pa^iiopng 1 2 1 o O ; 1-H • 1 O . o • o . . •sjojnx H 1 O 1 O 1 (7i • • * 1 O* > '.'i Ph I'Bh g '4^ g ■ g '^.2 ■ 2 'g ® -''2 |< I g § a g o o 5 O * O ;0 g • g g ® - al g ■ g2 c; ^ g ' - 4_ - ; S o ' Ph !Z} pH ' Pi pH ^ P,H- w6 •noi^uziunSjo jo 9ju(i S3 cj ■ CO O CO O lO CO 00 C» CiO CO CX) 00 >x> OOaOCOOOQOOUOOOOXiOO Mo^janiio JO ejnci 00 CO 00 -00 00 • 03 CO CO ■ 00 00 00 g-^7; • 5 • ^ tr , „ - „■ 5 g o 'Pz:g5?i:;2^ g g.2 g 2 g -A.2 ®5s‘EJ32S:2g O ^^HHPPmPP 'rt :6 : :o'g 'o' 1 .' cs-O 'r2 g <,'7-8 • -g ®dr" : '•Sgog-ti' ® „2 ; ;gg .-52® g s g : :pqo gcHig 7> g g a;.ii s'gg='S'S a q g 9i^g • .cS'^cicScj MOW • 'WWWWW A gTf gst: iC ® .5 ■ big ® ® n *^c® .0^1 a c .g O pg ' br® o ® g dii « ^ 1.2 S p s ^ S'—! - O CD ^.5|-p.3.|^.a-g.2.g g'S.2' ®- ® ?r B P^ ^ g g:®®®+^H-i OO'ti c O ®c g 52 <• 7 ^ >^- ® = , - J-, 'g o g a g g o o -g 5- r tg ' -_c je g .c 2 .gi I -rH ^ ^ g ^ g g 'g ct g a 'g o *g g *g g g g g a ^ ^ g g hPwMpow^ wPccwPPwPpho oPH •jaqoinj^ ' »rj C® S- CO C3 C '' OJ ; I rH 1-1 HI G« !ellio{list STATISTICAL TABLES. 763 5 3* ! £! I : ^ ^ : : 3 1 • 2 $ o 23i p's 223 : rc t-« • ^ — Ci ■ in, § - 2 9, ^ * 3 32 2 2=^S : X 29- 391^2 ; 253- 7 17 “T^2”' “23T? L2 1 3 |2.9 9 gTj —•or; t- — • — < 2'9?,2 322 o33 3 12 P. 31^ 3 3 <9 z\ 32| 2 9^3 o o C7 ; 71 X O 7= ^ TT .-7 ^ C- 1-7 SI 77 ; 1.7 7J 77 -T r: ; — r- X 1 : ; :, 'O 'C • ■ t' o rj L7 ■ O T- c: 1.7 : 7 0 77 t- 77 1 C< * ti: — » -H ^ o ; Ql Cl 7J O- 77 - SS SI ; -1 — — O 7< ; ; O ; CJ L-. Si ~--3 t~ TS w r7 1.7 X 77 -7 7 t- j'-s : ® t-* 7,0 cjc5‘5r“ : ^ ^ ' ^ — 7J 7 - 77 -. O C 71 ‘O • 7. O :7 1-7 ~ ^ t’ ; 2 X 1-7 T -o-ro CJOX -r X) Cl • 7C tr^ imn • -r tn ir; 'o 5=^111- .n > :i > 4M SSxSx „ _ •= o;2;oS-:^ giiisiiiliisii iiiiSiilssSiiiiili SSai :iiii Statistics for 1871. t Catalojino for 1871-7^. Tai’.lk VIII. — Slaiisiics of unircraifics, colleges, and collegiate departments for 1872 — Continued. 764 EEPORT OF THE COMMISSIONER OF EDUCATION. Preparatory department. Preparing for — •as.inoo ogiinatos •opraax 1 ; 00 * lO ■ ■ • ■ •a[njN[ * 1 rss ^ 2 : ; •0S.moo ojntSaqoo •apniax 2 i”:; CO 0 0 1-H • • • •alyl's 1 ® i”- — ^ 00 0 CC Oi • • • Oi rr CO • . 1 24 Students. •ainraax | ^ | : : 53 CO 1-0 00 0 • • • CO C5 CO 1 • • : : : : •OIKK 0 0 GO T-l 10 C5 117 Oi 0 i-- 0 • • CO 0 0 CO • ; Ci u* • • ^ . ' CM CO * • • 15 0 0 GO ^ i-H 0 C5 170 00 10 LO — 1 0 ‘GO 0 -O 0 GO CO CO 'GO Oi — t r-i 10 CO 0 • • ,-4 . (M X • ♦ TP t •sjojon.i4sni jo joquinyr 14 • 0 ; 0 • 0 (01 rH CO 0^ i ; , ^ •s.T04on.i4sni 2 1 C? 0 10 C5 COj‘||iOLOCOXt^ rS* •s.iossapad jnoptb'OJ-aoy[ | ©t | ; ” ® : •p.iossojo.id jnoptsoji; | ® | c; c-t c- cs c > lO rr TO c ‘ — ' c^: ! c; CO LO 0 • • • ‘ CO 0 i> CO .... Cl •A’4[noBi 40 Jaqmnn oroPAt 1 *> 1 lOCOl^OLOO^GO’^OOCOC^COOt-* i^co’ > r-l ^ 01 President. cs Rev. J. llobio, 0. S. B . L. E. Wort man, A. B., prin . . Rev. E. Louusbery, A. M - Prof. L. Larsen . n. : : 'a- i? ‘ ,5 a A jSh a 5 : d ai fc U- > > ^ : a 0 0 a pi : : ftp : SM 1 J "3 • ^ p 0I| i ) 0 0 £ S 2-P jins ; lo^ i I S 2 j 0 3 0 0 st ® £ ^ t> p2 p; ph « 0. Beatty, LL. D . 11. A. Cecil . R. T.P.Allen, A.M.,C.E ... Rev. B. Manly, D. D . J. B. Bowman, A. M., regent. Denomination. es Catholic . . Bajtlist . Protestant Episcopal. . Lutberan . Ale t bod) st Episcopal .. CongregatioDiil . Aletbodist Episcopal .. None _ _ _ _ Methodist Episcopal . . . do . Baptist . Congregational . Catholic . Methodist Episcopal . . Pi'osbyterian . Sta.te _ _ Congregational . I • j I :i| ; : p^''^ II •r'i.3 ' • So 3 • p 1-3 § 11 111 PhmP PPO •not4.nzmKS.10 JO on?(j T}< orcc:^ooGOc^i-o»r:u--?jH • cc 0 0 0 0 0 lO ■ 0 • LO *0 • 10 'X)COCOCOCOaDGOCOGOQOaOGO -OU 'OOGOOO ‘X c; 0 rx) — p:c ^ >0 XXX • X •jojjnqo JO ojc’CL W - r: 0 trs , 0 70 • CO GO GO 1847 C- 1^ i'- CO • CO lO lO lO lO CO CO 0 ' GO 00 GO GO X 00 00 * 00 • lO • OD • 0 § MO XXX XX Location. C J ’ M g . mil p p c 'S 2 c 3 S c 3 > 0 c- ■3 Grinnell, Iowa - ITrinihnhlt Tf^wn. . .ci.. : : fe c5 : ! C3 c3 0 fe ■ ; ^ ^ ^-^2 • n d, 5 an S t s m 2 ^ i Tabor, Iowa . Atchison, K.ans . . . Baldwin City.Kans Highland, Kans. .. Topoka, Kans . Berea, Ky. . . : : s W >, !-* ^ 0 g .2 § S P rP 0 0 a rt FI Saint Meiurad’s College . Burlington Univer.sity. .. Griswold College _ ' _ Norwegian Luther Coll.. Upper Iowa University. . lowm College . Simpson Centenary Coll . Iowa State University. . . Iowa AYe-sleyau Univ. . . . Cornell College . Central Univ. of Iowa . . . Tabor College . Saint Benedict’s College . Baker University . Highland University *... State Universitv* _ Washburn College* . Berc^a College* . Centi’c College . Cecilian College . Iventucky Military In¬ stitute.' Georgetown College . Kentucky University'. . . . •joqiaajq^ I— OOC50.- iC: cc X 0 d ■*r rr JO 0 0 — 0 0 T- • 0 . ~ 0 ©8 cc 0 d • CO 10 i- 0 0 CO CO Cl c: i • t-- LO -r X 0 d uo 0 0 5 0 • 1-^ • -H CO 10 0 CO • t- 10 CJ 01 C: i S'. CO > • r-f i-f tH r- Cl 1- • r-l X Ci Cl 0 • 0 to 0 CO 0 ^ : 0 ■ • • C c > — X • 0 to c > • • 0 • • • c X 0 X • CO d • • • c: ) • • lO 1-1 • ' >01 i i-H CO ; ; 0 ; ; 1 (N • Cl 0 or* • c© «: LO • • X 1 0 • 0 d 0 ”'0 rr lO 0 0 d ' d • ■ • r* ' ■ 'O Ci 0 ' 0 0 • LO X t-* 10 «:o d to J '• ' d CO ' ’n -'lO' i « occ^ CO — O't'Cs o gjt'r-aoQO(? •^ ■ ■ M C« :p :P, P 7-^1^ f 2P PP P :pg ^P£ <] 'ci-l _i2P • P I^J > cd > > M . ^ . o*^ o ^P^P'^Pm k: ^ ^ ^ o ® g :p : ■p ■ 3- ® 3 C3 2P l-iis ^P .-• -"F pPPPP ; 0^-5^ : 2A Fj :Pii.2 ■ 3 0 ■ ® 3b 3 g ^ b/j® P Of: ■ ;o ;C> ® 2 53 S &.p Spa I « b ® -2 o iPyi'PctP :'S : 2 •■5 '-P • ■ p' ■ ■ ;0 '.2 00 - a ®'^ “b®2^| I "rt Q ! "S ^oQp •^: . ® : ; ."2 .2 b •Up’ • S g 5 rs g § ^PuP 3® : 0-2 ) -li -F O ' Ip ® -j ® 3 o. ! c3 b. PP C O S 3p^ P^ ® ®--P fccF £ 3 ;a^pppo :P • ;n Ilf P o 3 CCOP ® : F p b 3 „ aS 9 P P5 ^ P3 2S| o :2iS o Ci lO cs r? o CD GC X CO CO )rbocr5roc^i>xrr)f^x<7>x^ } o c-r X iO X L-^ •»T o Ci o o c? > X X t- X t"- X X X t- X X X X rr X 10 rb C^ X O O CO O Cv ^ LO O X^CXi-»XXXX X O i'- T— » CO O ^ • iO o ; O O^ X 10 • CO CO ' X X 1-* X • X X > X »o I o o^ • X X ^1^ 00 JO Xl GO 'B .-p • 3 J ■ c3 ■p _ ;P ^ - 3 ■ - ~ v>( ® -» 'CO b cjj® 3 ^ppd 2p>p ©•'■p p-J'*^p3p64;I „'p .2 ?{ o 3 Ob'© 0^4^ 3 343 ® 3j F p 3 iT 2 F 1^ S * ® 3 P P -P ce'3 Jp|p-3‘# 13 3 : :bp-2 : i» ^ - c; o V) .-M ^ ®p-p ^-p-p 2.-. ^p'-p 2b^^p ® S3 3-p^ F-- X o o 2 3 ®>2 fP^z: ■ 2 g"® ®b F : ta P S -®3®.-4^ 20 ?rOP P C'Z9 F btb^® o tc?j® ® Fo ®PoP:3 3 © 5 o p =P c^pl^^P^Po 2 *-> P'i S.2P 3 F^P - oJ ^ ® jfj o _2® 3 © '3 ® "s -- P W P X c pi m F =b30 p rs 2 >-.4j '3Pm+jF®3®4-3 1“- o'3'cp C'^ O'Sb ^b’S^S PPPyiPfFPoCi^PraP^'l ^ : :p : d . . . ■ ‘2 ' *=® •)e ® • bcFP ' ® ?,2J ® §L®.g ®3 5, |=3lg|||^l^| " ' ^ C-P 3^ I = ©P' upp F', 3 © © ! b .S b _S rt ® >0 2 ■« 33 FbP > ®- t PM i|| bcS=3 P3^ .b'S 3 ^ rt b£ > ” O rF o — 3 P 3 3 ® ' © h:, ^ 07 ® 3 ip^-ss I ffoI X C: O — OJ CO -i* » (7J CJ CO CO CO CO CO ^ Statistics for 1871. i Cataloguo for 1871-72. (d) Proiossurs aud studeuts iu scieutilic course included. Table VIII. — Sfaiistlcs of nniversitics, colleges, and collegiate deiiartmenis for 1872 — CoiiUimciI. 7GG REPORT OF THE COMMISSIOXER OF EDUCATION. •9S.tn09 oyt|ii9iog •9S.moo •9[^nio^ •91BK •9[uni9^ i o o o •ai«re o o o o o o o o o o o o .-I O • O O O !M c: ro • o cj o o o o o o •9[t;ai9^ no o o o 00 o m ■QlVYl •sjopiij^sui JO jgqiuuj^ (H -ox ift •coc'ocjioooo •p9g;issB[onn s^aoprue jo joqnin^ •8(lll[S.I0889J0J(I p9Ai0pna[ •SJOJona::^9UI •B.iossojojd jn9pi89.i-nox; | g: \ •ejoseojojcl jaoptsajj 1 •Aj[i:vobj jo .Toquinn oioq.w « LO O Cl Cl 1.0 CO lo cc r: CM o lO "loIo CO co'< :phq :pi: si|^ r I--I C . P . • p i! ^ . ^ J '1 P ^ -p 2 1 J" S •P iC rP § mQ :pp P^pi- Sg« o|g ■a'-p g- ~ .rn P CS ‘ > >p ; > > 'C . CZ3 O ‘p .C! • o . O ® • O go.st;| ;.2 .2'p £.2 '4^ Ph® ®p^’P4 1.2 . p- O y . K O ® ® c P fP® p 2 cj O 1^ p : SP3 S P = O ! © ®S P P, : -p g.5 pC o :P^t: ip;^ ■UOIJ^ZCnisSjO JO 9JK(J 00 00 ^ rr 00 TO CD lO • LO O < M9:^J^qO JO 9JT?a[ o ■ ja ® ^ ^51 'g -b fa 1^-1 --a -g o §c P P ® Pi !C © P ® p3 s P Ifg f-i K t; S C-' o ^ •'P v2 pppooppa n 'Oiroo— 'XO'ooarjift o ?o ' 10 o f- rr 1.0 JO o 10 LO aooo ■QooL'C't-i^ooccouaO'X fN^VTiTi” oTov o CO T-i ro 10 o ■©> c© t’ -s- "O a3cocococot~-(^t^ CO O . S ® ‘•''A •' ^ ■ 2 ^ • © p I© '■IaKA fcc tX) bX)-; >-.©5 O •P .^r - . a ■ ■ O © . © “C— CO • © < D bip <3; bt" ©^ §.0 ® p p ® ® bc®-3 -o < ©-^.S ©PJr'i ©rP = — — ' bX) :A a ►-5 bX)+ •PQ g-cO^^ SslSlfi p: © >„" o > -P * _ _ O-P P .2 bx- © !/-5bf-iijabX; bx-gp ® ® ® g^.2 P .a a p a O ©rrro ^ gos-5|s«|6 P ^ o o » P ® 4^ 3 © ®irP Pi^ S,' O ^ LD g ^ ® 3 ® p ,£ P p g ® •jdqcan^ 'L'^OJ^GOC^O»^(MC^*^‘OCOr-'GD I Tf Tj- irC' o o i.O O O BT' O kO int John’s College* _ l....do . I _ ll87ol Eoman Cat] STATISTICAL TABLES. 767 ! 10 « Cl 1 . . .0 • X I ; I 1 1- • ?-• I lO • X 0 ot C3 0 0 0 ■ 0 0 ; CO . . . r^ -03 • . . Cl 'CO 10 d CO 0 ^ ^ ; X CO d ^ I 0 CO CM ct CO CO Ci CO 1 0 CO CO 0 ^ Cl C3 • lO rH . d 0 CO 0 • C3 0 X X -H CO • -^ CO I'* CO CO 03 X ic 0 X -r Cl CO rH CO • ^ d • T-H d CO • • 1 0 ^ ; ; . . .0 • ^ • • ' ^ ‘CO 'TP ('• Cl d CO • 0 ■ 1- d IT • rH • CO 0 •0 -O 0 0 0 t-* 10 0 10 ^ 0 X CO T3 01 CO 0 CO ^ 10 rH uo d CO CO Cl ^OOCOI^C^Of- »-HrHOX"^COi'-^3 d rH ,-i rH CO 0 X CO CO X »0 C3 0 X 0 CO £- i'"T CO IT. rH ~(bld~do~Qr^^d TT 0 0 X t-h — — CO C3 Cl 0 i,-3 p 1.0 10 CO 0 X CO 18 81; CO — Xt^Tt<»0 i-H^C0Od'?tCOCI di-Hi-HOO^rOt-X rH ^ ^ Cd ^ CO X -I' g d d CO CO CO CO rH CO CO -3 r-i CO CO d r-1 1 1 1 CO X d CO d 10 1 2 Cl d d tH CO • • t>* rt« ^ c< 1 CO X 0 10 0 0 rH 0 CO Cl 00 ■ 1 0 0 d " i C3 Tj^ rH 0 0 3 1 14 10 1 ft 0 I d> d CO 0 0 CO— 'Cl -Cl OOOrHOOCI tHO 'rH -03 r-1 d • ; * ; COdCOCICOOrHrH rH CO Cl rH ■ 0 0 * 11 0 TfCOCOCOrH LOOOllOr^O’Tl^ rH'O-OCI rH CO rH rH • 0 03 X 03 03't-» CO rH CO X 1 CO ^ rH 0 ; ^ rHt-HOI-HrHCO-Hrt^OTj'O rHOOOrHOCi -OO • : : 000 ‘O • rH CO Cl CO « . . ; ft ft ; Cl C3r0'«^r--C0CO— i^iOdX C3LOC3iOXl'-d '^LOcOX'^C3COC^ — ^ Cl — < d — < d CO t^ioc-coi^cot^— >>>PcO> > ^ o . ^ r*'^ rv> . T A-» pqKj^PoPPoPHH^'^j .^ajpdtpd^®_cg H >■ >'3 t>.’d !> >-’P i> t> i> t' >H t>'^^ I— loi)go .o .ao .oa . .©aaa .a-t^'d p:ip^;l^dPddp^P'^dPiP<1PdpHddddp p i=5 c. ^ ft a o-d P 3 ^ ^ 0. ^ » cc ,'S^'C oO o g ®^-' ft ad a. -4^ a a a ' a 9d OPPP 5ppI '.jt o 3 a 'a a.2 ; q ft :dp - . « a-;3 oft'^ ® a s ftS a a 3 o o a o ® go p^;2iMfzigpH^ • fta 4J6cJ 2 “ a ? pp;^d II ; : il :F : o o • • • o • g^ • CO CQ • * *4^ ' ^ O) ^ II M it \'^t : : is ;^P-2 pj ® a ; 0 , d c: a|S“1^® CO 0 0 ‘ o t\ o ^ ,A h'fjO ^ 0 * .2 o ^ ^ 0 :!^ ifS.' Pr-" So : 2 3ft dd oSAiPo^d^SpoXl^Spd 3 «3 ' ^Anr oux>aoGOcDxnoa)X)QOi^ I o lO t-h t>« o >OC5t^COt^ > 00 I- 00 00 GO O CO C>? '»?’ o C^ — lO CO »r: j'- o IQ CO id OOOOOOGO'X)XGOa) CO CJ O '^^ CO 1.-3 {>• T lO rH TT' (TJ Tp CO c X X X X X X X c X X X X X X X X X X X X • O X O CO T}1 o C3 • O -i i- • O CO o • CO lO Oi .“O CO ‘O • LO O -1* ■ i--* O iro • XXXXXXX 'XXX ‘XXX uO CO »C 03 O ’*?* X CO o a'^ nV ® p-alad : o <1> ® ■ ■ oodopp^ s :g i CS -^ -- ^■s S g 3 n> s dco7:-pp Pp : : ; :ft . a’l^.Sl o^- ■ a a: a: •;■ -a ; .cP5| -a^a'a^-a ' o 3III i'aS S^H^^po : ift-ld OpOdaa o . ..3 o . . • ! ift'd ; ; o :oP.o : ::q ft g a-.a o o : ^.ftOQ.Saftft - .a;’ oft ®'T'-o'ftOft aOo'3 o aftP j; S ^ a'P ” P P ft - oftftOa' P3-g = 0 2‘-£d<1P?SO^fta ^ ^ 2-|| i|| Il'S.altil PftpHrqSf^OOP:c«jHo :o oPP .2 .2 • C ft ft • ; 00.0 . 1^0.2 O p a tcso a a +j .. -a o a a O a^ o'a'O ‘ hU® a a t I ’• H a : : i^'i o d a I a ta.2 _ |>aPdo §0> gP gd -—ft a'o Kid'S ^ 2 ..^'3 6 raP'a od'ar’^P • -d lA ■'^ ba- Cj ® ^ t£) Hh . P < ® ® 2 " cO o ou- ^ ? ®^ a gP ?r§[d 26^ o_^.^dP^ft £g3o ®^.Sft S-^-Sd®3dOrl£PP'Sa«^ a ccS d ® a 'I- .a . ; p^f fcc >> ■d o 2 Si ■CO ic g q 2 S O c .ad; ®co ■-1 n o ir: ® •- a a as ti aft^3“a^-toa •g'aP £ aj^ ^-1-= 2 d!»KP:»PS d-ga5S§^POd^:::aad“f 333 - a.2i®^p d’d d 'g ^ ft M.aft.a 51 Sift — ad ®’— a a ISdddccpfd ""ll^HPOPccS > ® ® >-.' ' 'a : ® ft a "c ® : -& bt'S .3 Jf's l|?iaj^®“§s£|po:3s ft;.ibCK_ft3ftaaO- Od ' ~ a ® ® 3 o - ft d >1 ir . .' ijCSSC- ='.' g-Si-^ riPs ss'-ilSS^^^^ssiSsn-m P ^ 0 ^ ^ V) t: ^ 0 0 r-, 0 a a.gP'Sdftftft a ) a-ft aaoda^a*^"^ I a a d l” P a o 2 3-3 ® O ft ad IdPP^oSSdoSpr^Pd a o ^ ^ ^ o 2"£ ad ® ^ft.g §3! -ft r- go p O' > O O aJ CO ■ Statistics for 1871. t Catalogue for 1871-’72. Table Ylll.—Statistics of universities, coileges, and collegiate departmenis for 1872— Coutiimetl. 768 REPORT OF THE COMMISSIONER OF EDUCATION. •os.raoD ogijaaiog H et 00 0 Cl ; ‘ •8lt3K § : s rr 0 TP r-i . . . CO ; ; 1 •esanoo 3JB[S9[[00 •Giuoiax C5 H 0 ; i i to •aiBK X i H JC 0 d s C( ■ TP ‘TP CMC CO J CO TP Cl 0 Qi 0 CO CO "S 0 •9{Bni9X j ^ - 0 C5 0 CO • • • Tp r-H >0 •0ITJK 3 1 CO 0 0 1- 0 Cl TP CO 1-- Oi • 0 CM GO CO ^ TP t- • GO CO 0 (M 0 CO •1T3;0X •s.io'^on.i^sai jo xaqaiuj^ m • Cl 00 •pagtesBpnn s:^aapllC|.s jo jaqtimx; •sdiqsiossajoJcT paAiopug; 1 3 •sjojnx H o o Cl O CO d •sjo:>on.i!)sn]; •s.ioesqTOjd ^nap;sa>t-nojq; | o ^ o « •s.iossajojd jaappajj; | aO | i'- --c c; LO I JO jaqamn opg^M I « C3 «c o o o lo ».o c3 ® . wi| :P ' aiij ' 3 ® 3 2 Ht> -rl tod ■P qtiP a' OH- > >fr! Cx >>[-■> ®® .®'^®®0® i_] • 2 P „ '-r S • ■ 2 _ 1 11 111 : 5®s(-;ijc® :Soj p4>:^ ®oo®®® pp ipppf •uotptJzin^tS.TO ,)o •joita'sqo JO oj-bq; p. • p :Pi3 .2 g i P o 1 2I ® i pp-e.-t: fi p-( ■ o ■_ o • =i “ I S ‘ 3 '£, •' ® • p gp :=2 . .2 ^ . i> ’;p 03 . Or^ ? . V. . . . . a ^ . : : : : .•'cl : \ . . a . . • o ■ . . g +i o o iii i Mill P3 2 ' ® ®pps . ci n'S^Gi ci ci •0®.2® P00 ■§ 3 be 3 rt a fl s S-SA g a ® c3 c; - & a ® -a sH - ■ _ _ a a a ^ ® ® a o o o j, w p-( w ^ w w w' w *0 o . . _ o ' ■• GO GO 00 GO ( IC -rf* O O ^ fo 1-H o 'TJ ri 00 i> rs 10 j> CO GO 00 CO O TO LO O »0 O — ' 'O GO GO GO GO 00 ' CM O? (7J C5 ' to CC 10 Tf ' 00 GO 00 t^ CO t- o o 00 00 ' t- 00 CO O O (M CO I O GO CM O CO 0 ' GO '00 aj 00 CO GO 00 Tr i-- o 10 tH CO GO GO 00 ’ 00 fl 0 2^*^ • *S c O 5 0^ ^ ^ Oi Oig O p 2 fecSlfllll caKaSaat-H . , ce : -P-i , ■ c3 ® a- a a: ^ Islf-S • • c3 • 58 • • ■ . a :p H a =8 : 'a 18 a ^ ® /- 'a "2 •C! ^ ^ r-) C>— ^ P . . W w ^ C3 O C ^ wU t> ^ OPPOP btg ® o ® *■■ ta j -b® ? ® fpQ^ ”51 fcfLll: al H5 be ^ _ _ 8,- W • ^ ® ^ ©PmO"© — ■gS'o^ca'a 'g o wp a«3 cdA"'g i bc O O £. ® a3 «|o £fO ®3 a ! - . [a gc5^ a ® ll-aA^^'g C3 ^ 'o fr 2 ■-« -S 'a 2 a a ®--H .w:a©oc-arej8®aP®'S.a'-'258K.arta^ PP?^<1PP RH^Pp^PH PMP- .00 • • • • d • 1.0 jJs y.f 051 ' O lO d lO CO GO CO • d l'- d • ri< .-H LO • CO GO TJI . tH Cl d • r-1 • tH Cl lO 115 O CO CO G5 'Tf O CO CO O IIO d lO r- 00 GO 1 • d i> CO • ^ ^ CO • CO GO 00 ■ d CO • r-t ‘d-d ic 00 00 rp O CO CO d d rH Cl T-H J ■ -O' d CO • CO i- 1- d 23 130 00 ' CO c ir o o o f- lO o • d O • • • t-H CO • iq -o • • • cq • • OO GO ! ; ^ ^ • i 1 : O ro CO t-H o * O rH tH 1 1 00 O ; ^ o o • c O d ^ tH d o LO o a? iH rH ' o o • ^ Cl o o o LO CO • CO CO CO r- ^ • LO i-- CO • CO o ^ • t > d 00 d 00 CO 'Jj* O ^ rl r-* d Cl O ; O d ; ; d • 1 o o^. • • CO • LO rH r-^ . • ^ o "o o 1-- d c; o o CO CO i> 'Cf • GO O CO ’• CO O lO 00 • Cl O 00 • m i> 30 i-- CO LO LO i> t- CO o ^ lO d lo 00 CO CO i> ^ co d com CO coLooocsooo ^ d d •000"^i>CO 000^10 L.D . L. D . r _ 5 CO d P ! 2 § p p , 1 Ipp b'p P ip i tT _L£ 1 ^ a ^ \< d p« “i a Jp < p p ph : fccp i 0 2'i;p i .PP8 5 s o :p P 1 p a i p" _j i-n i :P i f=ipp I 11^ o i£,^- 3^ % 5 o ^ p _® ® ^ a i£ ce lAo}^ M !21P^ fc> >•>->■ <1 o M ^ ci t-sf^ > t> ® ® M'?^ a 1^ H Ih 'p * rP P ""pc «"t^3 *-■">> ® h-^ S ® Ph MPh . .®opS .®o^-oo pq<10UP?PPOp:ipHSp^pH P^- 2 p# ° H ^ >' CO t> ® . ffl MoPh ^ ; rt p ■ ® "Sp: ^ O pPi -^i P 02 ?•? ? pJ;^ ^ PhO 82 ® ^ 'Ph a M 8 pi w ^ o .So 25-^5 "o A "S ® :A§ p £ p 2 o Pnp:) 3 ® ® ® P P o cog >2i;^pH fp :^oph d ;d P I'S 'T 0*0^ m \xn^ p^ ■ a -p p^ :h A ®| ® m 3cOf^ * 1820 CO C5 d CO CO o X X X O CO CO LO CO XXX 1765 C5 *sO X O X r-H 05 CO X t^ LO CO lO lO CO X X X X X 1868 1868 • lO Oi . CO CO ' X X 1842 1819 1848 1866 L0l^XXCiTtXXXXXXXXXi^X' 1832 1824 1838 X CO d CO CO o XXX ;2??^ XXX 1764 1785 1801 1851 1858 1867 1868 1868 . . o >:2 1842 1842 1866 LO X • ‘CO ■ -O i'- CO O TJ< X CO >0 • • lO ■ lO X 'GP CO t'- X X • 'X • X X i> X O PO • CO r-J . X X • PP pp^ p'*^ p- ® o' o J I p® 3^-3 A? "S P3 g a mm^ p p p PhP^o p P^ ^ « , p p ' .2 ® P : : :oc O' Q c/2 2- p-C/2 ^-TCP^® 2. S' 5 5 J ^g pitlsf p. pH ® o" H5 p t- P H -t^ u eOcoF<1 PPO c- ^ ^ ®-pcP o P P P Pk> i-s i-i M ? ® a ^ ll^l r* ^ ^ _0_0 P ico^^^d ; v> : ■ ® ■ . : ■ ® j X H : • ^ •H ®- :dl>- t.^®H^,§ " “ P ® X P ;-’^' p O 3 O O n rr ^ ^ P ’ “ O :h • oH> S 5 ^ - 2i_P'3 2 = 21^ £ ®^.£f®cp -p PiO.pp: p: P ® o -P p; -g o A iS g -P o p-p §1 ^ ^ 5 I • • ;2 ® • tjD “ : : ® 8® '-A -S|? 2 >d O'Tr vgq >•2 218® = :^ § atdloP'ES ”>2qp H M H H H CO : ^ • * * • C3 1 po 1 ; ; ; to ; -2:3 ■<-■•• 2h ’ to ‘ ' • c/3 . to £ 03 p a ■|t«l^ : > 0-5 O .• cn 2 2; bc.^^ £1 O ® P o-pp ■PJ ®^ g O'-' al^di.^So'^l^l'l®® .pP0^.2'g;3®p)|p2 __ cj p t>0 i^^H.oH .'jgH'k^a &c® Pot o-^- P ^3o3«..®®“d.2P.2®«2' « dp Mo pPt^M 32 A 3.-^ iP^ ®t3 S 2 p ■-! 3 O M A-d O ” O ® a SP ad A.2§2^b:S8®8 O pi-sPt>= ^ ^ P.2^0 3 £=^Op .p oO > ® o ^ p H > A-H ® t>i p ’S .2 pi pP ■g p A a o 's 8 p g ’S ^ .o bCt>i..!>ci-P^'gA8>2^ "■p A'a 0-3 po pddp ^ HcoPPpapap o Pp o^ p 0-+- ® ^|®P a a*5 2 -- rt a g WPW i 0 CG r-< O CO G1 1-i CS • O C5 CO Students. •oiBuia^ j £ O 1 • O CO ^ 1 tt CO o o o •9IBK 16 CO n CG GC o o CO i-o LO o:. o o o 06 C^I C5 •Ptox 2 1 Ol IC ro CG GO GO CO O 0^ » o CO o o o o o »i0 o uo lO OJ o •sjoi^onj^jsni jo joqranjg; | ^ oi 00 (Gl 1 O O) o •pogissnpnn sjuapnje jo j-aqninjg; 2 1 . • i-( • • ; ; ^ ^ . . . . o ; ; ; 1 CO : rp . a 2 « o il •sdiqsjoseojojd paAvopng; ♦ 2 i o o 1 o ro •o • • • Tf •eiojnx ^ 1 o (M rH r-l C< rl O J ; (M r-1 ^ 0< J •sjojonjjsui 1 ® j H 1 lO t> 00 o CO iOt- 1 O 00 11 2 2 •8.ioe89|Ojd ^napisaj-no^ | g- | •ejoseajojd j at) JO jogmiia oioqAi I QO O O O rs lO Hi d O ffl « d •tS cecu' s :R ^ a , JZ'Zi §D§ S ^|P^P > > o o o ow wpNs pppp § a ^ o a ^ M-S a- ® o i 07 . S3 2P13 ^ 05 0^ o ppp c .2 S s'! : a .'-J ^ ^ : : § : 8 : |- : p ;.2 8-- 2 1(^.2 I illil ; “ ■'“1.1 ;?5 ll.i|l||»ll a.a ^ ci'aoy o 5- a a. .5 -iil S ® J S 5 [2; opMpS:.^^coajp Pou ■nai^'BZTUHSjo jo Cl CO -^out-»ir:cvt^oGCt-m -cof^ »o o ^ o *o o >o ^ *o • o r- coo COCOCOC/vCOGOGCCOQOGO 'CO'JD MO^J'BqO JO 9JBQ[ t>. o ' ' Tf » ’ 00 00 ( ' 00 I- ) rr O ) GO GO 02 I & . pa 5t> W : a :’3j : a 'afrt.a P ►i, a a 3 a^.a f>; fcti-a a -3 p p '“■^ a|3|p.d|ls\.a« iSldll a agio's 1® fcC -l-i (C ' a S- : : p © : a *0^4: ■Xt §c.t tr a 3 fcf.p5 o «> •'o‘p3 2 © « a ' -p ^33 ”p a'^o O bca.p J.; = P.P . a^i o >; o a o tjop -rp a -2 o 'o ^ PPO ' ” :.-§■§ ’ m O ' .2 f> o OJ \^IM ! ^ +p O 05 I p: ’S P "p I ^ a f3-a .2 ro g O O ^ O O © tt' o 03 8 .pc^^Sg-g §p3 5 ia5K^s^jdciC5C2S*^_^ cS O PPP P •joquitijsi; CO J> 00 c: O »-i C? COi'^ » STATISTICAL TABLES. 771 1-t • 00 Cl • ^ *00 ^ r- o 00 1 ^ Cl • • • O • ^ GC .c< t-OO rp • CO t- UO • O (N 56 4 . lo . O ; O ; ; 1 ©» tH T-l • IfS 19 1 2 iiO ; CO (N Ol ^ I J O 0^05 0 'GO Cl CC rH d tH • OO C5 Cl GO d CO — 1 Ol Cl Kcv. John Early, S. J . i E. M. Gallaudet, Ph.D., LL.D J. C,. WfillinjT. EE. E . . ; Hftv. #7 amea (^Inrk . . 0. 0. Howard, LL. D . Eev. D. E. McFarland . John E. Park, M. D . F, N Hill _ at C 1 T P ! g !p !l IP 1 ) \ ) •s 1 1 1 ) t Catholic . National . !'9 ic Congregational . Presbyterian . Mormon . 'c > >. 1 i ) 1789 1864 1822 1858 1866 1870 1850 CO ic ^ t-H 00 1- ■ o • S ® ^ 2 ‘ 2 ^ • oo Pfi o' 9 O tJO ®.5 c o i 5 C . - -do . Santa F6, N. Mex . Salt Lake City, Utah. Seiittle, Wash Ter V anconver City, Wash Ter. Georgetown College . National Deaf-Mute Col¬ lege. ? <3 n . . Howard Univer-sity . S.anta F6 University*. . . . University of Deseret*.. U ni,versityof "W ashin gton Holy Angels College* . . . o-H fficoT} Cl Cl Cl Cl Cl 01 Cl Cl OiW 0 ^ 1 O CO " : •ojoiuoqdog •apnie^ © : : : : : TJ. : r •ai'Bj\[ (?< i-H . • o O r-( . . £s. •uautqsaj^ •atnnia^ : : : : : •apM S 1 . . O 1 « lo 1 • " : •e!^napn!).8 jo jaqiuujq; i£0 O • Ol • C5 O ♦ rH • rH • tH Oi • O 00 O o? • O rH o o o Location. Greenshor o u g h , Ala. Marion, Ala . Spring Hill, Ala. .. Talladega, Ala.... Tuscaloosa, Ala . . . Boonsboro. Ark . . . o o GO ^ College . I Woodlai STATISTICAL TABLES. 773 a M , .40 >5 CO cS O '=> s ■-< S 1-3 cj . a; o ® ci; a a 0) >.fc- ^ >-. si 3 H a nf^M 72 t; ^ ^ '^r-^OiC^ a 2 ce_^ S H £ £ £ t^. % a g a ^.§£| 3 3 3 0^ © a a ft of g ©'©©'©'’ ® ® a a a a a a 1-5 >-5 ^-5 bj 1-3 1-3 o ^ ® q a d s s ^3 ^ a? OP OJ 9 § &§ p 1-2 9 S 9 S I 3 3 ; 3 3 o o o o o o o o o o o o irf 23 o o o o o o o o o o o o o o c^ o o o o o aS oS of of i> o o o lO o o CO o ' o o o * o o o • o o o 1 of 2f • o o ' O c.? > O CO ofco" o o o o o o '^’'cf Tt* ^ o »n"o CO O I4O »o 00 o 10 00 (71 ^ (7 ? r-i -H ci 00 S22^S2S2Si3 CO CO CO 'i CO o CO 00 lOO^O'^rNi.ooooooo coa5^oc^2or-coof-t-HrH IS ^ \ } 01 \ 10 COO^hO ?g co rH C^ O in CO O CO ^ ' rH tH CO CO CO i-H ' ) CO O O -j< o > I T-l Ci rH Oi CO O S o CO CO C5 r- o o CO CO CO CO Tf rr ^00 •coc5oa>criO( 1*^^ •20COn‘C023'^* 7? o O 00 t-- O • TJ4 'TTt CO CO • § I lo m o »n I-* ^ Ci CO O 00 Oi ( ( O CO 00 Oi I 1 10 O ^ -- Ci o 3J p S.1 ; ‘ 3 3 3 o o 9 300 -*' ^ ^ f-T^ > ciOrhJwCb 3 3 - 2ii|2v“-/-=®lfi rtr§ g a § e|*3i t;-5 E: & « §a-3 o i: I > & • ill's ' aai ■ 00 :=!— „ ■ ©, Ti a l-a^^rdO,' ~r g^_|o a"® o § o o ° 3 "i^ o' ai a § i ® 3 ^00 t?£§g.2 :'^j2gp.t<0 aia>aci 'eiO-SLS^ejo a o ;> a ■’ ' f>s S2 3 cT'-'^ ^ IS = ■3 -91 •- rt * a ^ B'3 o :‘3 a-5 ^t|g|i&l|" i^g|2lt&Po5^-1 ’a >i a-.Jt aaa2a.'On;h> lll^lllliilll ^ : ®c|) a ® g g bca ® *■2 tt'o ft 3 ®j3 ^11 :|jfi •:4 c • o fcD © . , ; a ;o ® ’rS • >5 0.12 be M bx; y ® ^ ® S * bJC;>ibC> .73 ® > ®-?3:S S^-Sa ispfi § n:;i »ti55 Cf I 10 000 ‘t 1 000 ‘OS Cost of— •qjuoui aad pjBog; 36 r-i rl T-lrHC'^i-Hr-ii-lr-ir-t0^r^T-t01r-(C'i-H(?t Oi Ot (N •4* 4* S ot coQOO aoot ^ rH tH rS •raiaj jod uoTjiu jp n w $10 Free. 6- 9 7- 8 6-10 10 Free. Free. 8 50 8 9 ■ 8 50 0^ 0 CO 0 0 0 000 f^r-l COtl-OC^O OCOCO £ •JBO^ oi^SBxoqos ni sqoojii jo joqranx; 34 ococrjoocicor-oooioi-coo • ► • *(^00 000 ^ rr ^ TT CO ro CO « ^ ^ ^ TT •osjnoo UT 8.iB0i£ JO jaqninjvi; 33 •ediqsjBxoqos jo joqranj^ 0 1 GO 0 • • • lO 0 ® : : . 0 0 Collegiate department. •S9XBnpBjS jeod jo joqniiij^ s ! I 1 ® j : j ; CO . • r8 • CO 0 •joxnag •oiBoia^ 30 • ; (?} rH • CO 0 rH • (U (H T-t 1 •OIBH i ^ rH . t- Tt^ 0 ' CC a ; CO 0 1 1 •lojanp ' 1 ; CJ 1 1 CO 1 rn CtCiOt ^ I •91BK S 1 CC? 00 tH 0 1 1.0 01 ^ (M t-H CO CO GO • • rH • • •ojoraoqdog •oXBoia^j i S • ••JT 0 • • 1-H • Tf UO : : •91BK i i et 7 15 11 7 • 0 Oi • CO r-( t-O CO Gi -rp 0 Gt ^ ; ; •aoraqsaaji; •QXBraa^ 1 ^ • Tf x-( • CO 10 CO : ® P GO : : •9IBK I ^ i CO 0 0 ■ 0 C7 CO • CO Ci GO 0? j i •ejuoptijs JO aaqumi^ a* GO 00 GO ^ ^ CO CO 0 ^ 05 0 GO 0 CO Oi Gvi T-l r-l T— i GO ^ 05 t-* 'T rH G? 00 r-l iO CO bO C5 t- Location. « -Jfl- >8^91 c3 . i >? 2 >2 2 c § = a 5 p §3 I es It ii f if i1 E f-n >5 "I ^ Sii lit iiliili-sill-t *1 t-5 l-D ^ l-S H ^ >-D 1-5 M (-H III # ill >S 1-^ >-t>^-5 i 4, 000 2, 000 8, 000 35, 000 5, 000 10, 000 3, 000 20, 000 1,000 0, 800 4, 000 8, 000 2, 300 iiiiili i iiiiiilliii s cf x n 1^ oo" . • gf tt" jf -^r o' T-i'r-r cf o' 5, 500 520 7, 000 ii cf-r Sg|g s saas a SSS S55 i ^ O O 00 O 00 S o 18 15 25 14 1C 10 10-16 14-16 15 1 |SgS issfgas i Ids'll :| op53?|535pi^^ 1 1 1 1 r " ^ " ^ : : 5 ooo^^oooox ^ . TJ. TT TT Tii'ri>-r'^'r'V-^-pt'rt>'n''^ri<0'^'pr' C'O g}2$S 55 ; X 12 : pa : 8B55§^ : : : O O O • o o • • Tf • o» X CO ; • T-i QO . • o O 1 1 o • CO O O rH • i ^ ^ ; • ^ rH . • o o o o o 5^ « O O ; O T-i ao ass X r5 O 1 X C! O '55 1 ooo O ; ; O t’ 2 : rH i—l i-^ 1 TT O rM O O O o o o O 1 ^ CO O SIS S SS sss coo (?1 '» rf -1 ; -^ ; r*i X O o • ; O ic oi C X ,-5500000 rH CO O o • S CO 'X ct o SS o2:s -J, O O O • X ■ CJgo X ; ^ • o o o ■ coog« C O O 5< o o o TJ, t- O o gl -35 s-| ooo5i ";o";' ' cogo ^ i $gs ?5^ 55 "1 gss g5?3| ^ p -" Mi ' ' 2 «i 1 r 1 a ■ ^ •li| l"l aa ill :£o 't: • : ^•2 £ a i| il j fli Ji ; ^1 U-S| -.2 0 :aS|c ■1 ^ '■§ IplSmS 5 •1 irardean,Mo ) Mound, Mo bia. Mo _ ii-oli. Mo . . , w o^§oi:r->l2M:3 mm I t Divided into nine schools. Table VIII. — Statistics of universities, colleges, and collegiate depaiiments for 1872 — Continued. 776 REPORT OF THE COMMISSIONER OF EDUCATION. riji a 0 ^ ^ 0^2 513 O Cfn M o| 8'^ a 2 ® -2 ©"'d § o . . ® O 0 0 0 0 . 35 OQ .03 33 Cti 2 « ® 2 2 2.P.S p; s H rC ' 73 ® o rS« •ijujciTj ui saniiip^ • 0 0 • • 0 0 • I tt 0 ' • -oo -ooo -ooo • » 'OO ‘OOO -ooo • • i 2.2 'H -t^+c) o O 2 OT W" ® tO«-c: 20'S3r=3fl^a-2i®2® ■ ® « O’C 2! 2 g ^ P p «2 <1 <1 <1 P [>^ K*< §1 O 3 ct ^ 00 o ^■2 ©c ^ 2 '^'32 ^ 2a 3 o O 3.2 ” 8 5a.g fcC • fcJ3-= T‘ 23 :2 s ©- ® O ■ 133 . bC® = ® 2 ... bfi 2 22 Ec " o 93h;i-j = 30 o M 0.-^^ ..o M- -f, oCias’ 2 5 si=.S° ‘0-= 2.2 &p o'? 8^-S ^P = ® O bc^:- “ 2 ®0 2 tl 2 fcc^p ® ©Jilt'd ® *=<^0 ‘='.2'? '^”'02320 c'0'0 ® ’2 -Rp s = D 2 O d Q S'P 2;i3m<^pP2iE®oa?Ohc ‘p S 2 CC® 2 2w = opP-2 cP a 22py2rtp^ s oc£. ^ ci o ^ ^ rt ^ l?4 OJpMCCPOPPpPCC^COCOP ffiOpTiP Maqranx - ^ CO 1.(0 O CO ) no 1-0 LO iC o 10 iC 10 •dbai STATISTICAL TABLES. 777 5 i' a' : rti-5 r- >-. ?:; c3 d i ^ ®r5 © O 3 S 0 3 rg g I ^ 1-3 rp 3 c5 ”d3ct 2 S't;® H . (7? OJ ^ cd o ^ • CO . © O Op ©-3 O' ©rp ©rp t^d vf,©" _ _ _ 30S©.^'P=®3 •-pt'P^P ^P^^P^^P^P<1‘^ ‘ CO m •*-' (7^ 4-> , : d p o o o o o c: o ^ o — L-f rf o' ».o o o o o ■ o o o O O CO o o o o ro o rj' o O O O O O O LO o ) CO '-' OO T^ o : O O Pcd'o' o o o o o o o o O O O 00 O O O I o i.o o ; oi cf CO* . 0 M • . Cl t-h CM • 1 . 10 CO 0 0 X to 0 . • d Cl CO Cl T-- ^ ^ 0 CO 0 Cl • lO OO'n^ClOOOO-^d'^^-^dCOO’^^X-^ClOCli^'^ 0 • < X ' ( ix 0 : ! ! 0 'i CO 0 CO 0 ^ 0 • 'T* *1 S 'T* 1 1 I 1 1 ’-H 1— t rH i—t Cl T—l t-H . XCl coco 000 CIO X xco e ' , . ^ tH tH o O O LO O t-H 1-! CO o o iOO(0^OO OOOO’ iiHrH OO tPCOt-HtHt ) (M O O O Ol ( ! rH --H Oi Gjt C< T-. 00 1-i »o )OOiOooc^cooaicoo OOOOOOOOQOOOC •^tt'co'^’^co^coco'^: OOOOJ ‘O— 'OOlO O ‘CM • O 1 o o o o o ' — I — I CO O CO ^ 00 O ' < CO 01 LO • O • 'O 00 • »— CM O CO — o < CM r-i CO C? CM CM Cl ^ * CO 00 i'- O CO O 'X ' (M Oi CM CM CO (M to CM • . S CO CM O O X Cv? o Q X o5 01 I CO CO ; ' tH O ^ < LO CO r- C5 ^ kO Cl ' lO X CO CO CO CM i>j •>! : 3 p- O o p'tx ©■33^0000 o © S j O : : : :p^m*‘P : ! o" 3 3 o ^ O CO if^.Sid o-- : g ^ af 0 p ; Sllllll^ •3.2 03 • '•” '-3 03:53 03 o'-S § g-.S oO - 0'^-3'®’.20-2 2pq-3_p .rp 0-33; 3-0 -3 g d'.-©"50/p p-3 2o5'3.9'3:3 ,5:3^ 3= 3 .2 3 ® ^-0 5 ^ OrS 3 0^'*^ s' ? ^ > ■ i I p 3 i Jp-2 a I J^.3 P'S-! 5|.2.S 03 ^ -3 © rt 2.2 3 g 3 o S t'g'S.^rv? © © oO 2 c oPOOPaM3^;2;odpMMHO:^^^MM^ 0^.2 o ® o'O o 2 ■‘^' § cc jp ;r-i ® 3 •.t^ 5 :^l © opa fcil >.© :.t;ob£^.d ^ © P fcC A?. 'o ® O' K. ® ” >>fcn ^ 3 Obfi>©^«^3p^ tCp^P^Sr" 0^0 - P 'O O 3 p ^ ^ 3 t-. >,- d O l-sSlglffPli +j5.2 3*=-/-3spaP®3o'3 'ppo O O O CJ5333 «2P3ooooSppPcc; ' o ■ • ■ oj ^ pa ^'2®©>ip32 3 sJ p Sc oD ® o ^ a fcc.3 Li. f^©^tc^pap.33p ..3 — Jp O ©3;^ ©".P-3.^3 |g2 255.g=^>c^' d|d-g||.2|.3 3 5 ig?c®©iolf5^«® £|p^^ S 2®.b bC®.-.33 3= 1^® 0= OO g • • ■ i? ® to >00 >.-p gf, o fct Cf.— 'fi ?® C fcC _ mSP5 b= S'? ==. 06 ?=6’s'^ ?,?' =) 9''~^ S®o2:3 a ®m'233 -o 2‘'2tlU'9 2^d'°S.2'~^®'3'^3a'p9©©'o3'?g©©c3ci ■d-2 3's 2 §.2 3 2 g S S-g a^3ia ®^.i:;2pO .5 t'g 1 10 CO X CO o X Ci O tH CM CO -c to O l'- X C5 O ^ CM CO 1-0 CO X CO O -H ^ ^ t^t-XXX'XXX XXXXC5C5C5 05OC5C:CiC:C0OOOOC0OOOO _ rHrHr^rHrHr^rHrH r-lOlClClCi(MClCMd Cl CM 211 Willamette Uuiversity.J Salem, Oregon . Table VIII. — Statistics of universities, colleges, and collegiate departments for 1872 — Continued. 778 KEPORT OF THE COMMISSIONER OF EDUCATION. ^ p_c3 “ a ci-i a s 3 - 2 s H rt ^ 5 “ . . — o o 0^.3 a 5 a H ^ ® o ® c a a a a a aiH a a a a a 1-5 h) i-s i-a •AjB.iqT| ui saninio^ O (5f c; O i: _ CM ro I 00 t-h o e 00 I •uiio:^ .lod uOT^iiix JB9 A opsupqoe ui sq99M. jo a9qniuj^ 1 SI O S3 O Ci S5 o I M 55 -a* CS 50 'T' O CM O O •gsjiioD at S.1B9A ,;o a9qiunjq; •sdiqs.ii3[oqos jo J9qmujq; •e9!^Biip'B.i9 ^^sod JO jgqomjq; •JOT nog •9[Bra9^ LO la C3 o LS ' i ^ •iomnj" •9tBra9^ QO •oi^H •gaoraoqdog •9It3Ul9^ •9ii?K O O t-. t- lO •9tBm9^ •U9raq89J^ •9113K 50 •ejtropnjg jo J9qniiij^ ^ a a rt 5 ^ ‘S a a s a t> rt a :^.a " a a a r- a ^ « § p aj a H es a a a c« QHh^Ol-i a C? l2 r3 „ ' vJDa:'^ 3 O -3 iJp-j X o 2 = o-O'S-i s S-a >5^ 33 aj'T « S a n o o te 2 te a M ®a3::3r3n3 ® O o ® ■ • S" a a 3 a PQ| 0102 a ci pa ® A fcr^2^ 'c ® >''S • ® ?f*ao'^ ^a: o'.S aaPa! fcD~^ flTtiWils 'aJ3a!pa''a3=a » a cs PMpPnfa ^ a 6 a^ ® O 5? ^:C • O • &c2 -2 : if a ® a .--; a bX^ • A ^ 20 s33:3c5 iC :::> > 0-23^ 3-^ d ^|a^3^So'3. t> OJ > o sro o at3Er-3^I^SJ " ■ 5 CO a .a a o I ■3 g P > d 2 'fe a 2 a® a a ® M a .: o|-§ 2- ® a ill ^2 ® mzi a^ >0 •a a f-i ei ' aJl-a^^rJatC a«a a ■? ■jgqniufj; ‘^”312 — 2® oi Cl Si c? Si Cl Si Cl (ii lOlC^O^ • 00 05 O — f ^ Cl C7< CM ■Wednesday before July 3. September, first -week. July 10. July. June, last Wedne.sday. June 29. STATISTICAL TABLES 1 M i| ^ 1 111 u 1 a 1 10 0 ^ y £=JJ3 Sl s -Is j II-- . I ii| II 1 ill 1“ llti t-s hshs h5 S June, last Thursday. June, second Wednesday. July, second Wednesday. Do. June 25. Thursday before July 4. June, first Wednesday. June. June, fourth Thursday. July 4. -<1 July 1. 00 8, 750 6, 000 42, 000 27, 000 iiiii in : ;i ii : 1 isii i • o' o'r-r : iiiiiii i 37, 000 13, 580 7, 000 10, 000 5, 000 3, 000 101 16 \m 15 15 15 10-14 12-15 9 r m 2 ^•oo'ooo J25522 2 S ; ^ Cl 4 a fo ® 2|S SSS |SS|| s S 2 - ^ 24-36 30 ji i" i 2 i 4-6 «130 60 a50 15 15 56-84 37. 50 75 aOO 50 100 100 # a70-80 ; 40 40 :o ooo o O^oo;. rr^r . TfTT ■ Tj. .TP^rr}. .T)> rj-rji 1 1 o 1 I • cc : ^ -.n : : • O • T-t O 1 1 1 1 . • o O JO t- ; S? : 14 50 0 ■ *0 1 o . o 1 • . .o ;00 ■ ; . -c =. C? Cl ; • S • : : : : i ; ; ; ;0 ; 1 j : : : : CS 00 • 'TfOJTJ. 0(N S : . . . . j— cn o 1 :3 i i - i * ^ * 1 1 * 1 O II 1 1 1 1 1 O • 1 . . . 1 . QO CD 1-1 1 S : ^ : i- : i s i : S : . . . .«r . . . 1 1 1 1 ; • ; ; Cl ; ; ; .36 18 13 : ^ : : : : ^ : 1 CO 1 1 1 ' - : : : ' • ^ i i - : • o • • tH • : : : :^ : : : : : : : : : : : s i « i i : 2^ : ; : : 3 : : jSSS : i i - : 100 112 44 145 224 : : ^ :: I I i ^ 111 S s ' ■Si |3| fl|.Ef = •s l‘?§ ■' rt c: . o;i, o ; ^ fe&fe S55 c •oq : ; : : : j|jii .2 f 1 1 1 N gil” i =H l^s ^ if ifiri ij im - do . - do . . . Sewanee, Tenn. . . . Austin, Tex . Brownsville, Tex. . tralveston, Tex - Henderson, Tex . . . Indopeudence,Tex. Waco, Tex . Burlington, Vt _ Middlebury, Vt ... Northfield, Vt . Ashland, Va . (Jliarlottesville, Va. Emory, Va . 1 I I N N ' 1 ’ I rill IW a . lllli oaiuu V luucpuu o vyuiicj^o. . Brown University . (lolle‘'e of Charleston . . . . University of South Car¬ olina. AMiriuitii uuivorsity . Chitlin University . Wolford Colleu;o . Newberry Colio»o . East Tennessee 'Weslyan University. King College . (xieenvillo and Tuscu- luin College. West Tennessee College. Jonesborougb College ... East Tennessee Univer- Cum'berland University. ]Mary ville College . ; £ 1 i > c 3 E- !l lege. University of Nashville. Eisk Univer.sity . . Unis-ersity of the South. Texas Military Institute. Saint Joseph’s College. . . U niversity ot saint Maiy. Henderson College . Baylor University . AVaco University . University of Vermont.. Middlebury College . Norwich University, (military.) Randolph'Macon College. University of Virginia.. Emory and Henry College Hampden Sidney College. AVashington and Lee UniveVsity. Virginia Military Insti¬ tute. Richmond College . s 5ii ill siiis IS 111 sii i Sigaiiiiiiii iiii g s i Table VIII. — Statistics of universities, colleges, and collegiate departments for 1872 — Contiiinecl. 780 REPORT OF THE COMMISSIONER OF EDUCATION. Time of commoncenierit. 38 June 18. J uly 4. June, third Thursday. July 10. June, third Thursday. June, last Thursday. July, second Wednesday. June 26. Juno 19. June 26. July 9. June, last Wednesday. June, last Wednesday. June 27. July, last Wednesday. Jirno, last Wednesday. June, second Wednesday. •Aauaqix ui eoraa^o^^ w oo .oooooooo OO 'OOOOOOOO o o • o o m to ci to o o cT o' • CO CO o' i> r-T 2, 500 3, 000 • o o o o • o o o o • oo o o o • r-T o' o' « CO o to GO Cost of— •qjuoDi aad panog; » w oo OOCiOQOOO^OOO ^ r-1 O r-l o? r-l iO 1 1 OJ ) O C5 ^ O CO O . O O O lO O 00 . r-H LO cno t-H ♦ . CO • fo r:> •maoj jod iropinj, fcti w OO tOOOQOOCiC^OO^ lo ci • r- 00 o oo . o 00 CO ox O 1-i O • O T— t « 1 ^ •jboA oi'^sctoqos ui sjpoAi jo joqnmjq w O 00 o o o CO CO ^ Ci o o 00 CO CC CO CO O O (M O rp o O O t- COCO’^ TP^TP COTPCO •os.inoo ur sjboA jo joqranjq; eo w CO Tfi TJ. TP TJ' TP TP TT r- -01 TT 1- Tj. •sdiqsiTjpqas jo aoqranjq; 8 o LO ' o oi • ox 001 9U • o ; O 1 o Collegiate department. •eoj'enp'BjS jsod jo aaqranjq j O 1-1 • o o CO ; ;cn ; ; O ; O ; •joiuag •ojBiuag; © ea o •9iT?rs: © ct T-i c^' rp i6 00 • t-4 • TP rP CO Oi •joiunp •9inni9^ : : : : : ; CM O Oi rP •91BH S 1 ■ • o ■ c^^ iiO o t-i 00 q::* LO • tH ' CM CO CO tH •aaoraoqdog •a^nniag § 1 1 11 11 o •eiBK § 1 • ' S j ^ ox CO ox 0^ ■ t- O o t- •naoiqsajji; •otcoiaj; ?! 1 : Ol •9ieH W • • ox • 0^ • • O • o o o oo C'l ^ H Cl CO •r- l^r-t’r-QOQOQOQOGOQO OUOOGO 00C-. Cl CiOlCl cncM ci(NO cc O Cl 95 Cl Cl I Table Ylll.—Siatisiics of universities, colleges, and collegiate departments for 1872— Continued. Notk.— For statistics of the professional schools or departments connected -with any of these institutions, reference is made to tlie appropriate tables. 782 REPORT OF THE COMMISSIONER OF EDUCATION. , 'TiSl ex aaqo^oQ aoais exjiS pan seionSsT; T? 0 ^ - © 6 p a 0 0 2 3 0 0 0 S None. of 01 Degrees conferred at last commencement. •exWoipjL w C5 •sojxx^t; 'a; « i •00(1 -sni^ ' T-l C?! i 1 •s -a i © 1 0 t- •a’O •s 'K D •a 'a •a -R •a ’aa •a ’aa •a -a w 01 •a 'aa •a ’aa H •R -Y 0 Ci Cl c« i> w Tf •a -Y Ci « Cl • ( rH f-H 01 at 45 ■ =« "1'^ =: - cs" S yy fcjD o 3 o ^ - . e3 o pi c3 q 2 2 cfo 2^ O S.'S = c.ti S a) E-i H PP M fP <142!^ ® o =3_g ® ^ Ci • • tw i.'P -.J hPOco • -mminmin g5§ ,2 O'O 5,SyD O WO ki>Pl fcC • S • pO ; bC o ■ ^ £.4! ©4^=0 c O ,2 “ ;0 o bfiS ® • ® bC© 50.-? o 3,0 "T'i'TS OpibPP ® r 00® oji; o ©3j2 ^ E.o'^w O s cS S tH"J3 " 2 4.' S 3 4’k3 ■+- 5 c3 s p.2 '^►2®23t2^CL>£ 22o£to'2£‘Cp*j ® ^ .2 «■« rt 03 o £.-2 > ri 3 C*r-| H W«i-( 0!=!rKll2 ^.2 ®rt3 P rt-Sw^rt3‘3'3 n 2 i ® G KrcHPOoj^ ccPaDscPPcoPWO PPH o« p3 5 *o^^3 25 P g,w ^00 ^.a 8 >,3>5>,fl g ■joqxnux STATISTICAL TABLES. 783 stands for Hoi Table VIII. — StaiisUcs of universities, colleges, and collegiate departments for 1872 — Continued. 784 EEPORT OF THE COMM-ISSIONER OF EDUCATIOJT. 18 [ ‘ex Jaqoxoo bqjiS put? s^iocSaq; o o o i> rl ^ o o o Ci o o CO o o o OJ ^ o o OOP rl C O RR CO CO !-• CO 000 ‘8 © © p p o o RR •SAioqaj M Ci •saa^^aq; es •OOQ 'eni^ H •s -a © »^5 (^ »-l o CJ o •a -0 © o •S’K 00 « o 1 o •a 'a Ti< o •a -K © o •a 'aa L'a w a o •a 'aa 1 ^ o •a ‘a eo R rH CO td 0^ o R •a 'qa o ;a -qa H CO o •h;y © TJ< in. 2H. 16 11 o (M a T— 1 •a ’v © o ^ Of i-< C5 Tji CO ^ . c3 ' ' « ^ s i. m 9 !/! R ) > w cj o; RP J ^ 2 = =2 > fe w .t; M § & S O ^0.3 - -S'^ 'oc^g~M*^*^3.2ga ci W j2 -5,.^ ^ a s| c3Rt> a g ^c5RMM^^P-!a3!H> . 0.15 ; O “ • ■ o a pti , ’ ^ ' o' a p 0 ^ sf 00 ^ © bJC2- P OI O K © _^_® <2 ^<■•' |5|‘?||'sgf?ie=5ls|; I §R^o'^ i a^ §,1:^^ . . ■ o 20 ef-i > d •C bjD S‘2|| '3 cS CO c 0^|0 S 2 o.S^ a g CO 4^ © ■g 3 iSuH+^ocsn PPdP I © ©,p “ p o o'rt g S'rt © iOoM RMRcO RRc/5o •aaqniux STATISTICAL TABLES. 785 op §1 J! <1 I i 1 1 g c3 2 I- X in c it =8 n "t- = 2 If s o 80, 000 21, 500 11 s=*' § §2 a i c 1 c c ®*: s . o • a : o ooo o o ; ® oooooo o QO n CJ .-1 TT • O I • o :> ' o i i a aa ?0 CJfO a' a 3 a ; O ; ; ; CO 0 3IL lU. 111. • a a S' s ;■ O • O Cl c- c» : « «3: .o 3 i 1 S - "" ia . CJ a rr rr GO X- • t C^T-< -H CO £- O lO ^ ^ r: O^rl O TH Cl i o . o s o a ‘d s*::n IS' - r:! s' o:; 1 slj iij 1, ^ Jl 1"- .9 s ^.9 i. 1* 1 , 1 o c ill a c c c ® ^l=il2iisllS=SS2S SSSSISiil s SIS lilSISSS 50 E Table VIII. — Statistics of universities, colleges, and collegiate departments for 1872 — Contiuued. 786 EEPORT OF THE COMMISSIONEE OF EDUCATION. •T18T ‘ST .laqoioo 9oms syiS puB sapeSaT; o PJ o None. $9G, 500 GO, 000 470, 000 O o o Ol O lOO o O CJ o o O ^ CO o o LC* P o' o' of lo o ro lo 1-H ® o p P o o ;z;zi Degrees conferred at last* commencement. •SAioip^ M -g; e? •oog -snpj; O •s ‘a © CO J o •a D © •S -K 30 " : •a a •Q ’K © 00 3 Cl 'a'aa i-H Cl f4 Cl Cl itE i : a ‘aa o •a -a M p: Cl 3H. 4 TT ia ‘ w CO i tn cc i : ) » •a -aa w 5 p a aa H i : • •M -v © 9 H.23. 2 n.iG 4H.54 10 tr* 2 2H.15 G 2H.4 4 11 2H.27 •a ’Y © lO O G9 2H. 18 94 12 ..... O tH CO d I-H C p c p n i c r- ^ ) d 1 ^ i £ i 1 i ?c 1 Saint Joseph’s, Mo Saint T.oni,'^ Mn_ _ i i ; c ! , ? ' > c ■c > C > d 'c Hanover, N. H - NewBrunsw’k.N.J Princeton, N. J - South Orange, N. J Alfied. N. Y _ \ 'Iz > bj ' S t>i : a c !go - !z > 1 i 1 c 1 ; fz d , c ' a a C y r p 03 ^ :lli ItP O Hamilton, N. Y ... Ithaca,. N. Y _ * New York, N. “Y . . _ do . . • c c: 1 o I'C Name. H Johnson Male and Fe¬ male College. Saint, Panl’st Collofre _ P ) tc ll 1*5 : Saint Joseph’s College. . . Saint Louis University. . Washington University . Coll, of the Christ’n Rro’s. ) ) 1 ! < C ' bi ; c !| i ^ 1 'x > c: la Dartmouth College . Pnto-ers Cnllefre _ College of New Jersey . . Setnn Hall Colleii-p, _ Alfred Universitv . St. Bonavontura College. Saint Stephen’s College. . Brooklyn Collegiate and Polytechnic Institute. Saint .Tnhn’a Cnlleo-e _ Canisius College . Saint .Joseph’s College. . . St. Lawrence University Hamilton College . Saint .Tohn’.s Collep'e _ Id ’ A I'c || i'c > c p ' c 1 X i c 1^ 1 ! > I'a ) P ,P i'c ij College of the City of N. Y Coll, of St. Francis Xavier Cnlnnihia, ( lolle£re _ ' Manhattan College . I •i0qran^ 171 STATISTICAL TABLES. 787 5, 000 100, 000 no, 000 G50, 000 0 fl 0 1^ 15, 000 0 0 000 ‘1 016 ‘G 000 000 0 ro 0 irT ci" 0000 0000 0000 cT TfT o' o' . Cl tH None. None. 20. 000 24, 000 18, 000 None. None. - P * 0 # 3 CO CC IH.l r,^ i f p i ip p i 00 w P . Cl i 5 P i P ip i i 1 00 in 1 1= i Cl 3 H. i a Cl t= c iW l LO 5 p cc CTl CO H Cl m (TJ K CM £-• 0 1 11.11 •2 li.l-2 Cl A- i C'J 11 6 CO CO CO i CM CM 00 rr 0 0 d d wi 46 12' 13 00 00 i-- 1.0 0 00 rH CO Cl CO 4 17 1 H.24 ^ I ©" qO ; :Ao ' t- c >.2 : b 3f C. c ' fc c tc i io^oSgl •^-^'a 2 2 9'«'5 0;5,;ag 0-2 qIS ■ligg . CO q? 3 CO ^ • §1 I ilS :(§mmP w : 6poo3a 5 g-a.20 “ ''o; oO o ? ,-ffl>-.;0^ 20r5'2.2'5;aP?i3 7^-^ 2 a =s a ■ w 'C o o CLi £v - .O a ti pAO o a ^ > fcf |a 2 i sli i 5 I ^•■S'g.gle.p 1= § g^ = S £ iA-2A 2 ^ p3:g^-<<1p O 25 5^.=! 3111^ pp o .. • ® 125 -S Ap • s bc O. ® >A 'S'o 5,® 3 A > > 5 2 -a 'a 'a '3 2 a PPPc^P o ,3 +3 a> O CO .^ . _b 3 • .-S S tD ' ^ cc ^ o ^ 2 g bcP ® a; bo ® ?.A g ■=a g 5-3 0 0,5.= .= -Ill :3l?l a5»|32-3afeS^i5p fe=“"&S!3'S^-g^=fc >.«-g||&|||| £5|5l“R2:S^?liS3^o :?< ^ p a^ IF5 0= o3 >a^=s^ ® A ^A - a ap sA)p ©'-'.a A -a .00^ OggoO'g-gai^ ■“ ■3aSA-E5AA-ao: p^ ;z;^HPOPm;^ aaj ® ® pti. OOPPHpgc ! ^ .X O k^' lOl^Ps ^PP ® gf S g^.g g 32 ® s -a ra = A P^^^A p fcJDri . a> o . CO O • X3 • S ^®o ®H ■ 'tc 5f 'g o A > a ' feppc:>AA-S^ = ®7, bt.:j c: A^P a a>'-S 2 P 2 ®A ® a ©a: op a ©A 2 5ti>' S 2Aa:^ aA^' a a- I o o — I '^^ ro ■ ; QO 00 QO O; 00 tH rl T-l CM C< CM G< (7< (?J OJ C< C:< C50 — cMro-ri.o or- §3i5Jc5c3G O pH rtp; 9 '2. £ S o' o xnml^ Ph^(2 S 4^1 9 .o « .O Ph^ oc P- 53 S (Soo <© P £ £ oo bx;^ -.2 S ©"c 3 blO © bC - m ® '. „ :.2 a ' o -a ® o tcx " bC ^>a 'S 5 S f5t:=|p2-s| = |ag§:;a.a6||> ^ ■.^9bJCaH^*?r2-^S9-ea .2^:5 'S ^ © o bXi .?r‘2> •£ o o c bi;; CS ?:;=: a 33 9 Po -5“lli2i ! ; cc ■£ § £2^ II o’? a 5 ^£ ais«2-g > S ® o;a^ ® g ^ 2’a-a5£H^t> '^9.2 a yjo a g,= WQp P'5 ci ci C< CX OJ ex GX 'X 243 I Wolibrd Collc< STATISTICAL TABLES. 789 g o d 500 c; 1 p o : 1 4, 500 50 None. None. © © © a a a O C © o o Cl 000 ‘06 000 ‘6 20, 000 400 1,000 c c 18, 300 o o o lgT d © a o a CO X CD a ; TJ^ X 1 a ;? :d aa d a CO tc d i •a a CO CD tH C5 d , h • C -5 M fC i a d i a d a ia a d I P d i a H a ^ I CO C5 rH d w ;a « • Cl 2 10 1 H. CD X as CO — 1 w CO “o ■ d ^ Cl lO O ■ « Id ,-H d tH Ci CO CO c x bJ "a i d'H d 2 s H 'S a § a 3 © H ■’> § li Si CO i vine, xeuu- . . I'cesborougb, m. ville. Teun . . . nee. Tenn _ © ■H o H rS t« 'H c >1 o fH ' a •O a? M • • * O''* H : i ; ^ ' © t^! a b— : P.lll ' ^ c a >> 3" 5 a |1> 3 > o r3 1 >: 1 ^ ;3 -0 1> s c > ! • be P> ■ a t> l^-i i a §>"15 ^'|‘a3 CO ^a> O 50 ,2 -’> 1 o' o .s g 1^3 V :: X ^ 1 i^lllllSlII 3 lf-3 o = p §6® ‘bt'^ o o l|p bf) t Tt OT ;0 O D ct— c^o, = ■» ^ w - i> rt ■a > ^ 3 -a a: -a ^ a-a 3 H a .2 a o a 3 ^ bca ©"tc o a — ■ a a^ .a o ^ a S>3® o©, © a =e3 -.3 >-.'a!“3 j-a.a: a a ; a. M a o : ® « ba. il.^2 3 'da d d p:^PKa : 3 I- a^afe o3^ rrO:« a © '^ . . 24^1 © >, §1 §3 « "“Sms © '3 I ; ••a-d ® P K?il : a'a_®i^ bt • a :-3 t'-.a 4^ O ^ b § p 3 o -b ,b>^§|6|| 05 r ^ a? v: L> t- *- i. i:t>i>-^^ ^ ® ^ 5 pc K- r-" X >-3 dn O P 3?; 2 ^ oo r: o CiQl S C^ — ' c? r5 »(^ i.o >o Cl C^ lO 'O OO Ci o • o r- 00 o — ' Cl ' i - r- < - tj GO 00 ( ci Cl Cl Cl d Cl Cl < Table VIII. — Statistics of universities, colleges, and collegiate departments for 1872 — Continued. 730 EEPOET OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES, 791 List of colleges appearing in the report of 1871 from which no information has been received. Name. Location. Name. Location. La Grange College . ilcKciizie College . l*etaluma College . Union College . San Raphael College - Sonoma College . Washington College .... Atlaiita'Uuiversity . Clu'ist’s College . Quincy College . Jubilee College . Saint Patriek's College. . . JDunkard College . Erookvillo Colfege . Smithson College . Parson’s College . Uairlield College . Lane University . Leland University . Jefferson College . Borromeo College . Saint Philip’s College. . . . Hope College . Semple-Broaddus College Shaw University . Aleorn University . Oakland College . La Grange, Ala .... Bdte.svilie, Ark .... Petaluma, Cal . San Francisco, Cal.. San Raphael, Cal.. . Sonoma, Cal . Washington, Cal ... Atlanta, Ga . Montpelier, Ga . Quincy, Ill . Robin’s Nest, Ill . . . Ruma, Ill . Bouillon, lud . Brookvillo, Ind _ - . Ind . Ues Jloines, Iowa. . Fairheld, Iowa . Lecoinpton, Kans . . New Orleans, La . . . Saint Michael, La . . Pike.sville, Md . Detroit, Mich . Holland, Mich . Centro Hill, Miss., . . Holly Springs, Miss. Jackson, Miss . Oakland, Miss . Jefferson College . Woodland College . Saint Charles College . Univ'crsity of Nebraska . ... Burlington College . Martin Luther College . Saint Joseph’s College . University of North Carolina* 01 in College . Farmer’s College . Harlem Sinings College . Saint Louis College . Muskingum College . Corvallis College . Oregon State University . Oregon College . Philomath College . Avery College . Moravian College . Maiinouides College . Hiawassa College . Franklin College . Saint Mary’s College . Saint .John’s College . Wayland University . Carroll College . Washington, Miss. Indepciideneo, klo. Saint Charles, Mo. Lincdln, Nebr. Burlington, N. J. Butlalo, N. A'. Rhinecliff N. Y. Chapel Hill, N. C. Iredell County, N.C. College Hill, Ohio. H a r 1 e m Springs, Ohio. Louisville, Ohio. New Coneord, Ohio. Corvallis, Oreg. Eugene City, Oreg. Oregon City, Oreg. Philomath, Oreg. Allegheny City, Pa. Bethlehem, Pa. Philadelphia, Pa. Madisonville, Tenn. Nashville, Tenn. San Antonio, Texas. Norfolk, Va. Beaver Dam, Wls. Waukesha, Wis. * Suspended. The following-named institutions appearing in the report of 1871 are not known by this office to be now in existence. Name. Location. Remarks. Florence University . Wesleyan University . Marysville College . Brandywine College . Marshall College . Mendota College . Valparaiso College . Thompson University . Baton Rouge College . Mount Leblinon College . Jefferson City College . Congregational College . Genesee College . Presbyterian Synodical College Lookout Mountain Educational Institute. Colorado College . Aranama College . I Florence, x\la . Marysville, Cal . Brandywine, Del . Henry, Ill . Llemiota, Ill . Valparaiso, Ind . Baldwin, La . Baton Rouge, La . Mount Lebanon, La . Jefferson City, Alo . Fontanelle, liebr . Lima,N. Y . . .. Lagrange, Tenn . Lookout Mountain, Tenn Columbus, Texas . Goliad, Texas . Identical. Consolidated with Syracuse University. Susiiended. JIEMORANUA. East Alabama Male College. . . . Auburn, Ala Spring Hill College, (near Mobile; Spring Hill, Ala Pacifitc Methodist College . V acaville. Cal . . . Jarvis Hall Collegiate School _ Illinois Industrial University . . . Boston University . Palmyra College . . Hampton Normal Institute . Rensselaer Polytechnic Institute. German Wallace College . Colorado Territory . Urban a, Ill . Boston, Mass . Palmyra, Mo . IIam’’ton, Va . Troy, N. Y . Berea, Ohio . Janesville College Janesville, Wis Transferred to Agricultural and Mechan¬ ical College of Alabama. See Saint .Joseph’s College. See Pacific Methodist College, Santa Rosa, Cal. (Identical.) See Table VI. See Table X, Part I. Academical departmentnotyetoT'ganized. See Saint Paul’s College. (Identical.) See Table X. Part I. See Table X Part II. Conneoted with Baldwin University, Berea, Ohio. See Table V. Taiu.e IX.—SlalMics of institutions for the superior instruction of females for 1872; from replies to inquiries made hy the United States Bureau of Education. '92 EEPORT OF THE COMMISSIONER OF EDUCATION, •juaA tjjjnoj ao ‘aoinag •auoA [uiq; JO ‘ J O l ll 11 f' 1 •juaA ynooas JO ‘ojoLuoqdog •joaA c^gjg JO ‘ax3niqsajj[ guattUJTjdap Ajoj 1 g ^ I -BJTidajd ui jaqrnujq | 2 ^ I 2 •9|Bnia^ I •9[Baia^ •91BK •9iBni9;[ •9[BK C* ^5 • TT M I- rt o o •aoi;Baiuioa9p snoisqa^ : : §<4 ^ h-; © L* , ^ P" o "3 ^ i oj i 5^ c -=2 5 o ^ C = gj w5 Hw I oc ^ :|'^ ^'=3 pO ■; 2 « scdSOdrt <;ocfeOKO |.5§c^3§:^oo^g A 5 ® c3j=.p.q 'I i 2q 7=0® 5 o 22 :Oc- btp; o o . . ^^ : : : : g IS| 14^11^1 l=io:3o ''' :o ®"|ll’?l=|^|5ol-iolio5^IS - 1 ^^Pp'otcJoP 2’o3_ a:S2Sc c2A 2® “ 2®oPS22®rS'^C'a2C£o2a'o3_a:S2K22gic®S I S.S S;3;§ § § 1|P^ O' _ _ » _ 3Q pW fl-) »w r- -v C3 ^ C3 _ ^ ^ o ==^|® o ^O.Sy^ 'f Ap:iA I “ 'S "3 '7 §D 525 p^^ ^ 2 o a "o •jaqiunx : i- OC C-. O — Ci STATISTICAL TABLES. 793 Table IX. — Statistics of institutions /or the superior instruction of females — Continned. 794 REPORT OF THE COMMISSIONER OF EDUCATION. Students. Collegiate do- partinent. •jb3.£ q^jnoj JO ‘Joiuos 1> CO ; O I O ■ . CO •joaA p.iiqj ,10 ‘ j o I a n p CO \d id ■ 00 CO CO ■ •jcgA pnooas JO ‘ojouioqdog CO Ol GNJ ■ ‘ ' CO id ■j«oA isjq .10 ‘anuiqsajj[ o o CO 1 O lO TT . CO CO •jugiuj.iudgp Aaoj -n.iedoad ui agqranj^ 1 00 o CM CM L-D 1-1 O'^rCOCMCit^CCi^OO O CO • . o r-. t- • .CO It? . o « ro th O Professors aud instructors. No. non- resid’iit •gpuig^ Tf . rH ■ CM • •QIBPT (J7 • CO 07 CM tH • . . CM 1— < Number resid’nt. •opuiajj Ci o TT Ci CO Ci o rr CO 1 lO Ci O • CO CM ; T-l CM CC CO ; ’cr 1 t-h M ; ; ; CO ■ CM CO Wliole number. •oxmna^ 1 O IrtQO -^OCOTfOt-OClC'OOO •!3'CO 't-lOt-O-^CriCMrCl t-iO T-i • (M t-h CO T-I 07 ■ CO rH 07 •opK c c •CC^0-c^O • -C^E^CO ‘O ‘O CM(M • • -CCCOCCr-. CO^ Ol(M 1 • • 11^ III •uor^^aicaoaap enoiSip^i ;.2 .pqo oo ; . soo :oo ,p^p^ ,pq pqpq Pi : Q ; :cQ rt ^ t ^ = 5 "S "te M I I ..S §(P ® . hid'IP 3 ® PPSf^HPc/iPP<1jcr^PPppPPpqPiCC<1 - P ° — 2 "S <1 i i i 3 : = 2-3-y) : as . r.'^ O 3 f-*® • p;5 Q g : C 2 ^ • A .ti iS Sf ■O I ‘a* ::S|S3£o^g •ai7al gq; Saanp sap ^.og[ poB S4jiJ^ JO juuoaiy •jugcuAiopno jo janocaY •noijBzuiBSjo JO gjUQ; GO cn CO QO OOCOQOCOOOC 00 00 • 00 GO 00 GO ■ CO LO ' O lO ) CO CO UOIJUqO JO OJUQ • ^ ^ GO O ' . }^ O *0 : ■ CO CO GO 00 C • lO iO • CO ^ ' CiO • ir. 'O Id < coco • CO 00 GO o CO 'CO :a |5^M ^ B 2 • 3 2 " aaaopp -/H CD p a "i 3 3 ^ -3 3" '^■'A' r§ rB '3 3 CO i. B ^ * ' ? c Cm ' ' ^ ^ Op ^ o,:d • 'Pc'S ' 'PSa'^op ’ ' 'r-^S ' ',- - ^r— .OCCj P PHH !§ •r< >-> :a P3P3 3 3 ■ o o 3 CM O 2 ~!. / :3 r- 00 =4H S’ >■<1 o3 ^ o s O 3 fcB S 3 cp: |>, ^ GC 3 O C ^ g 3<^MO 3 .„<1H 3 ^2 j- loR r3 3 .C ® 3 O fc£ ® eta 2 3 ® 3 3 P> ^ ® 5 3 © 3 aP>P-(1 •JC9A pa099S JO ‘ojoiuoqdog O T-( • s • O TJ' J X r-t •JcoA jsjg; JO ‘n«niqs9.i,p T-l lO ^ r-( • X ■ o o •juann.iadop A.ioj -n.iKd8ad ui aoqmnjq 1 O O o X o ^ m X cTi i-t o X 30-40 68 43 o Professors and instructors. § 3 2 © o ’S || a3 a (o ^ £ •oiB 019,3; J CO T-H ; •OIUK ; C« CO C5 X I ^ i •9XU 019,3; tH ^ rfi CO X (7i X O Oi lO 8 11 5 § •9it?i^ X CO^CO ' tH r-l i-H C5 X ; X rH Whole number. •9xura9,3 TjH co^-^i-ixxcox'^^as^ox^Hio § •9H?K rH • ■uoTjunimonop suoiSip^ c 'i q q ^ q • o ^ ippfafal^faip :o ) principal. © P p s :r2 dit . A. M . 1 . . a ■fe a : : o . ;^d • >• ^ > ODOOOOOOGOCOGCOOXGiOaDX LO CO o O o XXX c5j=JD ^ C, c3 rf’ TO LO X X O X lO CO lo XXX i o-p- o 02 > a o c a • ci o) <1fqp tX.4^ • S PhM ^ ..2t V b/D© oooot-*'"c:2c3 . © |&fl|i|ilil. fiiii lafll ^ § 5 S ® g 3 1? ^ a SP rtT^ ® g « pgE^g S'! I ^ > C r=J ^ § a £ c cs rt a o -a PPPccPhP ■5 2 « g a S a^ g a o a P ® 3 fa .® a PSfafa^- o •M CO q a Ci -r 3 c? q cC ^ ^ C ■m'f ' From last report. There is, in addition, a kindergarten training school for teachers, numbering over 50 pupils. Consisting of buildings and grounds. Books for library and curiosities for cabinet have been received. Value unknown. From report of State superintendent of public instruction for 1872. Table IX. — Statistics of institutions for the sitperior instruction of females — Contiuued. Note. — The mark ( x ) indicates the branches taught, and also the possession of a kiboratory, cabinet, &o. STATISTICAL TABLES. 797 rt a i-j 1-3 (J5 1-5 6 P t-3 a 2 a S-I W n c3 Scholastic year begins-L "Scptemher 12 . . . September 4 ... . 1st AYed. of Sept. t.qt l\TnTi. in Oct, . October 1 . October 1 . ft ® _a li ( 0 3 ) 15 1st Wed. in Sept. Wed. before first Mon. in Sept. 1st Mon. in Sept. 1st Wed. in Sept. 1st Mon. in Sept. _ do . _ OQ u: »iO 0 0 CC 0 0 Cl CO 0 A pO 260 3C0 200 150-200 200 150 10 lO CM d •AaoxiB.9 X-tY 1 I 1 X X X X : : X •.iaoxBAaasqo xBOimonoaaey ] x •ranosuui Aao^siq 1 x : : X X : X X X X X X X X qouiqBO xBJfqdosopqj | x ; X X X X X X X X X X •A‘ao;BaoqB[ xBOiraoqo | x ; X X X X X X X X X X X Character of course. •oienra XBXnarauaxsui ) x x x x x X X X XXX xxxx X X X X •oieiiai xbooa ( x x x x x X X X XXX XXXX X X X X •JinixuiUcX 1 X X X X X X X X .XXX xxxx X X X X •SniAiBad 1 X X X X X X X X XXX xxxx X X X X •eoSBnSuB[ uaapop[ | x x x x x X X X xxxx xxxx X X X X qB3TssB[o 1 : X ; ; ; X X 1 ; X : X XXX ; X ; X X •qsqSug; | x x x x x X X X xxxx xxxx X X X X •ifauaqix ui saranxoA jo aoqranyx j 00000 00000 0 to 0 0 r-i ^ CO 000 ‘1 3, 000 2, 000 60, 30! 975 0 0 0 co" 0 00 •aBoA oixsBxoqos ut 'oj^ | 00000 0 § ^ 0 Cl ^ Cl<^ ^ CO ^ 0 0 TT CO CO 0 •oeanoo oxbtSoxxoo ui saBoA 'oj^ | M irt 0 uo iO ^ Tf TP TP iO •osanoo Aao^BaBdoad ui saBoA -ox | ” 0 10 rr •xuamaouaui -moo !XSBX ^B paaaajuoo aoqmnjq 0 ic •oSaxioo pojaojnoD soaaSoQ; 1 m p p p pp ® ® a a a PpT^ PPPP Pc5pp 00 Us Scholastic year begins— Middle of Sept. . Seiiteinber 1 _ .a s *3 J2 ® 'zi September 11 . . . 2d Wed. in Sept September 10. . . . Do. September 18 . . . September 1 . . . . 2d Thu. ill Sept. . September 19 . . . 1st w'k in Sept. . September 10 .. . September 11 . . . September 20 . . . 1st Mon. ill Sept. September 1.5 ... 1st Mon. in Sejit 2d Mon. in Sept. 1st Mon. in Sept Last Mon. in An. 2d Mon. in Sept . 1st Tn. in Sept . . September 9 . . . . Date of entrance examination. if cT •iH rO 0000 00 »Q 0 t-» iQ 0 QI Cl 1-1 rH OM •Aj9{[bS jjy 1 ; : : : : : X : : X : : X : : X ; : •AjojBAaasqo juoiuionojjs y | : ; : : p .p : : •tuuosnni A'aojsiq | x : XX ; ; X X X X : : : ; X X : ; X X XX •joniqeo icotqdosoiTqj j x : X X ; X . X X X X X : : XXX 1 J X X XX •Aao}BaoqB[ ^Bo.nuoqo | x x X XX : , X : X XX ’ X ; X X X X X X XX Character o f course. •oisniu jBnioraii.ijsui | x x X X XX X X X X X x'i X X X X XX •otsmu XBOOx 1 X X X X XX X X X X X xxxxxxxxx X X X X XX •SiiijniBj 1 X X X X XX X X X X X xxxxxxxxx X X X X XX •JtUlAiBJCI 1 X X X X XX X X X X X xxxxxxxxx X X X X XX •S9.t)BnTi’UBy ll.topopi 1 X X X X XX X X X X X xxxxxxxxx X X X X XX ‘IBOISSByO 1 : X X : XX XXX ; X xxxxxxxxx ; X : X XX •qsii.§nx 1 X X X X XX X X X X X xxxxxxxxx X X X X XX •AjBiq^ ni e9mn[OA jo raquiiij^ . 0 • 0 0 0 0 0 CO IQ • 0 0 ■ 0 0 • Oi 0 ’ cf 1,000 200 5, 000 00 ■ 0 00 ■ 0 0 CO ■ 0 of ' r-T l.COO 1.50 3,000 0 ■ 0 . 00 0 . 0 • 00 CO . • 00 •jboA opsBioqos ui s>[99a\. -ox w 0 0 CO ^ CO ■/- 0 CO CO CO ^ CO 0 Cl 0 0 i- 0 0 0 CO ^ 0 : 0 0 00 Hr •98,11100 9JBI,o9n00 Ul SJBoA 'OX 1 iQ ^ 'J-M. rp ^ CO CO 'JTCO'^’^COCO'O'^CO xPC-CrPT}. COXP •98.11100 A'jo:jBaBcIoac[ ui sjboA •ox r: rH CO CO 0^ (0* CO CO CO Cl • 1 -V -r d — , CO HT HT CO Cl CO •juoaioononi -luoo J8B[ JB p9.iJ9jaoo jaquiiix • • 0 0 0 Ci • Tt> rp C5 -CO •oSoipy Aq pojjojnoo eaojSoQ y :p : ; P : : P : : N : ; > ^ CD tl H .3 „ stis igS2gi5| i ill #iiii ^liiii^ ^ CD CD I |l i II- I ho l-S^ CD I -si .-a -sll . Jic3 si| -n lllllllil II lllll August 27 . 1st Mou. in Sept. Last Wed. in Au 1st Thu. iu Sept . September 5 . . . . 1st Thur. iu Se])1 2d Wed. iu Sept. September 5 - September 12 . . . September 19 . .. Last w’k of Sept September 19 . . . 4tb Mon. iu Sept September 1 . . . 1st Mou. iu Sept 2d Tues. iu Sept 1st Wed. iu Sept September 1 . . . , September 16 . .. . do . 3d Tburs. in Sep1 3d Wed. in Sept 1st Mou. iu Sept 2d Wed. iu Sept September 18 . . September 1 . . . 1st Mou. in Sept September 9 . . . September 11 . . 1st Wed. iu Sept September 18 . . September 14 . . Last Mou. iu Au‘ September 1 . . . September 18 . . 2d Wed. iu Sept 1st Mon. iu Sept September 1 . . . liliddle of J une. September 20 . . . September 18 . . 1st AIou. in Sept. Ist Mou. iu Feb a § 1 § 1 <5 1st Tburs. iu Sept September . 2d Wed. iu Sept . September 5.... September 12.... September 19. . . . Last week Sept . September 19 - July 2 . Ist Wed. iu Sept. September 1. .'.. 1st M^'ed. in Sept. September 16. . . . . do . 3d Wed. iu Sept . September 18 ... September 1 . September 12. . . . September 14. . . Last Mon. iu Aug 2d^Wed. iu Sept-. September 1 . June 22 &. Sept. 18 1st Mou. in Sept 1 .3 g a SiS : :12 ; ?8 : ;-:55^i2 : : O . • O • • • T ? (11 °i : :S ii 1 : § := 52 : : : : S : :2|; 2 .2 If : 2 :8 1 1 ?§?2§ 01 -J Ol o r.0 O 250 350 190 180, 200 150 200 150 si Ipsi :| ill ISipiipi 1 isispsi I ! ! 1 X > c ; ; X X 'X X X X X X X X ; X X ; ; X ; x X : : : X X : X X X X X ; X : X ; X : : X X ; X X X X X X X X ; X ; X : ; X ; x ::::::: X : ; : X X ; X X X X X : X : X : X : ; X X X X X X X X X X ; : X ; X ; ; X X ; > < : ! 1 ! X : X 1 ! XX ; X X ; X X X I : ; X : X ; ; X X X XXX xxxxxxxx XXX ;xxxxx : X ; ; X X X X ; X X XXXXXXXXXXXXXXX ;x X X X X X X X xxxxxxxx XXX IXXXXX : X 1 ; X X X X ; X X xxxxxxxxxxxxxxx ;x X X X X X X X xxxxxxxx XXX : X X ; X ; ; ; X X X X ; x x xxxxx Ixxxxxxxxx ;x XXX ; X X X xxxxxxxx XXX ; X X ; X X ; ; X X X X ; X X xxxxxxxxxxxxxxx ;x XXX : X X X xxxxxxxx XXX ;-xxxx X : ; X X X X : X X xxxxxxxxxxxxxxx ;x ; X X X X XXX xxxxxxxx ; X X ; ; X ; x X : : : : X X : : : Ixxx ;xxxxxx Ixxx jx ; ; X X X X X xxxxxxxx XXX : X X X X > < X : : X X X X : X X xxxxxxxxxxxxxxx ;x X XXX XXX 1,200 1,000 1, 900 2, 200 800 7, 500 2, 00 J 500 ii (?f : ii iiii ill : : icfcf : -t : iiiSiiiiii : th- TP- iiii .’t-T jo i :i r pr : oo" 1 co' § ,00. p'2 .222: = :oo ;c ^222 2 Tf< • -r n. TP rf. rf rj. P3 TP . TP TP TP TP ' p TP . .TP .JO • TP M . Tp O TP TP 0^ . • .-0 TP TO TP LO O CO TP . Ot ® +3 O ® P a' a P S ci P p S ►-5 l-Pl-5*-5l-5 oi P ® .a (-;o o o ■ LS ^ a a .rt.r.1 o a i-Pro-2"5^rt 3 ^ a A 3 ■ -a 55 OfMX o!»Tj<-ia5 O -S S o ^ a2 c! o a 3 c 32 Sep <1 c o a o a •GSjnoo JBx -iiSaj ut noi[;in;j jo ;jsoo lunnny -A § a r— ' 05 ^ rs -S ® ® 55 O! M M 3 .cc .S : a ®c< O i p2 'osjnoo .^joiujud -oad UT uoijiiii JO c>8oo xunauY O OJ ^ o o •SUT -Spoi paB pjBoq JO jsoo lunnuy o o o o s s ^ SI •Ajonul^ ^.ly 1 X : X X : X ! ■A.iOi^'BAjosqo xi33iuiono.ijsy | X : -55 X : : •aiu8suni Ajoxsiq iBJUjtJxq; X X : X : : XX X X X : ; X ; X X X X •19niqB3 x'33R(^oso[iqf]; | X X X XXX XX X X : X X ; X X X X •A'.ioxcAoqBx XBOicaaqo \ X X ! ; X X X ; X X X I ! X 1 X X X X Cli.aracter of course. •OISITUI xuTuauiu.Lisui 1 X X X X X X X X X X X X X X X X X X X X X X X •OTsnm IBOOA 1 X X X X X X X X X X X X X X X X X X X X X X X •.yaiJUTBrC 1 X X X X X X X X X X X X X X X X X X X X X X X •.oaiAi.BJCx 1 X X X X X X X X X X X X X X X X X X X X X X X •ea^BaSuBx u.iapoxy | X X X X X X X X X X X X X X X X X X X X X X X qBOissBiD 1 X X X X X X X X X X X X X X ; X ; X X X ; X X X X X X •qsTtSu[q 1 X X X X X X X X X X X X X X X X X X •Aaujqix ui saninxoA jo jeqtuux 000 ‘I OOS o o lO 07 ooo -ooooo o OOCIJ •c.-roooo o 07^20 -00 0 7^0 C7 tH L7) ■ C7 r-i t-h C7i o o o o o o CO to o ooooo oooo OOOOlO ootoo O 75 O O !>» to O Ti^ O i-" CO 75rH O •jBaA Dixsuioqos ni sqasAi. 'o^ o 7i 7i O' OOOOO -O'XtOCO O o CO o Tp O O O Tp TP TP o o o O TP •osjuoo oxuiSaxxoD ni sjuaA -oj^ ] 1 £- O ^ CO TP TT' tt- TT Tp to CO TP TP CO CO •es-iuoD A.xoxT3.iud9J.cI UT sauaA 7i ^ CO 75 ^ 71 CO 75 (5T ■ CO • CO 75 75 75 or quotaaouoai -Tuoo pa.i.iq;noo aaquinj^ C3 ■ ‘ t- • C30 t- . 00 1 •aSaXioo Aq pajjajuoo eaajSao; oil ‘ • w : : p{ : :p: uxs JO aaqrauu xujox O >.0 O O 71 ‘7 CO O C5 rH 75 rH CO ^ 75 -:P O ^75 T-i O t- 75 CO TP TP Tp ^ -o O 00 Tp O 75 CO CO Tp t- O to r-i O CO •sjuaxuTjs ojunpuaS-xsod jaqraiij^ i C7 CO 1 • • 75 17 • to ■ • •9SJU00 xuTjaud ut sxa9puxs 'oj^ t O C7> 75 75 CO 75 ■ lO C7 75 TP •laqmuj^ ' Ol (71 (N 7i 7? 00 Ci O I-H 71 f7 m o < 7i7J®7:OCO?OC7CO C7r7( "Miildlo of Sept.. I ^liddlis ol'Ju.i ii § i i 1 if 3^1 ! ! p ?p p ’■? = 7 0 - = „ ai ?2 IP liliS lal pt"3C!“r3l 0 B >-i_ It STATISTICAL TABLES. ^ i g § c d 801 c S -5 .3 I r := i-A .3 .3 d 3 r ■" _• . llsl ^i'i = Slg? II bt3c = a <1<1 3^^ Ilf ■:.3=:SS-2 = Aeijilll f ilSsllll 0 o « o w Wl" 1*1 •^5 “ 3 Sb:! — CJ I^W ff li XX X - i ill III s \i 1¥F 111 ill XX ; X X X X X X X X X X X ill I ii 111 ^•' r 00“ 12s *\ ; ill o' r-r o3o3^ ^“di'cr <1 3; J <;s£4. 2 a a a o a SO S ^ -5 bd ?i-50<5pia> , • ® CO r-i > t> a -a PdCB| O rPS.rtO. . c Ph mioi|uziubSjo jo ajT?a; 00 CO o o u- CO GO ci CO t- o CO 00 • c:> CO O • o CO CO • CO 00 00 O P- U- GO •jaji'uq^ JO oji^o: t-» CC • CO lO o ■ CO o 00 00 • CO CO 00 CO 00 00 r-P S v a B -3; a p ;_E a a ,— I ^ a ir-P cs a oa; S'ilsgllP a.g OB a |5^.|.p^aa o a.a: o Ptvr— ® a o '3 P '3 3*' S S ab a <1 a 'a a ^ . ®a3 ® fc/jO a fcB® a a'oQ o .20 rP aP a ;|2 . n&5-2 a a ; ro a: W en ' ss?^ a a '3- 3^ a-A-2| .5 'g 's 5 1^0 a a fc/.t >._> t£ •3 § St’S 5g.2 g'p ■3 ®a='3 ioo a ix <5 ct<1 a o; :-aa2 ® . a g^c=“||® 2 ® Pi a p a Sc b.f a a dOMf2P^-.-^23 5 ^ n fcc a ^ 2 ^ ci ^ -2 r* O . 7^ S •Pi 2 •a i : P <1 : 0 • of n s 3 'o p CD 0 tc c; o i ri sg; 2^P5- f'o C 40 o a > :<1 ■■ P .' O I P a : a ci , «ra . I'gS CF-q 2 ;t3 • fcC fcj a ' H fcr "II § -sMiS |||ao|c|ogo -^W ci ci o^-- ',— . rj oq:||'g-c'-3 2 ^'2 'g :.27.p 'S > Stii S a a ^ oa<1 ai:^ o=M «-g s g g ' ' ' § a-5-2-C5' — r3 !>2 a -c o ap ■ Cl — CO M - CO , I - 1 cc CO O ^c'2r2_§ •p 'S ^ s c— ^ t> , Cu ® —•.a +4 -y sp C >1 c 4/) a > 'S oi _o ® o if--' a a d ■ '■ ■ -J s d ® =P A a a o-S fcx; © I ._, ® .p- aj a; „ CO — -r-i O' “ - ; g^"cEEo «S 5 « a &a;a a 2 a.a ar- tx a i£ iUf 5 9 a Oai, s: 5-3 trj tcra Zi i= §;a a g a a a.y-s « fcx-g'3,’3 ^ a 'gg2€llt§=^&"^' ' -' • o , c c O C-I tfj fcc- o o 2' 2 ?c STATISTICAL TABLES. 805 Table X. — Part I. — Statistics of schools of science — CoiitiuuecT. 80G REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. 807 liii iiiiii llll -• P > rt '4^ C O ;sii Siiii ill-' jl'Sg liii ill 1 11 ■ iSi ii§ i s’s liii iiiiii g'i'll III I II Table X. — Part II. — Siatisiics of seliooU and of collegiaie departments of science (mining, engineering, c^-c.,) ndticJt have not receired the national grant of lands '; from rendies to inqiiirits hg the United Slates ilnreaa of Edneatlon. 80 > > > JooSS*^*^. ^PcDOa3.P cS : Ipp pp R* CJ CO 1.0 -J lO CO r LO 'Tt- o LO lO • 00 00 ao ao CO 00 CO ci o ^ LO i'* J> GO CO CC CO CO CO GO CO 00 00 OU 00 00 O* ' L_J ^ ZT * ' fp'si P of U s p. P" o' iT p p •£ !zi gp S3>'-r^'-2PA^ 5 P ® C, p 5 = p p p — ■r ^ » a P A § ^ : ^3 311 i 3’R ^ P^-P 'PigPp3t^32;L.'rtpaoopqc>P Pplp :ho)^o?:3pppccpop3 >2 : ■ o I "x '3 gm §:.23i3 ■ g Pp?P ra :.2^p^r3 : p c p =< < fci’S c s p-g ;^ccoP g a 3 2 o o o P p 2 ^ w : ■ ® bp2f; ' o fee '12A p ‘ :gia il o -3 • ^ H o ^ : : : : ' o ' ^ bfl ! “ ! o a: ;'SSaPP . = > • is®"' ct p a ;_ p Jb a . to-TC pi^ > P ® t-.lP X' ”© © -p iP a d c3 UJ = >a o '3 3cj f— * f-: w ^ - . O >• uJ ^ -1 O ^ n p.=^P^ a.S P pTt^’P K 0 t; o r:-^Lz:' o ^Ts g o i-j cq “ qn o . 5 o'S'o^ "li J cw O ^ rt M X r-- c q tM C4H ^ ^ ^ -S -gooolP^ooPp.33P'cd-S = P®°'=’°j3 += 4^ += r/3 2 'Pn4.2 13+= p’r'^^ rtq2-d4+4^+=+=+=++ 5; s g § p^z gd §1 § g g s g g pd" g g P g gSj-.2 g ^ sAjg ©.1 o §| g g a 3 g al g p| a a. d-gdl p^-s gt:-43 fccg-3 Qjgrtppg. pi2'2g'o'3g2aa2'oPpgSS£i§ppSgp“ s = p-'Jg2p3£^ ,, , _ ^ . J-2i5 p'^AA A'Ar2^ra'gA''^AA'J?p _ _ _ _ w 'p Pi P"P cOr=H_^) p'PcSrS'PPJ'Pi.Pn;; x'P'P'©;^ oo<|oop2P.13'ooo©M2Hac4H''Q2oooPPP^ooPoog CRCP c:;,pq:!§-ga:'4=cacp;Pt,ro>.PS2i:-43cpjca 2 p '3 'p 2 A -p A "p A A p 'p "3 '3 ’© ’© p © '© © © '© A Ad c 2 pgpg-Appppp •aaiiumx 4 CJ ct O ©: I' 00 c j cc 1© "©! c- 00 ©j o — I CJ cc ■+! iQ c© r- CO ©:> o n T-I rH rl rl r© rH r-l ©i OJ ©{ Ci Ci S< Ci fM M («) Students in this department embraced in the statistics of the uaiccrsiiy, far wliich see Table VIII. Tap.le X, — Papt II. — ASlatisUcs of schools and of colJcgiaie doparimcnts Continued. STATISTICAL TABLES. 809 (a) Ivepurted in “partial” course, (U) Includes endowment of classical dcpartni'Cnt. (c) Endowment of college. Sr 1 3 4 6 8 9 10 11* 1-2 13 14 15 16 17 Iri 19 20 21 22 23 24 25 26 ^7 28 29 30 31 32 33 34 35 3{i 37 38 39 40 41 42 43 44 4.5 46 47 48 4!) 50 51 52 54 52 56 57 58 3 6 REPORT OF THE COMMISSIONER OF Table XI. — Statistics of schools of theo Xame. Location. Tlieolo^rical department of Howard College. Pacific Theological Seminary . San Praucisco Theological Seminary . Theological Institute of Connecticut . Berkeley Divinity School . Theological department of Yale College. . . Theological department Mercer University Theological deijartment of Blackburn Uni¬ versity. Chicago' Theological Seminary . Baptist Union Theological Seminary . Scandinavian Theological Seminary . Theological Seminary of the Northwest. .. Garrett Biblical Institute . Biblical department of Eureka College - Theological Seminary of the Northwest. . . Augustana Seminary . Theological department of Shurtleff College. Theological school of Hartsville University. Wartburg Seminary . Theological department of Griswold College Germ aii theological school of the Northwest. Theological department of Iowa Wesleyan University. Saint Joseph’s Seminary and College. _ Danville Theological Seminary ^ . Theological department of Georgetown Col¬ lege. Western Bai^tist Theological Institute _ Bible College, University of Kentucky _ Theological .school of Bethel College . Thomson’s Biblical Institute . Theological Seminary . Theological school of Bates College . Theological Seminary of Saint Siilpice and Saint Mary’s Univ'er.sity. Theological department Mount Saint Ma¬ ry’s College. Theological Seminary . Andover Theological Seminary . School of Theology of Bo.ston University.. Divinity school oif' Harvard University _ Episcopal Theological School . Tuft’s Divinity School . Newton Theological Institution . New Churcli Theological School . Tlieological department of Adrian College. Theological department of Hillsdale Col¬ lege. A u gsb n rg Seminary . Theological department of Saint John’s College. Saint Vincent’s Theological Seminary . Theological school of Westminster College. Vandemaii School of Theology . '. . . Concordia Seminary . Drew Theological Seminary . . Theological Seminary of the Reformed Church. German Theological Seminary of Newark. Theological Seniinary . . Auburn Theological Seminaiy . Martin Luther (theological) College . Canton Theological School . De Lancy Divinity School . Hamilton Theological Seminary . ^ . . Marion, Ala . Oakland Cal . San Francisco, Cal Hartford, Conn. . . Middletown, Conn New Haven, Conn. . . Macon, Ga . Carliuville, Ill _ Chicago, Ill . . do . . do . . do . Evanston, Ill . Eureka, Ill . Monmouth, Ill. ... Paxton, III . Upper Alton, Ill. . Hartsville, lud . . . Casstown, Iowa . . Davenport, Iowa . Dubuque, Iowa. . . Mount Pleasant,Iowai Bardstown, Ky.. Danville, Ky . Georgetown, Ky. . do . Lexington, Ky ... Russeilville, Ky . . New Orleans, La . Bangor, Me . Lewiston, Me . Baltimore, Md - Near Emmittsburgh, Md. Woodstock, Md . Andover, Mass . Boston, Mass . Cambridge, Mass _ . do . College Hill, Mass. . . Newton Center, Mass Waltham, Mass . . Adrian, Mich . Hillsdale, Mich... Minneapolis, Minn . . Saint Joseph, Minn. . Cape Girardeau, Mo Fulton, Mo . Liberty, Mo . Saint Louis, Mo . Madison, N. J . New Brunswick, N.J, Newark, N. J . Princeton, N.J... Auburn, N. Y _ Bnlfalo, N. Y - Canton, N. Y . Geneva, N. Y . Hamilton, N. Y... 1872 1872 1834 1854 1745 1838 1869 1871 1834 18.50 1822 1833 1867 1857 1858 1865 1867 1857 1855 1855 1865 1835 1867 1860 1871 1855 1824 1854 1840 1857 1868 1814 1863 1860 1867 1807 1847 1836 1867 18.52 1826 1855 1858 1853 1866 1822 1820 1869 1856 1819 18.59 1856 1864 18.39 1860 1863 1857 1859 1870 1819 18.53 1866 1868 1865 1820 1870 1791 1868 1808 1847 1816 1867 1855 1826 1866 1869 1869 1867 1844 1868 1840 1867 1784 1812 1819 1853 1858 1860 1820 'or both departments. ^ jn fourth year and six in fif1 uspended for the present. In'cludes six in fourth year. ^ Includes foui udependent of the Rich legacy. ^ Includes eight special stud STATISTICAL TABLES, 811 replies to inquiries hy the United States Bureau of Education. President or senior professor. Number of — Number of students. Number of- Annual cost of tuition. Amount of endowment. 0 0 CQ ec 1 P e/l P P a rH 0 CO CO .0 p. s 50 c 0 CO CO 0 CO CO 9 0 N li 0 H 0 p s 0 0 CO a § ^ -3 0 pa > ^ § g 0 0 a ^ a* ci 'Sr- ^ a 1^0 CO .a 0 0 0 CO '3 3 CO P P '0 CO 0 0 h 0 w 03 0 0 P>; 0 'x 3 P 0 CO a CO p 0 0 cj •S 0 a 0 '0 > 7 6 1 4 9 2 3 4 3' 40 1, ouo' Free. 3 2 1 3 2 5 3 2 3 3' 40 2, 000' Free. $75,000 4 6 2 2 2 6 3 44 7, 000' Free. 5 6 5 27 5 8 14 330 ’5 3 40 7, 000 Free. John Williams D. D., LL. D .. 9 6 3 7 35 12 11 12 23 102 3 38 Free. 5 5 2 4 94 ‘J5 2G 23 80 '0 3 35 Kcv. John W. Bailey, D. D . 2 2 2 13 7 3 3 11 1 4 3 38 1, 000 Free. 200, 000 5 4 1 54 20 12 22 131 3 34 4, 500 Free. Kcv. G. W. Xorthrui), I). D . 5 4 1 5 50 24 11 15 15 67 3 35 15, 000 Free. 80, 000 4 4 1 . 4 17 9 3 5 84 6 3 30 8, 000 Free. 13.5, 000 Henry Bannister^ D. D . 6 4 2 4 64 16 16 32 28 ll 142 3 38 3, 000 Free. 424,000 H. W. Everest. . . . 2 2 2 32 22 10 4 5 25 2'- 37 500 Free. 18, 000 Alex. Younc D. D..LL. D . 3 3 20 9 5 *6 16 210 3 24 2, 200 Free. 15, 000 2 0 10 5 50 2 40 7, 000 150, 000 4 4 4 3 6 3 3 10 3 36 1, 300 Free. 68, 000 1 11 4 2 0 1 24 10 9 5 24 3 40 3, 000 Free. 6, 000 lit. Eev. n. W. Lee, D. D . 3 3 3 6 3 1 2 4 1 15 3 40 4, 500 Free. 60, 000 IvCv. J. Conzett . 2 2 i 17 4 5 8 31 5 41 600 Free. 5, 000 John Wheeler, D. D . 16 2 40 $15 Eev. M. M. Coghlan . 5 5 10 240 19 5 1 45 6 40 5, 000 200 2 200 3 32 7’ 000 Free. 177, 391 Eev. H. M. Crawford . 1 Efiv. Bn.sil ^Innly, T>. T) 2 2 22 2 40 Free. 48, 000 Eev. Eobert Milligan . 3 3 1 2 104 4 40 20, 000 Free. Eoah K. Davis, LL. D . 1 1 1 13 6 . 4 3 16 6 3- 40 1] 000 Free. Eev. 1. S. Leavitt, A. M . ’5 10 16 12 3 25 Enoch Pond, D. D . 8 4 4 5 4 31 12 11 8 10 1 520 3 37 13, 000 Free. 170, 000 0. B. Cheney, D. D . 6 6 G 19 7 8 4 5 8 3 37 20@ Free. Very Eev. L Paul Dubreul, D.D 6 6 70 4 42 250 Eev. John McCaffrey, D. D . 4 25 Eev. A. M. Paresce, S. J . 10 10 ‘*55 18 14 17 102 4 43 20, 000 60 Eev. John L. Taylor . 12 7 5 13 7 572 20 26 22 66 6 1, 650 50 3' 40' 30i 000 Free. 550,000 Eev. Y^m. F. Warren, D. D . 9 5 4 6 104 44 40 20 64 633 2 3 38' 4, 000 Free. fi350, 000 Charles W. Eliot, LL. D . 5 4 1 2 ”5 H9 3 4 4 0 i 428 9 3 37 16, 000 50 ; C) Eev. John S. Stone, D. D., dean 4 4 4 8 8 11 3 38 (») Free. 240,000 Eev. A. A. Miner, D. D . 6 3 ’3 ’5 1 21 7 6 8 4 5 4 38 Free. Alvah Hovey. D. D . 6 5 1 6 76 32 27 17 64 650 '5 3 40 12, 000 Free. 1 32.5,000 Eev. Thomas Worcester . 4 2 2 2 3 20 400 Free. 26, 000 Daniel M. Graham, D. D . 4 2 2 1 103 13 4 3 6 6 4 3 38 3, 000 Free. 12, 000 Eev. August Weenaas, A. M _ 3 1 23 u 1,000 Free. 9, 600 Alexius Edelbrock . 15 Tory Eev. A. Yerrina, C. M _ E<;v. Nathan L. Eice, D. D . 3 6 T. Eambaut, D. D . 4 4 48 12 36 3, 000 Free. 40, 000 C. F. W. YLalther . 6 5 1 3 171 42 56 73 3 40 5’ 000 Bp. E. S. Foster, D. D., LL. D. . . 5 5 8 40 12 19 9 13 35 3 35 10, 000 250, 000 David D. Demarest, secretary 4 4 4 ”4 21 7 6 8 19 551 3 35 15, 000 Free. I 214,000 of faculty. ‘ Jonathan F. Stearns, D. D . 5 16 22, 000 Eev. Charles Hodge, D. D _ _ _ c 6 114 44 28 42 109 4 ■2 874 68 3 34 23, .500 Free Eev. S. M. Hopkins, D. D . 5 5 5 5 44 11 14 19 37 1, 000 35 3| 35 8, 000 Free. 210, 915 Eev. J. A. A. Grabau . 3 3 3 -- 1, 200 Eev. Ebenezer Fisher, 1). D _ 3 3 2 24 7 9 8 6G 1 -- 3 39 6, 000 Free. 48, 000 Eev. .James Eankiue, D. D . 1 1 4 1 3 00 2 ’ 100 FreQ. 23^ 376 Dr. E. Dodge, D. D., LL. D., 4 4 4 2 31 19 12 24 610 25 2 40 10, 454 Free. 28^ 000 senior professor. 1 1 1 ® Besides buildings, $148,000 capital and one-fourtli of the income of $410,000. Princ^xd part of the library burnt in the Boston tire, 1872. Two iiartially endowed. “ Three to live years. 12 prive year.s in connection with college course. 2 'A ‘ 1 2 3 4 5 f) 7 8 9 10 11 12 13 14 1.5 16 17 18 19 20 i 23 24 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 58 812 REPORT OF THE COMMISSIOXER OF EDUCATION.' Table XI. — Siailstics of schools of theology for 1872; 89 90 91 92 93 91 95 96 97 98 99 100 101 102 103 104 105 100 107 108 109 Xame. Location, IJartwick Theological Seminary . Seminary of oar Lady of Angels . Theological Seminary . General Tlieological Seminary of the Prot¬ estant Episcopal Church. Union Theological Seminary . Eochester Tlieological Seminary . Saint Joseph’s Provincial Seminary . Theological school of Trinity College . Theological Seminary of Saint Charles Borromeo. Mount Saint Mary’s of the West . Lane TheologicarSeminary . Saint Mary’s Ecclesiastical Seminary . German Evangelical Luthera>n Seminary, (Capital University.) Theological school of Ohio Wesleyan Uni¬ versity. ^ Theological Seminary . Theological department of Oherlin College. Wittenberg College . Heidelberg Theological Seminary . Theological Seminary . Theological department of Wilberforce University. Theological Seminary . Western Theological Seminary . Theological Seminary . Theological Seminary of Ursinus College- Theological Seminary . Theological Seminary . Meadville Theological School . Saint Charles Theological Seminary . Hartwick Sem., H. Y. Lewisron, H. Y . Xewburgh, H. Y _ E ew York City, E". Y. - -do . Eochester, H. Y . Troy, E^. Y . Trinity College, E". C. Carthagena, Ohio _ Cincinnati, Ohio. . do . Cleveland, Ohio Columbus, Ohio Delaware, Ohio. Gambier, Ohio. . Theological department of Lincoln Uni¬ versity. Divinity School of the Protestant Epis¬ copal Church. Theological Seminary of the Evangelical Lutheran Church. Saint Michael’s Theological Seminary - Missionary Institute . . . Crozer Theologica,! Seminary . Theological Seminary . Southern Baptist Theological Seminary. . . Theological deirartment of Cumberland University. Theological department of Central Ten¬ nessee College. Theological department of Baylor Univer¬ sity. New' Hampton Theological Institution ... Theological Seminary "of Protestant Epis copal Church. Saint John’s Theological Seminary . Union Theological Seminary . Eichmond JLuslitute . TheologicaJ Seminary of the General Synod in Eorth America. Saiiit Vincent’s College . Mission House . . Seminary of Saint Francis of Sales . Eashotah House . . Theological department of Howard Uni¬ versity. Waylau'd Seminary . Oberlin, Ohio . Springfield, Ohio . . Titiiil, Ohio . Xenia. Ohio . Eear Xenia, Ohio. . Allegheny City, Pa.. - '.do .' . '. . Bethlehem, Pa . Freeland, Pa . Gettysburg].!, Pa _ Lancaster, Pa . Meadville, Pa . Over brook, near Phil¬ adelphia, Pa. Oxford, Pa . Philadelphia, Pa. . do . Pittsburgh, Pa ... Seliii’s Grove, Pa. Upland, Pa . 1 Columbia, S, C ... Greenville, S. C... Lebanon, Teun... Xashville, Tenn . Independence, Tex.. Fairfax, Yt . Eear Alexandria, Ya. Eorfolk, Ya . Hampden Sidney, Ya, Eichmond, Ya . Salem, Ya . . Wheeling, W. Ya . .. Hermann, lYis . Saint Francis, Wis . Summit, AY aukesha County. Wis. Washington, D. C. .. .do 1816 1803 1821 1850 1852 1829 1824 1834 1839 1863 1856 1825 1863 1809 1827 1824 1844 1871 1862 1865 1858 1832 1858 1854 1866 1845 1866 1868 1847 1867 1816 18.56 1867 1817 1836 1850 1864 1867 1860 1851 1830 1840 1830 J826 1833 1845 1851 1794 1863 1826 1807 1870 1826 1825 1844 1853 1862 1864 1853 1856 1829 1858 1854 1869 1866 1823 182:i 1868 1872 1864 ■18.54 1842 1871 1867 Donomination, Lutheran . Eoman Catholic _ United Presbyterian Protestant Episcopal Presbyterian _ BaptiM- . . ..... _ Eoman Catholic . ... Methodist Episcopal Eoman Catholic . . . do . Presbvterian Eoman Catholic . . . . Lutheran . Methodist Episcopal Protestant Episcopal Congregational . Lutheran . Eeformed . United Presbyterian, AiVican Methodist Episcop)al. United Presbyterian, Presbyterian . Moravian . Eefoimed . Lutheran . Eeformed . Unitarian . Eoman Catholic . Presbyterian . Protestant Episcopal. Evangelical Luther’n Eoman Catholic . Evangelical Luther’n Ea]>tist . Presbyteiian . Baptist . Preshvterian . Methodist Episcopal Baptist . . • do Protestant Episcopal Eoman Catholic - Presbyterian . Baptist . Lutheran . . Eoinan Catholic . . Eeformed . Eoman Catholic .... Protestant Episcopal Union Evangelical . Baptist . .■ . ’ Includes twenty-two in fourth year. The number since 1867. Original organization 1804; the ■ number of alumni since then is not known, ^Includes twenty-one students in (xermau department. ; STATISTICAL TABLES. 813 from replies to in([uiries hy the Bureau of Education — Continued. Nunibei" of — jS'iimbevof students. President or senior professor. C a 'A X p 4-^ o 'S 'A 3 X 'cG P 3 A c S J? d 1^ 3 CO X p a C H s C2 0 ; c ' P ; ^ p Present students who have received academic or other degree. 1 Ee.sident licentiates. '3 X "c 13 x V P 0 p s Weeks in scholastic year. Volumes in library. .2 '0 +3 0 Amount of endowment. 8 r 40 2, 000 Free. p.n,- pobpifR V T?icp, n ivr 13 13 167 13 15 Il7 170 r 4 3,’ 500 $9(j9 James Harper . . 4 2 2 4 10 2 ! 5 ^ 3 9 3 220 L 3 30 3^ 450 Free. 135, 000 Eev. George E. Seymour, H-D.. 3 4 ~ 70 19 '27 24 51 766,25 3 38 14, 500 Free. 600, 000 Ppv ft 73 Smith T) T). T.T. T) 6 6 3 9 5 194 37 ^45 ■i‘2 977 25 3 34 30, 000 Free. 311, 000 Augustus H. Strong, D. D . 5 2 4 361 ! 14 12 12 33 1 427 6 3 41 ' 8, 000 Free. 225, 000 ■7 7 118 5, 000 Eev. B. Craven, D. D . 4 4 4 15 10 3 2 1 10 4 49 300 Free. 3 3 13 40 10 13 17 33 3 38 3, 900 Free. F ,T Fahi=iph T7 T) F T, T7 T,T, T7 4 4 45 13 45 3 42 10, 000 160 Theodore E. Thomas, 1). 1)., 5 5 4 40 18 18 4 38 576 3 34 10, 000 Fj'ee. 400, 000 chairman of faculty. 1 3 3 4 23 4 40 200 0 20 2J 2, 500 Free. i . Et. Eev. C. P. Mcllvaine, D. D., 2 2 4 2 2 1 165 3 33 7, 000 Free. 250, 000 LL. D. Eev. J. H. Fairchild, D. D . 9 6 3 1 41 21 10 10 27 2 272 3 36 11, 000 Free. 60, 000 Eev. S. Sprecher, D. T) . 1 6 1.50 J. H. Good, D. D . 2 2 '2 23 9 10 4 10 9 120 22 40 3, 000 Free. 25, OCO Eev. S. Wilson, X). I) . 3 15 2, 000 HOO 50, 000 Et. Eev. D. A. Payne, D. D 8 3 4 1 5 42 3 36 M. W. .Jacobus, D. D., LL. D. . . 6 4 2 12 5 82 35 26 21 76 1 1, 075 18 3 34 13, 000 Free. 262, 244 Et.Eev.Ed.de Schweinitz.S.T.D 3 3 1 25 14 215 C 40 ■ 5, COO 200 45, 000 J. JT. A . Bomberver _ 8 6 2 2 2:V -m ■ nnn Free J. A. Brown, T). 1) . 7 4 3 7 46 10 11 25 40 547 3 36 12! 009 Free. 109, 000 Eev. E. V. Gerhart, D. D . 3 27 12 10 5 25 288 3 37 : 8,000 Free. 80, 000 Eev. A. A. Livermore . 7 4 '3 '8 22 6 8 8 1 168 3 4011,000 Free. 141,000 James A. Corcoran, P). D . 9 9 4 ®42 14 15 13 23 120 4 49. 1 1 non X'ree LN. Eendall, D.D . 4 3 4 6 1 2 16 2 3 32 3,000 26 80, 000 D. E. Goodwin, D. D., LL. D _ 5 5 4 28 13 4 11 10 109 1 3 35 6, 000 Free. Eev. Chas. F. Schaeffer, D. D. . . 4 4 3 14 4 8 14 1 61 3 40 Free. Eev. S. Wall . 4 4 12 69 4 40 4, 500 200 H. Ziegler . 3 3 3 1 14 5 6 3 56 3 39 2. 500 Fi’GC H.G, Weston, D. D . 4 4 4 47 27 12 8 1 33 3 36 0' 000 22.5, 000 Eev. George Howe, D. D . .5 5 .5 5 54 18 26 10 ....4 413 16 3 39 18, 698 I’ree. 180, 190 James P. Bovce, D. D., LL. D.. 5 5 . 5 50 204 73 34 3, 000 I'ree. Eev. B. W. McDonald, D. D., i 12 6 6 3 2 40 5, 000 Free. 25, 000 LL. D. John Braden, A. M . 2 1 1 17 16 1 6 2 39 450 Free. William C. Crane, D. D . 5 1 4 12 12 n 40 Free. • Eev. D. C. Bixby . 1 William Sparrow . 4 4 48 1 3 41 10, 600 Free. 220, UOO Eev. AI. O’Keefe . 2 6 Eev. E. L. Dabney, clerk . ! 4 4 4 4 50 20 16 23 40 400 14 3 35 7, 500 Free. 200, 000 Eev. Charles H. Corey, A. M. . . 2 2 2 83 34 1, 000 S. A. Eepass . 1 1 4 (i 0 6 3 40 500 Eev. Theodore Norraann . 2 6 H. A. Muehimeier . . . 3 3 1 26 () 12 8 20 3 40 1, 600 Free. 550 Dr. .Joseph Salzmann, D. D _ 12 12 175 85 50 40 175 3 98 43 5’ 030 161 A. D. Colo . 4 4J 1 42 12 12 18 12 138 3 42 6, 000 25, 000 General 0. 0. Howard . 8 1 1 27 1 12 15 3 37 Free. Eev. G. M. P. King . 3 3 5 44 1 20 6 . 1 10 1 36 400 XTee. Number of— 79 80 81 82 83 84- 85 86 87 88 89 90 91 92 93 94 95 96 97 98 100 101 102 103 104 105 106 107 108 109 theological department is not yet organized. ° To 8150. ® The years counted hero ai’o only the irrst and second year.s of philo.sophy and the first year of theology. ^ pyg, s Xo three. » To nine. 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 41 42 REPORT OF THE COMMISSIONER OF EDUCATION. Table XII. — Statistics of schools of law for 187 Xame. Location. La-n' scliool of Tale College . Law department of University of Georgia . Law scliool of [Jniversity of (jhicago . Law department of McKeudree College . Law school of University of Indiana . Law school of Northwestern Christian University. Law department of 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 . . School of law of Boston University . Law school of Harvard University . Law school of University of Mississippi . Law department of Michigan University . Law college of the University of State of Missouri New Haven, Conn _ Athens, Ga . . Chicago, Ill . . Lebanon, Ill . Bloomington, Ind _ Indianapolis, Ind . Notre Dame, Indt . Iowa City, Iowa . Mount Pieasamt, Iowa. Lexington, Ky . New Orleans,' La . Boston, Mass . . Cambridge, Mass . Oxford, Miss . Ann Arbor, Mich . Columbia, Mo . Law school of Washington University Saint Louis, Mo. Law school of University of Albany . Law school of St. Lawrence University {d) . Law school of Hamilton College (d) . Law school of Columbia College . Law department of University of New York . Law school of Trinity College . Law school of Cincinnati College . Ohio State and Union Law College . Law department of Wilberforce University . Law department of Dickinson College . Law department of University of Pennsylvania . Law school of the Western University of Pennsylvania (e) . . Law department of Lincoln University . Law department of South Carolina University . Law department of Cumberland University . Law department of University of Nashville {d) . Law department of Baylor University (/) . Law de])artment of University of Virginia . Law department of Washington and Lee University (g) .... Law school of Eichmond College . Law department' of University of Wisconsin . Law school of Georgetown College . Columbian College Law School . — Law department of Howard University . . Law school of National University . Albany, N. T . Canton, N. T . Clinton, N. Y . New York, N. Y . . . . do . Near High Point, N. C . . Cincinnati, Ohio . Cleveland, Ohio . Near Xenia, Ohio . Cfiriisle, Pa . Philadelphia, Pa . Pittsburgh, Pa . West Chester, Pa . . Columbia, S. C . Lebanon, Tenn . Nashville, Tenn . Independence, Tex . Charlottesville, Ya . Lexington, Ya . Eichmond, Ya . Madison, Wis . Georgetown, D. C . Washington, D. C . . do . . .......do . (a) Seven lecturers. (b) Eesident Bachelors of Laws. (c) $150 first year ; $100 second year ; |50 third year. (d) Suspende'd. (e) Session not commenced. J^acuEy elected. STATISTICAL TABLES, 815 ylies to inquiries hy the United States Bureau of Education. President or dean. Professors. Students. ® A 3 h o n 5 M O *■3 5. ■2 S 3 Oi o « jr P r3 3 ci 033 O ■=! 0"P S'! s a'’ " *a a a 'o u o .g S a Humber of years in course. | Humher of weeks in scholas¬ tic year. Numher of volumes in li¬ brary. Annual cost of tuition. U o 3 3 75 H 4^ fS '£ CQ c Jhh w .O 3 ’3 ^ . 2 § ■-oi If 'A GJ g a 75 'o H Q 03 O S y 3 o o OQ O g P 2 'A 4 4 7 36 23 13 10 o 37 2-3, 000 $90 Ki 731 4 28 2 75 o 1 1 • 2 39 650 21 Cyrus Xutib . o o 51 25 26 10 289 •2 25 2, 000 Free W F. Black . 3 3 15 8 7 40 2 20 25 5 3 2 5 4 10 2 40 400 300 4 1 3 67 15 138 1 38 2, 000 50 John AYlieeler, D. D . 4 15 1 37 45 TTon. T\I. fl .Tnhnson . 3 3 26 2 20 5, 000 60 Uou. Gcori^o S. Hilliard, LL. D . . . 14 13 1 61 61 30 3 36 1, 000 50 Charles Eliot, LL. I) . ftlO 3 7 112 71 36 b5 62 1,764 2 37 (c) John hi. Waddel, D. D . 1 1 10 7 3 102 2 36 1, 000 50 Hon. T. jjI. Cooley, dean . 4 1 3 348 61 1,172 2 24 10 Eon. PhBemon Bliss . 7 3 4 29 21 8 10 2 27 1,000 40 G. M. Stewart, dean . 8 8 2 60 47 2 24 IB Prof, Isaac Edwards . 5 5 95 60 35 1, 223 2 38 1, 500 1 80S 130 F. A. P. Barnard, D. D., LL. D - 4 3 1 291 124 167 124 791 2 32 4, 000 100 Jud'^e H. E. Eayies, LL. D . 5 5 21 217 2 36 2, 000 100 KevrB. Craven, D, D . 1 1 30 22 8 10 2 42 30 George Hoadley . 4 4 63 46 17 1, 154 2 26 John Crowell, LL. D . 3 S 431 2 5, 000 90 Et. Rev. T). A . Payne, T). T) 6 4 5 4 1 4 42 50 Hon. J. H. Graham, LL. D . . . 2 50 E Snencer Hiller, A. M . k3 62 2 32 60 Geo. Woods, LL. 1)., chancellor . . . Eon. Joseph J. Lewis . 6 5 1 4 4 4 2 36 250 50 Hon. R. W. Barnwell, LL. D . 1 1 2 40 50 Rev. B.W. McDonald, D.D.,LL.D. 2 2 92 700 1 40 2, 000 120 Wm. Carev Crane, D. D . 4 o 2 24 15 9 38 2 32 300 100 Charles S.'Venahle, LL. D . 2 2 85 2 36 80 Gen. G. W. C. Lee . . B. Puryeav A. M., dean . 2 2 36 80 Eon. P. L. Spooner, dean . 7 7 23 10 1 * 38 400 30 Rev. John Early, S. J . 4 4 57 32 25 10 2 35 80 James G. Welling, LL. D . 5 3 2 96 50 46 581 2 36 500 80 John M. Langston, A. M . 3 1 2 67 37 30 2 27 2 400 40 W. B. Wedgewood, LL. D (/;) . 6 3 3 98 35 39 24 30 31 2 36 a 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 30 31 32 33 34 35 36 37 38 .39 40 41 42 (/) Suspended for the present. ig) Law department comprehended in the general organization. (h) Vice-chancellor. (/;) Por the year 1871. Taijlk XIII. — Stalistics of schools of malicinc, of (Icntlsiry, and of pharinaci/ for 1872’, from rcpUcs lo iiKiuirics by the Uniled Stales lUircaa of Jhlaeatlon. 81G KEPOET OF THE COMMISSIOXER OF EDUCATION. •aopraj JO JtiuoniY . o o o o o o o . o o ^ 1.-: c: o l-s ^ re -r o i-e o o o i'- io a> oi n z-i -rp ^5="' ' ’ ' S ^ i-i ^ •90J UOIJBUXJ-CJ^) oero oc?o ooo ooooo o o o ^ ^ ei ci qi zi r: re re et r: ei ei •ooj nOIXT3XO^OIJJ\!I^ i.e te ^e o o i-e ue i.e ire o c: tr. o o ue ue i-e o o Cl 1-1 •XiBjqix nwsaranxoA jo ’ox; oil ■ o c i-e . . . C't c . . . o >0' III ii.cro o I I JO* III 1 I I o lie o • 1 "r^ 1 1 . I , . . — r , I •jcai! OTXSLjoqos ni tjqooAi. jo ’ox O -f ^ Cl zi Cl re t-ce ooci reorH — -o o o o i-i re Cl d d ^ — i d Cl :-i Cl Cl d •osjooo at SJUoA jo -oj^ i — r: - oi 01 si ro . Cl — cc ci si •inuiu[« JO joqtana iv|ox c: " -r .'^} 00— ro ocoo oo~oo o icso [ 1-- o o ' o oi ert o -r< i-- T-i o o 01 ot x> o c; o T-i — — ..-loc^ors : ;f.-r -T •09.1,00X1 joqjo .lo oitaopBoy au xjoatoo I -oa OAitq oqAV sxtroxiuxs jtioso.id jo 'oy I i : II III 1 O 1 ■ • d Stiulcuts. •.Ti3oA Xi'iiqj nt 'ox 1 : : : • ce • ire • . Lc -r • • o • • • X • Cl • I re o ‘ ‘ t-h Ci • • ■ • ■jiT9.s! x^nooos at 'ox • LC ‘ Cl *o • o o • « re • • rH 1 Cl Cl I i-- O • • Cl • O •JBOA js.itf ni -ox : ; ; ; : : : :c . i- o . . o • • i> • >e re I — 1 1- • • le • • re • re •joqmuu XT^Jox 1 • • OU 'O • 1 ‘ ^ Cl Cl • • ^ • TT w o »e • o • Cl •o -rcce cc>o^'* t- • o •siojon.ixsaT loqxo jo -ox | C* Cl O ClCl • rc O • Cl ^ 1 X . •sa:ossojo.icT aaox^TSoi-uou jo 'ox I - - - r-~. Cl - CO •sa;oss?jo.id ju9x>tS9J jo -ox X ce *. X i> X Cl X o tc — 1 Cl ^ o cr. t- ce co •siossojojcl JO aaqiuua x”^oj;, xeeo xci x-x ‘ oce oce i> o cr. — ^ •no^BziuB-oJO JO oj'boE MOjiTsqo 10 ojocL STATISTICAL TABLES. 817 a Tnchidcs 5 assistant professors anti 5 assistant lecturers. h Includes 74 unclassified, c Ten dolJars lor I’csidents of Micliigan; $20 for others. d Includes graduation lee. Table XIII. — Statistics of sciiools of medicine, of dentistry, and of jpliarmaey — Continued. 818 EEPORT OF THE COMMISSIONER OF EDUCATION. •nopm!^ JO (XtinomY 0 ID 000 0 CO 0 0 1^ rH i-i ID 0 0 IDO 00 000 cooi> CDO c^o 00 to 1— 1 rS rH r-J T— i ^ •90J aOTXTJUpUJf) 00 mo 10 000.00 ooooi Gi CO a^ cococo coco co co co so ■ •09j: uoixiiinoTaxBi^ i.-S iD ID LD ID 0 ID iD ID ID ID ID LD ID lA CO •AjBaqxx S9irm[0A jo 5, 000 . • 0 0 00 I » • 0 0 00 • » • CO CO ID tD « * • Cf II ID • •jboA oijSBxoqos ni sqaaAi jo ’©jq 1-H Di CD 00 CD 0? DJ CO tM ii ^i3^ox 14 382 7o 147 1, 062 0 0 iD 0 ID Cl 0 0 ID CD C5 LD CO TT* 1-i CO CD GO CD CO 00 uD •eaoSax) .laqxo -lo otiaaxJBOBUB x’9At9D -9J9ABq oqAiexaaxinTS xn989.idjo 'ojq ;££ 05 ID Cl • 00 CO • ^ I T-i Cl rH • : : Students. •juaA xwTqt ni -ojsr | S’ ‘ '2 ' T-i • ID 0 Cl ■ • TJH . CO 1-- ♦ • . CO •juaA puooas ui -oj^ 1 TJN 1— LD — • 1 r-1 Ci CO Ci ; «> • 0 ID CD 0 • CO • rH Cl 0 Cl • ■ Ci •jnaA JS.11J nt •o^^^ 17 20 40 35 31 ‘17 35 15 30 • CO • Cl •j.aqrauu x^jox I ^ (D LD ID C5 C* ^ t- t- 0 ^ c; GO Cl 0 CO 0 • CD • ID ODSCO O' d'CO •e.ioxoiuxsuT joqjo jo -oj^ r ! i i" ?om| CIO coTf, meo-^ •s.ioss9jojd 'Xuax^Tsaj-uou jo 'ox i " : i " : j ^ i-H 0 ; ; Cl : : •sjossajojd x^uepTsaj JO 'oj^ I CD ^ 0 t- CD 0 ID r-J • Oi t* CO m ‘siossajoid JO aaqranu x^jox 0 0 CD CD 0 CD Dl 0 i> 0 Ci GO iD a c3 ® 'd '., dean . D . dean . ) . M.D . , D., dean. .. , act’g dean . M.D . a . sey, M, D., .D . A. M., I). D. k, dean _ . D. S., dean. (Jean . i ^02 ci H n |o Hop “ " fl S>.n IM I •noi'^vziuvBio JO 9j^a; CO o O CD ^ CO OQ 00 Ci c; C5 CD LD lD lD O 00 00 CO CO JO ojuq; cn lO »o CD CD ^ 00 CO 00 c: CO 00 00 •lO ID CD CD CO GO OH ^ : ^.2 >^.3 ^ § <0.3 • ®£x sS •2.3 ^ •2p o.sf II A i'rt K2 s I I I 6 : : "k 0 . ® 3 2o .2 I P 0 ®,o C t£ fc/;^ ^ ^ ® I 2^ ?c 'a d'.2 0 0 I 0 §-;S 1 ' — ' CD 0 H 0-3 'o ^ ci (TiO P O ^ S.ia V cu o |ss ■315 .2 S H «M tAoi5 Q ^ ‘w'M O fcJc'cS'S ^ ^ r^j rD Hco ffl O 5 o O I.311 ® <0 O O P BH CJ o .2SP rC 4) 0.0 I a p,p.o § 8 8^ a S 2 H 2 S ^ 2 Sh rt O C O a O c3 ppp^ PH fcC ■rt a ® o o o2 C§ II > "a P S c •a9qTiin.Sr 1 STATISTICAL TABLES. 819 •5^ 5^ L-:* O O O CD o o ^ o o o o cc o o cc o O Q O P O IfO CO CO o w 55 d o o o o o o o o c^ ro rt r-i r-t O uo O O O lO irt Art o o c^ irt ic M rs o o d lio m M LO M 50 1,000 100 150 CD • • O • CO • » o • '■T • I lO • 20 17 24 17 21 40 20 o CO O d CD d t-H d Cl Cl r-( Cl d Cl C< Cl Cl Cl Cl r- Cl Cl Cl d ^ Cl d Cl i^ Cl • th • r-* O Cl CO » • o Cl C^ . [ J T-1 1 • CO O . Cl . 05 M 1 d • 1 00 • o • • ro • • ’Cl Cl • '. lit II t t 1 M ” 1 ill 00 • 'Cl ■ • ' • Cl ■ • » 1 • I : : : T- ci m ro • 00 • Cl Cl • 1 T-i I t- GO • GO O • CO • M 00 • O I o o • o • Cl CO 'Cl CO 1 Cl ; Cl CO LO LO d CO • C5 CO M • M CO ‘1^ CO • CO t-h ^D • d CO • MO o CO LO O C5 1- CO 00 ^ tH ^ Cl O M M O • • • • cc CO 1 ; ; CO ■ ' tH • • • rS : I I I CDO t-^D MCO COCO CO CO CO CO CO CO Cl CiO t-t- MCO COM CO CO CO M CO CO CO : : M p :p : : : j q ® : : il '1“’ i 1 i i ?.■/. , ^q" — arp ^p Ip ; ; ccp ® S : a" 2 : • S i3 § § P ^ P a C . p :® ro 'm -c: o3: ’S a $3 K ®^ p| S'! PP PP Cl-5 Op rt O *? ft o o s rf co ■GO "cd'^ M O^Cl o CD CO CD LO Cl i- ai GO GO GO GO 00 6^ C CM o 2 O ce' - i’SrM r® o s o a - .S'?:® ,14 > ® O .-^ M o.a a a 'S ® i®' C c o O'— . fcCO : ? ? S'g s 2®3 P Jl?| I Q "a o • S, c ^ a I o‘ a a a aP fj. K ^ S et-r" o o t>, o O o ®“l^a c^:g S ^OP.® Cr— :- ^^TsM.O ^ a^'S.a^'.S^S ®t>H gc^ !?,7:6 ^ : ? &a ^ £§ ® a a M H a a o 1^1 & tti ® O 5X'.m 9 o ffl o a ® fctb o a-9 ®-3 'c .3 J ."a O O l2i 820 EEPORT OF THE COMMISSIONER OF EDUCATION. OQ i -T p c ^ ^ B ^ CQ ^•5 •popunoj U9IT A\ Annual 0 •(^nnouiY OD O ^ ooo o' ■ : ■ ® ■ s .O' o o o ; *-© ; o o o a. O o o cf Permanent fund. •eniooui -['BunuY i o . o 10*^0 . LO I ^ 0 78 1,000 300 1, G20 8, 000 0 2, 100 0 0 700 13, 000 o ; r^nnomY j • o • o • o oo i o o o c :g§§ ^ , » i , uvu . . 130, 000 1.442 r. 27, COO 0 0 8, 000 . . 200, 000 O -0 lO : caco 00 oo CO : >• ■'p R • o . © ;^Sp-|431® iPiiilli -rid C-P 'p: •o'^rtt>';>i? CdPH ccE>l>r' S • 9 © © o rS fcC2 k . . p :-^ P ' 2 o-@_:-K ;'i.2 gs g I •CC- ®c;) pS ® §p^W2 i'p'-'-S- «3!P gl'lls i|pl H PPH iC^coM ? o '1^ §P GO 'Ti CO CO CO ^ cb cfH ^ •joqxnnK : * : : ‘ !• 2 ; po ! ! rt I . 9 ® © i i ■ ^ 3 hS © ■ bs3 ^ t>;Ci S.2 gppi-t.a 9a o o a * ^ "o -K ^ ^ ' 3 M O '© ' ® •'“ ® §a.s.23;2 a © e: p 9 c ^ tc Or-rd © P-P g P 3 5 ;-© ^ ■> © p'P - o ; ^ , f-H ?-( , ci , c3 'S • > --g « il =19 a s p: © P : ti.-: p :_©: a '•'^^ II oo ; 9 I ^ : a ; : ■p .2 Pa ocdS^- 2 o p, ccflp' >-© rt p p rt p 3 f-r© .'“P; a pPo 2^p .^i-'p 'atHo^pp-g p ?=a’p2 p pasd'a^ p © g ? O.-P C © O ®Ha p a a 2 .9 a V 2 j •p 9 pa p uj ^ "P SJD > +?'p ^ s 2-3 o ® ®® s § aaa ©ao'3^9 ©a© ©a a ^■pqat^ m-=( icicort-LOcet-oo p=2; STATISTICAL TABLES. 821 SI a S?^?L^S!^g S^ 8-32-3-0 8 Town appropriation. Table XIV. —Statistics of lihrariesfor 1872; from replies to inquiries hy the United States Bureau of Education — Continued. 822 KEPORT OF THE COMMISSIONER OF EDUCATION. .2 ^ 5 ^ ^ « S3 •4^ S o o q ^ o Ct Vi •!janoiiry •amoDUT x^nuay ijuiioniy D O O D O O O O -T o __r o o o o o o p ® G (E o O ® > O p 2 M o P p P o PH O O P O GOO G P P P P OOP o CO • 1 so .2 S ^ 2 'o’o ^ o ^40 02 ©5^0 .2 2 t, S O 6S M §42 S pP3 r=lOl-s l-sH O po o . O CJ7P G a P ^P .2 P ■ rP O ll ■ o.-S p p Ss ■> 2-^ Of^ cj c3 ?-i 05 § >i •papuTioj uocLAi O'! CO lO 1.0 lO o CO GO QO 00 ' lO O i-- c: — 4 CO Ci O C? lO CN irocoiooioioocco'^i^ cio >^QOQOCOOOGOOOOOGOGOOO 00 'Xl . ■ 5^ : : = = isj§, li« il^-isas-so-ss i^_?'^p2 2 fcJDO o 2 r"'^ 2 Is MO :oPo3oaHKMM r-H-^ £ S' ^ p o t>i MM i Sll a s .2 2^p .3 p.2 o r,3 2 it S a .2§pp3p ■S-|33 sm § § §a '.•43^ >: P ^ .S d o ^P ci O p;2 tj‘ P ij P o M V P P P3 g “PS'S grP-p P MpJ P ".p >. >:X J <1 wP PPPp-p^o^.r® >pgg^.23d^§2 p gsa §3 p sppp P pPPr-3P^a ^ P S-SIJ&IgsIgs ;:iPcSrt^oPPrPpg ppjGGos^L^ai^pp hOPPkOP^PPP <1 2 ia S G ■Pi P Maqninx STATISTICAL TABLES. 823 Table XIV. — Statistics of libraries for 1872; from replies to inquiries by the United States Bureau of Education — Continued, 824 EEPOET OP THE COMMISSIONEE OF EDUCATION. oo o 'o 2 '§ '^auoniY ^ I ri ^ •9UI00UI puuaY o o o o o ’ •ljunoniY ooooo, 1-2 O O o S P '^1 O o o o q a a a PI ca o o o O O ® <0 a a a a o o o o o c a a o o o o a a o o «; a KQ PP a |zi • M ‘ tM . : 0.24 : 3 ^ ■ > o :a^ • >5a l-ti o :23g ; ! o pi • o_a . :aO| : -ij a .ij 0(3 • a 03 -5 o -ji a & .t; .12 : a "a a a O 03 a a i gppoP, cc O H W Q 0=2 ® ^ (5 ^ag lP m fP o '"I a a; fiO •papnnoj uaqAi ~.tr \3^ 111 ^51 P-sP .2.2^3 g a a a - o<^ O O iiiMp'o a a^.g-a 3 COCZ2r2;MOO I ililit-f o :§ E .a®23.2 3^ i iT-S S.'S a o a ® ^3 a;3aiKia:a3 a ?:§opa--^|a 3^1 a 5 £ eja !2i «5 1-5 H Pa R k! :r aa la a a o p as a ’a ^ S a s§, S^.2 •§ tA, a o aM i >> ; a “ So III ^ || .•rnpR R ra > -S 211’ ji^Pl Isi.sgJ !p 3 tc ^ pi tc": -a i ^ as 2 M r- 2 ^oi^s-i a"-.a2'a-ti oMj-33 •aoqnin^ CO C3 O -.i Cl ! STATISTICAL TABLES. 825 itical ■\Yitli library of Table XIV. — Slaiisiics of libraries for 1872; from replies to inquiries by the United States Bureau of Education — Continued. 826 EEPOKT OF THE COMMISSIONER OF EDUCATION. O O O O O -t; : H fe tc . • o O p rt c3 i.3 aP-( 2 rt ■ fcjco g^. 'O'^ — I'g'^OJcD g ■ L® • 3 K . ‘m i § ! &■! ■ "g • t’l I h S , - 2 >0 .2? cs 0 ho ggs o'^ -yi jp a S O ^ S O -g gc "S g 3 o rt M r^hcCH 07 O i-" ^ClZJr (-J fc£.® ,0.2 oIN I’apa 3 .2 3 .3 2 ^ § =3 t- 3 3 ^ V >5 bc g g3 5 J 3 r- ^ g a«&C2*^S3art ■f: 3 2^ ° .2 3^ M 5 ■ • g I I ; •331.2 ■M o o a h>-,2;.2 O .3 ! S 3 rt O 3o •>,2'g.2'« h S 3 3.^ 2 fcl'O 2 6sg^^ig.2-g2 >■.<13 >=3 §-3:2 :2 3 2 3'!ror3eHf:; g 1-3.2 3 ® ®.3 •joqiunx 00 C-. o — < gi JO 00 ffi -■ O I- CO 2 c5 CM 01 CM Cl C! CM CM Cl Cl 5i CM CM Cl CW LO CO u- Cl Cl Cl Cl Cl ' Cl CM CM CM 00 « O r- Cl IJO -JS 1.0 c STATISTICAL TABLES. 827 Table XIV. — SiaUsftcs of libraries for 1872 ; from replies to inquiries by the United States Bureau of Education — Coutinued. 828 REPORT OF THE COMMISSIONER OF EDUCATION. Table XIV. — Statistics of libraries for 1872; from replies to inquiries by the United States Bureau of Education—ConimVied. STATISTICAL TABLES, 829 Number of publications taken •OTp ‘irnu -nu-iiuos ‘[umitiv IS i ® iro Cl . \ LO o o o rH CO T-t CO o o •Apiojiun(J) l« 00 CO o T-4 o o ^ I- LO LO lO o •Aiqjuopr 1’ 1 00 r* o o rH O Cl lO t- CO rH LO 1 o o o o C5 O CO CO C5 LO Cl rH •Aiqoa^i IS j ^ s o CO o lO O 00 Ci CO O iH CO o o o o o rH d o CO ^ g

pr S CO LO o o lO to 00 o o o Cl LO Cl o d cx) CO T-» O •e[uor -potiad nSiojo,^ S £0 • o TJ« o o o o rf- o Cl O CO rH CO C5 o •SJUDt -pouod uuDT.iaiuY 1! o rdx 01 CO o o LO o< Cl o o -rr — H t- CO CO Annual increase in— Donated. •sjoiqdratrj 00 o . o * Cl • i i 0*3** o o CO Cl o o ;o •sqooa St o o o o 0^00 CO O rH o o LO O 500 o o o o o O O TT* O 0^ rH r-i r-i CO O lO o LO Cl d o d i ^ Purchased. •sjaiqduiuj © H 1 1 • o • LO ; o o d . CO • o I •eqoog; GC 1 H ! 1,200 1, ICO .0. 000 • o . o ' LO cT . Cl o j 5i ^ 100 2, 000 0 1,300 300 Cl O CO O CO TJI tH 200 • o • 'VJ* Foreign. •sjaxqdiuw^ H i I o ', o : : o CO \ o •sqoog; 16 o o o cr. O CO 500 . o . 1H o o o o o O LO lO CO o ^ ^ 905 o ;o American. •sjaxqdoiuj 00 i i . O LO o • . ^ i> o • o t- ;o •sqooa; 14 1,000 1, 200 000 o O LO o lO Ot CO Cl o o o o . O -TP O LO I 1-H t-* • CO o o to o CO CO d CO o LO o o LO CO LO •Aaxj.iqn III s^dtrasnunui JO aaquiux o Cl o ; o ; o 0 Cl o LO , o o o o o ; o o o o •Aanaqn nr j sja^qdtuud jo .laqninjq; H o Ol I 1,000 i 1,008 ■ o • o • O *0 >Cl ■ rH o o o o lO O O O 0 0^0 o ^ ^ CO 1-H 1 1, 100 ; 200 ! 0 1 1, 325 • LO •IxEjqii ar eainupA jo’ aaquiTi^ O-OOOOOOCCOOOOO; ' O O O O O O ^ oc/:>oooooo'7D>r:ooooi.oocr:ooooooi^ ooo - - - O ir: *0 t- O O O O 1-- O O O O O O 00 O rn o O CC 00 CJ £- CO I © •op ^.anouiY it; o C) 0.2 o . o Q C3 ^ K S S s ^ o o o o -- - pi G ^ = 5 3 so o - jT* ^ p c: :: o o 2 d so^ojSfl o || o^a;pf .5 • n rt s : y: o P S >r~ J p s s ® = C-5 O s PO> ■ ?? rt 1 • iiP : o S CO : .>>5 S.3 ^ S- ^ SP=-^ S 3 ^ fcf ^lolSsc • t . o . >J . o . . . o . ^ . o ih :§ ;2 :g ;| :a ^(3 : s : o .‘o ;p ‘P ■ O rt'S 7^0 ’rt^a 3 <35 (2 7 * ^ P O o g S So 3 2 p'Se >, P -3 > fct p p; p p o'-a :3 f-'p ^ o 5 0 = pO^ 0 > 0 ci P rt p pp :^l % -a : '0 ^ ; 5 o C 5 2.3 ; '2 -Sp^'Pp : s ^5 .2 2 ■= a ■ ^ 0 0,0 ^ ^ S r'-.o Ch ct 2 *~' P S P o o a ‘S pp 3.2 2.3 2 hPa go g -S3“P'3 0=S:^^3:2 e; ;i.2jp = : "S 2 o 0 'tt^- ^P p pi -'^~L -3 lP i^r^C? Moqraux ) o o -H Cl : 3co8. t“Titlea.' Table XIV. — Staiistics of libraries for 1872; from rejMes to inquiries by the United States Bureau of Education — Continued. 830 REPORT OF THE COMMISSIOXER OF EDUCATION. Number of publicatious taken. •0^ -mvuiio^ qennuY C(0 et o rH LO ^ o o C5 O 1 o o •H •xflJO^JUUj^ 1 rH o CO 00 Cl Cl ^ o o o o rH •A'lqinoj^ rH CJ OJ Tf< CJ lO CO :o o o o 00 ct •A[q39A.V e( S S lO i> CO CO Cl • CO ! LO TJ1 f>- Cl rH o o ^ o o CO CO « 1 CO r-i c? (M rH - ff» rH ' rH Cl -?" LO TT rr o o o o o CO •S[not -pouod TiSiojOjj w e> O • • 00 Cl rH ' ' o ; ‘ CO o o ; o o o ^ ^ ; •s[not -poTiad uuoi.ioraY O -Tf CO O O O 1-1 CO r-i CO O O Tfi Cl rr rH LO Annual increase in — Donated. •s|0|qduirj H e> ! o I o .00 * Cl o lO Cl to o o Cl o o —1 o I I •sqoog © i O (M O . O i> O • rH rH o o o o o LO 150 100 o to O Cl o o rH 0 15 50 Purchased. 65 H o o 1 ! CM O . . o o o o I CO . •eqoog; QO H 0 0^00 O LO Cl o CO rH o o o CO 1 o o o o o o CO O CO O d o o O o o O to o O J> to O Cl ^ Foreign. •ejoiqdcuud is I o 'CO ■ Cl • o O ■ ! o o O I rH » •sqoog; H 50 0 1G7 o Cl o Cl CO o o ; o o to I i> 1 American. •gjoXqdtuBcj; H o o . o Cl o . o Cl • lO Cl o o o Cl •eqoog; vt* H O O 00 o lO o o o JO rH rH o o CO o Cl o o r- O O to o O Cl o o "IT rH — CO o o § § •A'ju.iqn ui ejdTiosnireiu jo .loquiu^ «5 H ; o o o o o o o o o rH o o o o o o •A.iu.iqn nt sjaxqdcuBd j6 aaquinj^ H O O O O O lO O CO O O ^ o o ri rH CO o * o • rH O . ^"cT i . o O * O O o ;(?^co o o 0 150 ut sauinpA JO joqmn^ oo ooocoooooooo OO O O O O O 00 CO o o o ^ oo OOO^O^’TCOOOi O O LO O O O rr O ^ O O O O O O O O O O O LO O LO O O O ' CO CO 00 ; ;CO(71CO iOr-iO^tOCOCMCOOO O -op !^nuoaiY ^ § • ■ • c5 fe - - M O ° & C3 ; fe o =3^ a g , fl o tt-.-s .15 aT ^-,c t» . . - gMai : § "3 grtopa:>cig«of^o ;o • fcf ' ^ 'S :- “ ^ bS s p >v c 5 .2 ^ - ! ^ o b., P S o . b'5.p a-s-s uiAB > 2 S'Sk: p> p rP -p 03 '-' p P •3 o t^p § s a>’a^ >1 OJ b b b b b° r^*72 O' ..Jsl 32?,'!^ ill I ci ci ?H fH ^ aaaa p’^ o^ ^ bJ}.5:irj cirO o o O ^ CO a h'S . T 03 0^0 4^^ o 32 b ^ hi.a a a 's ‘p 3^ ©■ p r POO t~i'^ ra'.S ^ P 'P t- P tX) fc/i p ^ .y ^ ^ -3 o p: ^- pga.a|§^'3§psp: pqeqOW^c®a23E •aaqianj^ fO'f.-OCOt-OOClO- M CO M CO CO CO CO CO CO -j* • STATISTICAL TABLES. 831 oi i i ; I o 1 ^ rH 1 o ; o I o ! ; I ^ I O ==» I • o • • I o ; ; OCiO • ^ » .HO ; '^ ; ro o o . 'o o ; o O O 1 :8 lot’ 1 : iS"’ :? : • d 2 ? S c- 30 7 0 Cl ; . o • iooci : ■ C5 Cl CC ; [ ; o O t-H ^ o O o i- o • Ci • 00 tH • • GO I o o ; io--' : ^ o ; o o ; . I ; o rO rH rH O o 1 ^ o : ; cc I o ; o ; 1 o ^ ^8 8^ : 54 0 9 12 17 12 i • O :8 ; o o ; 1 o 71 9 21 27 >» :5 o i lo^Oo*^ log i i 1; 3 1 o- i§ -Tj^' i-i i is li !<■ 1 « ii . 0 05 300 oos 17 200 5, 000 38 is r 1=1 1 45 1,600 914 8 8i : ii :2g i ^||8Si^5o :8 200 I OOS ‘f i I C ! o ! ; i o ; iiii : IS §i i cT cf 176 150 520 700 50 350 III i M- : ^ : ii§ i 1 .H- 1 330 1, 400 500 150 1,000 250 200 ii ; : ig;? : ; o : : ; o loo ii : - : 7t • CM ?0 :8 s :S . ouu 0 500 0 20 :i I • o' 200 125 500 I iio 1 8 : ! Mo ^ ^ i li :S : 1 3, 500 400 ■ 150 375 1,000 25 s 1, 123 400 200 100 500 oos iiisiai=i I i oo? • I ^ : 8 O ! loo ; o o ^ I 1 o ; o ; o o o ; o o 1 o ii 5,000 0 8, 000 ' 5, 000 10, 000 0 2, 000 100, 000 IIS SS3 8, 000 400 0 500 130, 000 3, 500 8 O • § : ^ ! c I ^ I i j 0 7, 000 50 200 0 0 1,200 0 005 Oriental manuscript. t Voli Table XIV. — Statistics of libraries for 1872 ; from replies to inquiries by the United States Bureau of Education — Continued. 832 REPORT OF THE COMMISSIONER OF EDUCATION. Number of publicatious taken. •o:5> ‘iBnn I go -TIB-1UI9S iTUinnv 1 102 >a o o ; . -n ; CJ • • CO rH ; o ; ; ’^ o rHrH i •ifiaejannj;) | ^ O 1-1 • o ; CO CO r- O ^ ^ TJI 1— 1 Cl o ai-qaoAi ^ a 1— ( rH O ^ d -O rH CO l-( d i-H CO CO o Cl Cl CO o Ci •Atua 1 ^ i Cl cc o o O to o o ; o CO o<^ LO . o o ^ LO •e[BO -xpoLied uSra.ioj W Cl o 0^0 CO O CJ CO o CO o o • CO • LO LO O rH O o ^ LO •S[BOI -pouad uco’ueury -- o cc ^ O 'O o ^ cc o a i-- i- Cl d ko CO ^ ^ 0^0 O lO CO to Cl CO CO i- TP tC5 o Annual increase in — Donated. •eiOiqdniBd H CO o 00 O to O 1 ^ . o * s o d CO rH o to CO •eqoog; ® Si o o • o • : O lO o o r-1 r-1 O Cl o Cl O CO O Cl LO d CO CO to o LO O i> O f> CO o 1^* Tf< Purchased. •eiotqduiBj; H I : o ! ® I o ; •sqooa OD BO O . Cl o • d o . tH I O O O CO 1.0 P- O O Cl 00 o t- *o CO T-l O O 1-t o o 1.0 o CO I-H 425 3,210 175 300 44 200 2, 000 411 203 i Foreign. •sioiqdniBd 4^ T-l - o c: lO - ; o 1,557,.... 55 ... . 1 1.50 _ o ; “o Cl •sqoog tH o o CO • • BO i- o .\o > Cl 'o“." LO 1 American. •s:j9tqdni'Bj; 1 o O • LO o • BO • lO . o ; •sqoog; H d Cl o o o o »o LOOClClOt^ d 00 o 1-1 Cl o o LO O Tfl r-H lO O O lO CO Cl BO Cl CO rH rH O • i LO • < rH • ( ro n 71 o o Cl •.f jB.iqq UT Siduaenunui jo aaqranj^ c "c > o o ; o o ; o o o o o ^ I jo : •iCjujqq ui sio^qdmed jb joquinjq •H 1 o o o o O CO ^ o o o o . . o . . o . . CD • o o • O 1^ • LO o o O lO GO lO o o o o O PO o 1-1 LO O) o • o « • o . o :oU • C5 •il.T'Bjqn m SQianiOA jo • 03 o O O O O O : “ I o o o o o r-iOior^oo'X>ooc''iC'ii'-occLOooaj’ OOOOOTJHOO ■ > C O O O Ci o o ) O O CO O 03 ' O TM.-3 Cl ro Ci Cl o Cl CC T •pO^RU -op ^^unoray , o O *000 o o o o ro (C ^ cc C.0 cc ^ , .. >- o §’s^^ ro CO tzj 03 K (O CO cs ^ ci 0 1 C^3 T 2 g s C o ^ ^ _.— 'g? f^CC CO CO a3rto;^ = :;c:c3ocjo .S & O ,-■* b» t> t> 1^. .5 o S £f^ ^'■ ? -r-2 gis •S ; a o . ^ o o • • cs • '3 <1<1P : :m o ; : 3 : 'a rt ^ ti 5 ■-fj <1 fH 03 T n 5 f- Or^ g CO O " bC-r^ 2 a. 2 ?P = 2 a : h„ 5.3 ■rJ g; 1 o 0^5 2.:^ 'i; ;-, a t- «-a <» Snags 2^ , be c ^ ^ a is 2 I Jo s - = p a a c d d OO g^l g mJ 5 >.g 5 •a 3 |2 g g 5;3p ■ ® - iSSajg'gPrgaa-. . ? 5 P IE ?? O ^ O C O ... .r^ W W l_ |_^ W ^ I o o. .p a s cu g a TO 5’ _ _ :'^(r;raa3gpcaou '- 22aJ - uoqianx r: ca J> CO cc C5 la T-l rH C! (b^ Oi IJ CJ CJ CO o o T-< cJ ca -r LO C! o) c^ ro re CO 03 CO STATISTICAL TABLES. 833 O O I loo O O V o o > Gl lo * o o o o o o o o o o o ^ o o O CO O CO O CO CO O O i.o O O lO c o o CO lO o : O O (M C O O O O CO o o o o o o O O OJ o o ^ O O CO O UO o o o o o o o o CO o ^ O f-H O O O O O O O ' OLOCOt-COCOO^O Og.C.- - - - ' Oi o T-^ o r: GO o o o o o o o o o o o o o'lrfoo co'' O-^OOOOOOOCOCOlOOOiOLQOOt- of t-T of co'‘ -f cT lo'co'* tjT o' o'" 00** cf ^ of :o' o o o o o o «r g .2 oC •'o s s • ^ a 'rt '2 : 'rt t-sa2a2 .02 ; o ® 0^3 .a-n^ § t-lpqoo .'a A ' r5 O rt .a i 2 2 3 l^io pi O (O ^ w u a o be 53 :!-s \'A •ry i^aj O'^ ^ o r: ^ is 3 U ® :t>j 7l,t> o §>^ooo^oo'oo.5S-5;=;3^ooo ^ r>- § ci O 3 S 9 -3 p Fg OT! 32 J pp . O tn: rt tHp .S^c^^p p“l .^1 S gp S'a o 3 o o 2 ap|.3“3;3 to tncc'^13 fe’s ^ :^:^sssg|| /-\ *•/-^ Or r ', r ^ 3 pa p^ ;■ -3.2 p oO be c3 to j . tn . ^ n: . to >..rj 5 -3 -cj C-3 >i2 3 3 • ^ - p 2-1 3 ri O . >2P I ■e 0^3 il °| s. 2- 2 3 ® C’V2 5' - o\>i , . 3 -t 3 >-3 tbi.2 23P C/2 S to iii:s a? r= r? 5 2 ► s CSC^ C’O .£ « 2 CC 3 c/3 r-^ :/2 ^ O C) !^ 03 ^-2 H H 3 Ph ^ h-l 1p«| ^ :5 ?? 1 £g P?^ P! g g 3 >• — 03 ^ ^ w — .7; “ T^ o<1 BP.q'^ 2 >-.10 03 P (D -t! to ,3 Op' Pf M be 3 2: ® ^ 3 !3oc,b;oSS5 11 ; lax < = 5 «n: c prt 5tj O ci 5=^552” “ll^sSlal 2^^ S E 2 ^ S-S S b: o -”p Ptn^ P^HapP<1-l3 ) C5 O — < CO 'Ct' O CO 1 o lo in lo ^n m o c^-^ioor-QOoo^cJc^-t-LOcor-GOo:o-H CO CO CO 'O CO CO i'- i- t'- i'- i'- I- i-- 00 GO 53 E Identical witli library’ of Madison University. t Yolumes. Table XIV. — Statistics of Ubraries for 1872; from replies to inquiries hy the United States Bureau of Education — Continued. 834 EEPORT OF THE COMMISSIONER OF EDUCATION. a -0^ ‘iTjnu I Qc J -nt’-ituos ‘[Biiniiy | (N « • r-( , o CC lO ‘Jr- •A'lq^uoj^ O OCNOOCOtMt- . ^ < Ci CO CO i.O I •eiBoi •poT.iad ni?iajoj rH (M O 01 • CO CO t- -pouod. uuoijoia Y S40[r[(Iniuj •s3[ooa; o . o o < O • 00 O ' •g^oog; O rH O 's;3];qduiuj •sqooa S49tqdniu^ o oO o'-g Oo I : : : : : I ;!:::: ;o o o o _ 13 'w 'w a o ; o a f-i -1 g_a.a^r3i3 ©"SIS g o > 55 = .£5 S a op55 «.9 2^ S ■r< ® aTc'; hg a a^ g M ||p 5 ®5w O "a. i>jo : 9o g5'gA|,|5'og ^ -9 fcjo Sc c g ^ .S “ a fe A5 o •p^ O ^ c g a a q y a> ^ ’oo o .2<1- :o «’ >.5 , ;a§ cj o :.2tS ,gcc • [> © a ,r^ - , ai : a a a . -a P ' ■a V, ■ M a 9 ^ b 9 2 ® 9 9 9 9 u u , g5 .r^ '6 q '• .2 I : ' : >5 : ■3 : ; : : q .2 • '« : o '3 >, iIvS : .'o • • • . 1 o • * • ^ • CO • ' ' .li '-^rH 1 CO q :3.2^ : m e 9 p § f- aaaiit'a ■-I^t-I^9a.!:i §1 O t^.-3 ©^^3 P I §gP SP3pfl £-2aobHPM<1bSpppb5o^O'y3MP Moqmuj^ C'lco’^LOor'-cooo COGOOOGOCCOOQOGCO STATISTICAL TABLES. 835 : o ; • CO C> ' O o o o CO • • lO • • • o I o ;• ; ; ; o o ; o o ; o o 00^ ■ CO rorH o o o o t-h 'pt o ■ o» *o o 'T o ; ^ ® o o o o o ; o e( o -H c< o ao M ^ o o 1 -55--og, 0,000^^ oc^ co^r' ; r- t- ooaoccgoQO^ CIO o o CO g 2 6 7 1 70 28 1 40 5 3 0 ^OJ Cl 00 1 l~ o r: c- 05 TT i- r-< o o o ^ O O o o ; CO r-l Ol t-4 * c< r" I O 1 OMO ¥22: 00 o e» o o o o 'i -gi 115 .... 2 33 0 12 18 0 10 . . o s,=s o 00 o o o o " i O o i r-r 1 I rH 1 o o ; :§ i i i ii iS go o 1 o i 1,057 50 190 1 rT g 8 : O \ I - i :S : : o ; ; ; O O * o * 1 O I I I ^ : L : iS|83 rH- 1 2 § 2 12 th- 11 2 ii :: 270 1, 100 175 50! 15 1*^ §1 o o o ; S = O O ^ o o ; ; o o o ; o ; I: 1 s o o o o ; •i ; o o o oi 8 : I; . o . i- i i : 21 psis 1 i2 8 : i; ^•' : i Ii ; ill-- si o o : o ; o o o o ; ^ o o - S o o °i or 1 CO O O O O ; I ® I O 1 o o o ; :ii” O O O i” O 8o 0 350 0 0 3 194 0 2, 000 n u 0 0 0 0 000 ‘I 0 000 ‘s 0 0 0 0 i), 000 0 2, 000 0 0 'i 0 14,000 0 300 0 50,000 n O i JIP 00 '4 4,000 0 300 :4 0 Ol 10,000 of oo j-'M o'er jh-o oooo o' ^''cT ’^'o'o er^''(?f co ^ isssliirfiiialsigliifiSiiiiai ilsssiiigsiialliiiSsIfSIi Table XIY —Statistics of lihraries for 1872 ; from replies to inquiries ly the United States Bureau of Education— Continue^.. 836 REPORT OF THE COMMISSIONER OF EDUCATION. Number of publications taken. •02S> ‘iBun -uB-Tuias ‘[ununv 00 1 0 16 ; o ! o ; o o : : (M ; *Ax.i9piBu5 i'. Cl CC C7» PC O 00 o T-1 l- o d ca oo iC • •Aiq^uopc » CC d Cl O ic d ^ rM liC Cl TJ< 5 0 26 o Ci • •Aiq99^ es ?< ir* O CC PC O ^ M C3 1 0 15 o CC o PC i> •AxibcI^ Ci CIO O CC 1 T-H o o o o •exBOi -poT.i9d uStajo^ M CC T-H CM O PC PC IC • Ci o ; o o PC PC CO "io , 150l •SXBOl -poLiad uBouauiY CC i-H CC CO PC tH (M CC d 00 O TJ- Cl 00 Tf CC d tH CC d T-t CC PC CO o Annual increase in — Donated. •s^aiqduiBd; H o • o PC o o . CO o s •sqoog; 9 o o o . o o o O • O O PC o • o . PC • Cl o o Purchased. •sxaxqdcuBj et H o Tt» CO • CC 1 o o o 1-i PC o ' ^ "3 o d •eqoog; QC o o PC o ^ o o d PC ^ 00 d • PC o o • O PC • Cl tH 0 200 143 . 50 o o o cf Foreign. •sxaxqdmBj H o o ; Oo 0 o 0 200 •S5[ooa 9 H o — ' CC Cl CC o Cl o o o o PC o American. •sxaiqdmBj L'5 H o • o • o o ; o o box 0 •sqoog; 500 • o . PC • Cl 140 700 0 o o o o •AjBjqq ut s^fdTJOsnuBra jo aaquinj^ w H o o o ; o PC o PC I I ^ o o o 200 17 2, 000 •XiBjqq ur sioxqdui'Bd j6 aaquinjq; (s H 0 0 0 3, 000 . o i ^ o o d 0 1 1, 500 1 1, 500 1 150 1 500 1 2,300 2, 000 ! 0 6, 500 1 250 1 27,025 1 500 1 50,000 •Ajuiqii in samnpA jo laqran^ 'OOCOOOOOOc •p9:jBa ■op An^nnuB (^mioniY o o o o o o 0.5 a wHs o a a o b-OS o § © ^ o § o a :t> : c c3 « * a S-a 0-3 a a'S 'C pi ^ a ij XI .rT a! ^ ii||.||i|||-5s||| a5 a o 43 >.§ a ^.3 § - 1.3 c a "P tc ^ -t-> fH ®, © ©'« I O ^02 .-sp a s ; a I.S 1 *c • bJD c; o p^ ona a 'o o o tc tn 02 |2 a o . BrS . _ ^1 > StS 2 a S a POJ'Sl PP • o a "t; ^P-2 -2 o 2 a C.S « © I— I -4 vn p p © 3 g jiJl-aS PO'TiHP a :a:|| 'ii. 1 :| git-si It 2 1“ I- g&gasS^-ai'agg’l a aar'^aii: S.S^? a.-^p ® .-■ ^ 03 tT^a^-a^-o'a acH a 03 1^ a •2©2t'o3"p.2.§-3xcpS3>p-a5 'o_j§ c'S^ 2^ S'o S o mPP P^MP:o<1PHPpPf>ia3aQ « ;r 3P- •jaquin^ r-OD cio-^c*ro ■^irso ^*00C5O-^e■J^5■^lCo^-00C5OTHC^ c-to Ol^r'l’T' t’l-l'- J’t-f-OOGOOOCOOOODCCCDOO.'COClCS ©t ffl C< cr< CM (?1 01 CM (M Cl Cl CJ Cl (M (M Cl (M CM CM Cl CJ Cl d (M (M C< 'I STATISTICAL TABLES. 837 Table XIV. — Statistics of libraries for 1872; from re])lies to inquiries by the United States Bureau of Education — Contiuuetl. 838 REPORT OF THE COMMISSIONER OF EDUCATION. Conditions on which nse of library is granted. Payment of subscription. Membership. Member.ship I. 0.0. F.,aud payment of dues. Admission to gardens. Membership of Y. M. C. A. Payment of dues. Free to residents of town on payment of 10 cents. Free to oftieers .and mem¬ bers of Trinity College, and bj’’ special vote to others. Good behavior. Pesideiice in town, and annual fee of 25 cents. Payment of $1 per annum. Payment of subscription. All citizens of Waterbury. Election and payment of dues. •|«npTA -ipni jod uoiBitJOsqns ^ennuy H $4 00 6 00 000 000 Oi 0? 00 8 00 9 1 50 • to 0 0 • . 1 ,,isi 0 • 0 0 0 • • » ^ 0 • . 0 CM I I I G^ Tt* •sojiBuiuj o:^ pno:;xo e^qs'ii ,sjoquosqng © Yes. Yes. Yes . Yes . Yes . Yes . Yes . Yes. Yes . •eaoqijosqns jo aoqranj^ © w lO o Of o r-i 1,200 1, 700 3, 500 I 00 . "O 0 CM • ^ i CO i ^ : 0®. mcoA oqt SuTjnp Ajcaq -Ti Siuen saosjo'd jo aoqcunjq; r/) M 250 100 0 0 0 iO S : 100 (i, 000 184 200 283 2, 500 1,500 •Ainaqq noTq.diaosqns ao ooj^g; N W Sub . Sub . ^ ^ ^ ® 0 ^ a i-i ^ t- Sub . Free. Free. Free. Free. Sub . Sub . Free. Sub - Free. Sub . Free. •(jqSin Ifaisop jo JiiopT © « Ci C5 O O ^ 00 0 •sAnpqoq pun sAnpung uo uodQ M Oooo CO OD 07 02 0 0^)000 000 00 000000 0 N t>l >H •Aanaq -q eou9J9j9J ao SuTtnxno.it0 M p4 P4p4« p4p4p^ S4f:^p4p^p^p4 o p4^ 'y'y^'y'y'y d odd dd ddd dddddd •sq.iOAi. -n9ios JO sonmp.v j'o aoqmnjq; M W O • o o o o o oo o • O QO O c: ^ • O O o C5 ^ tH • 00" CO cf 2, 000 4, 000 2, 300 100 700 i . •eaSnu^uni Xnju9uo nt sorauxoA JO joqninjq; M o ! ^ 11^ : : 0 ; S 0 : go :ooo : (qnjugu -Tjuoo) ‘soSnngunx unodoang; liaopoui ni eooinioA jo aoquinxq; H ce o I 0 . 0 • CO 0 0 10 CO • <5 • 0 0 ; A. t 0 . 0 0 . 0 0 tH • 0 . 00.00 • 0 . CJ CO . 1 3 1 l| h ii i Si ^ <0 i : id 1 i ^ : Stockholder or subscrihoi. Good bohm ior. Stockholders pay §:{ for stock, and 5 coiils per week for book. . , ii 1 =.i|j 11.^3. i ¥i%'%li gjil , 1 ■=JsSi3 2 ll=|li |s|| 1 u:0<^dd ^ cc-=!i ^ 1 1 2. 2h ill . 1 1 = i I51I53: rsr"^ ^ t d I t. 1 12 P 3^- i= i2 = P III II III :; : ; o o o ; • O O 5 3 c: : ! ccroooSo o oo : ; O O O O O O O o o OOOO p4;^ p4 p4;4;^ do d dd d odd d d d do d dddd ddd ?» giS;5?5 ^ = ??8s2 Table XIY.— Statistics of libraries for 1872; fro7n replies to inquiries by the United States Bureau of Coutinued. 840 EEPORT OF THE COMMISSIONER OF EDUCATION. c3 ® C a Z ® S.2 rt ’> nS Ci II oo ^ .rS ^ So -a 2-^ ® 2 O 3 O 2 ® •XTjnpiA -ipTiT jgd ^OI:^(iTa^sqns i;i3minY •saqiniBj o:^ pn9?x9 s:}ql?i.i jSjgquoeqng •si9qTiosqn8 jo a9qninx; o o ' ^ o o . •jB9i eqi- Sniinp AjB.iq ■q Suisu saosj9d jo J9qumj^ • O O O • o o o I O CO • CO r-T •jfjcjqtt noT^dtJOSqns ao ooj^ OrO U 5 • ^ ^ <35 O ^ 05 O 05 ^ U U ’4qi?iu Sntsojo jo jnog > GO Q O GO 00 •SiC'Bpiioq pm? sil^puas tio nadQ o o o o 0 0 0 0 0,0 t>l o o o o o o •AaBiq -q 90n:9J9j9J ao Sni^^BitioaiQ ss pH p; _ p^ p^phPh p2 pppp 'yH^p4-^p4 cyddo^PnPH dd dd dd d c5 d d odd d dd •sqjOAi. oqi^. -n9ps JO sooitqoA jo aoqtatijq T-H-fO •eoSunSuB^ pjaoiao ni soniiqoA ,}o joqranj^ (qBjuoa -Tjuoo) ‘so.oBnSnBi uBodoang; ujopooi HI egranpA ,;o Joqrunj«j; •S9SBnSnB[ XT50I8SBP jHopuB ni sauiiqoA jo aoqranj^ •9§BnSnB{ qeqSng; in jon S9UIUX0A jo aoqcanj^ a tn S! |3 > CO © o pppp o o o o c o ro "O ns 'O o! 'O sa §a s- cS a cS I |lc§ §|| 3 fl O § O S c3 C5p^ pqo '.oPddOWW P'S o a ■«(-( >>o SK 8'^ a 2^ 05 ^ ^ Pi -jP ' a ■ a o « . . _ „ . a t-P ^ a' rt 03 M -•.a ■Bi'i ofcra®3i2^o2^b:a;g:r;t;,>P-i2gPo;aa! g a gp"" S^W a ?■« Saa Sis s g as a o daj a p;3 - bS ^'a a Ja I b^a'p ©o g >5 ^ s P-o ag ■o<„ p ° b'fg a o Ba'C'il o9SSbb.2b'22a''raa.a'^«Aio6®o‘^® 1:5^ I sill gla-2a «l|| |p| § I's ^1 a a ffl bb5^ hS ^ S-g -a a >2t>i*^P'a, * o'© P^PPmmH ^fidodP^ccdH^ •agqoiiij^ Ol’CDOO t-HCIJO-H^iOO I (?J C-J r(- ip O oooot- r’f'i’OoooQOoooo^ STATISTICAL TABLES. 841 ij|. S'! .2 ® o.ti- 1^00 ^ c o ^ sc hS X © Sr:? U.;::;':^ c5 1?;:? 02 ® 3 O'® o o ■fi PhCJ . t> — i cS ® rO o Pr® c3-p O P 35 rO O 2 ^ s g o c5 OShO OpH a ® ^2' a o . rSP .2 8 1 00 I 2 00 0 C7 i 0 T-< 1 0 . X 0 0 Yes . 0 Yes . cn • 03 * 0 • 0 Yes . 0 96 . 001 0 0 0 0 0 510 150 1, 300 0 0 0 190 0 0 0 C7^ 0 . 0 . io • Cl 1,0-18 3, 000 OOo 000 ‘e 000 ‘0 -0 0 I'- 0 X 0 OOO 000 07 OJ 0 15 475 500 1, 000 t-4 LO C5 t- (71 0 0 0 rH 0 1.7 0 T— t TT* 0 ^ X 10 350 iC 0 r- 0 X ^ rt 5 "p 1.3 .1'^ p 2 .2-5 .11^ S'® .® 13 ® O o) O 00® •« ® g ® : Or® ! ® ' ^ ^ c5 0 |oc5o© 'ooo ’ o o oooo o o oooo r- o cc o o oooo o o o O iO CO o • o o • o o • o o o o o o o o o o o o O CO s ^ CO o , tH O X (7^ o o o o o O O o o . O ^ I- o I®®® 03 03 OQ 03 ® rt ^ rj P 03 , c- CS 03 P r—'l'^ ® « O fc* ? p'® 2'-' r- P •?3 & fe fe ® c ® o So c5 ---2 p ^?C 111 2 ■ M ® 03 2 O ® 03 ®3 03 L® r'® 03 tc . 3|2p^«2 : : I ^ dP ®3 ® P-.2 - o 03 S3 sll^iiii p p 2 ®-2 o 3 32?'p! SSs’Ss ^opppc^M -td 3 C3 -*^ 'Tr! o o 3 ’ Q®4-.®_ipMZ3 03 03 a3;^'3Hr®i gg®Prtrto®®o:P.P.2co o o o ^.2 .S o 0-2 ai 0 0 * • ci : ^ : p . • 0 . . & • • u • K a : ® ; 1 :i 0 :.9 • » s r® P .-r b library Librar.'s blic Li ■mil _ j J • 'S ^ ^ ^•a|p 28P.2? r^ ; p -. ® 0- 2 a j - '3'® L-® _p pjpp a <5 g g 3 a g -r^ J=! o ^ 3|l 2 '2 5 a2 .2 X 5 g'p 2 p a p ® 2 pX®ra3rE:03O".rH <1o;®®ipq®,PP<5c " S' 3 3 , „ OPP o M isan g 2 5a ^pa :oPc3®a®®-®Pa3 =•“-=11113^1 ; ® .® .® O C C *® ®r t*. P P S L’® p « S cfi f^S322iaa 2a ^s . . o ^ c o fcJC*^ oo ^ ^.o o C2 ® CO Ct _ ^ f rti r . ri r? ^ Cr-ioOT^O O4P4P— < o o r 042 O O S gjs -wOOr^rtflJ^CiGJ >X .X OOO i_3 O O i_I3 *X 2mop22^h22222p=p^ 2p cj ci a Cl Cl Cl Free and subscription. Table XIY.— Statistics of libraries for 1872 ; from replies to inquiries by the United States Bureau of Education—Qouimuod. 842 KEPORT OF THE COMMISSIONER OF EDUCATION. r=J C3 ^^0 m t>j a O fS o rt o .a co+s ./q « o ^ 'S'S'S-I ilss Pap® kps a ^ a 3 PhSP^cc o o a rPqa o r— p as P ra ^ o2 © Ph :2 o u -w o o CC T* a CO •ItTUpiA -tpin joci nomluasqne |vnuay o o o o o o o o ■saquu'Bj o; pn0!;x9 8:^q.otj ,sj:9quoeqng © © o , © {^t>H •SJ9qTj;9squs jo J[9qranj^ •j'C9j? 9q| Sai.inp A.ic.iq -q Siiisii siios.i9d JO jgqiunj^ •Ajyjqq uoi^dt.iosqns jo ooJii fppqcOCOCOf^COPPCOCOCCCO © © ©PSrP © ©rP ^fpfpCOCOpptpCO •jqsm jt? Baisopo JO jnoji C5 O Q I 'S o o o o o , CO O) o 05 ■ o e^xjpqoq pu'B g;i;'Bpung uo uodQ ,ooooooSoS§ :oooo m m o ©oo ©ooo •Ajujq -q 991I9J9J0J JO SinqqnojtQ PmPh Ph K ddddd d . dd d d ddddddd •gqjoAV oiqj -U9i9g JO goiuiqoA JO joqiunj^ ©^5-^ t>5'd,P o 2 I a:2 o ^ 1-^ d « ki ? ^ s * ko^t^^a arP )atSag|1,||||l1 - a|s I b| 2| all ; 2P5i38^PaP^Plfep2pPP5arta&:-p'pSfc5p^«; - 'JZ3 tj. 2h.P28i a P’P =3 3 fqH-a p=4-( o •J9quin|;j; no o j> 00 ca o T * LQ iO lO lO O lO )rs can take out. STATISTICAL TABLES. 843 1 j Membership. Membership. i * Membership. Do. Minors free, adults sub’u. Good behavior. Pajuuent of du«s. Do. Do. ii i Apprentices free; others, subscription. Good behavior. Payment of dues. Membership. Satisfactory recommeud’n. Payment of dues. Good behavior. Do. Payment of dues. Kesidence. Ii II ■J i i ) ) : 1 Payment of dues. Membership. Payment of dues. Connection with seminary. 2 50 1 00 1 00 2 00 2 00 2 00 3 00 2 00 0 3 00 8 1 00 4 00 § o3oB§ Cl ^ 00 ?. 00 C 3 o § i ro I 00 E 00 E Yes. Yes 0 O o ; Yes. 0 ss i is jss O A'es . 3 oS Yes . is ;>-l s ii 2J Cl 950 1,300 1, 100 1, 000 0 2, 000 ii 200 0 10413 0 1,100 1,200 121 I i< 3 o 1 i .-T : 7,389 150 350 “1 .500 1, 000 :i : ig? ; :8 1 ii gj£f 1,200 250 90 600 5,000 500 3, 500 100 250 150 i ^ i Sub . Sub . Sub . Free. Sub . Sub . Free. Sub . Sub . Sub. Free. Free. Sub . Sub . Sub . Free. 1 lllllllllll lllllll : illi oc oo oo Ci • • 1- GO • ^ Ci cj o; S' » S's; ^52 ^0qC3,^(500si oooo ® ®o 10 o o o o o I ; o o o ; o o o o o o oooo oSoooooSo o o o o o o O O 1 C) _ _c4 . w p4 p4 wp4 c4 fA wp4p4 Wp4p^ppp^'-yp^p4s4f4p4;:4 dd d d d d d d dd d d d ddd dd dddddddddddd Table XIV. — Siatistics of libraries for 1872; from replies to inquiries by the United States Bureau of Education — Coutinnccl. 844 REPORT OF THE COMMISSIONER OF EDUCATION. lOCOJ^OOCTlO-HCi ^ ^ 2? 5! f ■ STATISTICAL TABLES. 845 cl3 S “,=1 115 lio S Wo a 3.il l^-l ^o w -a+^.g fl o a a •42 g g >5 as Us ;IUi rt J O -g ® as rO “ 03 g “ . . . Ill S o| 3 1: o a ft; OSm PL| 1 00 1 00 0 00 :400 2 00 0 0 ID 5 00 6 00 0 0 0000 0 0000 CD G^ CG Gi ID 0 0 0 0 i-H 1 00 0 ^0 0 0 GJ 3 00 0 2 00 5 00 0 0 CD 0 0 0 3 00 0 0 Yes . 1 . |Yos Yes 0 0 Yes . 0 Yes . 0 1 _ 0 0 Yes. 0 0 Yes. Yes. 0 Yes. Yes. Yes. 0 Yes. 0 3 :® 160 330 0 0 ID I 969 11,500 L."J 150 200 2, 734 320 0 —1 — ■ fM ot Gl 3® 0 CD Gi 850 0 600 654 0 1- 520 '• ID 0 • (Gi 0 C5 CD G? Oi . i> I TJ^ 0 G^ r- • 0 €0 ^ • ID r-t CG • 008 OOS ID 0 TJ< 0 01 0 0 CG CG oos i-eo 008 250 Sub . Free. Free. Sub . Free. Sub . Free. Sub . Free. wSub . '35 ©3535 .03235,0 03535 035 la^aa aaaa«aa.!^a ® 35 0 an md Free. Sub . Free. Sub . Free. Sub . Sub . Free. Free. Sub . Free. Free. ) 0 a ) g g Sub . 35 a m f>; « . " a I a g ■ 0.^ o ® ® a o o '3^ SO , 03 O ^ O 03 , 00000 ® 0000,0 000 000000000 looooooooo 00 p4 1:4 p4 p4 p4p^ (gp^p4p4f4p4c4Kf4p^p^p^««p^p^ p4 (^p4 p4p4 p4 p4 p4 dd d d d d dd dddddddddddddddd d dd dd d d d I <=> CG 0 CD Ol Oi 0 200 10,500 0 CD CG • 0 • 0 • 00 Ol G^ I -H 1 500 0 750 0 0 LD 0 0 G« : 54 0 0 0 0 ; 0 0 0 0 000 0 0 000 ‘1 91 0 0 24 7 1 10 0 0 0 00 0 0 : 11 50 0 0 »D 0 0 0 0 CG 0 0 0 (M I : 81 4, 000 6, 000 0 0 ^ GJ 1-1 G^ 1-J 0 Gl 0 2 20, 000 10 51 0 0 0 3 c.2^ « _a a oig ;h : 0- :-p £ .'-'^ ;a^§ <1^ . , 00000a ft- J;i .3a5o'^''g^o nO'C'O'a'O-aoCD^ a ra 2^-33 aa 3 3 '« ■S-Sot^aaP 'i&o ■.■gf^ao—o® 'CrtS IJ^iPnPiH O o3.a a-— a~^ a ® ^,Ha' a o 3 £■3 o Phq fr..a o-g >.r3 2^ ’'^r b S-» <1 11 t> ft a a ® t£ ■g-^ 3 ® ■a’® gra a; 0 w Him 0 b' ^a;£ a a b 0 0-3 ba g a.3 a H 1:; a'S ft k£-a33 0:2"^ 3 ^ ?H S 3 h1 <) 13^=— ;fH • a "h -g ^H’OOh^HOa a£i?-g;g.2| •25 « g ®Hidd o 53 wa a |1^2|®fi1 IllUill & g . 2 .2 g S' ' o a:„ r-g;gg2 a a ® o PhPh .5^3 a 3^3 p M a . g S ^P^d5 a3 433 .3- •siss a ©oHi ® ®:g e > t>-.3 a"^ a a 23 a a 2d 3 ® >■.3 a o a o gm a m 3 >:>> a.£ ® a •^'d c3 3 .2 *C fcO a ® a -w 3 3 m ftgg-a.gtcaa.i'oa at»coaao"a-gp o a ©w a d3 a a3 ' o ® o' a ® P a 0--J o o ®^ od>HddddP4(3ml ►g.s 3® £ 23 S ^dm<1 a o >;3 *^33 !h oaSHawo^oa -®> 23dd ® c g ® £3^ ®^3^3 Pnd domHd 3 t- pj >1 s .ga3^.^ 2^3 g3 w .g ® ® b. o: a 4a +i a .a a 3 o a o a O o Sdd d « CD 00 ct rD CO ^ Ci D< Dl ^ D< o ^ D? CO i.o CD r^ 01 01 Ci Dl CO Ci O — * G? r5 ' Table XIV —Statistics of libraries for 1872; from replies to inquiries bi/ the United States Bureau of Continned. 846 REPORT OF THE COMMISSIONER OF EDUCATION. bD ® 5 ^ ^ oj « 0} -M 4 a c -t-" a 3 oas o a iO d s

2"^ iri .<1 b>2 o p2 pga' p^T 'SI o :p^ p t^diS'P O 55 “ b-S 'S ^ O d ® w a? o 02- r— IH 'S ^ ^ 0 © bXi 2 -2 ® p 'pSwi>,io_C •PT-=d 3.2'^ !^dP c o-pPJ g Pd p yH p CC»^ ppd b^PO a Pp ;dl p s C o o ^ > 5-2 ® g a s § pp s 2 p^;3 d s J Oo g.bcs-^^ ^cOdr/2<1dPddPt>Hr/jczjdpM3ccpPd §5 S _PO a 30 ; d'- d K*a >5 > P s ^ P^|p.2P.^| P_^?3p; l§Sl^c«g-'2S'^ lp®ro^rSO|>K !*-i ® 1) p P d p ^ ;b 55 P &pb cd i^coPPd^Pp •aoquin^ C? Cl <7? (7J i?? (M (N CN CX ox CX C? ox C? CX Cl <71 C? (7? ox C? CO CQ M CO CP « M Table XIV. — Statistics of libraries for 1872; from replies to inquiries by the United States Bureau of Education — Continnetl. STATISTICAL TABLES. 847 I esBqojnd .loj 0'jBairaoa o:^ pa^tAut e.ioAvoaaoq pnB sjapt;aj aiy a> o) « cj oj ® H [x !>^ |>^ !>i OT QO OD ro 2Q (V -.:2 3:2 -g X t-. C rt rt 00.3 tH M O >s 0 ^o-S . - f-. 'O [i; 0-3 gj:3 - aj cc-— ^ ^ .2 rg _o x ^ " III feto 2^0 I g 2 ^ t--5 ® g o pilii g a: >--icr’ 9 ago rS.g y’-S o '3 X el q x; X .3 h , © q :h| • g 9 h 3 -g Br-Bl ^ a o 3 y I' a'"' © o © a o3-2.2 2 ®-a o ^ 5 OO^So^F'^'ofiPH S •g tca .ago, >co o o § ^p'a -3 d:*^ O q ^ Q i^gi 2 o 2 fcfl a PrO^ •jaqniti^ Cl m CO c- ( (a) Volumes of drawings and specifications. • * No limit. t Abridgment. I Complete set. Table XTV .—Statistics oflilrariesfor 1872; from, replies to inquiries by the United States Bureau of Education— Conimnod. 848 KEPORT OF THE COMMISSIONER OE EDUCATION. 2 gs^qomd joj I ejfsoqgq^nTuiouoqpgcHAm ^ ej:9Ai.ojj:oq pae ejap^aa oiy I Yes. Yes. Yes. 0 Yes. Yes. 05 05 0 Yes. Yes. 0 Yes. Yes. Yes. 0 Yes. Yes. Yes. Yes. "Who purchase books for the library? ■ i> »^5 Book committee . Directors . p ^c: T 1 1 - i i i Chief librarian . Library committee . PliT- finni in i f.tn a ) ) » i i ) > i I Library committee . EirAAt.nrs 3 P It ) c. <2 IH President . Committee of five . T.ihTn.ru A.mnmif.fAA 5 ? ] 3 > 3 0 i i ! lo i a 0 1 c C > ) ! > 3 7: 3 ^ ) K ) 0 c t: ! C 1:. 3 t p ■1 ?! 5 Library committee . Committee . •uoicjoanoo tuoiqd'BjSonqiq ui 'earanpA jo raqranj^ :s irs » 0 » 1 0 0 450 0 •OOSI 'a ‘Y 9J0jaq pa:}uud earanpAjo laquin^ U5 C3 ; 0 ^ 00000 oooo'?^-^ 0 0 0000 Sets of pat¬ ents. •qouaj^ B5 0 0 0 00000 0000000 000 000000 •qsT^jTra; 0 0 0 0 00000 0000000 000 000000 •saqB:^g p91pi£L (N 0 ^ 0 T-f 0 oo’^ooo^ o^"~^ 0 0^0’"'’^ Percentages of books borrowed. •ogiqnoxos JO ‘AjBj'a:^I[ ‘OABJ^ H 0 0 (M rH 0 CO GO CO 0 ^ 0 CO ^ 0 ifO 0^ •uoiq -op: osojd 'qsT[Sa5I © »« 0 0 t- 0 15 34 ig.o 0 0 0 0 •oiiuaAnp © 0 lo ^ 01 0-1-0 0 0 CO CO CO 0 0 01 01 •Arurqq %v ejapuaj Aq pasu 85[ooq .;o jaqranu ^[qaaAi. oSuraAY QO 0 0 0 300 500 0 0 »i0 0 01 0 CO rH 0 0 ; 0 •Ajujqn %'<3 ejopua.! jo joqnina l^qaaM. eSureAY 200 0 0 s 200 75 50 17 0 CO 0 0 10 0 tH CO 0 0 0 0 0 ; 0 •noif; is -•BftlOjp 9StJJ9AY ^ •p9UlV!^9a. 9q oq. p9M0[p} e^tooq es[99A jo .igqmufvi; annco rfio- •gear; r. ano n9J[T?q 9q oq pgAio^TJ ej[ooq qo .igquinj^ Cl tH Cl ' oc Tr Cl CO d t-h Cl CO Cl •si9jiiojJoq 10 SJ9P'B9.I ni p9.1Tnb9.I9§Y o o o o ■s 5^=«a ;-i cd ? ^ S-j ^ i o ® S.2®30r3gOot.O 'O ffiM ' U ' :|g £: P.§ I fl ro aj.g g cs Plraos^';^ c « Si ^ 3 (3^ 3 pqpQOWP^ § . : bjo ,a ! £b ^ <0 1-1 tc k! 2: : : . . d . . : : 0 i.l i : : : 3 3 ■& 3 0 1 3 d ' fl ‘ CO j 9 • .9 ■ 03 0 C3 •1 :b 3 K. c2 f-( : ^ . © :!25 rt ^■^.2 :.s o 4^ O . c5 ^ :2»>-o g rt ©po:- - - 1 ' 2<1 , . <; (>; ?■ o >; s S ‘o !» rtr© ^ " — - r4 “1 ctj S<1.2 -U'rr- P -H O' ' eZr^ 'r^ . ^ 0^-3 rr.® ® ® a> ©is:'^^ bbh- S 2 « g ic.S.2 3 ^ o^’®3 i -I mil i o|| ^-§1 i ©.^ §2 J 1^1 S § § § §So I3 § I g g'a ® I Moquiu^ STATISTICAL TABLES, 849 oo <» ,<»o o « « t>l H t>lh o c) c; a 5 la Mt-1 OP 'Ti P ;.a PH'S » 23 2 2 a ga §53 i HPPPPO ro.Pl 2 a H a C-I O = O a H 2 ag ap3 8 J « s 8® >1 § .a « p .5 a alElriiaaa pjg.p.s.^ftpa^a o o o o o o o o o o o o o ' o o o o oooooo oooo ooooooooo DOO 000^00 oo oooooo oooooo ooooooooo ' o o o o oo oooo’^o o’ lO o o ^ o o o o O O LO o lO CO r-H ' CO CO oi ct ci a tr OJ 01- O? CO ^ CO C? 01 Oi Oi O^ 01 OJ 01 01 ■ CO CO I O^ T-i tH CO CO 1 ♦ o O o O? rt< o c o o o o ®a si a .Pm --d' “ ba^rH":;:^ ®3 2 a p aoop^fepaS^ j c3 p p; f-, P oPOOOP ^ p p p laa :aS .a»|s = 5g' a|>ggg§| 5^-^ E: ii: p:t:'S ct! o a> o o o 9a ip3 : H s a-^ ■ 2 O p P • S a O'/, a a^'§.QO^rtSfHg \ u ^ ^ ® 1=^ - Si •noi^^oanoo xBOiqdujSonqTq ut ’souinxoA 'jo aoq'niuj!j B5 O LO I o • . TJI • » rH • : : : :S : : : : 1 lO • 1- •00^1 •a'YQ'ioptl paxntjd satuuxoA ;o.iaqinn ST B5 O o o o o o O o O oooooooooo o o o o Sets of pat¬ ents. •qona.T^ to o o o o o OOOOOOOOOOOOOO o o o o •qsixuo: » O o o o o o oooooooooooooo o o o o •eoxBXg poxpTll (N Vi o o o ^ o o ^ Percentages of books borrowed. •opixnaTOS JO ‘AjB.iaxn ‘oab,i£) H o CO o o o lO • LO • CM MO i-{ O O O MO o • tH CO rH rH 1-H • TJ^ o uo (M CO g •UOTX -oq 9S0.id ’qSTtSnq; © ea o iO CM LO 01 o o bO »0 rf O O O O MO »o (;3C5rjtOOiO'^ '(MCO o ■ »o LO CO •oxinoAnp © w CO CO )-0 i.o CM 01 OiOCOOCOO • T^CMrrrHCOCM • ^ 0^ o O CO lO rH •AjEjqi[ xn sjopno J Aq poen sqoo'q jo jgqranu AjqooAi oSg.io/VY 00 o ! ; : i i : ® I •Ajniqix saopna.i .|0 joqninn AxqooAi oSejaAy o o ip 0 £9 i 0 001 01 CO ■Jc •noTX -nxnojTO AxqooAi. oSB.iOAy © o o O »0 cri o i'- rH o r-( 000 ‘I OOOOOOl'-C^ .OOOOTt^OOO OOOi-HOLO-HOO •OOiOOOOOrH •r-iT-H CO r~^ Ol CO ^ CM rH •pOUlBX^J 9q ox X>OAiOXXB sqooq ’ sq90.vi. jo aoqniujq Vi CJ 0-5 a ^ (Tl Tfl notoi •ginix B X® ^oo iiaqBX oq ox poAiopB sqooq jo joqmniq r-l irH CM (M rH C}T-(CIOOCIr-HTHTHOOrHrtT-Hr-lfO Cl •eaoAiojaoq ao sj8X)Ba.i ut paaiuboa o.S y fa lO lO lO o CM fcc cpi M ^2 ' “ :^^|i .CO r:^r^'^P^ci^cicscn^p ^ ^ " .= §5^1173 = ill Ulllll ill s1 o .a o^cb odrs a M ©tb.rt agj ;2^0P.^P^P^C?M -1^1' it ’ C3 M t-* fa •O ?H •^5^ d :oH^.2 § ^ .a +; ;p q d din, © . Pn,:d'^pa f 4-S (T^ 4-i >- >cj g :2 •d • -a .a Ilia l^ilPi n_i •pH ■ ■ pUJ •" "t— t>i'^ PH *!S ^ _C3 £‘S|S^|,gS§£.,Sg5-2|£S J H .5p j c Kd rt 03 O d d d i .a 2 _o ■ “ . np ^ j ^ 'd ' ‘ 2j £ © J 2 b3 a o .2 ^ a. 2 .b ' J -a +3 &gsln3|3„ g •q'' o2do3rt'2+=£^+.' H?dpiag®S„^”q” o.d'apdid'db.g d [>A!lrt"dda:^t^bCcocopp qqra©©:d^ ct 02 ^ P rv* oP®^c^c3o^oo^^»p-(.rHOOOLjo ©rS'S'^.a ghJ j3 >; m .2 h1 a as rj 03 — .-. 'g o;§’'g.2 m1 ® .od?:3ai'd ©-2 a >...d g'g gd; ueqnin^ niltural So< STATISTICAL TABLES. 851 rowosai ro 03 •oa^i>ct)oc>oooooooooo • pH ^ fx [H fx ^ ^ Jh fx ^ oQrocoror/jcoco WOT C^OOOO'Oi; 00 p>l !x (x fx tx Jx (x pH pH O O) !x(x ro «} a? 0^ o c» Committee ISTobody . . Libi'RT'V c( . do -- Supcriiite] Librarian Libraiian Book comt Gov., jiidgi Librarian Rr. Committee Directors . Committee Librarian The owuei Directors Librarian :3 0 rS H Committee Librarian Directors . Committee Committee Book comi Committee Librarian T ei.T.n^.eo.i 5 3 0 _>; c5 X Directors . Library cc . dcL . . “ The man Librarian Trustees . Librai’y cc OOX I 0 Cl • 0 IC Cl in I ^dccot'o : I 0 : : 0 OGI 0 0 P ^ 0 0 0 0 000000 00 0 0 0 0 0 ” ', 00 00 0 <^*^00 000 0 ; 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0000 00 00 0 0^00 000 0 0 Iooooooooooo’~'ooooo 0 0 0 0000 00 00 0 0 0 0 000 0 *^000 '^000 00 0000 0 0 0 J-, rH rH 100 A.i 20 100 Cl 0 Cl Cl • 0 * in • Cl 1 d 10 31 1 ^ LO 0 ' - i'- d 0 d 10 0 : : :§ 65 0 50 0 CIO 0 0 • 0 • 0 • 0 • 0 in 0 d CO 1 • LO 0 • • d GO 09 »o CO 0 I I I ^ 15 0 33 d • i IC ^ 1C • d ® Cl m 0 C'» CO o5 :®o JP 0 1 I 1 ! 0 1 .1.0 . . i • Cl 1 0 . in 0 0 tt d 003 0 OS 0 . 1 • . 0 0 • . . t , Cl 0 • in 0 0 Cl 0 0 0 0 OJ 0 cf IC i 0 ^ :og 1 d • • 247 0 . . . cc 0 0 GO 0 • 0 , . . rr 0 0 0 LO • 0 • • • 0 • ' ■ cf • d 00s 00c ‘t LC 0 0 ^ CO 000 0 0 Cl 0 0 BO 0 00 0 CO Cl t- d rH 119 L3 0 r- 0 CO 1 600 0 CO i ■ - d Cl C? Cl j d d ^ Cl rrcid'^cid'^'^ cod ix d d Cl d do^^ C* 0 i ; .-H 0^ T-I T-I j rH - r-l ^ d d Cl rH ddr-idd jdd rHr-l ^ d d rH do<^ 0 0 IO^J5 155^^ 0 0 0 ; 0 0 0 1 ^ S® is 0 0 So® ! 0 0 o si-i o w :W : §3^3 o ® c J-g-g " o-^"^ “ CC : 1-2 CO 72 ■rt ^-. O PPOO .^.9^1 5 o '§ M 9 ^ 3 h® ° K ® tJ3 9^ top •-2 a ^ P P l-?tH O b. ® ;2 H<1 o e ^ o o' o fS " S • s p :p Po • ’ c3 > ^P « P ■5 . ■ P O '‘O '3 hP ■3^ • ; 9 o ® o.2..tO o r-] 5;^ O C ^ o • ^ Pi hJ O cs ^>5 S rt U Pt .5 o g 2 § 2 go-|5p^^ O 5 ^'o «S>,3 2'5^ = sJ ?- o 5? rt 0^ :2 c 5 ^"S g.fi;P C-oP'^ iP^^vS : CO ;.P t-f ^ S -2 :|ba>.i'^ • ci 1-^ c- C : >-.9 2 9 '*^1^ !- CS «-^3 ■9” P^ ® O ^■h ^ 0 >i P< a pO p^ o OJ o p CO j I o3 g >,0 2_S P Poi'p.P ';2 a c"^ o o cJPPPhQhJ iSilp^rtf^I'oPPOr-OPpP r=l O P .CT-P PCCOOC^P-^r^rtP fccS-^ oPP g 5 g 2 3P;33§|-ig^2^^3olS^^ op'Suq’p 5 S’S'S O Opq o «P PrtcoScoPPiocol^POO!^ ro P '3 •=; J3 P <« P .-r'riP'-^ rP !> otS ® o^cP-® p c" hi w pg'p’pM’^aJP: - p -S-p >>’« "p » S 'p 'p cs9P’p®'tH — +ipp--.-i-tiSPp'i>.-'3— ^-pp sS~tS%is ■9 p p ^§9;^ S oji^hpPSpp o p ^ M g 3a<1 J^P ^ X> c? ■ c) srlslj iai-^ O 'P i° ©Pa 2 S 3 cP » P P P !■ P P: p ©> O ..p a P t,,=ga3 §a a:p:-t:PPoPo=:= P;pnocpcpo PPcohhPhOix CO C5 O — ' C l CO ' 'iO'Oi> coctiOT-tcicon’ioo J^co OO' « 'rj< rji Tr« Tf ir: o O O LO O O 00 O CO ! For books. Table XIY. — Staiisties of Uhraries for 1872; from replies to inquiries hp the United States Bureau of Edueation — Continued. 852 REPORT OF THE COMMISSIONER OF EDUCATION. i osi3qD.in(I joj SJiooqo^cairaoao; po^tAui sjtSAio.Moq pau s-iapijoj; a.iv § o a 5 02 02 o © o o S © © © © © o © 9 ' C5 o O rr. rsm sagas S a SSa o ci Q 33 X-ri o - ■ 03 f-l f-i ^ O a c3'® : a So rt o ei •no.i^^ognoo XBaiqdKjSoqqiq ut 's0ain{OA 'jo jaqraniij; •Onsi -a 'Y oiojoq p3j(iT,id 98rau[0A JO J9qrari.vq; •qonoj^ g ' o o o o o o o o o o c •qsTjLia ■ ” 'oooooooo o o o o o tij o © c ^ o •sajujs I § •ogpaops I ^ JO ‘Ajojojq ‘9A'BJ£) I es •“oP „ I © 'Og osojd qstpong; : l's •ognoAiip ^ •Aaejqq jB SJopBaj Aq pasti egoo’q jo jaquinn AlqooAi oSbjoay •AjBjqg jB sjopBoj jo joqraiiu A^qooAi. oSbjoay •nOTj © -Binojio A[qooAi oSbjoay •poniBjOJ oq oj paAVoqB b? sqooq’eqoo.A jo joqranjij ^ Cl Cl Cl d Cl Cl •01UIJ B JB jno uaqBj 0(i oj poAiogB sqooq jo jaqiunj^ •sj0AioiJoq JO sxapBOJ ui pajnibaj oSy t^tx a - o O 02 '.2 0.20 S cj o 0 is , , 'O^ OOOSI^clZirtO -a'O — CSCSplgr- O'TSgp.S ■ ■ o Ci ■ X ^ ■ P - a X O Xa CCM O cS Ho ;U-U-r^CCCOOOGOGOOOOOQOGOGOC5 0000050000000 rHr- IrHTHrHrHr-iTHr-lr-lTHrHiHT-irHrHTHr-tr-f rHrHr^T-lT— Ir-IrHr-lr-lCiCiOl •aaqxnn^ STATISTICAL TABLES. 853 Table XIV. — SMisUcs of libraries for 1872 5 /?’om replies to inquiries by the United States Bureau of Education — Continued. 854 EEPORT OF THE COMMISSIONER OF EDUCATION. i oSBipind joj SHOOq OPUTUIOU o; pO^IAUt e.roAioj,ioq puB sjapKOJi 9jV 37 CO 00 V? ^ CO CQ O OJ ^!>t ^ I 13 5 • 3 ■H H •noipaqos ];BOiqdB.iSoq -qiq ui saiuiipA jo joqnitij^ •003 1 ■(! -y o.iojoq po:^n|a ' _ o a: a cJD a o 3 ^ ^>*3 J 3 g “3 S .s clS o a >: • U ' hS : a :g ' a|| -.;a a 3= •>5 2 a ®:2 3 o ^ > P-., 3 g a*-^ ^ 0 ^ a 3--g giO a^.3 o o aE^ tS) CO ^ _ _ gcocoGPto'w'^{?Ocic5?^ [>^H^!a|H;P^KccP^PQfao2<1 Pna^ ® o a': i.2 a a ■a o ■ C^rP 02 ^ 4^ ii's . 3 ® f^.a c3 > at? - pa>F i-A a g um a >. aa hi? — C3 ^ 00 fl a o^.® o ^ 02 y >-a • 02 a; M O f_i a © o g.3 ^ .a 3 -P •■2 ® HPJccHhP 2| as J oaJ 3-r2 es a a . as^.-g dig a-aV-P a a 02 b/,1^ as -a 3'-l? ^3 33^ -2 3.2 o 32.2 -a^ aoaOoaag-g coWt) hhOJp-lM ;22 <1 o o:0 >4 a >.3 o a M .<1 h>j •aaqoiuj^ -a<10 0t'.C20C30a(MCO-»'I.OiO t-C^O C50aO?CO rtnoCO t-OOOOrH lOlOlplOlOiOtOOCOOCOCOO OCD r-t-l- t-i-J'-CXICjO CM CM crt COJ CCJ (M C< CM CM CrJ CM CM CM CM (M CM CM (M CM CM CM CM CM CM CM CM Cl 282 STATISTICAL TABLES. 855 O O ® • ' ' ' O : g ; o ^.2 s’i a rt la o S o S d.a cja OP pppp a ■-sE ^pq •P'S <3^ r «- IOHhI oooooooo o o o o o o oooooooo 00^000 0 0 0^000^ o o o o o ’ . o • C3 . . . • - • c3 rt • • d :r>rf3 oo pp i^' fltq^^'w-^t^’S^o'S.gooooooooooooo-d . S CJc*^3*M*;2Cr^^Oc3 * ‘ ' ' ’ * * ' ’ ' ' * <^HfiHKpPh='pSop :::::::::::: :c j o '-•0S”P'68‘^'3“ ^ 5 ® s w;3 " hqj^ico o*-^- >) 3 P >5 & ►- bi a • C<1 cc h S ®3 ."'Ip® lillplH- ^S^’S-S'SoSdg^ ^ ^ ■ Spoil c S y - o aj cP ^ ^ S ; d S g ctg.S; t: o *2 5 <15* bp-'s's'^i |S33|“ P(S o o5 PoS SO 5'S ^ ^ 3 rt rt p 5 g g j^mPPPP^mPPP^ P-b'n p'm 3 ' «p-3 gq-i -1111 P3 bC ® ll ^ la 'f ^ sa pp I OJ C» C^ (N CJ C< Cl (^i CJ (J< Cl 0< (M Cd « M M « 00 M iV I Table XIV. — Statistics of libraries for 1872; from replies to inquiries by the United States Bureau of Education — Continued. 856 REPORT OF THE COMMISSIONER OF EDUCATION. •uoi;T?.i;smiin -pu JO jsoo T^oniiuB xojox o o o o o c o o CO o o o •sgAoxdnio pau sxatijSTSSU JO joquinj^ (Jl M (M tH (M CJ , ■ joojJ-ojg: SaTpxinx o o o o o j, SaTpxiuq 8JI ii.4io Ajojqxx sooQ 03 02 03 CJ O ^ jotJ JO nos'BOJ Aq noij -Ci'Bj oj joofqns jon sj •noTj'BX'Bj x^idioinnui ao oj'Gjg OJ jooCqiis A'j'Gjqi'X o 07 03 O O 02 02 O O •0^ ‘sd'ora ‘s jexqduiTjd jQ « o o •possBio JO joofqng « o 05000 OO0703OQ0O03 O O C7 O O •sxoofqns Aq X’BOsx'ociBqdiY o ® ® C00302 ®orocoo3o:oo C300 O CC30 0 •ejoqjoB Aq x^^TjoqBqdxY N ^ ^ O) •jdiJOsnuBj^ o o ca |h>h>h O30DO3CO , VO o o ooovoooo t>l >H tSi fx H 'poyoTJci: o o ooo ro t^oooc cQo o O o tx t>l [X ,ii!0 o C3 C 3 r > G O 2 *^Sp2oooocn p a S OCX a; « rt « PM OOO! •is .mORH o S ; 5 ® .S c'.-^ K- S ^ ^ S-SrS S 5! : >-.a S So :.o H : .R-: « ci 9 ?^t-l c-S ^ ; : o « ® • p ■§£>P-s? : 'las' iR |;3|'2iRR65 ^'g’lo^ :| S s >=>3, X -X (-1 ^-P P P P 0 :h ^ b fx O ^^3 S-Sji-l c?-© n ^ S i ® o & Tc a S g >..s ^ „ S^'«i2i5'5t8o g o p^'u^TP'p:, ROO^(==iOxt^cofiPHHxRR i'B fx c3 O „ ra : X 2 g O^ O.Q ^ bCx..9-'3 •Jh c3 ^ -X H a ® mxh c! • R2g°otx • -oiTjjg 2c ^‘f— 00 Cl o 1 STATISTICAL TABLES. 857 O O O • O o O O O • O o O C* • O o o o o o o ^ ».o o o o o o O iO o o o o o c:^ T-H • o o • o ^ . o o • LO 0“ 00 000 00000 t>H 000000 0000 00 (X tx 00000 0000000 000 ooo^ocSooo 00000 o o (x 33 OD 03 O O ^ Jx fx 05 cc o 02 aj 00 00 fxjx o o txtx tx <0 cu o [X ® 03 TO o 00® ® ® ® ® ® ® O p C O Q o fx ) o 00 ® > o I ^Ix C3 O C3 o o <© txfxfX^H o 03 ® ® ® 0000 ^>HtxtX 00000 tx>w tx h o o ® ® ® ® ® ® o cj o o o a> {x>HtxtxtxtX 00 o o O V o o i«fl o glsrell |is .£-35oc5l3|S.33„ ■'.'5®r^5ohc^gJi;';:2aj o-n-rpR iil5ii|^|ii^iill^ ^5.ag3=“oc:oSo.2 3 3 _o +- 3:5 3 ^ cl 3 3 ^ a a P bbo b o o r]j. rt 5 ‘2 ci II §5:2^.| pqpqOt-:t-l 1-1 City owns. Table XIV. — Statistics of libraries for 1872; from replies to inquiries by the United States Bureau of Education — Contiuued. 858 EEPORT OF THE COMMISSIONER OF EDUCATION. *noT:^uj:^sinTui -pif JO jsoo {uu'auB o o o o ' O ^ O < •S9i£ox(Icno s^uu^STsei? JO aoqranj^ ^ jooj(I-ojp San;)itna[ o o o o o OOOOOOOOO o H>H!x^xfx >Htx;x!xtx>.i H •SJoqjuB Aq yBoijoqBqdyy D305CQ OTOOSOCCCO; 000 00000 tX^iX >,>HtX>H!X C0 55CO®C005OTCQ®OOOT OOOOOOOOOOO •jdtiosamjj^ OCOCQ CCCIJQOQQOO 00 0000 OcOOSOQCOcriSOOQOOCOOCO GQO 0000000 O O O tx ix ;x tx ^ |X H fH t>^ •p8yni.ij COCOcOoOrocOOOOQC032®^/509COCOJ75CO:n® 0000000000000000000 >^t>^>^>^t>^>^^>^^^8>^^x>^;xtx^xtx>^^x!x>i>^>-^tx S sc : o y s o in © ^ o o3a 2cg ''^ OO STATISTICAL TABLES. 859 Table XIV. — Statistics of libraries for 1872; from rejilies to inquiries by the United States Bureau of Education — Coutiiiued. 860 REPORT OF THE COMMISSIONER OP EDUCATION. •noT^uji^sminr -pu JO jsoo iRnanu xujox o o o o « o •e9.?o[(Inio puu e:^aBjsissc jo joqiuu^ CM rH . 'V jjooad-oig Snipping; OO ’OOO OO OO o o o o (D O iSnippnq sjt uAio Aj.u,iqix sood O 07 O O O OOO ro o 02 o a; JOB JO U0SB9J Aq noijB -BXBJ OJ joofqits JOU SJ •noTjBSBj x'^diotunra jo ojBj'g OJ joofqus AjBjqid O O O O CO o CJ o o o o o o O O o o •0^ ‘sdura ^ ‘sjojqdnxud JQ •possup JO jooCqng o o o w o o ® o o 03 W O O •ejoofqijs Aq porjoquqdiY 02 ® 0} < O) c c> hrH>H ro CO 02 02 O QJ O 02 02 CO 02 CO ^ Qj O O •SJoqjuB i (>i ® ® O CO 02 © © © © •pajuTJd CO cO 02 02 02 02 C C C C C C c c © © © © tX H H :^g;^ .sal i I a axi ^'a 2 3 .14 g ia .ls«'§ as III : 3aa : t-ntx asa* rT - ■ ' ■ ” § 1=^0 o ©a^ n" ‘a ’O o'© §a p g ;N :a .a . © a -gag s'® >Ha 1 a a s a © =3 © Saaa 3 © aa 5 tx”© ^ a S-p+o ©Y © •p P x'^.p X a-32'g^2 p o ® “ s p.: b§ §1 'rt C2 g ^ P2.P a.3 ©o ©tx >..P . ra .3^ ip te'S s|S.a a °trt— I ® ■!/2 s il- ; © : a • © :«2 .2 xi S h I §a g ^.2 a S'-x ^ O<30i_iSiXP> — I ^ x’ © o p- g g X^ - txp p ® e p-pS Sa-g^-'p25i-^'''« - g ©M © ^ §X3 g © ©Va X © ®Maa^5axi S © 2 p aj p^ q PI © O^.S |>5'rt|_3 g '^^x g ^-a bTbcgg, g bcrt-S x §7 |g©©ot^'gprto©.p©2o©.3igrto©rS a® piz;Ma pRMaaaaaaliaFaaaa< >H tX {>H f>l l>^ COOO COOOOO 02 COOO y y y y yyyyy. yyy CO «} CO CO CO CO y yyyyy >-t §® ® S CO COOO COOOOO ® y y >Ht>l CO o O CO CO CO o y yyy tx [xixtx CO CO CO CO yyy | y ro CO CO CO CO 00 CO c y y y y y y y >H^X>H>H^HlxfX ' S ® §® O S' txfx^ fxfx ®S® § COCOCOOCOOCOCOCO®COOCOCOCOCOOCOOCO yyy y yyyyy yyyy y y txfx^ tx txfxtxtxjx txtX>H>-l tx >H CO CO y y tx(x COOCOCOOCOOCO yyyyy ;x tx tx CO o O y y CO CO o o o o y y txtx t ?000 CO CO CO CO COO coooo > yyyyy y I ^txtHt^itx N yyy txtxtx t^N :oo ; -rH .;r; c> o o ;oo®oof ® o :pH a o ® cj O >2 COM si Ho .aor32«oaH-Si;'^ ='='=^||’|||S=.2g|| ;oo ioPOOH^iziMM feces'^ 2^3 d c3 ! dHH a ^ fcc ■Oof-' HPhS ||4^ t> ri P ^ Sppi^qpjartco^r^.ygJS ®-p: J O >»— ‘i— 't^esyy 'Cartes^ i■.' >2 : • I . * I 1 I . . : ’•J : : ‘ ' i 1 "y I a ! ‘t! :.2.' :§,.'a : ! 'y I • o • 1 >3 _-a g g 0 a rt w/d w 2® 2^*0 "c3 i? O "*4 1 M y O y ^ . 2 OH dig Wbc® J E:P-S®dfe,ao txo ■ ■' g : ^ 3 d g K- ; H ifCx a 3 t* ; §.s 2d S : ga t- 00 O O -- C7I CO E ci ci C! ^ ^ § c3 55 5J 55 CM c^i ci ci ct ^ (ii ^ ^ ^ ci »0 O GO O O 1-H CM CJ Ci CO CO - Q^OiC^G^ Table XIV. — Statisiics of libraries for 1872; from reijlies to inquiries by the United States Bureau of Education — Continued. 862 REPORT OF THE COMMISSIONER OF EDUCATION. -pu JO JSOO XOUTiaB IBJOX o o o o o O O CJ TJ. o 1-1 ■ O (M •sailoxdrao ptn? ejnwjsik'U JO joqurax; •Cl ^ CC LC rH CO O O O O O O O ^jooad-o.ig SaTpiuif]; o ‘oooo ooo oooooooooooooo o o o o o ^Snipnnq sjT uAio AjBjqii sooq; OOO o o o o >h;>i JOB JO UOSBO.I Aq uorj -BXBj oj jootqns joti ej O O •X) oo *noi:^cxT?^ ludpinnai jo o^. ^oolqiis AjujqtT; OOOCOOOO ooo o o o o o o tn CO o o o o o c o •.):y ‘sdsni ‘s jO[qdui'B d JO ! o o o o o •possBp JO joofqng CO ro 175 O O O O O C5 CO CZ5 CO CO O O O O O O {>H >-i •sjootqus Aq -[BOTjoqBqdjY OOO CO CO CO ooo fHfXfX ' ® CJ 'SJOqjUB Aq jBOTjoq'BqdjY o o « o o !>i>h 03 m « s « s o “ ® ® s N>h !>• •jdTJosnnKj^ CJ o Tfi ^ rfi rfi >. OOO o o CZJCOO coo CCCOOOOO CO^: O O O O O O fnh H tx O o g o o •po^jnrjj coocorooo^ cococo o o o o ooo <1)0 0 0 0 ? CO o ® ro Xv o o o^ CO 55 ro ^ O O 0) O) }x>hJh H . c3 pH a;3 :5 ■ oooooooooooooo ^ ^ M y-pH a a ©'-» ^ .. o-^ ^ .S'oO 3 M/o p, .'S p rt d o ® p^pqpilPqWh^^ 'Bm oCOO =ir^5 it: ^ :^Ph 2 : .^ • • s I ^hJ , :a 2 o' ft's ' h! 'o *o 9 t>2 hna'i-Sg P'i b ^ O i:c.2 S « ® 2 2<1 Al-lJsai s'® § o fl ^'o i •oftppJciO.o cj g 'p S rd-o ono rt.2 O cipH c3 d p ^ O O 0_2 O O ©ftCC .5 C3 . • ■ §3 Q • • t> ipl & J? O . ^'S ’PhPh ^ O >'.4h Oh g'-.a' C3 'r- , •da ■ ci © ^ IJi ®33 J^rSg S'® ® t-.fej'fth >-.33 da 3 t>. Ph ® S :a| : • fl : : '-o W^ H O [>H 3 M Ph P^ ;:o Ph •joqmnj^ ' 10 O 00 o CICO-!J^IOOJ-QO OOr- COCOOOCOCOCOCO . - - - - - Cl Cl Cl CM Cl Cl Cl d Cl Cl ct Cl Cl Cl Cl Cl Cl d Cl Cl Cl Cl Cl O^dCC'^OCCiX 10 iO 1.0 o 10 ' - dC tiC8l I 0 1 0 I 0 |■-•e^Y STATISTICAL TABLES. Table XIV. — Statistics of libraries for 1872; from replies to inquiries by the United States Bureau of Education — Coutimied. 864 KEPORT OF THE COMMISSIONER OF EDUCATION. STATISTICxiL TABLES. 865 o § Table XIV. — Slaiislics of libraries for 1872; from rejAies to inquiries b>j the United States Bureau of Education — Coiitiuued. 866 EEPORT OF THE COMMISSIONER OF EDUCATION. r>a ^ s p III O ic to g-5 o c 3 o V o X o “ r " E o s ^-3 a to 5 y o Z 111 S c-i3 ^ O p P o w O p H o >v< iPi eSaj ?'rO g I _ : to o -ij ■ g s •g 'SOo d ; o c5-s § O .Ri-!H -SS, o g 3 = • t’ ' ° <3P CO ‘ iju ~ ■ ; 2 § 3 O >.$ ^ llg :P| I , o J^'X 1 cH • i!/2 cri Q §1 '-T^ O ^ o c . O c 50721 O tD ■ a P aiS o' ioR a ^if ROAA .^72 rf?! K a a zj 72^ : A : a . o o ^ c P § ^ Jp§S^ ’P O E-i .s 3 31 » 2 o^a a g g a c/jo^ a .3 a a r 2 a; va at 5 S ^ i: ‘.A §3^ E; a O PgoO -2 ; ■l|2 J ^ -oP f PP PF^d<1 0-3 a a ©33.2 c^C-o^^_§«aoa^ m o I II £3|| PP^POt^ ”2 'M '3 as i g-IrfS p|a|l| •i-» :3.-||a,-f=o-3| ■00 «-j:_c2gEf23>|^22 §§o2||.2g| PPOoPPPPP 2g :.a po .0 m . c3 to t: zi <0 a g “to^SaSao g- W) IA-S 2P . 3aJ'5«.§5J2.p| o csooooc u-t cf./ uj 1*^ ^ cC •i|S 3 lllflll' ^c^5Sc§m : btA -- O "tc- IP • !=^-0 cS a £5 3 ; ha •'Sl Jr2 a CP <5 : : >s : ; ^ . . u • -a P p'^; l|^' Po ^ '23 a 72 ccH ^ : p3 t-p-^p oP '.2 a glj; aj _ . X p p 2 o c a o .2 p a p 333 fe o p |a d^Aao©iipaM3 t720pi^P a P'S 2.2'. 33.2 P^ 5 . > O ■08, 3P^ p o H © o ® 1 §r 2 rt S: p. ■ -'^a : :.2^ •a S PCz o Pz2 a^;a © ,-25 p ©3 a ii^aili pp ra © © 3P a J't; ® I £3 11- >= i|-ii i3.|p 2 :3-2 s - ^ a Table XIV. — Statistics of libraries for 1872; from replies to inquiries Inj the United Stales Bureau of Education — Continned. 868 EEPORT OF THE COMMISSIOXER OF EDUCATION. s g 'So a mw. c5 .2- S s a 11 bo go c -2=1 I =«=! ..tr tc .t: a: o o — I :S gif's 3gSg 1-2 "’S m 2 Ifo O c3 9 a •d a H P- M PH O >1 O P :r^ ^ So SS '-3 is' PO? w W 2 giS § ^OP a • : a a ro L. O ^ g.g s P H P O H Sh !^P o J o 02 H^ P p :I>H s'l --I •d © SP 2 a 3 fe O a o Pdf ;pp <\ o hi rt S ci .a .3 pa cO p a .,- o s © •S^ ' o P’S P o 0.3 PP cc o a w © s-^ !>jP a © ©P •SpPO r5J^§s||||||| a S Pg^ . p 2 a 9 ©1:^ ©.S. o 3 i , S.p<1 _ _ PPHP ppcc p ' >5 .2 :_-S o I '3 •d ■ © o w ’ 'cS a.© ^ ©P pp © 05 2'^ qP p p ififp P P o pph O p P O !0 P •o © P ^ O 2 ho la op3 w . .V . CO d p.g :<^ g m t>; S £P ' h'l pa o 2 ^cogap 2 S g'' GO Ci O 1 i> 1-. STATISTICAL TABLES. 8G9 I s d Table XIY. — Statistics ofUhraries for 1872; from replies to impilries hy the United States Bureau of Education--~Co\\i\\\ne(\ . 870 EEPOET OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. 871 872 EEPOET OP THE COMMISSIONEE OP EDUCATION. List of lilraries (not imvate) containing more than 1,000 volumes. Cominled by the United States Bureau of Education. [The * indicates that statistics are given from returns for which see Table XIV.] No. Library. Post-office. ALABAMA. Florence. . . Greensborou gh _ _ _ Greene Springs . Huntsville _ _ _ _ Marion _ . do . Spring Hill . Tuscaloosa _ _ . do . . . . do . ARKANSAS. Little Rock . . . CALIFORNIA. Los Angeles . Marysville . Oakland . . do . . do . . . Petaluma City . Sacramento . State Library ..... _ _ _ ... _ ........ _ _ _ .......... . do . Mechanics’ Institute Library. ......... _ ... _ _ _ San Francisco . . Merea, utile T,ihrary. _ _ _ . do . - . Odd Vellows’ T,ibra,ry _ . do . Saint Ignatius rinllege . _ _ . do . Saint Mary’s Onllep’e _ _ _ _ _ ... _ do. ........ _ _ _ Saint Ma.rv’s T,ihra,ry Assoeiatinn _ _ do _ _ San Vraneiseo Theological Serninary _ _ _ . do . Woodward’s Gardens Librai’y . . do . Young Men’s Christian Association . . do . College of Notre Oamo. _ _ San Jose ............... State Normal School _ _ _ _ _ _ . do . Franciscan College . . . . . .... Santa Barbara . Santa Clara College ...... _ _ ... . . . . . Santa Clara . . Odd Fellows’ Library _ _ ..... _ ....... _ ....... _ .... Stockton . . . California, College _ _ _ _ Vacaville . . . . • CONNECTICUT. Allis’s Circulating Library _ ............................. Birmingham. . . Bridgeport Library _ _ _ _ .............. _ ........... Bridgeport . . Doug' as Library . ...... _ ........... _ _ _ _ _ _ Canaan . Danbury Li'orary ........ _ _ _ ... _ .... _ ......... Danbury . . School for Young Ladies . . . . . . . . . . Farmington . . . American Asylum for Deaf and Dumb ... _ Hartford . Connecticut Historical Society _ ...... _ ..... _ ... _ _ _ ..do . . . H?.rtford Public High School. .................... _ _ _ . do . State Library . . . . .......... _ _ _ ...... . do . Theological Institute Library........ _ .................... . do . Trinity College . . . .......... _ ........... . do . Watkinson Library of Reference . . . . . . do . . . Young Men’s Institute . . . . do . Bill Library . . . . . . . . . Ledyard . . State Reform School . . . . . . Meriden . . Young Men’s Christian Association. . . . . . . . . do . Industrial School for Girls . . . . .... Middletown. . . Wesleyan University . . . . . ......do . Young ATfm’s Christian Association _ _ . do _ _ _ New Bril ain Institute _ _ ..... _ _ _ ....... _ _ _ _ New Britain _ _ _ American Oriental Society _ ..... _ .................... New Haven . . Connecticut Academy of Arts and Sciences. .............. _ . do . Grove Hall Young Ladies’ School . . . . . . do . Yale College . . . . do . Yon n c ?, fen’s T,ihrary Association _ _ _ New TiOndon . . Norwich Free Academy _ _ _ _ _ Norwich _ . Otis Library . . . . do . . . Connecticut Literary Institution . . SuffieUl . . . Number of volumes. 12* 13 14 15 16 17 18* 19* 20* 21* 22* 23* 24 25 23 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 1,200 10, 000 2, 000 3, 000 1,200 3, 000 1,000 5, 000 1,000 2, 000 1, 560 1,800 1, 000 3, 000 1, 500 2, 000 3, 000 1, 386 5, 683 31, 000 20, 000 35, OOO 21,300 5, 200 1,400 2, 000 7, 000 2, 000 3, 500 3, 000 2, 100 2, 000 10, OOO 1,600 1,000 2, 000 9, 000 1,650 1,700 2, 000 2, 500 16, 000 1,500 12, 000 7, 000 15. 000 27, 000 23, 000 1, 752 1,400 1,500 1, 100 22, 000 1,000 2, 794 3, 000 300 1, 500 88. 500 4,000 3, 000 7, 000 1,000 STATISTICAL TABLES. 873 List of libraries (not private) containing more than 1,000 volumes — Continued. . Library. Post-office. Connecticut— Continued. Waterbury . . West Killingly . Wethersfield _ T. DELAWARE. Dover _ _ _ - Newark . . . New C astl e. _ _ _ Smyrna . W^ilmington . . . do . . GEORGIA. A thens _ Atlanta _ _ . do . . . Augusta _ _ - _ Columbus . . . Macon. . . . do Newman . Oxford _ _ Savannah _ _ _ . do . ILLINOIS. Tlvanpelienl Tintbern.Ti Tearbers’ Seminary _ A ddison _ Public Library . . . . . . Alton . . . Aiirera T/ibrary _ _ _ Aurora . . . Jenniug’s Seminary _ _ _ _ _ .......................... . do . Saengerbund and Library Society ........ _ _ _ _ _ _ _ Belleville . Tlinnmingtnn Pemale Seminary _ _ BloomingtoTi _ _ IllinoiK Wesleyan TTniversity _ Blackburn University _ ...... _ ....................... Carlinville . . Illinois Industrial University _ _ _ ’ _ ................ Champaign . . Baptist Union Theological Seminary . . Chicago . Bennett College of Eclectic Medicine and Surgery ..... _ ... Chicago College of Pharmacy. . . . . do . Free Library of Chicago . . . . . . do . Presbyterian Theological Seminary of the Northwest . . . do. . . Saint Ignatius College _ _ _ _ _ University of Chicago. _ _ _ _ _ _ _ _ _ .............. . do . . . Hengstenberg Library, (University of Chicago)........ ...... . do . Vonng Men’s Christian Associ.ation _ _ Eureka, College _ Eureka, _ Garrett Biblical Institute ................................... Evanston _ _ Northwestern University ...................... _ .......... . do . Northwestern Female College _ ............................ . do . City Library . . . . . Galesburgh . . Enov College _ _ _ _ Lombard U ni versity _ _ _ ................. _ _ _ _ . do._ _ _ Young Men’s Library Association . . ... . do . Monticello Seminary . . . . . . . . Godfrey . . Almira. College _ _ _ _ Greenville . . . Illinois College _ .............................. _ ....... Jacksonville _ .... _ ... Illinois Female College . . do . Institution for Education of Deaf and Dumb . . . do . Odd Fellows’ Library . . . . do . T.ake Forest TTniversity. _ ... _ _ _ Lake Forest .... _ ..... McKendree College . . . . . . Lebanon . Lincoln University . . . . . . . Lincoln . Monmouth College . . . . ... _ _ Monmouth. . . Theological Seminary of the Northwest . . . ... _ Mount Carroll Seminary. ... _ _ _ ... _ .... _ _ _ Mount Carroll . State Normal TTniversity _ _ _ Normal . Angustana College _ _ _ Paxton . Mercantile Library . . . . . . . .... _ ..... Peoria . Quincy Tahrary . _ _ _ _ Quincy . Saint Francis Solanus College .. ... _ ........ _ _ . do . Jubilee College . . . Robin’s Nest . Rockford Female Seminary . . . . . ........ Rockford . Snrinrrfiolrl Tiihrnrv. _ _ _ _ . Snrincfield State Agricultural Society . 1 . do . No, Number of volumes. C4* 65 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* 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 12] 122 123 124 125* 126* 127 128 129 130 131 15, 000 1,300 1, 600 30, 000 6, 000 6, 254 2, 000 2, 000 3, 500 11, 000 20, 000 15, 000 3, 000 5, 000 8, 000 2, 000 9, 000 5, 000 10, 600 3, 000 7, 000 200 500 500 579 876 000 500 000 000 000 000 000 157 000 000 500 000 406 000 000 000 250 500 200 300 000 300 200 000 000 000 600 000 OOO 000 000 200 000 030 000 000 850 500 000 000 000 000 874 EEPORT OF THE COMMISSIONER OF EDUCATION. List of libraries (not private) containing more than 1,000 volumes — Continued. Library. Post office. Illinois— Continued. Springfield _ . . TTpper .Alton _ Wheaton . . . AVilmington _ _ INDIANA, • TtloomiuE^ton _ _ Crawfordsville _ _ FiVansville _ _ _ Fort Wayne . _ _ . . do _ * Franklin . . Greene, a stle . . Hanover . Indianapolis . . . do . . do . . . . do . . do . _ do _ _ . do . Madison . IVToore’ti T-Till . New Albany . Notre Daino . . do . Kichmond . . . Saint Meinrad . . IOWA. Rnrliup'tnu TTniversity _ Purlincton _ Public Library . . . . . . . . . . do . W artburg Seminary : . . . . . Casstown . Cedar Falls Library Association.... . . . Cedar Falls . Young Men’s Association . . . . . . «. . Clinton . Davenport Library Association . . . Davenport . . Griswold College . . . . . . do . Norwegian Luther College . . . ... . . . Decorah . Des Moines Library Association. . . . . Des Moines . . State, T.ibrary _ _ _ _ _ _ . do . Younp Merits Tiihrary _ _ _ _ Dubuque . . .TetiFersou County Tiihrary Association _ _ _ _ Fairfield . . TTpper Towa, TTniversity _ _ _ _ _ Payette . .... _ _ Tovra. College . . _ _ _ _ _ _ Grinnell ........ _ ...... State TTistoi'ical Society _ _ _ _ _ _ _ _ Iowa City . . Towa, Sta.te, TTniversitv _ _ _ _ _ . do . TCeokuk T/ihrary A ssoc.ia.tion _ _ _ Keokuk . Orlrl Fellows’ Tilirary No. it _ _ . _ _ _ _ _ Keosauqua . . . Towa, Wesleyan TTniversity . . . . Mount Pleasant . Cornell Collece _ _ _ _ Mount Vernon . Central TTniversity of Towa. _ _ _ Pella . Tabor College . _ _ _ _ _ Tabor . KANSAS. Saint Ttenerlict’fl College _ _ _ _ Atchinson . . . . "Ralcpr TTiii vp.vsiity ... _ _ _ . . ........ _ . _ Baldwin City . Stflfp 'MorPi‘41 85r*.hnnl . .. . . . Emporia . Tiihrary Association _ _ .. _ _ Lawrence . . . Sta.te A gricnltural College . . . Manhattan. _ ... _ Sa.int Mary’s College _ . _ _ _ _ _ Saint Mary’s . College of the Sisters of Rethany _ _ Topeka . Fipiscopal Female Semina, ry _ _ _ _ _ . do . Sta.te Tiihra.ry. . . . . . . .. _ _ . do . 'YyfiKhl’inm _ _ . do . KENTUCKY. A parlpTny . .. _ _ Bardstown . . . SiAint, Pnlipo-p nnrl Psp-minpry . _ _ _ . do . Ppntrp riDllpD'p .. . . . Danville . Danville Theological Seminary . I Ko. Number of volumes. 132 133 134 135 136 137 138 139* 140 141 142 143 144* 145 146 147 148 149 150 151* 152 153'^ 154 155 156 157- 158 159 160 161* 162 163 164 165 166 167 168 169* 170 171* 172 173 174* 175 176* 177 178 179 180 181 182 183 184 185 186 187 188 189 190* 191 192 193 194 195 15, 000 3, 000 5, .550 3, 000 2, OOO 2, 000 6, 000 12, 000 3. 500 3, 000 1,600 1,000 9, 000 7, 000 2, 500 1.509 2, 320 5, 000 2, 000 15, 000 2, 200 4,000 1.500 1,500 4,000 11,000 3, 300 4, 000 000 398 000 200 4.50 000 500 000 500 400 500 480 000 000 330 500 000 500 500 000 000 000 2, 000 2, 000 1,:3.30 1, 500 3, OCO 1, 200 1,(00 1,000 8, 5(;0 2,000 1,7.50 5, 000 5, 000 7, OoO STATISTICAL TABLES, 875 List of libraries (not jiriuate) containing more than 1,000 volumes — Coutinued. Library, Post-office. 1 1 Kentucky— Coutiuired. Frankfort . . . Georgetown _ _ _ _ ... r^rppuvillp TTarrodshnrgh . Tjpvinp'’tnn T.onisville . "M pwpnrf. Tsiis-^piiv^nip 8sprinp'’fnpld LOUISIANA. rirnrifl r^nfpan .Ti-ip.kfton T'Cpw Orlp«n>4 .... do .. 3IAINE. A n crnis+fl Bangor Library Association . Bangor ... _ _ _ _ Bangor Mechanics’ Association. _ _ ..... . . . . . . Theological Seminary . Washburn’s Public Library . Belfast . Bowdoin College . . . . . . Bucksport Social Library . . . . .... _ ......... T^iiiplrsport, East JIaine Conference Seminary . Saint. Croiv Tiihra.ry _ _ _ _ State Reform School . . . . . . . . riv^pp "RliTiftlip+.h Eastern State Normal School . . . P.i-Tatinp Town Library . . . . . . City Library . . . . . . . . ..... _ _ Western State Normal School . . . ft I'm i ri Mechanics’ Association . rj-nrf1inpr Public Library . . . flallowell Social Library . . ............ _ ... TTallowell Calliopian Society, Maine Wesleyan Seminary . Kent’s Hill. . . . Bates’s College . . . . T,pw?>jt.n'n State College of Agiiculture and the Mechanic Arts . . Orono ..... _ _ _ _ Mechanics’ Library . Pnrtla.nrl . Mercantile Library Association . Portland Institute and Public Library . Richmond Library Association . Pipbrnonrl . Saco AthennRuni _ _ _ _ _ Skowhegan Library Association . . . . . Westbrook Seminary . . . StpvPTiw’s; Plains Ladies’ Library . . . . . Thomastmi . Franklin Family School for Bf)vs _ _ _ _ T’npslinm Colby University . . . . . WiitprA^'nip Frost’s Library . . . . . MARYLAND. Naval Academy _ _ _ _ _ A nnnpplis Saint John’s College . Stale Library . . . Academv of the Visitation _ _ _ _ _ __ . PfilHn'i AVA Baltimore Female College . . . Friends’ Elementary and High School . Howard Normal School . Library Company of the Baltimore Bar . Loyola College . do Maryland Institute Library . Medical and Chirurgical Faculty of Maryland . Mercantile Library Association. . Notre Dame lustituto . do Odd'Fellovvs’ Library . No. 196* 197 198 199 200 201 202 203* 204* 205 2C6 207 208 209 210 211 212 213 214* 215 216 217 218* 219* 220* 221* 222 223 224* 225* 226 227- 228 229 230 231 232 233 234* 235* 236 237 238 239* 240 241 242 24.3* 244* 245 246 247 248 249 250 251 252* 253 254 255 256 257* 258 259* 260 261* 262 263* 7,f00 5, 000 2, U!0 3, .500 3, 000 20, 000 16, OOO 3, .540 5, 049 4, 000 6, 000 1, 100 1, 000 1,000 2, 500 4, 000 2,000 8, 000 5, 000 1,C00 1,500 1, 000 1, 045 000 066 500 GOO 000 000 600 500 000 600 250 434 000 730 000- 500 000 000 600 500 510 500 000 100 000 COO (00 200 800 000 000 15, 000 3, 000 40, 000 3, 200 3, 825 2, .500 1,650 6,415 20, 000 15,400 1,800 27, 300 1, 100 19, 107 876 REPORT OP THE COMMISSIONER OF EDUCATION. List of libraries {not i)r irate) containing more than 1,000 volumes — Continued. Library. Post-office. Maryland— Continued. Baltimore . . . . do . . do . Catonsville . Charlotte Hall . . . . do . . do.. . . . Chestertown . . . College of Saint James - .. Ellicott City . . . do . . do . . . . do . . . Emmittsburgh . . . do . Frederick . . do . ......do . . do . . do . Tlchester . ... _ New Windsor _ . Westminster . Woodstock _ . MASSACHUSETTS. Amherst . . . . . do. . . Andover . Public Library . . . . . . . Arlington. . . Las.se.ll Seminary. . . . . . Auburndale . . . Sturgis’s Library ....................... _ _ _ Barnstable . . . Public Library . . . . . . . Beverly . . Public Library . . . . Bolton _ _ _ American Academy of Arts and Sciences ................. _ Boston . . . Boston Athenaeum ............. _ ......... _ ......... Boston College ...... _ .................................... . do . Boston Library Association ................................. . do . Boston University — School of Law _ ....................... . do . Boston University — School of Theology. . .............. _ _ . do . Central Theological Library ..... _ _ ................. _ . do . T.ihrMry . . _ __ _ _ _ _ _ Dorchester Antiquarian and Historical Society. .............. T-Tig*!! Slphool _ _ _ . _ . do . Uanripl anrl Hfiyrln Tahrary _ _ _ _ Massp.ehiisetts Hifitorieal Sneiety _ _ _ Massachnsetts Institiite. of Technology _ _ _ _ . do _ _ Mattapan T,itftrfl.ry Association . _ _ _ . do _ Mpphnnip. A pprpntif»p!-i’ Tiihrnry . . _ _ . do _ _ Mercantile Library _ _ .................... _ ............. Natural History Society _ _ _ _ _ ................. . do . New Ch iirch Library _ _ ........ _ _ .................. Npw Tdnjylantl TTistnrip Roripty _ . do . VnbHp. Tiihr^iry ... _ _ _ . . do . Roxbury Athenaeum _ _ _ _ _ _ _ . do . T?0'\''hm’y Mp.rVinnu'S’ Tnalitiitp .. . ... _ _ . . do . ' . . Social T ;aAV Tjibrary _ . . . . . . . . do . State, T.ihra.ry . . .. _ . do . Town T/ihra.ry _ _ _ _ . do . Treadwell Library Massachusetts! (general Hospital...*. _ . do . Y oung Men’s Christian Association _ _ _ _ ...... _ _ . do . Young Men’s nbristian Union _ . do . . Notre Dame Academy _ _ _ _ _ _ _ Boston Highlands . Brnrlforrl A ca.demy _ _ _ Bradford . State Normal 'School .... _ _ _ _ _ ................. _ Bridgewater . Holton Public Library. _ _ _ _ .... _ ........ _ _ _ Brighton . Merrick Public Library ... _ ....... _ ....... _ ..... _ Brookfield . . Public Library . . . . . . Brookline . r’nmhruJfTp Sphool .. _ . _ Cambridge . Tiihrnry .. . _ _ _ . do . Harvard University . . _ _ _ . do . Piildic. Tiihrai’y _ _ _ Charlestown . Public, Tiihrary .. _ _ _ _ _ _ _ Chelsea . Public, Tahrary _ _ _ Chickopee . T^i^plnw T,ib?*«Ty Aaisppifltinn . . . . Clinton . College Hill, (Medford)...- qpacprd . ...„ Public Library . . . No. Number of volumes. 264’' 26.5 266 267 268 269 270 271 272 27.3 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288* 289 290 291* 292 293 294 295* 296 297* 298* 299 300 301 302 303 304* 305 306 307 308 309 310 311* 312 313 314 315* 316* 317* 318 319* 320* 321 322* 323* 324* 325 326 327 328 329* 330 331 332* 333* 334* 335 336 337 338 339 50, 009 1, 165 1,300 3, 000 2, 500 1, 100 1,500 1,000 11, 000 6, 800 4, 000 1,500 2, 000 8, COO 2, 100 1, 000 2, 300 1,000 2, OOO 1,100 6, OOO 2,000 2, 500 20, 000 27, 872 1,500 1,200 31,000 2, 005 1,500 1,845 5, 800 1, 200 16, 000 96, 000 3, COO 19, 500 1,000 4, 000 7, 000 15, 292 1,770 1,300 40, 000 18, 500 3, 000 3, 009 5,000 20, 000 12, 000 1,000 10, 286 198, 000 8, 500 1,200 11,900 33, 000 6, 200 3, 300 4, 600 4,000 1, (100 1,900 1,551 10, 000 3, 400 10, 009 3, 000 6, 000 198, 000 14, 700 5, 000 2, 600 4, 250 12, 000 5.584 STATISTICAL TABLES, 877 List of libraries (not private) containing more than 1,000 volumes — Contiuued. No. 340* 341 342 343 344 345 346* 347* 348 .349 350* 351* 352* 353* 354 355* 356 357* 358 359 360 361 362 363* 364 365* 366 367 368* 369 370* 371* 372 373* 374 375* 376 377 378* 379* 380* 381* 332 383* 384* 38.5* 386* 387 388 389* 390 391 392* 393* 394 395* 396 397 398 399 400 401* 402* 403 404* 405 406* 407* 408* 409* 410 411 412* 413* 414 415 416* 417* 418 419* Library, ^ Post-ofilce. Massachusetts — Continued. Danvers _ Deerfield _ East Hampton _ _ _ _ Fall River . T^itchhurph . _ Framingham _ _ _ _ Georgetown _ _ _ (xloucester . Greenfield _ Groton . . . . Harvard . . Haverhill . Hinsdale . . Tiancaster . _ _ _ Lawrence . . . do . Leicester . . Leominster . TiOwell _ . . . Lunenburgh . . . Lynn . . . IVIiddleborough _ Milford _ Millburv . . . . Monson . . . Natick . New Bedford _ _ Friends’ Academy. ...................................... _ . do _ _ Public Library ......................................... _ Newburyport . . . ■prpftT.ihrpry. _ _ _ _ _ _ Newton . . . . . Newton Athe.nflpum _ _ . do . Newton Theological Institution ......... _ ................ Newton Centre _ _ _ North Adams Library Association .......... _ .......... _ North Adams _ . Free Library . . . Northborough . . Public T.ibrary _ _ _ _ _ North Bn'dce water Public Library. .... _ ................................... Northampton . . Appleton Library .... _ ............................. _ North Bi'ookfield . . Wlieaton Female Seminary _ _ _ _ _ _ Norton . Free Public, Tiibrary _ _ _ _ Oxford _ - Penbnoy Institute, _ _ _ _ _ Peabody _ _ _ .. Free Public Library. ........................... _ ...... Phillipston _ _ Berkshire Athenaeum............ . Pittsfield _ Mapletvood Institute . . . . Mercantile Library........ . . . Public. Tiibrarv _ _ _ _ _ _ _ Quincy _ Roxbury Athenaeum _ _ ............................... _ _ Roxbury _ _ Athenaeum . . Salem . . . . . Essex Institute . . . . . Peabody Academv of Science _ _ _ State Normal School _ _ _ _ _ _ Arms Library . . . . . Shelburne Fa, 11s . . Public Library . . . . . Sherborn _ Public, Tabra.ry _ _ _ _ Snnthboronph _ South Dedham Tubrary . . . ' . South Dedham _ Mount Holvoke Female Seminary . . South Hadley _ Public Library . . . . . South Readin.tr _ Groodenow Library . . . . South Sudbury . . Citv T.ibrary Association . . . 1 . . Springfield . Librarv and Museum of Natural History . . Jackson Library...... . . . Stockbridge _ _ _ Public Tiibrary. _ _ _ Stoneham . .. _ . Town Tiibrarv _ _ _ _ _ _ Swampscott _ . Public Library . . . . Taunton _ _ Public Library . . . . . Waltham . . . Free Public T.ibrary . . . . AVayland . . Public Library . . . Wostborough _ _ State Normal School . . . . . . . . Westfield _ _ Westfield Athenaeum . . . . . . Town Library . . . Westford . . Newton Athenaeum . . West Newton _ West Newton English and Classical School . . . do . . . . Town Librarv . . . . W^eston . Free Library . . . . . West Roxbury _ Wesleyan Academy . . . Wilbrahain . . . Williams College . Williamstown . Number of volumes. 7, 000 2, 0( 0 2, O'OO 10, 673 8, 053 1,200 4,000 3, 000 3, 300 2, 500 2, 228 1,629 1,500 2, 360 1,200 6, 608 3, 000 9, 234 6, 000 2, 500 1,853 3, 756 15, 000 13, OCO 1,350 16, 000 1,151 3, 850 1, 787 1,800 3, 700 26, 000 1, 200 13, 698 000 3, 267 12, 000 2, 000 2, 783 3, 4C0 8, 000 3, 265 2, 200 1,200 14, 160 2, 426 6, 225 1,000 3, 300 7, 188 8, 000 13, 455 27, 000 500 8, 000 3, 750 1,500 2, 511 1, 432 7, 500 3, 000 5, 000 32, 000 27, 600 4,000 3, 000 1,800 11,000 6, 247 4, 208 1,442 2, 500 5, 717 2, 000 3, 000 1,700 . 3, 300 2, 50!) 6, 000 15,000 878 REPORT OF THE COMMISSIONER OF EDUCATIDN. List of libraries (not private) containing more than 1,000 volumes — Continued. No. library. Post-office. Massachusetts— Continued. Williamstown . . Winchendon . Winchester . . . Woburn . Worcester . . do._ . . . . . do _ _ . do . . . do _ _ . . do _ . do . . do _ . do _ _ MICHIGAN. Adrian _ _ . do . . . do . Albion . . do . Ann Arbor . . . do . Detroit _ _ _ _ _ . do . . do . . . - Flint . Grand Rapids. . .. Hillsdale . . do . Kalamazoo College .............. _ ... _ _ ........ _ Kalamazoo . . . Ladies’ Library Association _ _ _ . do . Young Men's Library Association _ .... _ ............. _ . do . State Agricultural College _ ...... _ _ _ _ _ .... _ T.a using _ _ _ _ State Library . . . . do . . . State Ueform Sebnol . . . . . . . . Ladies’ Library Association . IMarshall . . City Library . Monroe . Young Ladies’ Seminary and Collegiate Institute . . do . Olivet College . Olivet . . . State Normal School . . . . Ypsilanti . MINNESOTA. Augsburgh Seminary. ...................................... Minnea.piolis _ .... University of Minnesota . . . . Oarleton Oollep'e. _ _ _ _ _ ... North 6 eld . . Saint John’s College . . . Saint Joseph . Minnesota Historical Society. . . . . Saint Paul . Saint Paul Library . . . . . do . State Library . . do . . . First State Normal School... . . V/inona . MISSISSIPPI. Mississippi Cnllege _ ... _ Clinton _ _ _ State T/ibrarv _ _ _ _ _ _ _ •Taekson _ _ _ _ Natchez Institute . Natchez . University of Mississippi . Oxford . Chickasaw Female College . Pontotoc . Toiigaloo University — Normal Department, _ _ _ Toil gal oo _ _ MISSOURI. Christian University _ _ _ _ _ Canton . . . Saint Vinc.entN Collep'e _ _ _ _ _ Cape Girardeau . University of Missouri _ ...... _ _ _ _ ............. _ Columbia . . Grand River College _ _ _ ........................... _ _ Edinburgh . Loretto Academy . . . . . . . Florisaute . . State Lunatic Asylum . . . . . Fulton . \Vp!i;tminst.pr nnllpjTp. _ ... . . . Tiewis ftol lepre _ . .. _ ... Glasgow . . . . . 51011111 Pleasant College . _ _ _ Huntsville . Nortli Missouri State Normal Selinol _ _ _ _ ' Kirksville . Yv’^illlnrn .Tewell College _ _ _ _ _ Liberty . Academy of the Sacred Heart . Saint Charles . Number of volumes. 4-30 431* 422*' 423* 424 425 426 427* 428 429 430* 431* 432* 433 434 435 436 437- 438 439* 440* 441* 442* 443 444 445 446 447 448* 449* 450 451 452 453 454 455 456 457 458 459 460 461 462* 463* 464 465 466 467' 468 469 470 471 472 473 474 475 476 477 478 479 460 481 4S2 483 8, 404 2, 000 2, 800 5, 130 50, 000 10, 000 2, 000 26, 983 1,000 1,000 1,000 3, 181 2, 970 1,000 1,200 1, 100 1,000 2, 000 2, 300 22, 000 4,000 21, 800 12, 000 1, 8.50 2, 268 4.500 1.500 2, 100 2, 294 1,800 3, 300 40, 000 2, 000 1,200 1,392 1, 120 4, OCO 2, 000 1,000 6, OGO 1, 100 1,500 5, 200 5, 900 8, 000 3, 150 2,000 15, 000 1,500 6, €00 2, 000 1,640 1,000 5, 500 7, 000 7, 000 1,500 1,200 2, 500 4, 000 1,800 1,300 4, 000 15, 000 STATISTICAL TABLES. 879 List of lihraries {not private) containing more than 1,000 volumes — Continued. No. 484^ 485 486 487 488 489 490" 491 492"^ 493 494 495^ 496' 497 498 499 500* 501 502* 503 504* 505* 506* 507* 508 509* 510* 5L1* 512 513* 514 515* 516 517 518* 519 520 .521 522* 523* 524 525 526* 527 528 529 530' 531 532 533 534* 535 536 5.37* 538* 539* 540 541 542 543* 544 545 546 547 Library. Post-office. Missouri— Contiuued. Sflint niiflrl PH Saint Louis . . do _ - . do . . do 0 NEBRASKA. Tiincoln Citv ... Nebraska City _ _ NEW HAMPSHIRE. Hristol _ _ _ . do . Charlestown . Concord _ _ Dover Library . . .... _ _ _ _ _ ... _ ...... Dover . . . . Juveuile and Social Library . . . . . . Dublin _ _ Town Library . . . . . . Exeter . Franklin Library Association . Franklin . Dartmouth Col'ege _ _ _ _ _ ....... _ _ _ _ _ _ Hanover _ . Hollis Social Library . . . . . . . . Hollis . Public Library _ _ _ _ _ _ _ _ _ _ ..... _ ... T , an ca ster . . . nify T,i hrn.ry . .. .. . . . . . ...... Afflophoi^+pr Kimball Union Academy Library and Societies . Aleridcn . Appleton Library _ _ _ _ _ _ _ _ _ _ Mount Vernon Literary Adelphi _ _ _ ..... _ _ _ _ ... _ New TTampton Literary Institute . . . ... . . . . Social Fraternity . . do . . Literary and Scientific Institute . New Tjondon _ _ _ Portsmouth A thenjeum . . . . . ..... _ ... _ _ Portsmouth TVTerea.ntile Tnbrary Association _ _ _ _ Library Association _ _ _ _ .... _ _ _ ........ Polling’s Ford Saint Paul’s School . . . . . . . . Sa.int Paul _ Manufacturers’ and Village Library . .....' Somersworth . . Conference Seminary and Female College... . . Tilton . NEW JERSEY. Farnum Prep.aratory School _ ■R^vpvly _ _ _ . Hordentown Female College _ _ _ _ _ 'Rovdpntown ... . . Vonnc Men’s Christian Association _ _ _ Bridgeton .. ...... _ Freehold Institute . . . . . . ........ Freehold _ _ _ _ .... Stevens Institute of Technology . Hoboken . . . . Classical and Commercial High School . Lawrenceville . . Drew Theological Seminary _ _ _ _ _ Madison .. .............. Apprentices’ Library . . . . . Morristown . . . . fiihrarv A . . . . .... isGWtirk ................. New Jersey Historical Society . . . Hert7;og Hi»ll Fabrary . . . . . New Brunswick - _ _ ... Young Men’s Christian Association .... _ _ _ ....... . College of New Jeisey and Societies . Princeton . Theological Seminary . . do . . Seton Hall College . . . . . . . South Orange _ _ _ Fallsington Library . . . . Trenton . . Young Men’s Christian Association . . . do . Pilesgrove Tjihrarv Association _ _ V^oodstown. _ ..... _ _ NEW YORK. Academv of the Sacred Heart . . . . . . Albany . Albany Medical College . Number of volumes. 1, 570 2, 000 3, 600 2, 000 10, 000 5, 000 7, OOO 3, 731 31,000 2, 000 1,600 43, 000 24, 000 1, 124 2, 500 5, 000 5, 314 2, 000 4, 000 2, 000 1,434 6, 500 6, 223 11,000 4.500 1,825 3, 428 1,247 46, COO 1,576 1,003 16, 176 4, 000 1, 000 1.500 4,000 1,400 1,500 11,391 1,800 1,300 6, 000 5, 500 1,183 1,610 1,000 1,200 1,500 5, 000 3, 000 10, 000 2, 500 17, 000 5, 000 18, 000 3, 000 28, 000 23, 500 8, 000 2, 000 4,000 1,100 1,000 •4. 586 880 EEPORT OF THE COMMISSIONER OF EDUCATION. List of libraries (not private) containing more than 1,000 volumes — Coiitiuued. No. Library. Post-office. Number of volumes. New York— Continued. 548* 549 Albany. _ 1, 100 5, 0 0 550* 551 . do. - 8?; COO 1 , 500 13, 000 552* 553* . flo . . 2’ 000 554 Alfred . 6,’ 000 A menia 1, 800 2 000 556 Anandale _ 557 Auburn . . % 500 8, 000 3, 000 558 . do . . 559 Aurora . . 560 Batavia . . . 2, 500 561 Binghamton _ _ _ 2, 285 3, 000 562 Brooklyn _ _ 563 10, 000 564* . do . . 21, 000 . do . . . - 1, 250 566 . do . . 39, 500 567 . do . 4,000 5, 000 568 . do . 569’' . do... . . . 9, 000 570 Buffalo . 1,300 57 L 4, 000 2, 000 15, 000 572 573* 574 1,200 4,300 2, 000 575* 576 577 1, 500 578* 26, 000 579 Cambridge _ 1, 800 580 C a n an d ai g'u a, Aea demv _ Canandaigua _ . 1,200 581 Ontario Cemale Seminary _ _ 2, 000 6, 000 582 Canton Theological School . . . . . . Canton . . 583 Saint Lawrence University . . . . . do . 6, 000 584 fle.ntral New York Conference Seminary _ _ _ _ Cazenovia, _ .. 3, 000 585 New York Conference Seminary and Collegiate Institute . (iharlotteville . . . 1,000 586 Claverack College and Hudson River Institute . Claverack . . 1, 265 587 Clinton Liberal Institute . . Clinton . 1, 600 588 Hamilton College . . . . do . . . 12, 000 589 State Normal and Training School . . Cortland . 6, 580 590 Delaware Academy . . . . . . . . Delhi . 1,431 1,463 591 S t,a rk e V S e rn i n a ry _ _ _ _ Eddytown . . . 592 Elmira Female College. . . . . . . Elmira . . . 3, 000 1. 550 593 Fairfield Academy _ - . . . . . Fairfield . 594 Fairfield Seminary _ _ _ . do . 5; 000 2, 738 3, 600 595 Erasmus Hall Academy . . . . . . Flatbush . 596* Flushing T/ihrary Association _ Flushing . . . 597 Saint John’s College . . . Fordham ...’ _ 15, 000 598 Fort, Edward Collegiate Institute. _ _ _ Fort Edward . . . . 1, 000 599 Delaware Literary Institute . . . Franklin . . . 2, 081 600 Fredonia Academy . . . . . Fredonia . 2,313 2, 025 601 State Normal and Training School _ _ . do . 602 C-eneseo Academy _ _ _ Geneseo . 3, 000 603 State Normal and Training School _ . do . 2, 100 6, 508 1,200 604* Wadsworth Tiihrary _ _ _ _ . do . 605 Cleneva, Classical ifnion School _ _ . Geneva . 606 Hobart Col lege _ _ _ _ _ _ _ _ .. . do . . 13, 000 607* Hamilton Theological Semina.ry _ _ Hamilton . . . 6, 000 608 Hamilton TEonian Society _ _ _ _ _ . do . 1, 000 2, 000 609 Hartwick Seminary _ _ Hartwick . 610 Cortlandt Acn.demy _ _ _ _ _ Homer . . . 1,615 611* Hornell Tjibra.ry _ _ _ Hornellsville . 4,200 612* Franklin Tiihrary Association _ _ Hudson . . . 4,000 613 Cornell University _ _ ..... Ithaca . 35, 000 614 Union School and Collegiate, Institute _ _ J amestown . . . 1, 155 615 Union Free School _ _ _ _ Keeseville . . . 1, 200 616 Academy of the Sacred Heart. ................ _ ...... Kernwood . 1,800 617 Ingham University . . . . ... _ ... Le Roy . 1,500 618 SJprnirinry of flip lindy of Anfrpls . .. .... _ _ Lewiston . . 3, 500 1,373 619 Cfenesee Wesleva.n Semina.ry . ... _ _ Lima . . . 620 liOwville Academy . _ _ _ _ Lowville . . 2, 500 621 Academy of the Sacred Heart. _ _ _ Manhattanville . . 3, 000 1, 135 622 UcTfico Academy . . . . • _ _ Mexico . 623 W^a.lkill Academy and Union Free School .. _ Middletown . 1,000 624 Naples Academv _ _ _ _ Naples . 1,000 625 Newburgh Free Ijihrary _ _ _ _ Newburgh . . 8, COO 626 Theological Seminary _ ...... _ _ _ ................. _ . do . 3, 450 627* American Bible Society . New York . 2, 500 STATISTICAL TABLES. 881 List of libraries {not private) containing more than 1,000 volumes — Continued. No. Library. Post-office. Number of volumes. New York— Continued. 628 New York . 3, 000 629 630* 10, OQO 51, 000 142, 000 20, 009 . do . 631* 632 633* . do . 8, 000 634 . do . • . 21. 000 16, OOO 1,200 635 . do . 636 637 . do . 23, 100 638 . do . 11, 000 639* . do . 30, OOO 14, 500 640 General Theological Seminary of 41ie Protestant Episcopal Church. . do . 641 . do . 1,200 642 . do . 6, 500 643 . do . 3, 000 644* . do . 143, 743 645 New York Academy of Medicine, (with College of Physicians and Surgeons.) _ do _ 646 . do . 3, 859 60, 000 1,000 2, 000 32, 000 5, 046 2, 352 5,151 1,048 1,000 3, 04S 6, 000 5, 000 2, 100 1,090 1,130 1,000 4,030 8, 000 8, 200 647* . do . 64^ . do. I . 649 650* . do . . . do . 652* . . do . 653 . do . . . 654* Norwich _ _ 655 Ogdensbixrgh . 656 . do . 657* Oswego . 658* Public School T;ibra,ry _ _ _ _ _ ..do . . . 659 State Normal and Training School . . . . . . do . - . 660 Oxford Academy . Oxford . 661 Paluiyra Classical Union School . . Palmyra . . 662 Port Byron Free School and Academy . Port Byron . 663 State Normal and Training School . . . . . Potsdam . . . 664 Public School Library . . . Poughkeepsie . 665 Vassar College . . do . 666 Franklin Academy and Union Free School . Prattsburgh . 1,300 1, 009 667 Rensselaerville Academy. . . . . Rensseia.erville _ 668 Plouse of Refuge for Juvenile Otfenders . Rochester . 1,275 5, 900 669* Public School Central Library . . do . 670* Rochester Athenseum and Mechanics’ Association . . do . 20, 000 671 Rochester Free Academy . 5, 800 7, 500 10, 800 1,050 18, 000 10, 000 672* Rochester Theological Seminary . . do . 673* University of Rochester . . do . 674 Academic Department Union School . Saratoga . 675* Union College . Schenectadv . 676 Union College Societies . . 677 Union School Library . . . 2, 000 678 Mount Pleasant Academy . . Sing Sing . 1,711 1,213 4, 000 13, 000 6, 000 1,563 1,500 3, 000 5,000 1,563 20,500 5, 000 679 De Vaux College . . . . Suspension Bridge . 680 Seminarv of Our Tjady of Angels . . . 681* Central Library, (Schools) . Syracuse . . 682 Public Library of Court of Appeals . . . 683 Syracuse University . . . _ _ _ do . 684* Young Men’s Christian Association . . . 685 Rensselaer Polytechnic Institute . . Troy . 686 Saint Joseph’s Provincial Seminary . . . . do . 687 Trov Female Seminarv _ _ 688* Trov Young Men’s Association . . 689 City Library . Utica . . . 690 School District Library . . do . 4, 472 691 Warsaw Union School . Warsaw . 1,500 1,100 1,855 1,299 692 Waterloo Union School . . Waterloo _ _ _ _ 693 Watertown High School . Watertown . 694 Westfield Academy and Union School . . Westfield . 695 Whitestown Seminary . . . . . . . Whitestown . 2, 000 3. 000 696 Academy of Mount Saint Vincent, on the Hudson . Yonkers . NORTH CAROLINA. 697* University of North Carolina,. . . _ _ _ Chapel Hill . 7,000 698* University Societies i . 12, 000 699 Davidson College . Davidson Village . . 6, 000 8, 000 10,000 700 Wake Forest College . Forestville . 701 Wake Forest College Societies . 56 E 882 EEPORT OF THE COMMISSIONER OF EDUCATION. List of libraries (not ijrivafe) containing more than 1,000 volumes — Continued. Library. Post-office. North Carolina— Continued. Greenshoron.o-b _ Mount Pleasant-- - New Garden . Raleigh . . . . Salem _ _ _ _ Trinity . Wilson . . OHIO. Akron . Athens . Anstinbnrgb . . Berea . Canton . Carthagena . Cincinnati . . .do . . .do . . do . . do . . do . . do _ _ Saint Xavier College . . do . - . Theological and Religious Library Association . Turner Society . . do . Young Ladies Seminary . . . . . Young Men’s Mercantile Library . . . . do . Circleville Library . Circleville . Union School Library . . do . Young Men’s Christian Association . . do . Cleveland Female Seminary . Cleveland . Cleveland Ilomcepathic Hospital . . . do . Cleveland Librai y Association . . . _ -.do . Cleveland Medical College . . . . do . . . . Cleveland Public Library . . do . Ohio State and Union Law College . . do . Western Reserve Historical Society . . do . G-erman Evangelical Lutheran Seminary . Columbus . . . Institution for Education of Deaf and Dumb . . do . Saint Marv’s of the Spriiip's. _ _ _ _ _ no _ _ _ State Board of Agriculture . . . . do . State Library . . . . do . Cooper Seminarv T>nytr>n Ohio Wesleyau Female College . . . Delaware . Ohio Wesleyan University . . do . . . Ohio Wesleyan University Societies . . . . do . Sturges Librarv . . . . . . . do . . - . Kenvon College . . . .. Gambler. _ _ _ _ _ .... Glendale Female College . Glendale . Denison University . Granville-. . . Lane Free Library. . Hamilton . . . Highland Female Institute . Hillsborough . . Hiram Cjlleere . Hiram . McNeely Normal School . Hopedale . . . Western Reserve College . Hudson . Mechanics’ Institute . . . Lebanon . National Normal School . . . do . Marietta College . . . Marietta . Marietta College Societie.s ... . do . lilount Union College . Mount Union . Mount Union College Tlnnen.n T.ibrnry . _ . do . Franklin College . New Athens . Young Men’s Library . Norwalk . Oberlin College _ . . . Oberlin . . Miami Universitv . . . . Oxford . Oxford Female, College _ _ _ _ . do . Lake Erie Female Seminary . . . Painesville . Putnam Seminary . . . . . . . . . Putnam . . Academy of Mount Notre Dame . . . . Reading . . . Northwestern Normal School _ _ _ _ Republic . Sidney Literary Association . Sidney . No. Number of volumes. 702 703 704 705 706 707 708 709 710* 711 712 713 714* 715 716 717 718 719 720 721 722 723 724 725 72 S* 727* 728 729* 730 731* 732 733* 734* 735 736 737 738 739 740 741* 742 743* 744 745 746 747 748* 749 750 751 752 753* 754* 755 756* 757* 758 759 760 761 762 763 764* 765 766 767 768 769* 770 771 772 773 774 775 776 777* 1,500 1,000 1,000 1, 000 15, 000 3, 500 6, 000 1,000 000 000 000 000 546 900 000 000 500 500 000 000 000 000 000 000 000 915 500 COO 862 500 000 169 000 000 000 OCO 000 000 000 756 000 002 500 500 000 600 500 200 000 060 500 500 556 300 000 000 500 000 050 COO 500 077 000 500 500 250 COO 600 000 000 000 500 000 000 000 157 STATISTICAL TABLES, 883 List of libraries {not private') containing more than 1,000 volumes — Continued. Library. Post-office, ^ Ohio — Continued. Springheld.. Stenbenville. Tiffin . . do . Troy . . Urbana . . . West Farmington. _ _ Willoughby . Wooster . Xenia . . . _ .do . do . Y ellow Sprin.vs . . Zanesville . . . . do . . / OREaON. Forest Grove ..... _ .... Portland. . . . . . do . . do . . . Salem . . ... _ PENNSYLVANIA. A grirnltiiral Colleg'e of Penn sylvan in. _ _ _ Agricultural College _ Public School Library . . . . . . Alleghany City _ _ _ Western Theological Seminary... . . . . . Alleghany City _ _ _ Muhlenberg flollege . . . _ A 1 lentown _ _ Altoona Mechanics’ Library, &c . Altoona . . . Moravian Seminary for Young Ladies. _ _ _ ... _ Bethlehem . . Theological Seminary . . . . . . . do . Young Men’s Christian Association . . . do . - . Tvallyne.nn Academy . . . . . . . . Boyertown _ _ _ College of Saint Thomas of Villanova . Bryn Maur . . . Dickinson College . . . . . . . . . Carlisle _ _ _ _ ... _ Soldiers’ Orphans’ School . Cassville _ .... _ _ Chester r.ihrary _ _ _ _ _ . _ Chester . Saint Joseph’s Academy . Chestnut Hill . Pennsylvania Female College . . . . Collegeville. _ _ _ _ Doylestown Library . . . . . . Doylestown _ _ _ _ _ Easton Library Association . Easton . T,afayettft College and Societies _ _ _ _ _ Academy of the Sacred Heart _ _ ... _ _ _ _ _ _ _ Eden Hall . . . . Northwestern State Normal School . . . . . . . . Edinborough ........ _ Young Men’s Christian Association . . . Erie . . . . . Pallsington Library Company . . . Fallsington . . . Ursinus College . . Fi'eeland . . . Pennsylvania College . Gettysburgh . Theological Seminary . Cassel’s Library . Harleysville . . . . State Library . Harrisburgh . Union Library Company. ... . . . . . . . . Hatborough ...... _ ... West Branch Boarding and High School . . . . . Jersev Shore _ _ _ _ _ Union Library of Upper Merion . King of Prussia P. 0 _ ... Bennett Library . Kingston . Keystone State Normal School . Kutztown . Athen^um, Agricultural and Mechanics’ Institute . . Lancaster _ _ _ _ _ Franklin and Marshall College . . . . do . Lancaster Library . . do . Law Library Association _ ... _ _ _ _ _ .... _ Mechanics’ Library . . . . . . . . do . Reformed Theological Seminary . . do . Young Men’s Christian Association _ ....... _ ... _ _ . do . Lewisburgh University _ ... _ _ _ _ _ _ .... Lewisburgh . Saint Prflnp.iN’w . . . .... _ . . Loretto . . . . Lincoln University .. .... .... _ _ _ _ _ _ _ Lower Oxford . Normal School . . . . . . . Mansfield . Alleghany College . Meadville . Alleghany College Philo-Franklin Society. .... _ _ _ . do . M eadville City Library ... . . . . . . do . Theological School . . do . Library of Science . Media . No. voluiuea. 778* 779* 780 781 783 783 784 785 786 787 788 789 790 791 792 793 794 795 796 797 798 799* 800 801 802 803* 804 805 806* 807 808 809 810 811 812 813 814 815 816 817 818 819 820 821 822* 823* 824 825* 826- 827* 828* 839* 830 831 ’832 833 834 835 836 837* 838* 639 840 841 842 843 844 845 846* 847* 848* 849 3, 000 4,000 8, COO 2, 5C0 3, 000 4,000 4, 000 3, 000 1,350 5, 000 1, 150 3, 000 2, 500 2, 000 3, 000 1,000 5, 000 2, 000 5, 800 5, 000 1, 200 5, 330 1, 000 2, 000 2, 000 4.500 13, 000 3, 000 2, 802 3, 000 5, 000 2, 000 1,000 3, 000 30, 000 1,000 1.500 1,100 2. 500 2, 000 6, 000 9, 000 1,800 2, 175 4,710 1 540 5, 000 18, 300 10, 100 10, 000 45, 000 7, 500 3,000 1,600 5, 000 2,400 2, 000 12, 000 2, 000 3,700 4, 200 8, 000 2, 500 5, COO 2, 000 3, 000 1,000 11,050 1,000 1,800 12, 000 2, 000 884 EEPORT OF THE COMMISSIONER OF EDUCATION. List of libraries {not private) containing more than 1,000 volumes — Continued. Library. Post-office. Pennsylvania— Continued. Mercersburgh . Millers ville . . Mountville . Tfazareth . . . . do . New Wilmington _ Norristown . . . do . . do _ _ _ Overbrook, (near Phila¬ delphia.) Pltilarlftlphia . . . . do . . do . . do . . do . - . . do . . do . . . . do . . do . . do . . . do . . . . do . . . . do . . . . do . . . La Salle College . . . . . . . do . Law Association .. . . . . . . ... _ .... _ Library Company of Philadelphia _ _ _ _ _ ......... Mechanics’ Institute _ _ .... _ _ _ ........ _ ........ _ do _ _ Mercantile Library _ _ .................. _ ........ _ . do . - . . Moyameusing Literary Institute . . . Pennsylvania Horticultural Society . . . . .do . Pennsylvania Hospital . . . . do . Philadelphia College of Pharmacy . . . I . do . Saint Joseph’s College . . do . Saint Vincent’s Seminary ..... . . . . . do . Southwark Library. _ _ _ _ _ _ _ .... _ _ _ _ . do . University of Pennsylvania... _ ... _ ......... _ . do . Wagner Free Institute of Science.... . . . . . . . do . West Philadelphia Institute _ _ _ _ ..... . . . . . do . Woman’s Hospital . . . . . . . do . Young Men’s Christian Association _ _ .... _ .... _ _ ... . do . German Library Association _ _ _ _ _ _ _ _ _ Pitts’ourgh . Saint Michael’s Theological Seminary . . . . . ^ . do . Western University of Pennsylvaiiia. . . . . . . . . do . . Young Men’s Christian Association . . . . . . . do . Young Men’s Mercantile Library . . . . . do . Saint Benedict’s Academy . . . . Saint Mary’s . Young Men’s Christian Association . . . Scranton . Missionary Tnstitntpi _ _ . . . _ . . . Selino Grove . Lehigh University ... _ _ _ _ _ _ _ _ _ South Bethlehem. . . . Swarthmore College . . . . . Swarthmore . Convent of the Sacred Heart . . . Torresdale.'. . Crn7er Tbenlngical Semina.rv _ _ _ _ Upland . Yoving Men’s Christian Association .. ..... _ _ _ _ W arreu . . . Washington and Jefferson College _ _ _ _ _ ... _ Washington . . Waynesburgli College . . . . Waynesburgh . Saint Vincent’s College . . . Westmoreland County. . . . West Town . West Town Boarding-School.. . . . . . W^ilkesbarre Law and Association Library. ... _ _ _ _ Wilkesbarre . W^ilkesbarre Athenseum . . . . ..... _ _ _ . do . Wyoming Historical and Genealogical Society . . . . do . . . Dickinson Seminary ... _ _ _ _ _ ............. _ Williamsport . RHODE ISLAND. Young "Men’s Christian Association _ _ _ _ Bristol . - . East Greenwich Free Library . . . .... _ _ _ ... East Greenwich. . . Providence Conference Seminary.... _ _ .... _ _ _ . do . T^nsif.pr-Man tnn T.ihrary ... . _ _ _ Foster Centre.. . . Kingston Library . . . ....... _ Kingston . Lonsdale Library . . . Lonsdale . Number of volumes. 850 85! 852 853* 854 855 856 857 858 859 860 861 862* 863* 864* 865* 866* 867 868* 869 870 871 872 873 874* 875 876 877 878* 879 880 881 882 883* 8S4 885* 886* 887* 888* 889 890 891 892* 893 894 89-5* 896 897* 898 899 900 901 902* 903 904 905 906 907 908 909 910 911 912 913 914 915 916 917 918 919* 920* 921 922* 923* 924* 8, 000 4. 100 1,000 1,000 5, 000 3,000 1,000 5. 100 6, 000 5, 000 11, 000 11,000 22, 693 21, 000 15, 000 6, 200 35, 000 2, 000 2, 000 1,000 16, OOO 20, 000 6, 000 15, 000 3, 333 5, 000 2, 500 8, 750 15, 000 2,200 5, 000 3, 650 6,000 95, 000 2, 581 79, 000 3, OOO 800 12, 100 1.500 5, 000 10, 000 9, 000 23, 000 12, 200 4, 086 1,300 5, 289 3, 500 4.500 2, 700 1,000 12, 200 1,000 3, 000 2, 500 2, 000 2,000 1,800 6, 000 1,000 10, 000 1, 500 6, 000 2, 800 1, 700 1,005 2, 000 3, 000 2, 070 1,800 2, 500 1, 250 1,300 2, 352 STATISTICAL TABLES. 885 List of libraries (not private) containing more than 1,000 volumes — Continued. No. 925 926 927* 928* 929* a30* 93 L* 932 9.33 '• 934* 935 936 937* 9t38 939 940 941* 942* 943 944 945 946* 947 948* 949 950* &5L* 953 954 955 956 957 958 959 960 961. 962 963 964 965 966 967 968 969* 970 971 972 973 974 975 976* 977 978 979 980* 981 982* 983 984 985 986* 987 988* Library. Post-office. RHobE Island — Continued. Narragansett . Newport . North Smithfield . I^awtucket. . - .. Providence . _ do _ - . . do . . do . . do . . . do . . . . do . . . do . . do . . . do . . . do . Slatersville . Westerly . . Woonsocket _ ■f SOUTH CAROLINA. Charleston . . . . do . . . do . - . Columbia . . do . Furman University . . . . . . . Greenville . Southern Baptist Theological Seminary . . do . Wofford College . Spartanburgh C. H . Newberry College _ _ _ _ _ Walhalla . TENNESSEE. East Tennessee Wesleyan University . Athens . . Tennessee Female College . . . . . F'ranklin . Greenville and Tusculum College . Greenville . East Tennessee University . . . Knoxville _ _ _ Philomathean Library . . . . do . Cumberland University . . . Lebanon and Memphis . . . Marysville . Marysville College . State Female College _ _ _ _ _ _ Near Memphis _ ... • Academy of Saint Cecelia _ _ _ _ _ _ Nashville.. . . . Franklin College . . do . University of Nashville . . . . do . University of Nashville Societies . . . . . . do . State T.ibrary _ _ _ _ _ _ _ W. E. Ward’s Seminary . . do . University of the South . Sewanee . Mary Sharp College . . . . . Winchester . . . TEXAS. Texas Military Institute . . . . . .. Austin . Galveston Mercantile Library . Galveston . Houston Lyceum . Houston . Houston Public Library . . do . Biivlbr University _ _ _ _ _ Independence . . . . Bowden Literary Society . . . . . Tyler . . . VERMONT. Bradford Academy and Union High School . . . Bradford . . . . Universitv and State Agricultural College . . . . Burlington . . . . Vermont Episcopal Institute . . . . . . . . . . do . Young Men’s Association . . . . do . Castleton Seminary . . _ _ _ Castleton . State Normal School . . . . do . New Hampton Institute . Fairfax. . . Middlebury College . Middlebury . Middlebury College .Societies _ _ _ _ . do . ' . State Library . . . Montpelier . Number of volumea. 1,350 1,000 13, .506 19, 094 1,300 4,034 41, 000 1, 000 8, 000 6. 600 2.500 6, COO 33, 237 1,300 1, IGO 1,000 4, COO 1,600 6, 000 1.500 3, 500 6, 000 8, 000 15, 000 5, 000 3, 000 18,613 27, 000 1,000 3, 000 15, 000 4, 000 2, 200 1,200 5, 000 1,200 20, 000 9, 000 2, 000 2.500 1,400 3, COO 13, 000 5, 000 18, 000 5, 000 5, 000 1.500 1,000 7,188 1, 500 1,200 2, 700 8, 756 1, 100 12, 871 3, 115 1,331 1,000 1, 020 3, 000 12, 500 3, 700 13, 500 886 REPORT OF THE COMMISSIONER OF EDUCATION. List of libraries {not private) containing more than 1,000 volumes — Continued. Library. Post-office. Vermont — Continued. . Northfield . Post Mills Village . . Poultney . . Rutland . . Saint Johnsbury _ _ . do _ _ Thetford _ _ VIRGINIA. Abingdon . Alexandria . Near Alexandria . Boydton . . . do . . do . Emory . Hampton _ Hampden _ . . Hampden Sidney . Hampden _ Lexington . . . . do . . Newmarket. . . Petersburgh . . . do . Richmond . . . . do . . do . Noanoke College _ _ _ _ _ _ _ _ _ _ Salem . Institution for Education of Deaf and Dumb and Blind . Staunton . . . . . Virginia Female Institute . . do. . . . Uuiver.'itv of Virginia . . . . . University of Virginia. . . . Williamsburgh . College of William and Mary . . Eastern Lunatic Asylum . . . . . do . WEST VIRGINIA. Storer Normal School . . . . . Harper’s Ferry . West Virginia TTniversity _ Morgantown .......... _ Saint Vincent’s College _ ........ _ _ _ _ _ _ _ ‘W^heeling _ _ _ ... _ Wheeling Library Association . . . . ...... _ _ _ . do . WISCONSIN. Lawrence University . . . . . . . . Appleton . . Beloit College . Beloit . Gales ville University . . . . . . . Galesville . Mission House . . . . . Herrmann . Young Men’s Association . . ■ . . Janesville . Seminary of Saint Francis . . . . . . . . Lake . . Madison Institute . . . . . . . . . . . . Madison . . . State Agricultural Society ..... . . . . . . . do . State Historical Society . . . . . . . . . do . State Library . . . . . . do . University of Wisconsin . . .. _ _ _ _ _ . do . University of Wisconsin Societies .. . . . . ..... _ . do . Jones’s Library . Manitowoc . . Miltc^ College . . . . . Milton . .' . Sa nt Mary’s Institute . Milwaukee . Young Men’s Association . . . do . Oshkosh Normal School . Oshkosh . . . ' State Normal School . . . Plattsville . Racine City Library . . . . . Racine . Racine College . _ .. . do . . . Saint Catharine’s Academy . . . . . . do . Ripon College . . . . . . Ripon . Saint Cla,r.a, Academy _ _ _ Sinsinawa Mound.. . NashotaHome . . . _ _ Summit . Northwestern University . . . . . .' . Watertown . Statji Norma! School . . . . . _ Whitewater _ ... _ DISTRICT OF COLUMBIA. Academv of the Visitation . . . . . _ Georgetown _ _ ..... _ Georgetown College . No. Number of volumes. 989 990" 991 992 993 994* 995 990 997* 998* 999 lOUO 1001 1002* 1003 1004 1005 1006* 1007 1008 1009 1010 1011* 1012 1013 1014 1015 1016 1017 1018 1019* 1020 1021 1022 1023 1024 1025 1026 1027 1028 1029 1030* 1031* 1032 1033 1034* 1035 1036 1037 1038 1039 1040 1041 1042 1043 1044 1045 1046 1047 1048 1049 1050 1051 1052 1053* 3, 500 2, 000 1,500 1,500 2, 000 8, 383 1, 000 1,200 4, 500 10, 000 2, 000 3, 000 3, 000 13, 580 1,275 7, 000 3, 200 8, 500 1,000 5, 000 10, 000 5, COO 3, 400 1, 000 3, OOO 1,000 •25, 000 9, 000 1,500 2, 000 29, 500 6, 000 1,500 1,405 3, 000 3, 500 4,200 6, 500 7, 200 4, 500 1, 600 1,200 6, 000 3, 500 1, 000 23, 505 7, 500 4, 600 2, 230 1, 500 1,500 1,000 11,000 2,310 1, 000 2, 000 2, 500 2, 000 3, 000 1,000 6, 000 1,800 7,815 2, 500 30, 000 STATISTICAL TABLES. 887 List of Uhmries (not private) containing more than 1,000 volumes — Contiuued. No. Library. Post-office. Number of volumes. 1054 District of Columbia— Continued. Washington . . . 5, 000 3, OOO 246, 000 25, 000 25 000 1056* 1057* . do . 1058 1059* 6, 000 5,500 1,700 22, 000 4, 500 6, 000 16, 500 7, 000 1060* 1061* 1062* 1063 1064* 1065* 1066 Treasury Departraeut . . do. . 1067 Coast Survey Office . . . . . 5, 000 3, 500 1068* Bureau of Statistics . . . . ........... . . 1069* War Department . . . . . . 11, 000 2. 000 1070 Engineers’ Department, United States Army . _ _ do . J071* Signal Office, United States Army . . . . . 1,600 20, 000 4, 500 12, 000 7, 550 1,000 2, 500 1,200 1072* Surgeon Greneral’s Office, United States Army . _ do . . 1073 Odd Fellows’ Library . . do . . . 1074* Washington City Library . . do . 1075* Howard University . . do . 1076 COLORADO TERRITORY. Miners and Mechanics’ Institute . . . Central . 1077 Territorial Librarv . . . . . Denver .... _ _ _ _ ... 1078 Jarvis Hall Collegiate School . . . Golden Citv _ _ _ _ UTAH TERRITORY. 1079 University of Deseret . . . Salt Tmke Citv . . 2,205 « WASHINGTON TERRITORY. 1080* Territorial Library . OL'^nipia . . _ 5,000 Table XY.— Statistics of museums ; from replies to inquiries hy the United States Bureau of Educatu 888 REPORT OF THE COMMISSIONER OF EDUCATION. a i> c o; RP' 2m o 3 fHRP<1 PI a PI 3 S .2 3 2 0-2 qi o i‘a§ o o ^ o >,.2.2 p . bcg •^^nauiAop -ua JO janoiny H : q ® P q C^ IF Ip o o o 5”^ ^ *0 :gp| :u o h ■ CQ *0 P 3^ ®3 « 2 d fcf ftiz; s « P d PO 33^2 3^p o o >' q S g| i p H • M jC _P t» +0 ® ip ■ ® §3 OrP P P IpqPn^tiHP popnnojnaq^ ao XI . X X X X X P P P P c o OO p" p" ^ 2 oa ®33 ~ H-l iC! 'O PJ 3 fe: & § o P3 Pi ® Qj'r. ^ P 'O p p o3 s^'^a H<1 p ©' S3" q o q-p coo 2^ §3 — o ce PQQ S-SP -p3 o c'^a P' p:m pqj c 9 coo'^ajlgo ° Tir-iqq q-p^ O O 03 3 §3 p-p q s a pMS i : i i i igg 2 : : : : : i-lja | ii ;p :|? : : : : : : : :.^ i i i i i ilSsI • 0 1 ^ . 7? « 1 » 1 ^ • • < 0 . . . : : : : j 0 ® : h bjD ,3 • • 1 i i 1 ( C> • • • • 1 » c3 a ^ • • . . . . d ^ «> il p ® 3\k il • ^ o o .:aa P Oc„ P 0<^M o P P ©p^ q rS.s|.2 3 '3 P 3 o ® 2 032^ % aRS-s a S'- 2^ ss§s-| 3 0 a q 3 CO "2 ^ GO £ O P 5; q q ®M SpSSS ® o >0 ■ a g§ 3 ® p p PS ili II® 2 p| bJO § lull- S”hp^ i'l §2 p .2f^ a •Il« ’S'l- l-H ^ ® *2 d I p| » p0"^na}.-i c30 I o^ “I Ola Ioo®.2?’S'o o :;^<1 RgS ^ O O .d 3 "S *3 Ci Ci Cl LC -H Cl O o o ^ Cl ir- rc 30 00 OC 00 00 GO GO ® o' I; ^ s ^ Geo o P Ga5 > . © . © - a •o ® _ '‘G.a ©3 fc^-LT^ a° 3 RP >R o C3 HO O £ O ' ^ ^ i'i O 03 G I °.G o O O © ^"11 I Geo rt OO _^-'o .3 S © bJ3;3 o a rt >so ^21 rH C! C 2g ° : fct , © ■CO ; a ! ® . ® . be ■3^ d a 3o CO ^ ^ •+^ R o g S o ’3 813 a a oRrw g 43 "3 4i “ : a 13 >-■§ ‘§3 coG G a >> © o a £‘gi EGg a o o ^3 g 302 S G > 3 rt 1:53 = o a g - a ® O r- rt “ a ; a >.+- O 03*'^ yj o !>^ G 30 in 000 'Ir^ cO'-w'-a « O ( 0 g g^i SO ^ S R?^3 -333 aa:OG ro3 © g 33^3 l^©.COSH w c o g aa © a oof>o Table XY.—StaMstics of museums; from reflies to inquhies hy the United States Bureau of Education— Contimied. 890 EEPORT OF THE COMMISSIONER OF EDUCATION. o a O Cl cS > >;C o o 'o aJ .2 g CJ >cs iCbJO o^pS-::^-3^oo CO^U^lZ: o ^ o;;:^ o o _^2 >1 M MM r2 P P 2 ^oFo goo O NN =°Pi Pr9 3 ^ tAsl •p 9 M ^ ,H:0^ . M >-.0 51 Ph^ - O t^'o SPpi g’s §® bvi 9 3 ° . Jo p a |t-e£a^| p'p 3 gag bjc^ ^_2 2 <© o © o t^s'e 9 ^ s Klr:r bc^ ‘a © ‘d 5’-2 = p -9 g mS -2 § S § “ PCP p J=p a a rP O P 'P O - U C3 W P<5 b'o bS "o 'o fcB U N If o ^ g O ' M o -,2 N . M 1 5-.2 p 5]g S o-g o2 g P o P p o g P o^^Fo-g mo "9 s S sd -§ 02 H ^ O to o O 1-0 o 0^0 o' cf o*' oo oooooo OO O 00 o o o c^ oo lOtOOO^CT o' o'* t-" cT r-T o'' cT CO* lO tM O O 1-1 I aojj xnuosnai 0% uoTssicapY ro 02 © © o t>it>t;25 COO2C0C0a2C»O2C002C0O2C0 ©©©©©©©©c;©©© o c 'UOT^TJJ^St -mrapB JO jsoo XBauaB ib;ox o o o o CO LO •ranos -nta oj enoij -ippB joj 9.init -paodxaxBnuuy O O O O O O O O O O to »-i O O O O to 'OS^o.Toni |unu -UH JO janouiY o o o o o o id id o o o o o o o o o o to o erfeo* oXS 2 p2<1m ° ^^lll iiii 2 ®g p c C3 CC § c ^ d JS ^5 a o c ^ o txo! (ij «J -fi .o © © O 'o'o'o'^ O C-l o c PhM > § ^"c oil O 'o go o ® lO o < M 'S '-^ .9 C .g o o n ^ ca ; o c M-P Pa-p P g c ^ .P3 aHPcP=cr-^g a.-g'^S §p.9o |'J|aols«s — ' o P_ Cm 9 jO q l^pg^ 1^ ' ^ g gg-'g a Bw^^t ilSilllllIgg ^ ^M|p§55ga5j5^|> 2 gsgeS j c a ag-p^ go a g j-sg .g®^.gccg|oJ®gg|9 >,1 J gp-c'^'i^-c pg o| pg p I b^ooHopH^^WbPH ^pOpqpH 1 M . _ •d I • c3 P 2 og ® g ig'H® p a o ° .g P's g H 33 C _ >3 P ® ^®g cO ^ ii c 9pjg'^ ® bf.M p c ® C-< S-sl^So. iilitSil .»-* © O O . (DM ^ CO ^ 02 ^ M ^ IG, 000 STATISTICAL TABLES, 891 O „ .. p c/.'O p bPj ^■g:0 P q:0 o o o o o rjT xr^ OT TTi xTi CO rj} • (n z/^ rJH -'t>H!>i fH >h;z;>^>h>h O O ffl ® 45 ” a O a 5 ? o ^ to 2^ o j: - o_g. ® s /-> zn kPu.S a ' ^ < si: to o « •tt .2 p “ ^ =S^a ° S-2 (Z)_ >..o. < rt,f_ pq_o o E ® 43 P4^ 2 ” 2 0^.2 g “ ' c ®-'S o P KsassJaas c o^ p o ir a p p •^oP®-^c:jp2 2S35a-S2”;^ S3 p s;: ^3 3.3 a P^ O oot> Table XV. — Statistics of museums; from replies to inquiries hy the United States Bureau of Education — Coutinued. 892 REPORT OF THE COMMISSIONER OF EDUCATION. ‘3 » • . 05 CS ^ . io C0<|t> 'o o 6 O CD o P-(Ocl3H: M-3 fi Pi id 3 r- wdO.S'd ; 5 u o 050^.2 ) 'o "o "o "o P ^'o o 'o 'o , Ph ;i^ Ph ?q <1 Ph P ro tT O C3 2 . ^ ^ tCp'a PPi:c^ d §j10 !C P ) ■ " g § 2 2ii 3 ■^P i snoipax -^oo s;t jo soPoo^ -'Bj'BD raiiosmu SBg; ro o o S 3 * Cj ■ C-i W CD ' O - ogOSHOOO o o o o o <0 H >^ >H t>( (h Iz; >H Pl| •sjkoA oajj: jsbi oqj aoj ejo:jisTA jo aoqraua paj'Bmijsa; o o o o o o r-i O O Cl :S LO o o o o o o o o o ' o o ' o o • o o ' o o' (■pa:)uraic^sa) ‘sjuaA. OAg 'c^sui; 9q; aOJ SJO^TSTA qiclnd JO jaqara^ o cf o ® © iM :t>^h CD CD O O ® CD O O O t>H • • • CO 03 CO ® o o o © © © © ® TO ® © © © •iaBatpaouaj ■ • CO 1 : ^ 1 ! © © © ! ! * • lO j O Cl • tH Tjt . • • rH • • • • -xo put? jnoptsoa . • p j3 . • . o o o • • saoanjoox jo aoqranj^ : ; : •j;i3oA qoBO saan:j09x JO aaqurnj^ O © l >H >1 t>H l>^ t>l O © ro 03 © o©©oo©©© •ratios -tira x'BOTpoj^ P GO flaf O P -T O •ranosnra x'oo -iSoioaeqoaY ■V O LO t- r-T.Ci ccf •ranosnra jay M Ui bJD © 'o CO C/^i rP 4^ '3 3 ^ "o to P ©^ P P xl 2 r- o © w c3 p pg a.^ o O O g bn 03 |>P © cgp'co toc2 ® ® o o'©N 5 CD -^^Pm fc. ©13 CD .2 © Cm ® P '44 M 'C ‘H .2 o o bC a >•’ 6 op ®3 O © 2p p p .p -u 'SO .ocddooo^'wo'a: 3-1 1 ©I I 23Mp3r^bo<^oSgOj£, § P ® =« o ^ oVh ^3.2 013 P rtCXp O ga P O 11 © en g I btP ■to's'a o o ° o 30 a .2 gc^ ^ “ ® .d 1 3 I o bD O r; , p oto o p 0:p o> 2 o S-P o I 0.0 o s P S ©Mdc/} 3 p 3 p 3 a ©H o p O c^tt'a^^p P a ,2 'o "o o c 10 =!soPp-^ '-oc'^a a ■arp^.2 p a o'S'^o o a g «(D!>-.POS&Oggrt©© IZ.'SSOyOTM-pSpit'MCB ® p p o fct o p 'o 'C 3 to MP<^pq<13bOPOPS^ --P a p ©XM a ^ pp o a g CD t-P. Scj rt © o ^ s ?=; sgaf'S;c^p M > q 5<1 G^q^ q,-- G jq ti c q r* G .G a; § •'^8 H ^ - CO ^ © o 2 © 03 ,g ts rt a S ® p .2^3 H gr§ § sq^ 1 § G^ g ® . rh^“q® ^ o S • pc sq § a .-rt r^_ (D bC bX). m o 5 j i=i j ^ g q g "fe q .2 2.2^2 qqq q g p p 2 o a P^Ph^PhPh^ 'o q^ gfe o M • si ci ® q qqaaO ffi CJ o o t>< o o * o !>iq ______ o « o p. c5 O ;§ q-o - Sq- ‘g p O • O o , I-l. S 2^- o o o o io ai ,0) ^3 “a ; rt b’cc'is'o “S 'G o ■ 5goG® a'^'2° f- rt " S ig^^saqif^sa.2g2;S i S SCO S o 2 c -4iC'^©G;)';::oao^oocp5:' jrt_.-.»^woo.^ccric/)M-t^coa5rt in'g^apOPcSSiSaPO o o o o o o cc iro. W CO CC CO o © © o © © o © o o ^>^M !zi|>^;zi Iz; P,2 rt Gg;o 03 O 43 'MIS 2 a 2 ® ^.s g OQ^ r- CK ©pO^ 2 P M I I m2 ;2 .§.2 o S .Hi'" II 2 § i| ^ £> q r— G q b-2 >.3 S.S S^t; g g c3 q a o t-..2 q c5 o-g i rp'-2 ^ g.gq b'a ft.S G.2 q.b £ o p's a 03 o US ^ — ^ I^Glsi «.a G-a 3 ® CO Ti p O PH (C .g ^ a « g pi a-S 2 2 S 2 \ 834 REPORT OF THE COMMISSIONER OF EDUCATION. Table XVI. — Statistics of educational Tyoief actions for 1872 ; Benefactor. Organization to wiiicli intrusted. Name. Hon. Edward Tompkins - Various . . Miss Harriet Hirby . General N. M. Waterman . . Jedediah Huntington . Do . Mrs. S. D. Hubbard . Hon. Edwards Pierrepont Wm. Walter Pbelps * . H. S. McComb . Thomas Smith... Dr. S. L. Whipple Henry Hall, esq.. Various . Do . Various . Do . Do . John C. Baldwin. Eobert Stockwell. John King . J ames Huston . . . . B. M. Vyell . Jeremiah Anderson. C. W. Show . J. C. Beasley . E. C. Mitchell . Various . Congregati’s of Norwegian Evang. Luth. Church. Aaron Benedict. Various . Do... . . Do . . Citizens . .' . Society for Promotion of Collegiate & Theological Education at the West. Do . . Dr. J. W. Scott . James Enlow . Various . Do . Hon. Francis Thomas. Isaac Eich . Various.... M. J. P. Cooke and Profes¬ sor J. P. Cooke, jr. Class of 1841 . Colonel Francis L. Lee . Nathaniel Thayer . Hon. George Bancroft. Hollis Hunnewell. James Arnold . Mrs. Caroline Gilman Eesidence. Name. San Francisco, Cal, Hartford, Conn . . do . Norwich, Conn. . do . . . New York, N. T . Englewood, N. J . Wilmington, Del. Hartford, Conn. . . Jacksonville, Ill . Illinois . Orange, N. J Universities and colleges. University of California. University of the Pacific Trinity College . . . do . . . do . . Berkeley Divinity School Wesleyan University _ Tale College . . . do . . . Delaware College . Saint Ignatius College ... Illinois College . . do . . . . . . do . Lincoln University . . Monmouth College . Northwestern College - Shurtleif College . Wheaton College . Wabash College . . do . Madison, Ind ’. . . . Connersville, Ind Cleveland, Ohio . . Eichmond, Mo . . . N.Wash’gton, Ohio Eipley, Ohio . . . . . do . Franklin College - '. . Indiana Asbury University . Hanover College . ■: . . do . Hartsville University . . do . Northwestern Christian Univ . . I UnioK Christian College . Earlham College . The Norwegian Luth. College. . . .do Waterbary, Conn Boston, Mass.. Topeka, Hans. Upper Iowa University . Iowa College . •. . Simpson Centenary College. Central University of Iowa. Cornell College . Tabor College . WashburneCollege . . . do . Lexington, Hy. . . Christian Co., Hy . United States min¬ ister to Peru. Boston, Mass . Berea College . The Centre College. Bethel College .... Bowdoin College.. . do . Frederick College Boston UnUersity . Harvard College... New Bedford, Mass .do .do .do .do .do -do .do .do Location. Oakland, Cal . San Francisco, Cal Hartford, Conn . . . . . do . . . do . . Middletown, Conn. . . do . New Haven, Conn. . . do . Newark, Del . Chicago, HI . Jacksonville, Ill. . . . do . . do . Lincoln, HI . Monmouth, Ill . . . . Naperville, Ill - . . . Upper Alton, Ill .. AVheaton, Ill . Cra\vfordsville,Ind . . do . Franklin, Ind . Greencastle, Ind .. Hanover, Ind . . . do . Hartsvnlle, Ind. . . . . do . Indianapolis, Ind. . Merom, Ind. ... Near Eichm’d, Ind Decorah, Iowa . . . . . do . Fayette, Iowa. . . . Grinneli, Iowa . . . Indianola, Iowa . . Pella, Iowa . Mt. Vernon, Iowa Tabor, Iowa . Topeka, Hans. . . . . . do . Berea, Hy - . . . DanviUe, Hy. Eussellville, Hy. Brunswick, Me . .... do . . Frederick, Md . . Boston, Mass . Cambridge, Mass. . do . Date not given. (a) In land. (&) Partly in land. . (c) 1,000 vt^umes and many pamphlets, STATISTICAL TABLES. 895 from replies to inquiries l)X) the United States Bureau of Education. Benefaction. Money. Other. Donation or bequest. Amount. Object. $50, 000 00 40, 000 00 12, 000 00 5, 000 00 5, 000 00 1, 000 00 20, 000 00 1, 000 00 600 00 700 00 8, 000 00 1, 000 00 250 00 250 00 40, 000 00 15, 000 00 20, 000 00 17, 500 00 10, 000 00 18, 000 00 28, 000 00 45, 000 00 27, 000 00 13, 500 00 3, 000 00 10, 000 00 2, 000 00 20, 000 00 1, 500 00 55, 000 00 14, 530 00 2, 600 00 1,100 00 4, 250 00 20, 000 00 12, 000 0 J 22, 000 00 ■10, 000 00 30, 000 00 1, 736 00 27, 986 00 150 00 8, 000 00 2, 125 00 8, 000 00 (a) Donation . .. _ do . Bequest .... _ do . _ do . _ do . Donation . .. _ do . Instruction in modern languages _ do . Donation ... ... .do . _ do . Buildings and endowment . ih) Donation . . . Bequest .... Donation . . . _ do . Endowment fund . Bequest .... Donation . . . . do . . To endow Greek professorship . 5 $500 for apparatus and $1,000 ? 1 for endowment fund. t Endowment fund . Donation . . . do . General fund . - -do . Indigent students . _ do . _ do . Latin professorship . Endowment fund . _ do . Endowment fund . Donation . . . do . do . General fund . . do . _ do . For prizes . ... do . To aid students for the ministry. Bequest .... Donation . . . General fund . Scholarships . (c) dn 1, 500, 000 00 127, 000 00 1, 500 00 2, 000 00 To found university . Bequest .... Donation . . . _ _ do . To make good losses by the Boston fire. Improvements to Boylston Hall. Scholarship . id) fin 550 00 Tiles for tables . . . John Thornton Kirkland fel¬ lowship fund. Donation . . . do (e) 99, 345 43 To found nrofessorship . Bequest .... Donation . . . if) Conditions attaclied, Eemarks. Professorsliii) Oriental languages. In real estate. Annual donation. Interest to be used to pay salaries. “ To aid worthy young men in ‘tight places. ” Subscriptions partly paid sincte Ootober 15, 1871. Annual donation to establish three prizes of ?50 each. To form the nucleus of a col¬ lection on American history. Tor chemical laboratory in Boyl- ston Hall. The second and third install¬ ments of a fund of $10,000. On medimval history. Professor of arboriculture, and to maintain an arboretum. Photograph of Dr. Sam’l Gilman and copy of “ Fair Harvard. ” (e) Books. (/) Framed photograph. (d) Professional services for 18 months. 896 REPORT OF THE COMMISSIONER OF EDUCATION. Table XYI. — Statistics of educational Benefactor. Organization to w'hich intrusted. Name. Eesidence. Name. Location. Universities and colleges — Cont’d. Harvard College . Cambridge, Mass. . . do . do . Franklin, Mas^ - . . Tufts Colleve . _ . _ College Hill, Mass. Wiirinstown, Mass . do J. C. Baldwin . Williams College . . do . . . Do . Albion College . Albion, Mich Do . . . do . . do Do . %. Hillsdale Collep-e Hillsdale, Mich . . . . do . Truman F. Parks . . do . . . . . Taft . Wauseon, Ohio. . . . Kalamazoo Collep'e Kalamazoo, Mich . Olivet, Mich Olivet College . Society for Promotion of Collegiate & Theological Education at the West. . do . . . do . - - Carleton Colleo'e Northfleld, Minn.. . do . Do . . do . . Dr. J. W. Penniman . Saint Anthony’s University of Minnesota . Saint Anthony’s Various . Falls, Minn. Mississippi College . Falls, Minn. Clinton, Miss ..... . do . Do . . do . Citizens * . William Jewell College . Liberty, Mo . Aaron Lawrence . Amherst, N. H _ . flo . . Dartmouth College . Han over. H . - . . Do . . do . . do _ _ Professor J. S. Woodman ... . do . . do . John Conant . Jaffrey, N. H do _ . _ * New Hamp. Lecislature _ . do . . do . E. W. Stoughton . New York, N. T . do . . do . Mrs. Littleton Kirkpatrick . NewBrunsw’k,N.J Eutgers College . . N ew Brunsw’k ,N. J John C. Green, H. G. Mar- The" College of New Jersey . Princeton, N. J _ quand, Eobert Bonner, and others. Trinity Church and John New Tork,N. Y .. Saint Stephen’s College . Annandale, N. Y. . Caswell. Charles Sack . Martinsville, N.Y. Stockholm, N. Y . . German Martin Luther College. The Saint Lawrence University. . do . Buffalo, N. Y . Mrs. Lorena Bicknell . . Canton, N. Y John C^aig . Eochester, N. Y . . do . Allen Lyman . Stockholm, N. Y . do . . do . J. W. Clawes, D. D. S . Samuel E. Pratt . New York, N. Y . . . do . . do . Buffalo, N. Y. . Hamilton College . Clinton, N. Y . J. S. Hungerford, esci . Corning, N. Y . do _ . do . James Knox, LL. D . Berlin, Prn.s.si.a, ...do _ _ _ . do . Samuel A. Munson, esci . E.C. Litchfield, LL.D . Utica, N. Y . . do . . do . Brooklyn, N. Y . do . . . do . Various . . do . . do . Hon. Gerrit Smith, LL. D. . Charles C. Kellogg, esq . Peterborough, N.Y U ti ca,, N. Y . do . . do . do . 1-- . do . Eev. B. W. Dwight, LL. D. . Heirs of Ed. Curran . Cbicavo Til do _ . do . Utica,^N. Y . . do . . do . Dr. D. K. Mandeville . Clinton, N. Y . . do . . do . Hon. S. W. Williams, LL. D. Patent Office . . do . . do . Washington, D. C. Hornellsville, N. Y Utica, N. Y . New York, N. Y . . . do . do _ . do . Eev. Milton Waldo, D. D. . . Hon.William J.Bacon,LL.D John H. Swift . do . do . . do . . do . TTnhart, tlfillAfrp; Geneva, N. Y . Do . _ do . . do . Henry Eose . Branchport, N. Y . Syracuse, N.Y .... .. .. do . . do . George F. Comstock . do . . . do . 1. N. Macomb . Esperanza, N. Y .. do . . do . Heber Prince . Catherine, N. Y . do . . do . Edyar Munson . Bradford, N. Y . . . .do . . do . W illiam M. White . Canandaigua, N.Y. Geneva, N.Y. , . do . . do . Edgar H. Hurd . . do . i-- . do . Eev. M. Van Eenssalaer _ ' ‘ . do . . do . * Date not given. (a) Library. (b) Portrait. STATISTICAL TABLES, 897 henef act ions for 1872 — Continued. Benefaction. Money. Other. Donation or beiiuest. Amount. Object. $1, 000 00 100 00 80, 000 (JO 17, 900 00 3, 600 00 50, 000 00 3,600 00 33, 000 00 1, 000 00 2, 520 00 38, 000 00 3, 074 00 7, 750 00 5, 046 00 10, 000 00 25, 000 00 10, 000 00 60, 000 00 8, 000 00 3, 500 00 20, 000 00 48, 000 00 7, 000 00 10, 000 00 60, 000 00 470, 000 00 2, 000 00 500 00 10, 000 00 50, 000 00 1, 000 00 5, 000 00 30, 000 00 10, 000 00 10, 000 00 1, 500 00 1, 200 00 1, 000 00 800 00 700 00 Donation . .. _ _ do . Bequest .... _ do . Donation . . . ....do . _ do . _ do . Bequest .... Donation . . . ....do . ....do . _ do . Bequest .... Donation . . . ....do . To endow theological departm’t Professorship . ... .do . Beque.st .... To improvo buildinj^wS . For scientific dopai'tment . Bequest .... Donation . . . _ do . For afi'i'icultural department. . . . do . For medical department . _ do . Bequest .... Donation ... Donation & bequesi. Beque.st .... Donation . . . Bequest .... Donation ... _ do . For library, salaries, scientific school, (fee. General fund . General fund . . do . . do . . do . Professorship . Beque.st .... Donation . . . _ do . Improvement of South College Department of natural history. For cemetery . _ do . For observatory . _ do . For monument . _ _ do . . do . _ do . For prize fond . . . . (a) _ do . 100 00 Curi’an medal fund . _ do . (b) (c) (d) ie) {b} _ do . _ do . .... do . .... do . .... do . 2, 000 00 3, 000 00 1, 000 00 1, 000 00 1,000 00 1, 000 00 2, 000 00 1,000 00 1, 000 00 1, 000 00 Chaplaincy endowment . ....do . F,nd(^wTneut, tniid . ... .do . . flo . .... do . _ do . _ do . . do . _ do . do . _ do . .do _ . - _ _ _ do . dn _ _ _ do . . do . ■ . 1 . _ do . . do . 1 . Conditions attached. Kemarks. For use of agricultural deport¬ ment of the Bnssey Institutiou. Given in 1871, For theological worlvs. Interest only to be expended. Subscriptions. To be paid wlien the sum of $60,000 is secured. To found professorship of homoe¬ opathy. To found the “Lawrence pro¬ fessorship of intellectual phi¬ losophy and political economy.”' To build a memorial chapel. Given mostly under special trust deeds. $25,000 for college ; $25,000 for theological department. Monum’t to Kev. Sam’l Kirkland.. Granite monument to President A. Backus. Philolog'l library, valued at $600. Of late Prof. H. Mandeville, D. D.. A valuable collection from China, lllustrat’g mechanic’l inventions. Of Adjutant William K. Bacou^. for Memorial Hall. (c) Botanical specimens. (d) 200 models. (e) American coins. 57 E 898 EEPORT OF THE COMMISSIONER OF EDUCATION. Table XVI. — Statistics of educational Benefactor. Organization to which intrusted. ♦ • Name. Eesidence. Name. Location. S. A. Scliieffelin . Miss J>(; Laiicy . General Swift’s family. James M. Smith . A. C. Powell . Tv'. C. Pierreimnt . W. G-. Fargo . Yjuious . James B. Colgate . The Jubilee. H. AY. Sage . Ezra Cornell and two others President A. D. White. . Mrs. Hannah Ireland - William Kelley . J. B. Trevor . . .' . S. S. Colgate . Charles "Pratt . Howard Potter, esq . Hon. C. K. Potter . Yarious . . Ho. . Mrs. George Messenger. Eev. J. A. Yaughn, H. D _ Yarious . Yarious . Lewis Miller. C. Aultman .. Jacob Miller. i^Iiss Mentier Yarious . H. Hawley ... Eev. T. T\Mlf . Yarious . Ho . Oreg. Con. M. E. Church. Yarious . Ho . J. B. McCreary. Yarious . Ho . Judge Chamberlain. Citizens . Ho. Ho. William Shaw . 1 C. I. Clarke . Yarious . J Sa-.uuel Willetts and others. Y arious . Geneva, K.T . . do . . do . Buffalo, K. T . Syracuse, K. T — Pierrepont Manor, X. Y. Buffalo, X.T . . New York, N. Y .. Brooklyn, N. Y. . Ithaca, N.Y - New York, N.Y .. ...do Akron, Ohio , Canton, Ohio . . do . . New Jersey. Springfield, Ohio. Coesse, Ind . Oregon Philadelphia, Pa New York . Philadelphia, Pa Universities and colleges — Cont’d, Hobart College . . do . . do . . do . . do . . do . Madison University. ■ do The Cornell University. .do University of the City of New York. University of Eochester . Union College . Syracuse University. Wake Forest College. Buchtel College . Kenyon College . . . do . Western Eeserve College . . do . . . do . ’ . Ohio Central College . . Mount Union College . . do . . . do . Franklin College . Oberlin College . Wittenberg College . . . do . Heidelberg College . Urbana University . . Otterbeim University... AVillamette University.. Muhlenberg College . . . . Lebanon Yalley College. Ursinus College . Pennsylvania College . _ do . Lincoln University . Allegheny College . . do . University of Pennsylvania. New York, N. Y . . Geneva, N.Y. . do . . do . . do . . do . . do . . do . . do . Hamilton, N.Y. .do Ithaca, N.Y. . . do . New York, N. Y . Eochester, N. Y. . Schenectady, N.Y Syracuse, N. Y _ Wake Forest, N.C Akron. Ohio . Gambier, Ohio _ . do . Hudson, Ohio . . . do . . do . Iberia, Ohio _ Mount, Union, Ohio . . do . . do . New Athens, Ohio, Oberlin, Ohio . Springfield, Ohio . . . . do . Tiffin, Ohio . Urbana, Ohio .. Westerville, Ohio Salem, Oregon . . . Allentown. Pa . . . Annville, Pa . Freeland, Pa . Gettysburgh, Pa . , . . - do . . ." . Lower Oxford, Pa Meadville, Pa ... . . do . Philadelj)hia, Pa . . (a) President’s mansion. The Western University of Penn sylvania. Swarthmore College . Haverford College . (h) Latin classics. (c) Photographs. (d) Land. Pittsburgh, Pa . Swarthmore, Pa . . . AT est Haverford, Pa (e) House. STATISTICAL TABLES, 899 benefactions for IST^— Continued. Benefaction. Money. Other. Donation or bequest. Amount. Object. $1, 000 00 3, 000 00 1,000 00 1, 000 00 1, 000 06 1, 000 00 1, 000 00 13, 325 00 50, 000 00 f 85, 520 36 j 12,850 00 i 7, 543 30 i 10, 405 40 f 250, COO 00 1 30, 000 00 i 30, 000 00 [ 2, 500 00 Donation . . . ....do . do . ....do . _ do . . ...do . _ do . ....do . _ do . _ do . ... do . do . _ do . Katural history and apparatus. Improvements, real estate, Prof. H. J. Bigelow. ) . do . Dr. Ed. H. Clarke . . do . Mrs. Eliz. Thompson . New York, N. Y .. The New York Free Medical New York, N. Y . . Mrs. Hester Pendleton . . do . College for Women. . do . Mrs. AI. E. Winchester . . do . Airs. B. Wilbour . do . do . Airs. Eliza Pendleton . . do . do . do . Dr. E. P. Miller . . do . United States Congress .... Washington, D. C. A griciUtural and scientific schools. Agricultural and Meehan. Col . . Auburn, Ala . M. E. Church of Alabama . . Al.abama . . do . ’. . Citizens . . Auburn, Ala . do . . do . Various . Georgia St. ate Col. of Agriculture Purdue University . Athens, Ga . John Piirdue and Tippeca¬ noe County. Hon. Abner Coburn . Lafayette, Ind .... Orono, Me . Skowhegan, Me . . . Maine State College of Agri¬ Legislature of Alaiue . Maine . culture and Alechanic Arts, do ’ . . do . Various . Mass. In-stitute of Technology.. President and fellowsof H.arvard Boston, Mass . Johu B. Barringer . Schenectady, N. Y. Cambridge, Mass . T. C. Clarke and G. E. Bald¬ Quebec, Canada. .. College. Lawrence Scientific School . win. . Stephen Salisbury . Worcester, Mass.. Worcester County Free lusti’te. Worcester, Mass.. AVm. Knowlton . Upton, ATass . do . . . . . _ _ _ do . Hon. J. W. Harris . Boone County, Mo . Agricultural College . Columbia, Mo . Legislature of State of Mis¬ souri. AH .sj.'ijn n ri Strif e TTni vp.r.Qit.y . . do . . State of Penn.sylv.auia . Pennsylvania . Agricultural College of Penn¬ Agr. Col.P.0., Pa. A nierican Alissiouary Asso¬ sylvania. The Hampton University and Hampton, Va . ciation. (b) Library, (c) Chemicals, , specimens, books, & Agricultural Institute, c. {d) Chemical apparatus, (e) L .and. (/) Plates and STATISTICAL TABLES. 905 "benefactions for 1872 — Continued. Bonefactioii. Money. Amoinit. Object. Otter. Donation or bequest. Conditions attached. Eemarks. $30, 000 00 f>, 500 00 22, 000 00 3, 332 00 5, 747 00 443 00 8, 200 00 12, 000 00 10, 000 00 Prolcssorship . Building-fund. Professorshij) . General fund . 10, 000 00 1,000 00 1, 422 13 5, 000 00 1, 000 00 500 00 , 500 00 500 00 500 00 3, 000 00 75, 000 00 500 00 18, 000 00 * 66, 800 00 33, 000 00 100 00 40, 000 00 3, 700 00 500 00 100,000 00 100, 000 00 3, 500 00 Scholarship . Endowment fund. General fund . Professorship . Law library To improve street Professor’s library General fund Purchase of apparatus. Buildings . Library . General fund and buildings (h) ic) (d) (e) if) Chemical department of Law¬ rence Scientific School. For engineering instruments . . To endow professorship of languages. For stone wall . Prize medal . Agricultural College and School of Mines. Instruction fund . (9) (h) (i) Current expenses. Donation. ... do - .do . . .do . Bequest... Donation. . . . do . . . .do . Bequest. .. Donation. . . .do ...do . . . .do .do .do .do ...do ... Bequest. To be increased to $30,000. Instruction to bo according to published books of the late Bishop J. H. Hopkins. Worth about $1,200. Worth 1600. To purebaso books. Illustrating lectures on Materia Medica. Donation . . . Land-grant. Land has been sold and invested in Alabama State bonds. Formerly known as “East Ala¬ bama 'Male College.” It cost before^the war $80,000. Donated" on condition that the college shall not be removed from Auburn. Subscriptions. Conditions are the name and location. $575,086 has been donated since 1862. Kot to be used for prizes. For best essay on culture of corn. $60,000 for buildings ; $5,000 for library ; $35,000 for general ex¬ penses. specimens, (p) 240,000 acres, (/i) College building, (i) 200 acres. * Donated in two years. 906 EEPORT OF THE COMMISSIONER OF EDUCATION Table XVI. — Statistics of educational Benefactor. Organization to wliicli intrusted. Name. Eesidence. Name. Location. Peabody Fund. Y arious . Mrs. Ilcmmenway . VarioLis v . Miss Jane Stuart Woolse^' . Eev. H. '\Y. Foote’s Society Mrs. E. G. Shaw . J. B. C . Yarious . Do. Do. Miss Sophie Smith . James L. Stevens* Colonel Thomas A. Scott. ■William G. Morehead. AVilliam Thaw . Citizens* Yarious. . Do. Quincy Tufts* .. Dr. James Eush. Citizens* . Mrs. Benedict. Y arious . State of Maine. Do . Do . Yarious . State of Maine . Charles M. Bailey* . Yarious* . S. A. Ilitchcock* . Hon. Samuel Williston. Boston, Mass. Hatfield, Mass . . . Columbia, Mo. Philadelphia, Pa . . . do . Pittsburgh, Pa. Chappell Hill, Tex Philadelphia, Pa . Emporia, Nans. . . Cornwall, Conn . . . Maine Agricultural and scientific schools— Continued. The Hampt'on University and Agricultural Institute. . do . . TnstiUitions for the superior in¬ struction of females. Florence Synodical College . . Wesleyan Female Colleg'e . . Evanston College for Ladies . . . Moravian Seminary for Young Ladies. De Pauw College . Logausport Female College _ College of the Sisters of Bethany Bradford Academy . Vriieatou Female Seminary _ Smith College . Mount Holyoke Female Sem¬ inary. Michigan Female Seminary _ Stevens Female College . . Saint Agnes School . . do . Elmira Female College . . Yassar College . Ohio Wesleyan Female College.. Wilson College . . Washington Female College . . . . Chappell Hill Female College . . . Female College . Hollins Institute . Wisconsin Female College . . . do . . St. Clara Academy . Libraries and normal schools. Free Library . . Library Comp’y of Philadelphia Normal School . . Academies. Connecticut Literary Institut’n. do Saint Alban’s Academy. Maine . . Winthrop, Me E. Hampton, Mass. . do . Anson Academy . Maine Central institute. Presque Isle Academy . . Oak Grove Seminary. . . . . do . Phillips Academy’ . Williston Seminary . Hampton, Ya . Florence, Ala. Macon, Ga . . . . Evanston, Ill . Hope, Ind . . . . New Albany, Ind. Logausport, Ind .. Topeka, Kang .... Bradlord, Mass . . . Norton, Mass . Northamijfn, Mass, South Hadley, Mass. I Kalamazoo, Mich . j Albany, N. Y . j . do . Elmira, N, Y_.. Poughkeepsie, N. Y Delaware, Ohio . . . Chambersburgh, Pa. . . do . . . do . Washington Co., Tenn. Chappell Hill, Tex Texas . Botetourt Springs, Ya. Fox Lake, Wis ... . do . Sinsinawa Mound, Wis. Weymouth, Mass. Philadelphia, Pa.. Emporia, Kans.... Suf&eld, Conn. . do . Hartland, Me . . do . North Anson, Me . Pittsfield, Me . Presque Isle, Me. . Yassalborough, Me . do . Andover, Mass .... E. Hampton, Mass Date not given. STATISTICAL TABLES, 907 ’benefactions for 1872 — Continued. Boiiefactiou. Money. Other. Donation or bequest. Amount. Object. $800 00 10, 709 50 517 00 21, 089 49 1,000 00 1, 000 00 250 00 25 00 2, 530 00 1, 500 00 2, 000 00 30, 000 00 250 00 2, 000 00 30— .50, 000 00 Donation . . . _ do . ....do . ....do . _ do . . do . _ do . _ do . _ do . _ do . _ do . _ do . _ _ do . Donation . . . 15; 000 00 21,000 00 500 00 400, 000 00 4, 000 00 8—10, 000 00 20, 000 00 75, 000 00 To found college for women. . . . Bequest .... .... do . Donation . . . (a) 4, 000 00 6, 000 00 6, 000 00 20, 000 00 5, 000 00 1, 000 00 5, 000 00 3, 243 00 8, 000 00 1, 000 00 5, 000 00 2, 000 00 2, 000 00 10, 000 00 1, 000, 000 00 10, 000 00 1, 500 00 20, 000 00 Scholar.ship . . do . Donation . . . ....do . General fund . . do . _ do . To rebuild college . Donation . . . Bequest .... Donation . . . Library, lectures, &c . Bequest .... .... do . Eire-proof building . Building-fund . Donation . . . Bequest .... Donation ... (In Indigent students for the min¬ istry. Building-fund . (b) 1, OUO 00 (c) . -.do 6, 000 00 180 00 1, 009 00 2e0 00 50, 000 00 2, 000 00 . Building-fund . . ....do . Generalfuud . _ do . Building-fund . _ _ do . . . do . do General fund . ....do . Conditions attached. lioiuarks. To he called “ The Tlieoilore Wintbrop Scliolai ship.” To bo called “Tho Kind’s Chapel Scholarship.” Worth $40,000. To endow a profe.ssorship hear- in O' the name of iirs. Scott. Dr. Eush died in 1869. Land sold, and money used for erection of buildiup;s. An annual State grant. (a) Building-site. (h) One-half township. (c) Township. 908 REPORT OF THE COMMISSIONER OF EDUCATION. Table XVI. — Statistics of educational Benefactor. Organization to which intrusted. Xame. Residence. Kame. Location. John P. Bigelow* . ■James Smith . Various .. .... _ ... ...... Boston, Mass ..... Philadelphia, Pa . . Academies — Continued. Lawrence Academy . Leicester Academy . . do . Groton, Mass . Leicester, Mass . . . do . John Cummings . J. B. Hutchinson . . Woburn, Mass. . . . Kew York, K. Y .. Woburn, Mass. _ Warren Academy . . do . Woburn, Mass - . do . Dea. Thomas Ptichardson . . . Ephraim Cutter . . do . _ _ do . - . do . . do . .do . Quincv Tufts* . . Atkinson Academy . Atkinson, N. H . . . Exeter, K. H . Eraucistown, K. H, Meriden, K.H .... . do _ Jeremiah Kingman . Various . Barrington, K. H.. Phillips Exeter Academy . Eraiicistown Academy . Kimball Union Academy .... Do . Do ... . . Do . _ . Xew Hampton Literary Institute Wolfborough Christian lustit'e. . City ofKewport . South Jersey Institute . K e w Hampton, K. H. Wolfborough, N. H Newport, R, I . Bridji'eton, N. J . .. . do . Do . William S. Rogers* . V arious . . Boston, Mass . E. "Mfirris, es(^ . . . Philadelphia, Pa . do . S. D. Button . Caniden, K. J . . do . . do . TTTiknnwn _ . do . . do . Date not given. t Eaised in two years. XOTE.— While this report is going through the press, four noteworthy gifts for educational purpose have been announced’: A gift of §r)00,000, by Cornelius Vanderbilt, of Xew Tork, to establish the “ University of the Meth¬ odist Episcopal Church Soutli.” Also a gift of §500,000, by the same gentleman, to establish a seminary for young ladies at Xew Dorp, Staten Island. STATISTICAL TABLES, 909 'benefactions for 1872 — Continued. Benefaction. Money. Other. Donation or bequest. Amount. Object. $10,000 00 15, OOC 00 10, 000 00 3,000 00 2, 000 00 500 00 500 00 2, 000 00 50, 000 00 7, 100 00 14,000 00 3,000 00 to, 000 00 4, 000 00 100, 000 00 25, 000 00 500 00 Bequest .... Donation . . . _ do . Endowment fund . . do . Building-fund . _ do . . do . _ _ do - - . do . _ do . . do . .... do . Indigent students . Bequest .... _ do : . Endowment fund . Donation . . . _ _ do . . do . Sebol.arsbipa Endowment fund . _ do . . do . _ do . j Endowment of high school . Beque.st .... Donation . . . i General fund . Apparatus . . ....do . (a) (b) . do . _ _ do . Conditions attached. Ecmarks. Subscribed and paid in part. Do. 810,000 to be used in constructing a building. Conditional subscriptions. (a) Minerals and geological specimens. {h) 150 volumes of books. Mr. John Anderson, of Xctv York, has given the beautiful island of Penikese, in Buzzard’s Bay, near I7ew Bedford, Massachusetts, to Professor L. Agassiz, for the site of a summer school of natural history, and the sum of §50,000 toward the endowment of the school. ■ Mr. Johns Hopkins, of Baltimore, has announced his purpose of erecting an asylum for the maintenance and education of 300 or 400 colored orphans, and appropriates §2i:,000 annually 'for its support. I Number 910 EEPORT OF THE COMMISSIONER OF EDUCATION. Table XVII. — Statistics of institutions for the 'blind for 1872 ; 1 3 4 5 G 8 9 10 11 12 13 i 14 ir> IG is 19 20 21 23 24 23 2G 27 Name. Location. Institution for tbo Deaf, Dumb, and Blind. Institution for the Blind . Institution for the Deaf, Dumb, and Blind. Academy for the Blind . . Institution for the Education of the Blind . Institution for the Education of the Blind ; Iowa College for the Blind . Institution for the Blind . _ Institution for the Education of the Blind . Institution and Industrial Home for the I .Blind. Institution for the Instruction of the Blind Perkins Institution and Massachusetts Asylum for the Blind. Institution for the Deaf, Dumb, and Blind Institution for the Deaf, Dumb, .and Blind . Institution for the Blind . Institution for the Education of the Blind N ew York State Institution for the Blind . . New York Institution for the Blind . Institution for the Blind . Institution for the Education of the Blind Institution for the Instruction of the Blind Institution for the Education of the Deaf, Dumb, and Blind. Tennessee School for the Blind . Institution for the Blind . Institution for Deaf, Dumb, and Blind .... Institution for Deaf, Dumb, and Blind _ Institution for the Education of the BUnd . Talladega, Ala . . Little Eock, Ark. Oakland, Cal . . . . Macon, Ga _ i . Jacksonville, Ill Indianapolis, Ind Vinton, Iowa. . . . W yandotte,Kans Louisville, Ky. . Baton Eouge, La . Baltimore, Md. .. Boston, Mass _ Flint, Mich . Faribault, Minn . Jackson, Miss . . . Saint Louis, Mo . Batavia, N. Y ... New York, N. Y. Ealeigh, N.C - Columbus, Ohio . Philadelphia, Pa . Cedar Spring, S.C Nashville, Tenu Austin, Texas. . . Staunton, Va - Eomney, W. Va . J.anesv'ille, Wis. . Year of foundation. Superintendent. Belonging to State or corporation. (a) ! J. H. Johnson, M. D State . 1859 Otis Patten . . . State . 1860 W. Wilkinson . State . 1853 W. D. Willi.ams - State . 1849 J. Ehoaxl's, ]\I. D - State . 1847 W. H. Churchm.an State . 1853 S. A. Knapp, M. A . State . 1867 J. D. P.arker, M. D . State . 1842 B. B. Huntoon . State . 1870 Edw. Cousinard . . . State . 18.53 F. D. Morrison . Corporation . 1829 S. G. Howe, M. D . . Corporation . 1854 E. L. Bangs . State . 1865 J. L. Noyes, A. M . . State . 1847 Mrs. S. B. Merrill . . State . 1851 H. E. Foster . State . 1868 A. D. Lord, M. D. .. State . 1831 W. B. Wait . Corporation . 1846 S F. Tomlinson - State . 1837 G. L. Sme.ad . State . 1833 William Chapin _ Corporation . 1855 N. F. W alker . State . 1843 J. M. Sturtevant. .. Corporation . 1856 E. M. Wheelock . . . State . 1839 C. D. McCoy . State . 1870 H. H. Hollister .... State . 1850 T. H. Little . State . a The department for the blind was added to the institution in 1867. h Department for the blind alone. c Including deaf and dumb department. d State warrants. e A special appropriation of $75,000 has also been expended during the last two years STATISTICAL TABLES, 911 from replies io inquiries hy the United States Bureau of Education, h p 03 O 2 CJ C3 03 Average annual receipts for five years. Average annual receipts from regular sources for five years. Average annual expenditures tor five - years. Average annual ordinary expenditure. Annual receipts from State. Annual receipts from other States and individuals. Total number admitted since opening. Present number. 3 o o rO O a: . tc S CO I'd S a S VO) pS' s 3 o B Total amount paid blind employes and workmen. $40,000 00 b$3, 500 00 b$3, 500 00 6$3, 500 00 5.$3, 500 00 b$3, 500 00 30' 17 1 20, 000 00 17, 754 00 17, 754 00 17, 754 00 12, 625 00 18, 000 00 90; 40 15 4 $2, 922 00 c250, 000 00 c30, 000 00 c30, 000 00 c30, 000 00 c30, 000 00 c30, 000 00 o o o o o 75 37 23 1 1, 350 00 75, 000 00 1.3, 861 92 9, 900 00 12, 490 00 11,000 00 9, 900 00 112 35 8 4 80,000 00 20, 000 00 100^000 00 20, 000 00 20, 000 OO' i 20,000 00 400 68 7 500,000 00 34, 682 00 34, 682 00 32, 390 00 27, 562 00 450 105 25 7 4,030 00 250, 000 00 24, 000 00 i 24,000 00 260 100 32 I2I 1, 800 00 25, 000 00 8, 000 00 8, 000 00 8, 000 00 40 22 9 1 1, 200 00 94, 000 00 16, 945 00 12, 563 00 16, 752 00 15, 678 00 16, 000 00 304 47 21 8 1,670 00 15,000 00 20 1 1 1, 000 00 250, 000 00 25, 000 00 14, 000 00 25, OCO 00 14, 000 00 1.3, 000 00 1, 350 00 129 51 13 .500 00 303, 174 00 9-2, 864 0^ 43, 030 00 91,309 00 40, 0-23 00 30, 000 00 15, 030 00 811 173 69 30 7, 934 00 275, 000 00 45, 179 00 44, 978 00 46, 598 00 30, 752 00 354 157 41 clOO, OO J 00 cl 5, 000 00 cl5, 000 00 cl5, 000 00 20 16 3 1 50 00 10, 000 00 8, OO J 00 6, 000 00 dlO, 000 00 150 25 8 3 1, 000 00 1-25,000 00 17,00 ) 00 ; 17,000 00 I 16, .500 00 e21, 000 00 ' 21, 750 00 235 96 11 2 400 00 275. 000 OO! m, 000 00 /o9,000 00!/39,000 00 35, OOO 00 39,000 00 200 130 29 2 400 00 338, 972 00 1 84, 100 00 i 51, 577 00 83, 732 Oi; 52, 233 00 36, 027 00 3, 753 00 1,032 186 52 9 3, 592 00 50,000 00 h43, 393 00 A42, 620 00 /i40, 000 00 40, 000 00 40, 000 00 P22 58 6 3 1, 150 00 450,000 00 30, 000 00 1 30, 000 00 30, 000 00 30, 000 00 30, 000 00 750 109 30 4 1, 116 00 145, 000 00 70, 705 00; 49, 016 00 69, 722 00 48, 037 00 33, 000 00 7, 839 00 753 183 60 • 24 3, 730 00 10, 000 00 14 2 1 500 00 8, 500 00 10, 500 00 1 . 10, 500 00 11,000 00 9, 700 00 10, 450 00 129 41 9 4 2, 640 00 25, COO 00 9.500 on 9 .500 00 9,500 00 10, 000 00 17 1 4 2 150 00 cl50, 000 00 c43, 133 00,c40, 190 00 c42, 123 00 g34, 324 00 h40, 000 00 193 40' 8 2 420 00 45, 000 00 ! 1 3, 500 00 i 3, .500 00 14 10 ' 4 2 1, 550 00 163, 000 00 37, 919 00 1 36, 895 00 37, 899 00 19, 525 00 i22, 400 00 1, 025 00 191 59 22 3 f For the last four yeara. g For year ended September 30, 1872, h For last two years, i For last year only. u o -a a 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 Table XVIII. — Siatistics of institutions for deaf and dunih for 1872 ',from replies to inquiries hy the United States Bureau of Education. 912 REPORT OF THE COMMISSIONER. OF EDUCATION. •5.3 Sp S O O O 1-1 ( CO '3' CO oj o o t- ■ •Ib;ox (M . 1-1 O ® f- ® £ S o cs a •9Xuni9^ •9IUK (W)-S9^UlU-JB9p J9qniux —I CO CO CO 1 •S9|uui-iui9S aaqcnnj^ •jgqiuna 1B!)0X >10 0'^ Ci L'^rfr-trfCOOOiH C^OCO CO f.3 *^2 II 0-9 1 . o ^-T IS&3 Pm o i ocii cc o 3.3 of-c3 f9 i-i 1-0 <1 wi aa 5*^ H CC Hj 1-5 p- J/3 'a aa^ t>,M .- ajj M C , 3 •9 ®!2 PP H 1^' M eC 'B "3 ^ 2 rS 3 p o O CO ■pp,to :o P ^ ■ H M PP z/) fi •uopvpnnoj JO JT39i 00 o r- 00 o CO CO o — ' o ir CO 00 00 00 00 GO ■» t- C5 -ii ff} i-i ^ o C3 00 If CC — O 1.0 00 00 00 00 <1 P 3 p rt o <^— ' C S & p t£P^ p « ® CC 3 rt : o" I Kli" §5 n 3 oopp p |2;ppp p P p .2 c; ^ p P -P2 2 P 4i p t/j .3 £ "o P ® o C P rt 3 c p P 5pCO 'SI 5 ^3 I'M p2 :S oC m — P ®P •P P “ P 2? _ — ® p «M P ^ p J3 M p 5 ^ .1.1 ® S3 o I g.| ||P ® in ca ® re W p .1^ P p-" p o pi|S|'Ell' w .P ^ ^ w rH H. : r®-® ;H ^ 9 3 ■'M ^ ® ® : s I . PP -Q . ^ 'C'® 1 P P M p 5 « P ® j5j i '2'® ® 2 ■ 3 PPc^Ih P i 5^1^ i ^ pppp ’ i ?-< ^ ; 0 ,0 O .O : < ch ^ Cl-, Vh ^ 3 P a fl P fl ) ^ O O C \ 'B "S ’-S "S S ■ > P 4^ . 1 "to "p "§ "S ^ I • • p^a : ^ : J|Sp : p : . 0) P« ^ p .c £ P PP2P3 ^ g rt P P P § SM ri- - 5 P ^ "12SI fiRl1| Cm CfH P PP n.-Prtrtw-. P O P ® ® « p ® ®fiPPpM .|“|c2c2l^ .M ^ tX) . 2 « 3 § g 5:2 iH'ti a- 5 ppM ^ 00®'”^ Cm cp c.-, p JB P ® ® P . ® 0 CiM 3 P p pegs ® cc "S 2 P mmmPm M'S kP.3 3 p p 3 HHH CO •jaqranjq^ C3 O nH CX < LO cc r- 00 cr. state STATISTICAL TABLES, 913 ! r- CO . .F.dj S^r, c:) , ^ ^ C 5 CC 3 3 2 rt 3 PuccPPo H ^ o 3 3 M<1 I ort.9^ 3 3 i>^ 335,3^ 1-9 U |fiP(S ^111' 9 o P 9 I O'P «''3 rt'-sl 9 3 o O _g_g 3^ 3 ig •-3:3 :p pp f- —, '3 3 33:^;^- rt 3 g-^rS. 3" B" 3 O 's "s p 3® pp S'S^S vrc3«+-i 5 5 1 1 1 C o c: c cc; o o ^ c:) Cr- ^5 ^ ^ Si cS « q 1 ® « -© «3 O O fl S £.2 'Sfe G ^2 t> O O . O : ic 00 -g '-3 «0 05 ® (£3 ® c ® £ .a S o S S S S o ,a ® o o o -O O +i +j 4- Q P, ^ P,C,ChP. +0 o O ® ® CJ o o m Otiimrjirji o <£h q| a s 2p s a g s OOOl^OOOcO o o o o o o o •9jn(qq)aa(ixa; !$18, 000 00 36,000 00 55, 394 00 14,649 00 58, 000 00 68, 210 00 27, 262 00 27,271 71 17, 000 00 23, 800 00 26, 785 00 00 000 ‘OS • O ! ^ ’ Cl . LO • o> ' o • CO 00 000 ‘6 24, 521 00 11, 000 00 42, 774 00 72, 602 44 •omoouj O O O O O O O O o o o o o o o ^ O V- O Cl GO o' zS cT 1-4 Cl CO o 15, 0.52 00 58, 250 00 68, 639 00 23, 805 00 27,271 71 16,072 00 25, 000 00 27, 778 00 20, coo 00 10, 000 00 34,441 00 00 000 ‘6 38, 500 00 11,000 00 42, 774 00 •Bpnnojg puB sSniptiiiq jo anixiA Q O O O o o o o o o o o o o o o o o o o o o o o lO LO ^ Cl Cl 35, 000 00 250, 000 00 480, 000 00 179, 000 00 225, 000 00 150, 000 00 91, 750 00 [100, 000 00 25, 000 00 105, 000 00 O O O o LO J> 100, 000 00 35, 000 00 50, 000 00 800, 000 00 •noptupsni Aq paHAio puLq’ JO sojo’i: jo jaqranjq an o r- C3 o CO tH Cl O O O r-t 40 d O 11 12 11 40 00 LO o ^ O I hCi ^ ; •uopujpsni q)p\i pajoanuoo BSui\qinq jo jaqran^j cN Cl i ^ Cl O O .. 1.0 * •Aj'tJ.iqn ^iT eomnioA jo .laqranjq 400 40 300 •2, 500 600 1,000 2, 320 250 o o o lO o to CO O tH cf s 40 o o o 40 OOS‘1 008 Trades tiiught. •“mpuTq-qooa — a d : •Sauo[iBX — X : : :h : : EH H ‘Snijajnadaap— 0 : ; do :d d dd d •gnpni.ix— 5 c c b o o 5 o 2 H O O oboocooooSbooo cg'C'CCJ'C'C^'COg'C'C'C o Ordii Ordii till A car Acac Ordi) lat Ordii Ordii tur Ordii ica Ordii s <1 u O Jo joqiuux d « • 00 • CO CO to • • CO ' tH tH i'^ Cl CO . Tt* » •uoponjjsnt poApoaj OAuq oqAv .laqiuiin i^iox 109 82 103 1, 900 10 212 870 893 303 O O ^ 40 — ^ 00 ClT-l loo 41 420 30 30 4iO rH -H LO O d CO •sqdnd Aq noijciipsni ui jneds sxBaA jo xaipuuu GSBxaAy 4 1 11-12 7-9 7-10 3 6 6 4-5 6-10 CO CO 40 40 • •aoqmnjq^ 'j' lO <» r» I O to t- CO 05 o cr< O C J c : ^ § « s:= i Ci 2 14 14 i -r in O t- »o O CO Table XIX. — Statistics of lyemtenUaries and jails for 1872— from replies to inquiries hy the United States Bureau of 916 REPORT OF THE COMMISSIONER OF EDUCATION. EDUCATION. No educa¬ tion. 24 141 155 84 5 17 G40 1,418 11 7 2 107 30 92 GOO 103 2 OJ ; ;"i 315 3, 700 >■ * ^ • ! ii« • • T— t ! 0 CO ; cJS- 1 jcNgCOrH « TH I TJ* t-4 I I i 11 r^- 0 iH 28 750 IG 7 9 12 21 14 1 876 4, 984 NATIVITY. i r-To- ill i' : ^'' : rf OOiOigl^Ol-COCOg^O i i r-t tH III : : : T}4 10 1-1 g i y 02 1 A 5 j : : : : • 1 t-h • 1 ; ’^ : : « ® : : : : jgii ITS i rH I CO (N I ^ 1 i ii i •(NrHr-i S : d 1 rH-- : isS i '. ^oi ; iSgl 0 CO Ct • : 10 10 10 20 31 14 1 1,083 (c) T-l r-T GCT ilinnlNNhMMMMiMHiUMMiMii ’^oocos §000 2 o O o o o c o o o o| o o o o c c|5 o o o o o oio '' . ■ . 5 . . m iii rili! It t!^ ■&0 ■siliilllgilll 5 3 - tr^ o ® o -S ^ § .5' = ^ « i o ? 3 ,P I ii s|l iilo =15 S.O « S iillllllllllilllllll iii •jaqmn^si - ^ ^ ;; S 2 S S 3 S S i gi g ^ ^ ^ ^ ^ STATISTICAL TABLES. 917 43 37 6 3G 33 232 96 142 92 441 380 207 138 S3 ;| i ig; i i : i i i* 288 164 81 135 155 246 716 i iss ii ill iSssiiip ■ i • i • • < is : ig^ ig; 408 182 33 294 264 281 94 472 i ctl • iH j j lO » • r-l CO (M r-l ii ill is i-iiiSii - do . WiscoDsin . Minuesota . Iowa . Kansas . California . _ do . Maryland . South Carolina.. Kentucky . _ do . ....do . - do . _ do . Tennessee . Micliisau State prison . State prison, 1871 . State prison . State prison, 1871 . 1 . . State prison, 1871 . State prison, April, 1871 . State orison . Maryland penitentiary . South Carolina penitentiary . . Penitentiary, in 1866 . Penitentiary, in 1867 and 1868 . Penitentiary, in 1869 . Penitentiary, in 1870 . Penitentiary, in 1871 . State penitentiary . i=i 2 2 o Table XX,—StatisUcs of schools for the reformation of juvenile delinquents for 1872; from replies to inquiries hij the United States Bureau of Edueation. 918 REPORT OF THE COmilSSIONER OF EDUCATION, McaA aq,:; Sen -nil) pagjBqasTp jaqnm^ ■acaA aqi gai - jnp pa;;iniqioo jaginiij^ T-I O 00 ; >> ^ ‘2' c; itB 'a •S 9 ^ •C I « H S O § I 50 i ? 2 a 05 O a 3 “ C 9 o 2 o O'-' a oo I-; • 9 I O o OQ a: ^ § 9 S o o 9 a «a-| • 2 g,a « a ^'S Ef 3-g I bcj I fco oSaoaoSc 3,g-g^-C;2 S'a OOP "fi "Sp S S ^ « a ^ 9 'a fcjj o.tS a o ^ a - be fco S s • o » o« :ufi •o O CO ■ O O "T 7 CC t- O O o O 03 lO 00 'aiucua^ •0IT?K 'jaquinn ib:iox '3ag,e5 sill 33 1: Ip o p pp 0 o IP 3J I P I* SP^BS SoSc/2 pS a a ':i.u9iaqsTiqT;:i8a jo 9;).bq; CO 00 '00 O LO in CO 00 CO jd l^occPPo • W • C3 * UJ I _ OfP ^1 ‘ ' ig S ^ -g o al a o I ppp^pS^ §9.00 2.9 p- 3 i 1 g I S %% a a’l I P''"® P 3'2'g ®'S P 2 -- .9 S R 2 ? P ffl P cP oc o a 2 >-9 a ^ ^^0 _ Jp a _ fc.o^.acaaP-Pa PP^OOPPPPP •aaqiun^ ^0 : : !> |c2 ■ ip o a a "o CZ}^ o o rvj 093^“^ 3 M "3 ® a a ^ 5m « 3 9 '5 aP^ ed.o asp a o 2 ® o 3 a a a o -I II S-.^K a a 3 a a o OOO ^ ■ 2 a ^•2.= -o P -^^ a o P 9co.a P g aM ^|PS 3^ OJ a CM 3.0 P'w'a O §®^^ 5a}©® |g '0=2 9 o 'l^'o +j o IC O 2 ® .9cb M rH CO a i§® a^P*^ p t> ® 2 § "a pPmmSPm a : :o 90 : 2 ofpS: ■« ! o ® 2-*^ SI -- r- 9 g p c a a O M 3 p ^ S-3 Cp3j2 - c'a a CO c c ;si_, ao) 0 ® o 9 ' if! « ta 9 _ iPP'-'-®:® o a. S 05 M i- O ■■' o 9 a P P?:oPa2cc0Pppt>a2 „ -M c ^ sc d a ^ c c " c a 2 2 M o ^ P jj'^W oM o o - --.-I a -1-^ 25 02 - o a in> CO -CM • CO O 05 > 01 • C7i CO J.O • CO ; • C5 UO . o lO • TP lO • •psxxiuuuoy oouis puo.t ox 'OX o • • io • • • lO CO lO ■ (M CO O «5 o • I'- CO »o CM • CM CO (M CO • 11100 joqm’nx O 1 1 • CO T-t o • CO C^ 0^ CO lO O 00 (M 05 O ^ iO CO T-- 05 • ■ ^ ^ CM CM • CO CO J •paXXltuiuoo uaqAi. pBO.1 p'lnoo joquiux o • • Ci • • * • • lO CO CO • CO.G5 C5 CM CM CO ^ O lO CO 05 05 CO CM CM • CO 1 • liO 05 • CO CO CO Ol • O CO • No. illiter¬ ate when committed. •oSBxnaaBtt ujoq-uStajox iOOt . CO • • lO CO Ol • t- 05 So” I e ” : o . i- . . 05 O • to s s i •oSbxuo -JBd OATXBX iO • . lO ^ CO • tH CO (M 05 -^co CO . I CO . CO . . C5 Tp • r-* 01 00 05 . •oXcaoduioxaT sxuoibj • CO 05 »o • TT O ^ o CO • o I • I ^ CO o • CO 1-H • •oxBJodiuoxtil ApBUOISBOaO SXUO.I'BJ 1 °ii • CO •(MOO • o . rp ^ : • • 05 05 • • •SJoquTjp ox'BJOpora sxuo.iB j 2;i • CO O 1-H • CO r5 GO • O • 00 i ” i •XuauixsqB exuaju,! • to lO Ci • rH (M § ' i ^ i •oxriAi. 1 pUB pBOI Pl’noo SXU8JB CO tH cm o j . rp C5 ' tH 05 CO • liO o 1 •gniATi saaqxoR | 211 23 • CO CO CO 1 (X) t- i:- 05 CO o o i> 38 147 ^ ; rH • • Oi O CO UO 1 •SuiAii sxaajBj o cr> • ^ CO 1 • 05 O lO • 05 CO CO 01 CO . r- ^ i-H o o » io r- 05 o tH • (M tH 01 1 ■ Cl 2 CO *-! • i- CO J •pB9p exuO'i'Bd 1 M S : -- ;27 |28 10 s? 00 . CO CM 05 05 lO • r-H TJI ^ TP < 5i 23 '■ •uSiaioj joqraux | rr 01 CM iO . o liO rrt |T-tc:ico io O lO O Ci ^ • (M r-l ^ 1-1 • CO lO • rp » rH • ■ 01 o • 05 05 i-O • CO • •OAiXBU J9quinx j O CM O cc CM rH « CO 05 -H • rH o i> • 1-^ 1-1 01 CO CO o 05 T-i • CO 05 05 CO ^ 1 CO • • rH CO • Tp r- Ol CO • O GO • • •pajoioo aaqraux | lO o o t- CM rH r-l • CO ^ I ^ CM 1— 1 t- (M CO r- rH o tH TP (M CM • CO 1 . CO • 1 ^ * CM CO • Ol 1 •axiqAi jaquinx | lo to ? g o 3 uaquin^ i-icii?5TriOcot’a)050i-io}; (a) The letter I indicates that the branch or trade is taught. (b) Nearly all. (c) The statistics are I'or the number committed during the year. Table XX. — Statistics of schools for the reformation of juvenile delinquents for 1872 — Coutinncd. 920 REPORT OF THE COMMISSIONER OF EDUCATION. r •noT)n^r:^s -ut JO sSniu-iKa icnuun (ujoj, $12, 345 00 500 00 o o o o o lO 0 CO 0 0 CTv 0 0 m i> 0 0 X G, 500 00 2, 536 00 7, 823 34 48, 789 63 1 . CO I CO . 05 I CO*' . X CO i- m in 0 05 X CO d CO CO i d 0 0 -cr* 0 0 0 0 0 0 CO in • CO • • CO . 0 ! CO * CO • CO LO CM CO 0 t- m Hrt CO CO r-l 05 •uoijmj JO JS03 xnnuuy o o o o o CO o ^ o cfof o o o o o in' 0x0 0x0 0 :n cn 0 CO cn 0 in Cl co" T^CICC 0 0 <-n Ln 35, 000 00 18, 143 77 c20, 000 00 106, 175 91 15, 000 00 63, 174 95 i-( 0 05 0 05 0 rr 0 •V 0 co'^m'' X CO CO 05 0 CM ^ CO X X 1^'“ CO** rH CO X CO CO CO gf •ojnrauT qona jo jsoo junuun oSujoAy # o o o 0 c- 0 0 r-( 0 in 0 0 Oi c^ cn rH d d d CO 00 • Ci 00 • r-l r-( m C5 0 ! CO 0 in 0 • o? CO CO ^ OJ * T-t rH CO 0 in 0 (M 0 05 ^ 0 05 8 (M 0 •Areaqil ni Sduinxo^ o o lO o o o o T-t iC.r-H 000 mom rH CO l- 0 0 0 0 CO Ci 'in 0 0 X m • j> 0 O'? CO X •d d CC ; I-T 0 X CO 0 0 0 0 CO d ci 0 0 0 CO CO CO tH •ay ‘A[j9pjo 9q oj uAiouq p9i)j'Bi[0STp JO uorpiodojj; LO O O 0 CO CO 0 in CO m in CO i-- CO 0 CO in j> 0 CO CO in CO t- •ju9mqsT{q’Kj -S9 90UI8 poxjiuiuioo joqumjq O ^ rH Ci 1-H .X O X tH ^ CO 0 X CO -?f 05 LO 0 X 0 C5 05 t-h CO CO (M 05 in I-T ’V' r-T co" CO X 05 CO 0 tH CO in 0 CO l> 05" 05 m s?? cf •jnaA jsnd oqj Sui -anj* oxmaj u jq,oun4 jaqcuuyi; 3! irt ai o Cl 0 CO m cn 0^ rH 0 0 in Cl 0 0 CO d 0 CM X i- (ft) Trade taught. •q.io.A-.).i[AV 1 : •guiquui-Aox 1 ! r.0 •Suiuutx 1 : -- •.t5'lII.lOXT«X 1 - : r.0 ..0 •15uiprcj[q-Avn.ixg j : •S'aiqnniooqg 1 ; : .... ..0 •oiiiA\9g 1 : r... •Sniqeuixoq .ladCfi | : .... •.Sutuiux 1 : •Sniqimt-ssou.iKU ( : ... •rjuiuianx 1 : •S’ntquiu-ss9J(i j : ...c •Sni4U9S-.iiuq3 | ~ , -- .>0 •.ouuojuoiIjbo i : •Sntqnra qsn.ia; | ; ..0 "fnqjitueqoniq; | •h'niqmu-joqsna; | : •Sniqucj 1 .^r.0 Name. I ^- •5 Ij Ml: CC "w ? 1 ' o :72 li "c 1 '1 a cc p a >■0 ■ 2 >'« iC/2 : S ■ f-i !r® ) 0 c: b. c C4- c c J il ! £3 i a tP 5b 0 0 1 > 1 '.2 > A 1 B iga 1^.2 '/Sis 2 i 9.C x T 5 p- c2 'c c d: 1, \w 'c c H X £ c£ c p: ■ *0 0 0 C/2 i G I 0 > Cm } ^ ■ P^ II c ' b 'S P^ 1 c \l ' 5 p > ! > (T) ise of Refuge for Juvenile Offenders. . . :ectorv . . c bJ w s c2 "o 0 'o C a 0 2 1 d bj 0 bl 'S Ph Cm Q Co CO 31 .a 0 03 S-i a ® 'o ; 0 "o ■ a Sh -O 'o 0 c:) X ^ ^ — 'rn OJ (D OQ UJ ai-H e W 'y r" w ilssi 111211? S s asSH'S? il °ia« g o C0'~'(EC® - i_ g g-a ^ g SH grt I g o Wcow I5w§ iS ® S s .3 OW^P, §f^ S5 CZ2 •jaquiujij ((?lMTjaOCjOT-^(MCOrj ■ ^ C3 _ , 55 CO fi ll-S :|§s. oWp^ g >-.5;®^ PPpi'pqpql gg r3 . . pO (D O d . O ! c3 ^ O ep£ ^ ^ 3n ?3 ^iSlSs-a? Op d ?-i oi © <»;p g CO CO cojH WMHPPMpicZ^ O S'® ^ & o i po^M^gl t''o ^ b.2 o p te'® p'po a P © . • • © CO m © 4j f* CO +j CO a) -u .2 =^g3 .23^.2 CCPi^CC^^M • ti S i'a &§ 6p g-5 ® O a a ® ® 303 03 ; '.12 o :oo 2’^ g^ : § : o p g . s • ojo :p : .2 ® : i O ® og3 O O IPOCCO g o o® : 1 a J .12 ® 6p •noTj-Bz -IUbSiO jo JBOi CO to o o CO ' s?s 00 00 OOCX)OOQOGOGOCr'GQOOCO coc^cooococc or-i.0T-HC5OT?< CO O CO CO lO lO O in CO O CO 05 iO COGOOOCOQOOO COGOC3O0OGOt--»0O 'UOl^XSJ. ■odaooai jo 00C5C5OO5t-4t-IC5 incocoio^coioio - - - ^ QQ 00 00 00 CO GO 00 00 00 00 00 CO 00 00 00 GO 00 00 GO GO 00 00 CO 00 CO 00 00 00 GO 00 00 00 GO cap t- 00 bP s - - K” t. O gt2 o o o o ^ ®^p ^.;asp 1 ih^- ' ® *^>=3 ^ • gp g ©ai:a M ;hPo^<1p II o 03 30 ® A.s B UP -^2 9 p ^ © tgg o • H i”i| d a 3 a 5 o ®0 PI ®Pl-55 ha> i3 '1"^ j a| f>-. © p <1^ P'S ^ 2 .a /a a a a ® .„ s-a a' © ^ pl-ir3 25 & P-® -a 13 © o a 3 o s'g g-'g-g 0'S g o g § © a ®'^p^ © ©t^ rt 2.9 .a ^ kg ^ .2 p © ® 4j ^ coPccPHp!2;o mm a^ a S p a I w3§-S |l||1 !§ II PJ d ^ 2 S 2 5 O i'll .^§||g Srt ■aO-2 o 2 a ;Cj o f^®W ® ^ ©i^rj S S 2 ..-ao ^11 I i w c :a 'g.a'^ 1^1 •ai & “’g.^ ^ P o gol 2? I m ^ CL ^ illl 0-43^^ 1 c» CO in t Table XXI. — Statistics of orphan asylums for 1872 — Continued. 924 REPORT OF THE COMMISSIONER OF EDUCATION. Present inmates. Orpban’go. •sSniypnno^q; o ; ; ; r-i . . . . (N . : : : : : : : •suuqdjo-jiun 1(0 00 O 2 o o o O ^ rH tH • Oi r-i CO lO • CO CO d to • TH CO rH rH O d 00 CO O o I J> C- LO CO CO CO • •suuqdjo <0? a r-t CO O O 00 • O O tH r!}4 01 Oi rH • lO i> ^ c? O O r(< O Cl T-1 !P 200 15 112 10 22 3 Instruction : Ho. taught •eopuji^ xupadg CO i j j CC d . . . !> • CO d • • . •SaiAiUJQ 150 90 • iio • • 1 rjN 'CO c^ c< ! ^ ■ • ; Cl : : : : : : : •opamqijirY 228 104 CJ 40 22 10 O O CO O • O lO O C< 1*0 Ci O • Cl ^ O TH CC O LO 00 O o c^ CO CO d o •SUII^TJ^ 00 -r-^ C| Ci 1> 0 0^0 11 rH Oi> CO CO O-'^’^lO rH iO CO LO • C^ Cl ^ O TH O O LO 00 O LO i> CO d CO d O Cl rH tH •gnipuoH; 288 107 CO LO 20 22 15 i> t- 00 o Cl • lo LO Cl i> o CO • lo tO rH • O O CC rH LO CO O LO GO CO TH CO LO d iH rH Parentage. •uAiouqaxi •uSioro^ • O • to Hj- CO rH I *0 O • ' rH o rH rH CO O O C5 1.0 d • 00 CO Cl d GO * • LO O rH rH tH » •OApuio; ; 3 CJ CO CD CO n 00 t>- i o Cl CO lO • tH O O t- • . o to • » O rH O • * ' • Cl CO ' * V ts 'A •uSioao^ o rH • tH o Cl ; r-^ n »0 O Cl rH Tf^ i> HO rH CO CO O • d • 00 ci ; ^ ; 1 1 : t- O o} o Cl Ol CO Ci CO i- Cl CO GO O — ' CO lO CO O CO TH LO CO rH C5 CO O LO GO 00 t-* ^ d O Pace. •poaoioo ! iO : : : ^ ; •Q'^IdAi O 00 CO rH r-l O (>J O CO rf (?< (M CO LO GOtH— (LOCOOnOCJt^ COI^CICO CO OiCl t- Ci t^i--CiL0iOCDTHr^CD QOdOlO rH rH rH rH d rH d t Sex. •oiurao^ 322 44 CO CO i> 00^0 • • Coit-t-'OlO'CO CO CO r-4 ^Ol 01 *^0 1 • • J>*OrO^OOrH*-<^ OOrHC^C^ •oiuM 18 76 o o o » • CO CO 00 CO ri ^ o 01 C5 LO TH CO to • t- CO rH LO 1 CO TH rH i> O CO O TH d d d 2 •ajn^^ipnedxg; 160, 174 61 11, 702 72 o o o o o o* tH 00 005 ‘5 00 000 ‘8 85 959 ‘f cr:> o o o o o o o o o o o GO o o o CO o o o CO*" co' d'' 32, 419 28 7, 600 00 8, 500 00 5, 000 00 5, 500 00 11, 000 00 9, 000 00 8, 738 21 6, 000 00 5, 357 22 14, 000 00 •Qtcooni $53, 927 41 12, 418 61 o o o o o GO O I O Oi O I o CO o I o 0*0 CO O • CO CO • ci 00 o o o TJ1 o o o CO o o o CO o o o LO o o o to TH CO d no I O LO O * O 00 o • o CO o « o Cl O *0 GO 00 • LO Cl [ 770 00 9, 000 00 10, 649 10 6, 000 00 5, 357 22 13, 000 00 C P3 d Ph O ^•2 g g < OO pa P. -^3 Pi ce p. g P M a © saa ^ 2^2 O® ^-g g-g g n g+^ eg: cP5 O W WOOOO t>:P2 ^^g5 o O 2'^ a ®P .3 o'^ Iz; 'p a ' CJ LP ' ’t ’7 ' PI CO O CP 1— I rH CO GO •aaqmnj;! t^COOi o CO STATISTICAL TABLES. 925 (/) Males under 11 years ; females under 18, ( o coo COQO ti) •eapBj; xBioadg 1 I it- .o j o j j i j 1 d M M M ! i ; i M •oiXataqxiJY •SnxxiJAi 5 •237 26 22 20 42 46 22 78 50 90 1 •gntpGaa; 28 237 72 34 32 42 46 33 78 50 109 •UAi.oaJ[nrx ; ! 1 c? 1 1 I ; I . • ^ I G 1 •ugl9J0^ 123 30 18 53 37 ’so’ •9ATXBXi is : S is ig Nativ'y. 'oSiaao^ • ■ CO rovement in rulers. t Improvement in inkstands made from compo- ( sition -stone. Improvement in composition for indelible pen¬ cils. Improvement in stamping-presses. Improvement in compound implements. Improvement in slate-frames. * Improvement in calendars. Improvement in rubber erasers. Improvement in inkstands. Improvement in hand-stamps. Improvement in envelopes and letter-sheets combined. Improvement in copying-presses. Improvement in panoramic school-apparatus. Improvement in school desks and seats. Improvement in arithmetical sum-letters. Improvement in inkstands. Imijrovement in school desks and seats. Impi'ovement in devices for supporting .and connecting school-desks. Iminovement in school desks and seats. Improvement in chart-holders. Imiirovement in chimney-cowls. Improvement in ventilators. Improvement in combined knife and pencil sharpeners. Improvement in holders and adjusters for lead- pencils, &c. Improvement in machines for coloring and pol¬ ishing lead-pencils, &c. Improvement in machines for forming lead and other i)eucils. Improvement m machines for varnishing or coloring lead-x)encil3, &c. • Improvement in paper-files. Improvement in compounds for writing-fluid. Improvement in blackboard erasers. Improvement in map and chart racks. Improvement in school-desks. Improvement in pen-holders. 928 EEPOET OF THE COMMISSIONEE OF EDUCATION. XXII. — Showing iynprovements in school furniture, ^'C. — Continued. lvalues of patentees. Eesidence. No. Titles of patents. ■Win. F. Baade . Cba’mberlayne Phelps. . Henry L. De Zeng . Jay L)ensniore . John Charles Sparr. . . . Bloomfield Brower . Edin’nd D. Chamberlain Max Claver . Buffalo, N. Y . Clayton, N. Y . Geneva, N. Y . Holley, N. Y . Irondequoit, N. Y. . . New York, N. Y _ . do . . do . 118180 126901 123462 124423 123205 126260 125788 118909 John Cockbnrn . Wm. J. Dewey . TTm. K. Evans . Alexander H. Fatzinger Addison C. Fletcher . . . George Harvey . George F. Hawkes . Wm. S. Hicks . Do . John H. Knapp . Do . Julius Kircher . Arthur Le Clercq . Azel S. Lyman . .do do do do do do ■ do do do ,do do .do .do do 122708 125443 126792 124429 127330 122461 125291 122169 123486 123485 119154 122265 4683 George S. McKenzie - Joseph Monaghan . . . . . Charles M. O’Hara . John Peard . John G. Koth . AYalter Shriver . Jas. W. Tallmadge . Jerome L. Tarbox . Arthur Von Brieseu. . . John Long and Eugene Convers. Teile H. Muller . Do . _ do . . do . . . do . . . do . . do . . do . . . do . . . do . . . do . Oswego, N. Y . Yonkers, N. Y . . do . 122954 122047 123288 124152 119885 123584 122867 126501 121026 117090 124374 126224 Do Do Do do do do 126980 127633 122904 David E. Morgan . Theodore H. Lee . Keinhold L.anstrom .... Seth C. Gatlin . William M. Brooke - Junius F. Whiting and Elam Fisher. George C. Smith . . . Ferdinand Sochner Levi M. Knisely . J ohn A. Shannon . Marcellus F. Cowdery . . Do A. Ogden Huffman. _ Alex. W. Brinkerhoff. . . Thomas Gregg . Henry M. Clay . Jerome W. W'etmore. . . Samuel M. Davis and Charles P. Elliott. Thomas M. Davis . Freeman D’Ossone . Charles Mcllvaine . Cincinnati, Ohio .... . do . . do . Cleveland, Ohio . Eaton, Ohio . . do . Hamilton, Ohio . do . New Philadelphia, O. Pcrrysburgh , Oh io . . Sandusky, Ohio . do .' . Springfield, Ohio. . . . tJ pper Sandusky, O . Danville, Pa . Easton, Pa . . Erie, Pa . Norristown, Pa . Philadelifiiia, Pa ... . . . do . . . do . 122957 125580 117084 118765 128256 125763 123263 121671 123456 123457 117633 126514 119515 120039 126659 121996 123460 119332 117314 Do . . . Herman A. Oesterle _ Isaac Newton Pierce. . . Henry J. Asthalter . Edw. A. Franklin . . Lawson P. Keeoli . Thos. J. W. Pobertson . Charles W. Seaton . Eldridge J. Smith and Benj. H. Cheever. Edward H. Thompson. . William C. Tilden . Lewis Cohn . John Fenson . . do . . do . . do . '. Pittsburgh, Pa . Brenbam, Tex . Washington, D. C . . . . do . . do . . do . . do . . do . Montreal, Canada . . Toronto, Canada .... 117313 121191 121543 120227 127472 124961 4675 127435 4864 1187.57 126348 121993 116824 Improvement in reading and drawing oases. Improvement in book-holders. Improvement in pencil- sharpeners. Improvement in book-supports. Improvement in inkstands. Improvement in rulers. Improve«nent in hand-stamps. Improvement in spring-locks for ventilating- sashes. Improvement in pen and pencil cases. Improvement in pen-holders. Improvement in detachable erasers for pencils. Improvement in mucilage-holders. Improvement in letter-sheet blanks. Improvement in portfolios. Improvement in fountain pens. Improvement in pen and pencil cases. Improvement in pen and pencil cases. Improvement in pencil-cases. Improvement in pencil-cases. Improvement in inks for iirinting. Improvement in copying-presses. Improvement in methods of cooling and venti¬ lating rooms. Improvement in tellurians. Improvement in pen and pencil cases. Improvement in paper-files. Imijrovement in inkstands. Imjjrovement in chimney-cowls. Improvement in copying-presses. Improvement in ink-erasers. Improvement in marking-pots. Improvement in writing-apparatus for the blind. Improvement in school-desks. Improvement in rubber erasers. Improvement in attaching rubber erasers to lead-pencils. Improvement in lead-pencils. Improvement in lead-pencils. Improvement in vulcanized rubber pencil-mark erasers. Improvement in book-supports. Improvement in suspension-clips. Improvement in composition steatite-pencils. Improvement in sponge-cups.. Improvement in school-desks. Improvement in school desks and seats. Improvement in slate-frames. Improvement in implements for ruling slates. Imi)rovement in fountain pens. Improvement in paper-files. Imijrovement in blackboards. Improvement in blackboards. Improvement in school-desks. Improvement in inkstands. Improvement in joints for school-desks, &C. Improvement in slate-frames. Imjjrovemeut in desk paper-cuttera Improvement in pencil-sharpeners. Improvement in fountain-pens. Improvement in slates. Improvement in copying- inks for ruling and printing. Improvement in printers’ ink. Improvement in portable book-holders. Imiirovemcnt in school-desks. Improvement in paper-files. Improvement in paper-clips. Improvement in paper-files. Improvement in hand stamps. Improvement in tabulating devices. Improvement in paper-files. Improvement in paper-files. Improvement in inkstands. Improvement in paper-files. Improvement in copying- presses. Table XXlll.—PuMcations, educational, hisiorical, <^'C.,for 1871-72 ; /j-ojh replies to inquiries hj the United Stales Bureau of Education and from pullishers' announcements. STATISTICAL TABLES. 029 59 E Table XXIII. — Publications, educational, historical, tj-c., for 1871-72— Coufinued. 930 REPORT OF THE COMMISSIONER OF EDUCATION. of the Human Shin and Hair, by STATISTICAL TABLES. 9ol 'B - '§ '§'§'§ ^ '^'C ^r- : XXIII. — rullicalions, educational, hisioHcal, 4x.,for 1871-72— Coutimied. 932 KEPORT OF THE COMMISSIONER OF EDUCATION, STATISTICAL TABLES. 933 OOOO OO OOOOO oooooocoooocococc^c^occc^ CO i i i s I Table XXIII. — Fahlicalions, edncaiional^ historical, ^-c.^for 1871-72— Coni inned. 934 EEPOET OF THE COMMISSIONEE OF EDUCATION. 'o.i i II.S S 1 ^ : 8gi2§i^ §§8ii§§g ^§8 8§ S8§8§88 ’—I THiHrHCJT-lrH OrHr-lrHCO O rH CO M 01 (MO iH (M !M A (M tH O (M (M O £- (M STATISTICAL TABLES. ‘ 935 Table XXIII. — FuhUcations, educational, historical, ^-c., for 1871-72— Contiuned. 936 EEPORT OF THE COMMISSIOXER OF EDUCATION. lOh pai STATISTICAL TABLES. 937 o o o o o o r-Tot" o o o T-t Cl lOOOOOOOOO ' lO CO i.O Cl T '0 0010000001 CO o r- o o Tj* TM O i c T}^ I'- GO I- O d CO Cl tH lO aaaaa>>® (?} CJ OJ C-KN 00 C» 00 o o a o a 2 a > a t> p 2 a 00 00 OJ 00 Cl CJ O D a a o o o-« oooooooo aaaaaaaaaaaa C-t OJ (M CJ (T! (01 (71 (it O! CJ ffl 72 ? o5 -:3 1 = S-2 o 2 *■ S o < O O D. '~I”d6ddcc2 i s ca a a ci .2o2000000r3 '^'^uj^'odoSSa® 2:2 ci M or! Cii S : ?;r^a c>p c-AhPpm«p:;p:«| Sa -“5;-.oooooo'Li ■ .,- " S^5>-. “CJOCOOCOS =5 :5 s .27.^ « bfibCtCtEtXi-cCitS o ^ ‘^2 sCGKssag .rt m ; to I ^ :pq • bC bcg asp ar3 =1 -p a a a3 f-.f2 o a ..a o 73pq^7.3 § - a « >,t2 .a go^-a ,2- s to -a :.® ® !a |7-|^ P2 a aw S O a fc-t:' ^.©J^d-o 7.2'® i^a ^ I Ita’I.^ ^'71 |iw|§ " ^ So ® >5 aT Wo ; 7® ® at^'7 r- ■sas^c^^a a 72 aW •'o H a o - W 72 CCsao'aK^a'^c "a q3 t>-.^ oO o ’ a ® Hap' g'-at^Sa ^ O o [; -i_‘a: > P S?® t>- i a^® ^-7® c .„- ® yj'r^ a ffl . —. a ±i a . o '3 2 a a* a a S I 35 1 a Pl^ “Is| ® a' 3 =^-- 3 -2 5 a a a a "Iw1ll|l1l|||- ^ “1-7) S 5 S 3 oQ 3 £ S 3 .S^^^7a§||2 27im H ^<1t>H7272HHOWWWW a ® ® S«2 fip .coooooooo- ;PPfiPPfiRpP “ir: o o~' o o RR a'^=i«? o o o RR a o a o o ' , ^ R R R R R cocao RRRRR Table XXIII, — Publications, educational, historical, ^-c., for 1871-’72 — Continued. 938 REPORT OF THE COMMISSIONER OF EDUCATION. a; Gc OD 9 S'lS ^0 ooooooooooo ooooooooooo of of of r-T I-T CO r-T r-T lO lO o< o o I CO O 01 o^ O^ O CO I- CO CO CO ot ' o - o^ o ^ o o CS3 o Yn ^ c o c a 3 g Ot OJ OI o o a 3 GO CO ! 00 : fl OO* ••0**00'0*c^ sso poSocaaoSoag oiOJ> >t>oit->o?cc>o?>OJJs 1-Hr-lGO OOCOr-lXQOCOrHOOrHCOT-HO c o c a o o o a a > r^i >>> oi Cl X rH GO CO X r-i 1-1 0-^00 a &a 3 a CJ d « 'O o CO h:] cli d o “ - a$> K 1-1 bp 'I “I s|s c O iW O aS g 5<1_| C^.S rd P!<1 o d pH Q CO Pdllll-Sll 4) -I c3 5 .i; H d a fl Sd: o 53ddciO;;CH-g o-;3-43 d g ra.2.JS-r| rt pid! K o >5 U .S ^ - .<0> ■ ^ ^ ^ ^ ^ o ^ t>» txs a ot? • c -2 o ' ^ w|’§^ § ba 05 -p -S PP §.2|’rt‘'S-2 ^U® •d o QcS 2 05 > O s +? 5’^ © &S5|||||| :s:§is;a|8ss P-iQ ® gbJ ^ .d 2 a 2 2 ■H P dpr^ d d a d|g >.2 ■•■ I? 5 i iH ^ : 8 y 10 11 12 13 14 15 LG 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 1 2 3 4 5 6 7 8 9 10 11 12 OF THE COMMISSIONER OF EDUCATION. from the census of 1870, showing for each State and To'ritory the area habitants to the Area in square miles. Population. Population to square mile, NATIVITY. illative. Foreign. Male. Female. Male. # Female. 50, 722 996, 992 19. 66 482, 470 504, 560 6, 268 3, 694 .52, 198 484, 471 9. 30 244, 491 234, 954 3, 770 1, 256 188, 981 560, 247 2. 29 199, 421 150, 995 150, 058 59,773 4, 750 537, 454 113. 15 207, 014 216, 801 58, 256 55, 383 2, 120 125, 015 58. 97* 57, 963 57, 916 4, 665 4, 471 59, 268 187, 748 3. 17 91, 573 91, 203 2, 975 1,992 58, 000 1, 184, 109 20. 42 572, 126 600, 856 6, 829 4, 298 55, 410 2, 539, 891 45. 84 1,*033, 161 991, 532 283, 376 231, 822 33, 809 1, 660, 637 49. 71 779, 009 760, 154 78, 985 62, 439 55, 045 1, 194, 020 21.69 510, 864 478, 464 115, 053 89, 639 81,318 364, 399 4. 48 171, 248 144, 759 30, 976 17,416 37, 680 1, 321, on 35. 33 631, 020 626, 593 34, 655 23, 743 41, 346 726, 915 17. 58 328, 743 336, 345 33, 422 28, 405 35, 000 626, 915 17.91 287, 434 290, 600 25, 669 23, 212 11, 124 780, 894 70. 20 342, 236 3.55, 246 42, 748 40, 664 7. 800 1, 457, 351 186. 84 535, 852 568, 1S» 167, 927 185, 392 56, 451 1, 184, 059 20. 97 469, 034 447, 015 143,711 119, 299 83, 531 439, 706 5. 26 145, 190 133, 819 90, 109 70, 588 47, 156 827, 922 17. 56 405, 859 410, 872 7, 562 3, 629 65, 350 1, 721, 295 26. 34 769, 457 729, 571 126, 890 95, 377 75, 995 122, 993 1. 62 51, 183 41, 062 19, 242 11,506 104, 125 42, 491 0.41 16, 808 6, 882 15, 571 3, 230 9, 280 318, .300 34. 30 140, 091 147, 698 14, 649 14, 962 8, 320 906, 096 108. 91 353, 485 363, 668 96, 187 92, 756 47, 000 4, 382, 759 93.25 1, 597, 192 1, 647, 214 566, 037 572, 316 50. 704 1,071,361 21. 13 516, 684 551, 648 2, 020 1,009 39, 964 2, 665, 260 66. 69 1, 138, 971 1, 153, 796 198, 579 173, 914 95, 274 90, 923 0. 95 43, 9.52 3.5, 371 9, 179 2, 421 46, 000 3, 521,951 76.56 1, 468, 318 1, 508, 324 290, 181 255, 128 1,306 217, 353 166. 43 78, 656 83, 301 26, 100 29, 296 34, 000 705. 606 20. 75 339, 260 358, 272 4, 642 3, 432 45, 600 1, 258, 520 27. 60 611,727 627, 477 11, 620 7, 696 274, 3.-:6 818, 579 2. 98 337, 588 368, 580 35, 969 26, 442 10, 212 330, 551 32. 37 140, 520 142, 876 25, 201 21, 954 38, 348 1, 225, 163 31.95 589, 038 622, 371 8, 020 5, 734 23, OOO 442, 014 19. 22 213, 624 211,299 9, 219 7, 872 53, 924 1, 054, 670 19. 56 349, 547 340, 624 195, 339 169, 160 1, 984, 467 38,115, 641 19. 21 16, .301, 709 16,340,903 1 2, 946, 659 2, 526, 370 577, 390 113| 916 9, 658 0. 68 2, 905 944 3, 982 1, 827 104, 500 39, 864 0.38 19,910 13, 355 4,910 1,689 150, 932 14, 181 0. 09 .5. 562 3, 804 '3, 316 1,499 64 131, 700 2, 057. 81 54, 159 61, 287 8, 033 8,221 86, 294 14, 999 0. 17 5, 054 2, 060 7, 130 755 68, 991 143^ 776 20, 595 0. 14 9, 562 3, 054 7, 209 770 121,201 91, 874 . 0.76 43, 505 42, 749 3, 630 1,990 84, 476 86, 786 1.03 28, 994 27, 090 15, 127 15, 575 69, 994 23, 955 0.34 11, 004 7, 927 3, 986 1, 038 97, 883 9,118 0. 09 4, 258 1,347 2, 961 552 1, 619, 417 442, 730 0. 27 184, 913 163,617 60, 284 33,916 3, 603, 884 38, 558, 371 10. 70 16, 4b'6, 622 16, 504, 520 3, 006, 943 2, 560, 286 STATISTICAL TABLES. 943 171 square miles, the nuviber, nativity, race, and sex of the population, and the number of in- square mile. RACE. White. Colored. Mulattoes. Chine.se. Indians. Male. 1 Female. Male. Female. Male. Female. Male. Female. Male. d 1 255, 023 266, 361 213, 987 219, 711 19, 690 22, 122 38 60 186' 445 17.5' 670 55! ‘^36 54! .395 6, 244 6, 094 98 38 51 297, 648 201, 776 1, 628 1, 084 886 674 45, 429 3, 881 3, 888 3, 353 260, 518 267, 031 3, 422 3, 570 1,211 1, 465 2 118 117 51, 148 51, 073 10, 384 10, 186 1, 096 1, 128 48i 953 47! 104 40, 151 40, 187 5, 443 5, 908 1 1 31l', 171 327, 755 247! 336 254! 478 20, 429 22, 899 1 18 22 1, 301, .583 1, 209, 513 11, 240 10, 179 3, 694 3, 649 1 19 1.3 845, 307 810, 530 9, 122 8, 426 3, 463 3, 549 102 138 622, 786 565! 421 2! 502 2! 167 .597 496 3 29 19 193, 200 153, 177 6, 719 6, 580 1, 847 1, 962 458 456 557, 326 541, 366 87! 736 89, 763 20, 569 24, 142 1 44 04 183, 031 179, 034 152, 298 155,312 26, 486 30, 114 70 1 280 289 311, 942 312, 867 573 441 311 281 1 276 223 299, 858 305, 639 74, 144 77, 319 10,919 12, 949 1 1 2 2 696; 925 746, 231 4, 698 4, 988 2, 004 2, 257 96 1 50 95 609, 046 558, 236 3,481 2, 953 2,715 2, 700 0 2, 505 2, 421 234, 531 203, 726 318 196 120 125 331 359 195, 283 187, 613 195, 350 203, 448 22, 372 23, 031 IG 400 409 838, 290 764, 856 49, 879 50, 533 8,149 9, 510 0 1 27 48 69, 942 52, 175 425 313 26 25 32 55 29, 284 9, 675 199 91 40 27 * 2, 847 305 9 14 155, 315 162, 382 249 187 65 79 11 12 434, 588 440, 819 13, 340 13, 765 • 1, 724 1,829 13 2 7 9 2, 137, 896 2,192, 314 22, 430 24, 068 2, 6.53 2, 930 29 224 215 325, 705 352, 765 174, 194 180, 015 18, a24 19, 217 581 660 1,305, 402 1, 296, 544 23, 166 22, 208 8, 927 8, 912 1 43 49, 558 37, 371 169 90 50 37 3, 232 98 122 196 1, 727, 392 1, 729, 217 24,914 27, 527 6, 103 6, 690 11 3 19 15 102, 328 109, 891 1, 829 1, 991 532 628 67 87 140, 740 148, 927 189, 436 198, 549 13, 608 14.161 1 57 67 466, 505 469, 614 142, 619 149, 410 14, 180 16, 122 42 28 297, 055 267, 645 112, 622 113, 030 13, 057 14, 1-00 17 8 207 172 lfi5, 207 164, 406 382 295 . 124 123 8 6 348, 720 363, 369 214, 758 225, 835 33, 470 38, 778 4 106 123 213, 871 210, 162 6, 880 6, 700 2, 092 2, 248 1 543, 139 508, 212 904 693 285 231 558 648 16. 812, 661 16, 390, 467 2, 098, 920 2, 160, 749 274, 185 301,252 51, 878 4, 301 10, 737 10, 491 6, 834 2, 747 20 6 20 13 18 24, 465 14, 756 181 91 164 80 6 1 64 116 8, 255 4, 632 36 35 9 14 578 622 42, 980 45, 298 15, 827 19, 545 3, 370 4, 662 3 12 3 7, 973 2, 645 42 18 4,148 126 21 26 , 14, 760 3, 546 102 35 30 16 1, 826 123 53 104 46, 5.53 4.3, 840 88 28 28 28 466 843 43, 541 42, 503 44 41 19 14 429 10 88 91 14, 143 8, 052 44 12 89 62 232 2 482 837 6, 923 1,803 76 20 62 25 138 5 20 46 216, 427 169, 822 Id, 460 19, 831 3, 711 4,901 0, 802 273 1,797 2, 706 17, 029, 088 16, 560, 289 2, 115, 380 2, 180, 580 277, 896 300, 153 58, 660 4, 574 12, 534 13, 197 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 30 37 1 2 3 4 5 6 8 9 10 OF TPIE COMMISSIONER OF EDUCATION. m the census o/1870, shoieingfor each State and Territory the special XoTE. — The columns in this table marked ** "were computed Nativity. Special nativity. United States. o « m o British Amer¬ ica. England and Wales. Ireland. Scotlixnd. France. German Em¬ pire. 987, 030 9, 962 183 1, OSO 3, 893 458 594 2, 482 479, 445 5, 026 342 550 1, 428 156 237 1, 563 350, 416 209, 831 10, 600 19, 216 54, 421 4, 949 8, 068 29, 701 423, 815 113, 039 10, 861 13, 289 70, 630 3, 238 821 12, 443 115, 879 9, 136 112 1, 464 5, 907 229 127 1, 142 182, 781 4, 907 174 405 737 144 126 597 1, 172, 982 11, 127 247 1, 149 5, 093 420 312 2, 761 2, 024, 093 515, 198 32, 550 57, 017 120, 162 15, 737 10,911 203, 758 1, 539, 163 141,474 4, 765 10, 501 28, 698 2, 507 0, 363 78, 060 989, 328 204, 092 17, 907 18, 627 40, 124 5, 248 3, 130 66, 162 316, C07 48, 392 5, 324 7, 182 10, 940 1,531 1, 274 12, 775 1, 257, 613 63, 398 1, 082 4, 520 21, 642 1,019 2, 057 30,318 605, 088 01, 827 714 2, 925 17, 068 814 12, 341 18, 933 578, 034 48, 881 26, 788 3, 929 15, 745 998 137 508 697, 482 83, 412 644 5, 849 23, 630 2, 432 649 47; 045 1, 104, 032 353, 319 70, 055 34, 675 216, 12® 9, 003 1, 629 13, 072 910, 049 268, 010 89, 590 ' 35, 609 42, 013 8, 552 3, 121 64, 143 279, 009 160, 697 10, 698 6, 614 21, 746 2, 194 1, 743 41, 364 816, 731 11, 191 375 1. 113 3, 359 434 630 2,960 1, 499, 028 222, 267 8, 448 15, 838 54, 983 3, 283 6, 293 113. 018 92, 245 30, 748 2, 635 ■ 3, 823 4, 999 792 340 lo; 954 23, 6S0 18, 801 2, 365 2, 850 5, 035 630 414 2, 181 288, 089 29,011 12, 955 2, 706 12, 190 892 60 . 436 717, 153 188, 943 2, 474 27, 418 80, 784 5, 710 3, 130 54, 001 3,244,406 1, 138, 353 79, 042 117, 928 528, 806 27, 282 22, 302 316, 902 1,068,332 3, 029 171 500 667 420 54 904 2, 292, 707 372, 493 12, 988 49, 500 82, 674 7, 819 12, 781 182, 897 79, 323 11, 600 1, 187 1, 410 1, 907 394 308 1,875 2, 976, 642 545, 309 10, 022 97, 298 , 235, 798 16, 846 8, 695 160, 140 161, 957 55, 396 10, 242 9,347 31, 5.34 1, 948 167 1, 201 097, 532 8, 074 77 632 3, 262 310 143 2, 754 1, 239, 204 19, 316 587 2, 399 8,048 555 562 4,539 756, 168 62,411 597 2, 092 4, 031 621 2, 232 23, 985 283, 396 47, 155 28, 544 2,511 14, 080 1,240 93 370 1, 211, 409 13, 754 327 2, 057 5, 191 705 309 4, 0.50 424, 923 17, 091 207 2, 132 6, 832 746 223 6, 232 690, 171 364, 499 25, 666 34, 742 48, 479 6, 590 2, 704 162, 314 32, 042, 612 |5, 473, 629 487, 605 600, 897 1,838, 726 136, 840 115, 140 1, 679, 146 3, 849 5, 809 142 137 495 54 69 379 33, 265 6, 599 753 1, 523 1, 685 188 209 1,456 9,366 4, 815 906 251 888 77 57 563 115, 446 16, 254 290 1, 451 8,218 352 233 4, 920 7, 114 7, 885 334 875 986 114 144 599 12, 616 7, 979 1. 172 889 1, 635 208' 193 1, 232 86, 254 5, 620 ' 125 129 543 36 124 582 50, 084 30, 702 687 17, 856 502 2, 391 63 358 18, 931 5, 024 1, 121 835 1, 047 309 113 645 5, 605 3,513 329 614 1, 102 260 .57 652 348, 530 94, 200 5, 859 24, 500 17, 101 3, 989 1, 262 11, 387 32, 991, 142 jo, 567, 229 493, 404 625, 457 1, 855, 827 140, 835 116, 402 1, 090, 533 rnder $:iOOprr Cap rmm 300:730 , . 730:7250 , . , 7230:2000 , , 2000 ami vva' DcuM'ttliyA de.Witzlehen 13(2. STATISTICAL TABLES, 945 nativity, 'parentage, and total wealth of the population and the average wealth per capita. bj* the Uuited States Bureau of Education. Special nativity. Parentage. Total wealth. Average wealth. « . ” b rS s -tr. " 9 - c a IF'I OQ China and Japan. Otiier foreign countries. Both parents native. *’'One parent foreign. ** Both parents foreign. 152 206 1 913 975. 148 4, 863 16, 981 $201, 8.5.5, 841 $202 46 G4 209 98 379 473, 854 2,857 7, 760 156, 394, 691 322 82 1, 270 2, 981 48, 859 29, 706 236, 740 27, 784 296, 723 638, 767, 017 1,140 15 279 511 2 1, 505 333, 804 10, 965 192, 685 774, 031, .524 1,441 29 12 17 120 104, 654 . 3,073 17,288 97, 180, 833 777 35 87 1 2, 674 178, 453 1,836 7, 459 44, 103, 6.55 235 23 99 91 5 950 1, 100, 295 5,314 18,500 268, 180, 543 220 40 9, 869 45, 570 8 19, 616 1, 553, 850 95, 212 890,82.3 2, 121, 080, .579 835 34 620 2, 618 6 7, 336 1, 339, 036 56, 937 284, 964 1, 208, 180, 543 875 46 9, 591 31, 179 8 12, 710 775, 653 55, 168 360, 971 717, 044, 750 601 12 591 6, 045 2, 730 277, 188 13, 746 173, 465 188, 892,014 518 30 293 181 8 2, 278 1, 178, 291 15, 921 126, 799 604, 318, 522 457 46 487 i 79 7, 741 594, 904 18, 525 113, 486 323, 125, 066 444 51 11 251 4 510 535, 264 17, 793 73, 858 348, 15.5, 671 555 34 1,101 225 6 1, 834 599, 532 21, 490 159, 872 643, 748, 976 824 37 .379 1, 955 127 6, 304 831, 140 35, 859 590, 352 2, 132,148, 741 1, 463 03 2, 118 5, 276 5 17, 5H3 695, 909 71,823 416, 336 719, 203,118 607 40 5, 022 58, 837 6 6, 473 154, 190 19, 827 265,689 228, 909, 590 520 59 104 1,241 16 959 809, 100 3, 789 14,967 209, 197, 345 252 67 5, 609 3, 264 4 10, 927 1, 256, 170 48, 210 416, 909 1, 284, 922, 897 745 87 2, 142 3, 987 2 1, 074 72, 976 5, 365 44, 652 69, 277, 483 503 26 167 505 3,146 1,503 17, 374 1, 970 23, 147 31,134,012 732 71 16 103 5 243 273, 703 3, 772 40, 820 252, 624, 1 12 793 .0 5'>oOf-cooc; Cl rc i.c re o c-. x lo o'o cc: — < ci x^x t}< x cf cf tm — cf cT lo' o ci Cj OOOlOr-lrHXl-CrCf-'?>lrt»J<«t’-ri.'5WL-5rCr-l dOC^X'^'.-iOClCCMe-w-COJCI'^ CClClr-l.-l I-Hi-I d t-l'el'CC'a' T-l rH (M 'o r: r: orj — t ro r5 00 o) t-* 05 o ^ r: c; GO o L't Cl r-H ^ p- cs TP .7j CO o 00 CTJ C-: o CO CC — ' C'l Cl CC O ^ OC O- 00 00 — ‘ O; 'O O 05 »C J- O Cl TP C5 O; O 1-H Cl O O O CC O 05 cc Tr“ irr cc o to — " o' — " *c of i-** oT 4- tcT 4> tjT cT o'" o** cf ci cc cT -T 00“ co •r' o' V o' -f LC 0 0 rH rH 0; 0 ’T GO LC 0 TP 0 t-» 10 0 liC T-< Cl 05 O iC T-l lO Cl CO CC 00 CC 05 O O CCCl*— 'r-4 1— IrP Cl rHTPCCTp ^ ^ C5 Cl 4- 1 Tp" 1 '3 o H 1- J> — JO >.c O OD — LC 05 O 05 Cl -H o O 05 05 < tc TP lC Cl 00 Cl CC BC O CC 05 O O P- o ^ Cl cc -r o aj o Cl ^ o 1— CO cc 00 o o o cc o c- lc CO 05 r: -H re ic GO o tt i--. 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X 4> rP co’ O X O Cl ?o' ^ 05 Ir- O O :0 O X d COCldCl COC-PrHXdt-dCOCOCOr-COdO i-hiOCOtPCO T-HCOCOr-iTpdl> -^1-8 rt Cl tH d c; a COCO-CX— coco — 'C0OO5ClClXdl-TPC0XC04>C0TP-04--P-P— r-t-05—(OCCCl c*: CO cc X — CO 0. 05 0 CO 1.0 0 0 X Cl CO TP 4- C5 0 0 TP C5 J.0 *0 0 10 TP d Tp ^ 0 0 0 XOJOOTP*.^t^— «OX4^t^OOC5COt^OCl— 't^COd4'-*4^i.OJOd*PO<50C5dTPr-— ^co CO CO 0 *0 CO ^ 0 0 lO CO Cl 4^ CO CO i> 05 d Cl Tp TP {> T-t Tp' — C5 Cl *0 'O TP C5 d X 4^ Cl 0 CO COClCOd •Pf- — Xd£--drOCO:Ot-COd— riiOCOTpco — — i-H;OCOT-i'^COt-» rP rP rP d tP Cl ^ "c H XJ0 05^?0J.0XJ-0'OC5 0lt^OJ.0TPOC5 — OCOCO^O — OCO — dX05'0:J(0OdO5— — 'd <0 -- X CO »0 05 4^ CO TP Gl X — • X — 0 Cl 05 05 ^ — t-* *0 CO 1-P TP -TJ Cl — 0 X :0 0 05 d r-n 05 — ^ 4^ 0 CO Tp p: i-. 0 VC 05 — 4^ t- X 0 — J.O ^ LO 1-^ J-O *0 JO 05 CO J-O 05 TP -P PG i-- J.0 J.O d i 4^ r j-gT ! 0 i VO -p 0 Cl cf d 05 VO ^O TP ^ 0) >0 lO TP x" CO CO l--» Cl J.o d^X' d X CO X cf 10 05 TP pp rp -0 X LO ^TPCOLOi-PrPl^COClO:Tpi.OTp^4^ppTPOTpd— • ClOi^XCl — d — COdt^COXJO^ COdrH rP 1-P T-P d ^ CO rP t-P Under 5. r2 S ^OCO — tOi-H — TPL0*VV0C005 05'^OdddC005i-C005C5Clt^J-0XXr^X-PTPXOO oo5 0TPCi05TPccor'-iOi-p—(05r-Tp — 4-.-.i5cociTp — co4^'0 4--C5fO-p;ooxcooo5 — TPCO-TTP 'Od VO OXJ-O 4- Cl Cl Cl 0 — VO — XOTPCOO Cl rP'^C0t-»C5CO — V0C0XC0O5 — gl Cl 1 5l i d" i ?:!! (C5 jl cf l C5 j X d "■4 1 4- 05 CO X VO 0 ci CO 4-- T VO CO ^ 4^' 05 10 X VO 05 — T3- 4- JO t- 0 VC 05 — 0 — CO GO 05 CO C- CO Cl Cl TPC5dO5dXdC0TPr*t-C0dd —JOJ-OtPX CO — dt-TPrP-PCOtr — 1-. ^ Cl fH d J-0d05'-t^C0O05ClTPV0d05C04-»XTpXVCdJ.0C0 — 05OOJ0C0OXVC — dlTl^XCOX XClCOl'-dOXdCOO— 'r00054> — 05Tp-y— *XdOC0VCJ0V0^05VC0:— Id — TPPCCO r- CO VC — X 4-- X 05 X Cl 4'- rP X — 05 CO d VC fr- . PC 05 VC 0 VO 1-^ re — 05 4^ Tp cr5 {'• 4^ 05 VC 05 JO 05 — CO 05 VC r- 05 J.o VO VC 00 X VC — — cc d J.o 0 d 05 — 10 X 0 0 VC VC '9* — 0 j-o JO X — J.o 05 COCOCOd TPC5dC5dXdCOTp4-XCOCOCO rPJOVCJiOX tP-4C14-tPt-,jOC0 4- rH rP T-P d rP Cl o 05ddJ0 05»— OV0 050XddVCdQOXTPXdXd05054^0LOVCTpXOX — vccox ^ ^ -P ^ rp 05 CO X 05 X V0> JO d C5 JO v5 — — r- 4^ — VC Cl '.c CO 0 Tp PO CO — JO Cl 0 JO JO d TP C14^4^VOTP05JOTPO^TPPPOTPOTPO. XiOC0TpClVCXC0XJOt^4^X-^C0i-PdO5O5VC t'-'o VO ^- CO TP VO VC 05" 05 VC d CO 4^ CO JO — 0 05 X 05 CO 0, 0 JO t- VO CO cf — 4^ 05 4^ 0 05 VC C-VCVCJ0rPT-P05XTPXJO4:-J0VCXJ0VCt-»ir5,.-iT-P Cl— — C5VCi-.XdTPTPXCOOVCJO PO Cl T-PT-t rP— d — OCOTP rP rP — TP 6 3 S 05 JO’ 4^ VC U* VC X VC CO d TP 0 — VC 0 05 05 Tp Cl — d 05 VC TP 0 X Tp 10 0 05 Cl 0 d PO JO 0 VC O54-J.0ddd—TrL0O5C0—C0XJ0 05 -P — VCdXC0 — dVCr- — C0O4-4--X05VCVCVC4- CldJOVCrCJOOCOTPt^^LOrPVCClCO — 05VCTp4-C0C5OddC0C0X — 05C5VCVCCOt^CO VC LO" -p 4> JO VC LO’ I-P — 05 VC co' 4^’ iO VC JO VC X TP 10’ VC JO Tp T-P d O 05 JO’ rP VC d CO Ct X 05 VC LO COdrP— — — d t-PJOCOtp rP rP c; — Cl — 0:J0TP4--VCJ0!CO05 — C0dX4-VCC0X — J0—TpptPPd05 — C0dC0J0VC05d — — X VC *0 ^ CO 0 0 X 0 TP X JO 0 »0 10 Cl Tp 0 »0 VC 0 d T- rp pr ^ 0 — CO »0 4> Cl VO CO 4^ 4r» XVCt^VCC0VC4^VC 05 05Tpr-!ClXJ0X05O — VCXCOOTpiOCVP^TpiO — d4'*r:vC05 05 05 CO 1 CO 1 d" i VC [ TT r-" 10' VO" jo" tP 05' 4^' co’ X JO 4- LO’ VC X Tp to VC jo’ i-i CO — — 05 VC T-i 4-- d Tp TP 05 CO 05 VC JO COdrPrP rPT-P Cl rPJOfOTp rP rP 1 o H O4^Xt0ClOj0dXX^05dC5dr-VCOJ0 05C0Tp4^X05 — VC'^ — d-PC04^05TPdt^ — LO — XtpccCIiOC0051t>-05XXOjO}>VCVC4t'TPtP!OVCO — OTP — --dJ.O — ClOCOTp — 05 r5 d VC — t- 0; "T VC 0 VC TP 00 CC CV 4- 0 VC VC 05 TP X Cl 4^ i'- CO CO Cl t-- 0 CO CG) t'- CO X 1 0 1 LO‘ o' co' — d' CO’ x’ CO 4^ VC 0 CO 0 CO VC 05 — « CO — 0 CO id d — 05 — d Tp TP 06 X X 4- 05 CO — — T-( ^t-^po-HCOrP — — dCO — — LO dO— 05 d— — — Under 4. ci Ts a fn JO JO VC J.o 05 JO CO X d d d CO X PO Tp 4^ CO X 0 d 4^ X 4^ J.o CO TP ro 0 X 05 JO X 05 — CO 0 TP ,-H -p — 05 VC d — — X Cl 0 X — Cl TP VC JO 0 Tp 0 05 — — r- rc VC CO VC 05 d X 0 TP p5 CO — — J.OXdt-VCdTPl'-VCt-OVCXt-TpddVCVCCO-OdO'*— OTP — 1^ — VCVCVC05d4> 4- 1 eT *' X 1 0 VC d to JO 4^ TP ci id d’ 4-- —• VC Cl d Tp X cd — 4^ 1-P — VC TP X JO JO cd 05 VC 4^’ TP cr. 4^ — coddd co»oo5tTdvcddrovcvcddo —tpocotp c5 —ocorpcodvc rP rP d rP rP ll TpOXJ.0XVCClVC05OdOd’^VCVC — O054^dVCXVC4^d — — 4^C0C5 05d—05 — l- i'- TP r- — 0 VC X — -P 0 4-- JO JO C5 Cl LO 1'^ 0 0 to d — X X — d 4^ CO X CO CO CO 0 JO 0 VC VC 05 VC X JO JO 0 — CO X CO Cl 05 JO CO TP P5 X! VC VC — CO 05 — VC Tp 4- *.0 d CO 4-- 05 Tp d 4^ 05 lO 1 VC 1 i 0 C5 1 — iOVCCOlOVCOXd4T.Co''o— 4^COCOVCX"tPVCXt-i — i'-X005iOt-C5VCO"vCLO — X^CO CO Cl Cl d Tpiqoc-cii'-ddcovcvcddo S —vcco — t^g^co "3 o H 05 10 — 04- — JOTP — d-PC0O{'-OC0TPX0:0505Tp»0 — ovc^ — J-0 0>^4 - ^dCl — — CO »0 d CO 0 CO 0 CO VC X 05 JO TP 0 JO 0 CO LO 0 05 VC Cl X 0 CO 05 CO 05 Cl 0 CO VC 05 Cl ‘O 05 0 — 4- — CO X X X LO Cl 0 X VC VC 0 Cl Cl X X X Cl 4- VC VC Tp to jO X 05 Tp 0 05 JO 0 05 VO *— CO 0 !j li ci 05 CO VC d — t-i ci Cl CO 10 GO ci TP VC VC 0 VC 4-^ -x id d vd CO cd X TP 0 0 X Cl GO — oi — VC Lo VC—JOtp — rPl- — OjOtPCO — JOVCClCOiOTpOrP d05 — C-C5rP05T-PCO— 4-dXiOd CO d — 1-P rP rP d — d CO rP — State. Alabama . Arkan.sas . California . Connecticut . Delaware . Florida . Georgia . Illinois . Indiana . Iowa . Kansas . Kentucky . Louisiaua . Maine . Maryland . Massachusetts . • Michigan . Minnesota . Mississippi . Missouri . Kehraska . No.vada . New Hampshire. Now Jersey . Now York' . North Carolina . . Ohio . Oregon . Pennsylvania ... Khodo Island. ... South Carolina .. Tennessee . Texas . . Vermont . Virginia . West Virginia . . Wisconsiu . Total of States . i STATISTICAL TABLES. 947 676 4, 567 1,512 10, 6;i4 880 1,149 12, 563 14,849 3. 100 474 50, 604 1 i giiiiiigSS S I lO i tt' nsunmm s § I g of IliiliirJs g §f S SiiisiiiSSi 1 1 Cf • w'tfTrH' s 3 S' iisigfiiis i g CO in' t'-'* co“ gcT 0" cT of o' 1.0“ CD 0 lo 0 oi 0 0 CI CO 0 0 0 LO rSGO^O Oli-H fHFHCI 0 CT. p- pf ■05 CO pf XC5^-I— Hp*tCdOOtO i-f o' d" x" 1-f ^ ^ co" V' 1-H Cl d 81,316 I 0 0 |5 .2 Is OOCO'TDCOCOOT'^^-LOCOOOOGOO CO — • 0 ct Cl 0 c? 0^ ro 0 0 0 CO CO i> GO P* !'• P- <"• 0 oux 0“ ?-•*' co" ^ -pf o' 'Go" aS P-" o' -r o' cT p-" 00 <0 0 0 P- CO 0 CO 0 0 0 ».o I-H 00 1-H 0 P* r-» r-4 Cl 0 d 00 to pf COdOOdCl’^OP'O d X 0 1'- ©5 d X Ci 0 0 Cl Cl P- Cl X 0 0 P- t-T t-T cf pf i-T 1—" o' rf '?p i-( d d § C5 1 oS j I Cl I ” I § 0 H LO — ^ •o* 00 CO ».o 1.0 01 01 ^ ri CO »-o oo oorroo^cooio— 'Loo'o^oi 0 P* O* 0 LO ^ CO t-4 CN 00 LO P- O* CO" — r CO" of CO*' pf L-f o' i o'es' CO O'** cT p-coo>o^rj^p-r5coGooioi — 0 CO 1- CO — LO r-1 0* C l i-H CO Cl 0 0 Ci" s — 1 — .^r-^CDoocoo »0 Cl J.o -J' C5 0 J.o -p CO CO Cl P* — ' to "O' X C5 0 d" 'v' o' Cl co" — r o' 0" I-T 1-j CO 't* il 3 1 CO i s- I 3 jo' 15 to 17. 0 3 00 — 0*c:P-"O^ClC5OP-OX oi'-ocicocoi.ooo^crs-rocr.— 0-^COC50C:LOClO^Or-^^^0 — -r CO cc’ Cl' c: CC 0 CO 0 0 O'* ^ O' ClCOdOO 0 T-tCOdrHdr-lCO o' ' 0 lOXOCO^-t-— «OC5tO X CO Cl >0 ''T TP 0 X' P- P- rip-dOf^T-'OtO’^ d' co" d" ll 1 i p- p* 0 0 -0 0 0 0 CO LO d CT) 0 uo Oi 0 OO'OeO^ — P*'^COP-TPLOOCO Cl 00 00 c: i- t-* 0 c^ 00 crj Cl -H O' x) ir; --i r: ?? ci w Ci 1?? ~ o' -r' r5 (r<(?J'7J00 0 Cl 1 5 ! ^ xp-co— 'dxop-e5P* TPi^OO— ‘C5C5P-Xl'» r- P- d CO tH r-j J.o to TP cf d*" Cl Cl 1 2? 1 "I, ll 5; I I I " p OOP^OGOO— 'OGOCiLOC^CiX) ^ LO ».o 1.0 00 Cl c; to 00 Cl C'v TT COOi^QOCOtOLOddOCOOOO^C^ - - r- d ic> ci d to 0 0 06 00 I'* lOtO'O'P- ^r-»dw''5'dO'dtO d r-t d JO Cl t^ " i CO J.o d 0 CO d -p p* X Cl CO — ' C5 0 JO TP C5 J.o 0 to r5tO'^odcotOT-e5i-H r-T 'V irf o' 1 ^ 1 to 1- ll "1 X X i d TTuder 15. 'S s I^XlO— < — tOOCOP-dOP-P^-J C'^ Cl 00 0 CO Lo 0 CO 0 d 10 to 0 P« CO CO 00 d CO Cl 0 Cf tc 0 00 p-^coo'cotodo«?ro-diorop- 1.0 OC CO 0 LO CO LO LO CO 0 — i-» P» 1-1 10 0 r-t T-< i-» d JO 00 0" : CO « to CO— i-- 0 Cl 0 O' C5 ^ o'er pf cf x d" aS -rf d' of lcT co'' CO 'TT' CO — - 1-H to CO 0 0 d 0 a; d CO drH rH d s JO JO P* JO 0 -1' CO X CO p- 0 e- i'* X d C5 ^ -H X 0 to — ‘ -r ^ 0 0 Cl TP to 1 t-h" O" d*' o' rp" rH x'' -P ^ 1 rH rH d ill d*' II p- I s 0 o' 0 to to" 3 0 H — p- a; uo »o ^ to d p- to 0 P-IOOOC; COrt'kOCtOO'P- — TTO P*OtO — TfGCODO'jO — O'p-Oip- GO*' d" CO*' d* pf L-f -t' 10' CO JO d* pf irf — T ^ p- d CO d to ^ ct ^ 0 (■- ‘X> O' CO-^dO CO rHCOdt-HClr-l'V 'C' tiJ ; ■X 1 d"" i 1 X to C5 to to to CO lO rH 0 to X TP d to X P* X C2>P-d— ‘CO— 'dP- to d 1 cf cf -T — *■ d" co” to*" -T aS nf IH CO CO “TP ll i X to C5 0" co" 10 to 14. £ 2 lOOiOCsOiCOdOOP-TOOOOOCS-J d CO to — CO CO 0 cr. 1.0 CO -H 0 d 0 P-P-COlOLOOOCiOrHO'O-tT'OtO e- pf JO LO 10 0 CT. d'* 0 p- 10 00 00 CO ''!»* to 0 r-J ri to CO T-l Tj' d 0 d 1-* d >.'S 1 '-^1 d ! 0 d*" trTrooDcoroaDrH|.-j-. '.0 M 0 f- 00 0 0 O-J 0 (?» Cl 0 L-S '00 « -O 0 rH rH* TJ<* 10* ws* rH* s|l :-li Cl jj to CO 0 co" CO 0 d" OOJ'^l^COP-dlCJQOTj'tOdCOO — * 0 erj Cl — O' to d — j r-i CO J.o 0 0 tOCOCiClGOP-— < — Oi^QOtO'^O 0 0 dio 0 Oi rH 0 to d pfp- cr. — ‘ 1.0 ^ to 0 d to TT rH t:* Cl I'* d T-4 d . CO 1 CO X d" 1 0 I d" OOX— ‘--dxtotoo Tpr-xj.oxcriX'^C5Tp COOtOtOdCO''rX— 'rH i-T Ta-* iff iff th" d ll o' II Cl jj ' JO co" 0 d" H Oi Ci to d 0 CO >0 Cl O' 0 d 0 O' CO O' -tp to CTG -- Cl P- »0 JO to CO COtOCOl-COtO^dOtOQOOO'tO 0 of Cl to — to d" cT 00 —• O' CO pf cT O^Odr-J^ClCOdOOCOOiO^ X X CO o' !l C5 ii 0 P-TPXC5l^tOtOP-COl^ 0 0 CO Cl to TP ot to JO to to CO tH to JO P* 0 JO d Cl CO*" TH 05* ^ tH d" si I to to" CO Tp New Jersey . New York . North Carolina . Ohio . Oregon . Pennsylvania . Rhode Island . South Carolina . Tennessee . 'Texas . Vermont . Virginia . West Virginia . AVisconsiu . Total of States . Arizona . Colorado . llakota . District of Columbia , Idaho . Afontana . New Mexico . Utah . Washington . AVyoraing . Total of Territories. 1 : ■3 : P : ii Table C. — Part I. — From the Vnllcd States Census o/1870 — Continnod. STATISTICAL TABLES. 949 c5 o 9 0 Female. td*^c:'^ootj-coo — — oor^XL'^rtrtx^cc^rcQOcr. ■^ — r: o o C'l 00 X 'o r: o Cl X X »r: c: — i'* 1.-: c: 'M X c: L-: o c; X cc ai x t ».c lc c; r: r: — X c: X X c; o rr X 1- cc c: LC rt t- ?i -c n- ^ Cl S X c; S ^ '5 ^: LC b c-' cf »c o x" cT cf — “ r-" ^ yS cT < -T o" x" rT V rf ^ rf cf x" re* cr7 irf r-' o* x" cf -t*" x rf ^ o O -- d Cl l'* o LC Cl X O O CC tc — X ^ O re Cl ^ ^ X l- d i-- O i- x ^ x I-IX'VCC CC r-tr-^CCd’-^^'V dO^X X d— — -^Cl' X c5 X X* Cl re — o o X o X >e X Cl o Cl re rf o re re o o Cl o Cl re Ci Cl o c- ic re o. o re ci o o ic 'c* o 'c tc o o -r ^ cc o t'- Lc — ' 'T X i-- X Cl tt Cl >-e <- Cl X re d Cl X d -H o X Cl o X t- o i- Cl re — ^ "e* re i.e X r^* irf re* o* — T i-T x* x* t^* cf re*cf ^ o* i-* r^* cf -r* ue* r^* i-h* ce* cT cT cf cT x* d* '^* — * r-* ce* x* V o“ dt-trH 1-t r-li-H i-H O d ce ^ r-^ X »e X* X re ct o re X re t- o Cl le -N o c: C5 o Cl re X X c: re — ' re o T- r- lc Ci — - »e re ^ re X' i.e X X Cl o X — re »e re o re — »e Cl — o o X X o Cl Cl Cl Cl re le o Cl X re •e- ue Ci c: x- te ’c- of^odooxciooorecicirexrereo— 'Cire — — odcit-r- — o<-»Tj--e'icc. o X t-- re = « oo ^ ^ « g, .-c c. -o co ^ o "o H d'c^^cio'e-recici-focicioreoi^f-xxocir-cip-^rext'rccio — oreciX cr — o Ci X re o -c- X Ci d Cl Cl o o — < c: re — t- o — X i-- -r Cl Cl f c: — o o o Ci X ce i'* p- {-• — Lc c- o X Cl Ci t-e X o o o ».e c; c: lc m Ci x re ^ rj- x d re o Ci c; •e* x X d ce Cl i- re Ci t-- o d* d* o Tj- -r 'C' o* Cl t^* re Cl •tf X Ci re d* o r- re o lc t-i ^ re o x* o 1-1 r-i »-ireredd»-iT-iced ce r-tOi-imt-- d^t-ici TJucler 20. 6 c: s c - X ^ Ci re X — ue ce Ci X o d X o c: Cl Ci o X Ci »n — o ^ X -T t- *- Cl -H r- Cl re Ci LC o Cl Ci r- o rp o Cl X o r^ c; i-e X; — o i- t- ci o rereouei'«'e«op- — reotCLei-excif^reoxo*vi^».ec;cioiedciTpiOLexi— 1— f-^ cT cT re*o* tc* o* — * le* cT -^* d* re* cf t--* cf o* cf — * o* x* •^* cT — * re* ce* x* cf — * re* re*x — * x*'o -r ce* TPCi ooddt^’C'reoxciCire'^'Cit^— eci — f^r^-^xciCiCio—'Oueci'e*r^ CO re X o o Cl o r- X Ci i- Ci o 'o Ci o »-e ic -T X Ci »e o re Ci X Ci ^ X ic c: r- X re j- re xot^orexo — ^oi-'xo^xcicixxxxore'e^cixxrw.xx^o^i— coox to d X cc vr t’ i/^ ■.j' To"'^ — . ou tc oefx i- C-. •.S'-rH ;>} r- 00 ■oxdCidOdop-Ci?odCii^Ci— ^ooci^co^o— 'Odt-oxt-Ci — ce d* 1 to* 0 'c* re Ci 'e* o Cl -r Ci — o cf 'e* to Ci to — x*'o* x*r^*ci ^ — d*re o i> c, X to Ci o to ci — ' X o — — »e o Ci X re c: X to Ci X to Cl o LC iC ci o o le o •r x x o vo t we re »e dddci redxorpie^dcioweddx rH'vcicere ® ^oce^ced^e 18 to 19. A 1 -e-reocici"^oci-^»xtorece*e«i.e-HrexciT?«x-^r-^x— re--'^Cid^xciiewe'^'e-ir:xx;^’vxo— ' re’ GO to o d Cl le c to re to re od re re o re Ci ci to t^' le’ 1-1 to o’ ci to le ci — ^ ^leceddre^^ced co ^ooi-not- cirH^d A "« »e 0 Cl 0 le -r — < re 0 Cl 0 le re 0 to to X 0 Cl Ci Tp CC' lO Ci X le X 0 to re to X Ci 0 0 to 0 re 'T Ci LC to — 0 to ».e Ci Cl X to Ci Cl — re Cl Cl Cl le to — < »e ci »e x — ei ci ci Oft-t-— 'T-trs-LextotooxreoLeLer-xreci^rc — we — O'?}-— 1 — rr-ciot^^c-o re 1 d* X* to Ci* cf cf ' we* to* re to re Cl r- re r-* X Cl cf to to c. we re*— c. ^ 0 0 d* to 'e* x*— 1-t i-tieceddi-i — dd ce —>»-—( we to ci— ^ci !'2 1 'c H cirecirere-^otocidt^toretowetotoxweotorpciod'e'cir^ — r*?^ — xcir^x^ ^tootooooret-'Ci—tciorerecirewexx — oretoox — 'Ttoci'^we.ec'Owe — — Cl Ci Ci Cl 'e* X we — 0 oi re 0 we TP X to ^ 0 d r- X Ci we to to Ci we Cl — we Cl Cl i> ci we* r-* cf Ci* ^* V cT ef cf x* cf to* we* to* we* (-*to* »e* oo ^ tp* cf re* i-* 0* 0* cf re* x* re* — * -r* re* ^e* r-* d* C'lr-ir-trs ciot^*^ — '^rHddwe’^i-< — to THreore— ^ — ^vci — ce — 1 X 1 i 1 States. i 1 0 1 H Alabama . Arkansas . Calilbrnia - Connecticut. . Delaware - Florida . Geoiffia . Illinois . Indiana . Iowa . Kansas . Kentnckj’- ... Louisiana. . . . Maine . .Mai’vland. . . . Massacliu.setts Micliij^an .... Minnesota . . . Mi.ssissippi .. Missouri . Nebraska - Nevada . Now Hampslii New .lerscY- - New York' . . North Carolin Ohio . Oregon . Fennsylvania Kliode Island Sontli Caroliin Tennesseo . . . Texas. . Vermont . V'irginia - AVest Virginia IVisconsin . . . Table C. — Paet I. — From the United States Census of 1870 — Coiitinuod. 950 EEPORT OF THE COMMISSIONER OF EDUCATION. TJuder 21. 3 S ovs r- r- X oc 00 -H aooc-xxrjicooo rcc3 0«'^xi--roox (ji — * i-< T-. TT »r: o 01 01 0^ 7^ oy 0 7f § X X* o « T) C5 C5 ci 'o to o L-: L-: X -r oi r: cc 7^ o ^'X cfcT - Cfx g X 1 0 0 x** "o H c'. r: -- ^ X cf — ut ^ x"— o ^ ^ ^ T9» rj* o T-H il 3 i ^ i o? I-* C> Oi 15 a o 'X — ■ o r- I" X ^ 2 o 0 X 01 j £r X of 0 77 6 to T- O O X ^ r- Ci l- 'Tl F-HTf CO C^f-COrHr-i i ”'i I s I s C7 p »-:'-r'7ic^xr5C?r^L-5i- ZO Oil^ Oi Oi 70 T-i of X 1 3 1 I i I I ^ Under 20. 'S a ^ o ^ t-* ro 1.-^ o. ' oy 70 O'. tD oy ro to ».-: Ci ir: rr* r7^ 77 r- 77 X i- t-T ir-*"' of o' i-T r-T 7f V ^7“ Ol Ol 01 I ^ \ yf ! X I 0 I 0 I GO il d * c> ^ 0 X 7^ ‘Ti T7 0 oy 0 0 0 *0 Ci X c; C7 0 0 0. 77 0 0 —< 77 0 0 — 1- X X yj X !| _ I J II ?5_ II GO* '3 o h 77 0 ^ 0 0 X 0 »r: X 0 Oi X L7 7^ oy ‘7 L7 ’»?• -H ^ 1- C5 X 0 0 cf iO ltT cT ^ 77“ ltT cT cf t-T T-t 77 '^r 1-1 0 I 0 ! o' i 1^7 o' j 18 to 19. A Ti g S 0 0 i-- — 0 ^ 0 X i> 0 1-1 0 T-H Tl (7< r-T C7f r-T t- 0 o' 0 i' X 11 i I d Ci X 0 (7> 0 77 0 0 L-^ 77t-0^?t0t-7J0X77 1-t C5 Q-J ^ Oi'T Oir^ tH ^ 1— ( Oi o' 1 ? 2 I 3 o H C? 0 77 77 0 0 77 t- 77 0 770£-77XOr^X^O 7^ 77 75 t-h Ci 0 X 0 r-T 77* of 0 77“ il i li 1 li -■ Territories. Arizona. . Colorado . Dakota . District of Columbia.. Idaho . Montana . New Mexico . Utah . . . Washington . Wyoming . Total of Territories . Grand total United State.s . i-i -r o o t- exj c; o Table C.— Part 11— From the United States Census of 1870, showing for each State and Territory the number and sex of the colored minor population various ages. ‘ STATISTICAL TABLES. 951 6 ilsilliiii5i»l3iSS‘-sl=-”BSSS38g3|g2|| 3,11 1 0 r-" 1| t- H o ® sgii§is=iiSiisg?j^'Si-s|fi2s;ssss323gss 3 1 c n a 0 1 s li H d ! ^ 1 © a e?Ss'5igiiiiii3iSP3is'-s3|oKj;2|sg|=g|2§ i! I 1— lO^r-t^ Co"^ r-Tt^fCjCO CO CO^" Si d .2 siiSip3SSils-3Sg”iga22S§3r-s|sg|s8gg| s 1 d f’- r^" af 0 r-T rX i-T d gf ^ ^ aS r-T (SI gj d « gj g j 3 g2 s Total. giSsiSiisSSiiSisKSfJssssgggpsSSissigg i do- (Sfpd.o-rd cf--d gfd_- go ooddd 0- doQO dd- s 1 iik-SSrlBlirsFis-pii^sssigsaiisgssiii 0 S 0 0 gs -eg s ”■ SSI! d 0 2i5S5!ig35S5si-g2FS§3»s§Kss5!S|a||SS2| i « nr a 0 S3 -eg s s» "=’s^ " sSs 5-' I '3 i3iiisSss5lii3SI5°3£-«3«g3|5|||||3S8| s 0 H s'S "s'g"'’” °'‘ss a-- ee ”"2“ - sS’s' i © 1 2 © 0 d of t-T d" CO o" of d r-T 0- CO o' d" 00 ro t-* Male. iS-5”gsiai3iii=ll!a"si="’iKiS“’S"siFSP s n5 OQ- of i-T cT n o" of d r-T o" . i- o d" (» s 'i g=sgei|g|||||s|||sae3--3|s!s»|e|g'p==3 i t H om-- cod' edd o" od" cod d dd'• 5.-^- -=fs” ” ass s" 2’' CO ."3 iOSSigisggSgiS85a-ii3ss|siS8|ssg|£g|s I H se efes"'' ''‘S3 s"“‘ 23’ "-'S''' '= s^s s" i ilifNiiffi = - I „• S => ■-mmrmUBi Table C. — Part II. — From the United States Census of IS70 — CoBtinned. 952 REPORT uF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. 053 iiilg§£s2-liiis=t:Hi3iii5 S ;’•■'<■ SS S sm I --r cn cx“ 0 § iiiSissi2-*£iiPIIS§li?si g s'f'f ss ““ss = sss i r-‘ QO' 2 a aS i _f c5 rn' glissiiipsisiiisggiisggis 1 s-”’' s$ sssa s"£ss 1” s i cf GO 0 i cf 3 s irt CO o » "" 1:1 rH tH 0 W 0 M 2 1 i i'Psisip-siiirssiigSjiis cT « n r-- ^ ot i-T o' t-" o' GO CC 2 '"i rJ fH CO cc £J S g o- «-=o- g-gjo- g- i 2f ?? Tf 0 » C» -- 00 (>r 1 2 cc « sSiiiSisS°°iiiSiSie3Sss«|| 2 S"" "'s '"*'Ss' s‘ sss 1” i i s t- 0 § rt SiiilPiia-silis^isiiSSsgs ff g-'ef |§ '"■-■ga S g;:g S" 1 o s i cf ?£f % 2 1- i S iSiiialii-SiigsHiisiiigii ; g”- |3 g'sgs s-gjs s-' V rH i I of |3||R3|g5:-SgSB2222|||§|2g S «■ S* " SS2 s- 2" CO ^ -rs* ^ K of CO in TJ* (X i of i in n |Siig-iSS’‘SSS|2g5 = ;«2gSgt:| 5 5 -■"S" ” Sm5‘ S~ s g o,o.|^««cooo, cf i of s i 2 s" gs "-s-’ - §"■ 1 1 i S ■ i Louisiana . Maine . :MaryIan(l . Massachusetts . Michigan . Minnesota . Mississippi . Missouri . Nebraska . Nevada . New Ilauipshiro . New Jersey . New York . North Carolina . Ohio . Oregon . Pennsylvania . Khode Island . ; South Carolina . Texas . . Verinont . Virginia . West V^irginia . M’^isconsin . Total of States . : : • : = : . • s • ; !§ ! III! 2 ■MB : ; i ; i 1 s : : : : : : S s •. Bilil ifpil 1 11 =g2«^ H 0 Table C. — Part II. — From the United States Census of 1870 — Continued. 954 EEPORT OF THE COMMISSIONER OF EDUCATION. Under 21. Female. i!ii3iSiiSiSis=iiss||ss=5|2|sg||5S2|s| g-rf «oo|f.--^--rV3o g-,- ^-■-•2■2 2 |gi2 g'.- 1, 377, 453 'rt S s r-T 13 "o H iiiggiiiissSiglsliiss'SSiSsSilieiSlis 2g-_-.r-j,-rf222W|| rfrfo- p ss'l's §"§Gg 1°^'" i of 6 S is°siiiSSSiSi-is2=3fi3-'-'SSii°’i-iri-ii- ad<5j' .-r-o" aTio" cf {a" cd" lo' 'S'"' r- 1.0 § ...'ca Ci"« T-r ^-.-r -r.rTcf 1 s 3 o ai-iigiiilSiaSS|Sfi||53-sgS|r2?;ili^S§s CCM did idd tjT 2f s 5 Under 20. a 0^ isP§gSSiiHS2|Sg3|S2r,|SSS|fi|3||$5i|go| gs 5»<'” fs “S|2 3 =SP s- i! 13 iisi£iiiS5ii2g|s|§g|;s3g|gggs|||3eii8i gg "'•’Sg“““'''5S |3 <»'=r22 rf ggcf g..- p i .-r "0 H iiSgiSsssiisiiiSissis-issiiSisIsgiili p‘S“" = g|22='‘''gg I'S S'S'-SB swigs' 1 = i § ci o 00 U a 0 Ph si“aSiS3sl:5il-Ee.2?p-2S8|rg2|g|s=|s oci afj4- Vr-- «■ cTaf ..s-QDr-.' r-T cTt^-o' .h I s rH aJ "3 5S-ilSgsiisiiS“3ii"gi='^"”isi3*i§ii'i“s5s cTof .^'o' ca oo-cf r^'cci-T rn' od'oTtr oT i s' 0 H li25iSliliiSiiSegS||5=-Sg|||2|=|SiSg|2 ^0 .x ca" gf r-T r^- cT ^'‘ r-" CO o' i-T af ca ca ca cT o' ?? m 00 Alabama . Arkansas . California . '. .. Connecticut . Delaware . Florida . Georgia . Illinois . Indiana . Iowa . Kansas . Kentucky . Louisiana . Maine . . Maryland . Massachusetts . Michigan . Minnesota . Mississippi . Missouri . Nebraska . Nevada . New nampsbire . New Jersey . New York . North Carolina . Ohio . Oregon . Pennsylvania . Ilhodo Island . South Carolina . Tennessee . Texas . Vermont . Virginia . IVest Virginia . AViscon-siii . Total of States . STATISTICAL TABLES, 955 ^ 'O *r> 00 -- CQ ‘Tt I-- T — -H o ir: Cl o rH Cl o“ 0^ X r- o' d X O o o' cf lC O O Cl Cl Cl Cl • cc o GO • 821 81, 536 CO CO i 51, 009 r-c r- C- (TJ (?< O (- 1,174 132,545 r-i Ci O TJ< Tj- O Cl C: Cl t- d ^ Cl Cl Cl O r-« o' 10,007 1, 307, 345 rH *0 CC Cl O O O Cl t^ t- t-H rr- Cl Cl Cl CO Cl t-- aS 8, 997 1, 309, 708 Cl »C fC O X O 00 LC X o O CO C ^ ic ^ cc cT P cT 2, 017, 113 13 4 1, 20G o 3 2 1 4 o cc Cl Tl« CO CO o' o i o ?c ^ cc cc o o Cl o ^ 1 p 98, 380 CCl-* — ciot-ooo O t ^ 986 ‘I 204,714 c < ('oloiado . Dakota . . . District of Columbia.. Idaho . Montana . Mew Mexico . Utali . AVashington . Wyoming . Total of Territories Grand total United States . r-iWW^OOfOCCiO Table J}.—From iJw United States Cc-nsns of 1870, slmving for each State and Territory the number of the populaHon ten years old and over unable to read and the numbet', parentage, race, age, and sex of those ten years old and over unable to write. ’ REPORT OF THE COMMISSIONER OF EDUCATION. Cannot write — persons ten yea^s of ago and upward. d 2 21 and over. Female. isgilisgiiSfligsiiifaissliifSiilSiiSS s5-'3^'"‘'s'ss's-ss'-2si;sag-'' '■'ssss'-'sss'ss'’’ rS £ cz c o 3 © Ph mnmmwimwmmmHs'imsmmm cT r-- C< £» r-" r-T ® rl ot ^ cf o' o' l-' o' r-T Ifl ^'o' r4 2 c> '>c -X ^ CO 1.0 f— o o? ro cc c* lO o c> cc GO X' — ' -r o -H rr^ c- o 1- *0 — ^ O O ^ ^ i'- — ' -r »0 ^ CO GO 'O O C: ^ O r:- — « ^ i- oi c- — — ' ro o CO i- 1- o o c: o r- w t- co o lo o c; — co C. O I-H _ C» ^ t- t- i-H X 'T ri ec r5 cf T-C IC ^ cf oo' O QO' QO' rHlO O t- ^ 1-0 o o It r“ iil£iBaiS3liiSi5iigii25|£.sSiiSg|gi 1-' o' r-T cf o' lA ■^' cf I-T o' o' r-T o' cf n t-T o' — " uf cf x' -T --t' r-T o' i-' co' 1-1 01 (N 1— rH T-l iiigii5iii|pssg3g2Sis“IIEIiSgilig5e ^{-—.^i-i^joOlAXi-l — t-ii-iirC^ir'CJXgJr-l (MOOiq Or-lt-O— .-l •ajoq-nS 19.10 j c-i ct 74 0? CO o' — 00 00 LO rH i- H- od" Ci r-< o t- ih co" THOOCOrHTH O^OCOO^ r-ir-^ •SiSi355iiS§iipii5S§i§|s|gg3|||?g|3| m^^s^ssssgis‘^s^s-^ss‘^ ”sssrriir‘ ii,=liilii58iSil£S=iiigiisi£2lgsl°i “■sisri-iSS- Cannot read. MOAopnnoSt? JO sjuaf uoj suobuoj pPsisiiliiSiS5l§iigpeigs3il§§gsiiSs 1 = S S £' g £ g g 5 S 1 K 2 S 2 S 3 s g” -'S 3 S S 1 1 1 2 States. iVlabauia . . Arkansas . California . Conneetient . . . Delaware . Florida . . . Georgia . Illinois . Indiana.... . . . lov/a . Kansas . Kentucky . . Louisiana . Maine . Maryland . Mas.sachusetts . Michigan . Minnesota . Mississippi . Missouri . Xebraska . Xevada . Xcw ITarapshire . . Xow Jersey . Xew York' . North Carolina . Ohio . Oregon . Pennsylvania . Rhode Island . South Carolina . Tennessee . Texas . Vermont . STATISTiCAL TABLES 957 p o' Oi cf' ci 5 a 00 5 i'is 0 gSiSrilBgi rH- i a i 5 SSI o' o" fff c; 0 Oi 10' s I iss r-T o of 0 •0 0 cf 0 Oi fszn-ssf,^z « i 0' 00 <'• i r a ISi 150-^' 0 oS rr-r^- r:=i coo-L-* 0 0 00 01 v-r I t- i 1 f 1,270 1 3, 101 41,328 to 0 o' 0 ISisiKiiii cf cin ofr:f s f-*"' 1 1 ^ ils ?;i3 i r- iissSiSiii I s I g i t" 5 i 115 fss 1 S lO' PiiSlsiiSs Oi-Sr^-gn cft-'r-r m 1- i i iSfJiiissi Cfo-Tgfco s s' I I Virfrinia . West Virginia . AVisconsiii . . Total . Arizona . Colorado . Dakota . District of Columbia . Idaho . Montana . Now Mexico . . . Utah . . Washington . Wyoming . Total . Grand total . Table D. — From ike United States Census of 1870— Continned, 958 EEPOET OF THE COMMISSIONEE OF EDUCATION. •oxunia^ •91BH •9IBUI9J •91BK ic ino o ! U- O ffl !0 « (M 00 C3 » 0» •9[HtH9J •9IBR •916019^ •9IHH •9XBni9j[ •9l«K ■81BK •91Bni9J •9IBK '9lHni9^ •OIBK 'ss7"^OS^IO CS-^OOO I’ t^CSI> isocosi'ooisicoorst’oo— '«sfsn 1 o 'S to t - 00 lS C3 --t « 00 w 00 O 00 o C5 O tH O CS 'X t x'-o' ,-r in r-" • t- I - SI . SI cT CO o' o" ocsofSrf O CO ^ O Cl — ♦ Cl CJ? T} s 3 ?; ill ps i 1 of sissiiSili i-Tco' ^■' i g i CO' liS s s of iiissspsii r-Tco' gfco" g ? i I of iis J5S 1 i siiSisiigi of o' r-T of n of t-- r-T i g 3 f o' o ? o M i i iliisiisgi of o' CO ro' r-T of of ej in r-T 1 s i i n mi SSi i siSilBSflsi »3‘''gsssss» i 1 S iig :S S S| ssliiSgipi 00" o' o' o' n o' o' !^“ oo' o 5 f i i s' Virginia . West Virginia . Wisconsin . Total of States . Arizona . . . Colorado . Dakota . District of Columbia . Idalio . Montana . New Mexico . Utah . Washington . Wyoming . jl 11 11 » 1 1 I EH O Table E. — From, the United States Census 0/ 1870— Continued. REPORT OF THE COMMISSIONER OF EDUCATION. 962 Female adults. Percent. Illiterates. ^ 1^;:^ S ® 1 g ® g 1 ^'^'1 5 g 1 5 Total No. iiiilpillsilSililiisiiSsiiiilsisiiKg S--s°”iiii»isEgiisSga"’=§sii"iS|||§|g- T-r Male adults. Per cent. •Je * * 53. 35 35. 83 6.70 6. 40 24. 08 51. 84 51. 53 7.16 10. 09 5. 30 8. 42 28. 23 50. 99 3. 88 21. 91 7. 97 6. 04 7. 14 51. 60 12. 93 2. 69 2. 41 3. 73 7. 50 6.91 46. 79 ’ 7. 64 6. 59 7. 75 10. 58 56. 28 35. 58 35. 21 7. 61 46. 65 19. 27 Illiterates. .l8SigisgsSisiiiSssisiiiS§ssiSlSiiiig ♦ |S2-'‘''8Y5S'3’"SS”§5S“§^^^ "SP'§^"S“SSS“g2 Total No. siiSiiiiiPiiSiSBiiisisiissisigiiiiis r-T Per cent, of illiterates, 10-21, to impulatiou of same age. d •J: Male. Total. Illiterates, 10-21. Female. .iiagsisSiiiiSssSsSiiiSiiiSiisiiiiiii * 52a«f=f”5§23^'’'“§S=’‘S““''~SS^^ -■“’'SSm' S'*'S§S”SS Male. .iils?iis3ssgiisi=5iii-“5i8ii|iilsgg5 * gf jd'cd'cfM foo^-co jj'in'Qd'orro'^''--r r-T co o oo in ct g" ^■' cf Total. .Ssliiiig=sSsieiiiiiis“si3iisBBiiiiSS . g--oo.--gggWo5cfrf5W»g^^ State. 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 . Vermont . Virginia . West Virginia . STATISTICAL TABLES. 963 10. 17 £ gi 56. 27 31.00 22. 30 35. 08 14. 10 8. 04 80. 70 12. 70 12. 50 11. 44 s 23. 05 1 a i cf gsiiSSIsIS 01 fff a s ii' 1 tf g I cT sisiiiilii -Tcoof Ot-Tt-T 2 s'” S s li I Ci o s XO 1 ^ i 1 i Eiieiiilii -Tcrf Qo'of ^“r-T l! ”i 1 i 1 cT o rn" s i P 1 mmmmm in co' in gf o CO cT »“ i s i s Ci g o s' LO S 1 s S »o CO ssss^sss^s ^ ! S o s Ci £?^S5jSSSS*^S s ^ I i GO ?. i ||E;il8g|Sp -T Tjr o' -T i I I I i I SiSilalSS- r-r cf afof g s ll !1 t'* !l^ i § I iliiiigis- cf c» cT n i a li i 1 r-T 1 AViscoii.siu . 1 '3 3 o H i ! ii i = i ; i i i i i§ i ig :« i :-^ :o ;j‘R ifcti) HiiilllJf 1 C 1 H o 1 H 1 = pi 1 1 O T-H cj o 'O t’ ao C-. o 964 EEPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. TabtjE F. — Part l.Slioiving for each State and Territorg the numher of universities, colleges, 4'C. — Continued. 966 REPORT OF THE COMMISSIONER OF EDUCATION. •nOT^T Suipnioui ‘eao.inbs aoqiio •spunj a6i|uxB| caojj -Aiopaa Tiioj^ O CN CO 'G'o' ot o •opK Cl o o CO Cl Cl rl Cl •aX^rtra^ ■aiBK •jaqmnj^ •noixx -nx Snipnioui ‘saojtibs jaq’xO •spnnp OTxqntl pnb uoiXBXBX uioj^ •Xitara; -^Aopna nioi^ Cl O t- Cl O ( iC5COt-OOOOt-THOt-Cl cit^'c^iccir-iccociciciec'fi CO CC CO lO 1C O CO p CO CO CO Cl Cl Cl >o CO GO O CO lO ' O CO O ' r-l CO O rH I crci'i'''to''' O O LO t- LO t’ 00 o lO o Cl o o o o Cld'^COLO'^COLOOOlClOClO^COClLO 1.0 CO t- Cl C- — < LO t- CO il- Cl GO TC lO Cl t- CO ClCl^ClClCOCll-IQOr-l,-lt’r-< t-HCI cicit’ococor-if's^ioo Cl o X' Cl r- t- o Cl lO ^ ^ lO TT Cl r-l 1.0 Cp Tl •aiTJK I CO CO CO CO O 1 ■LOOCOt^Oi-HpOOO O • Cl lo O O rH I.-I ^ 1-. CO •r-OOCOlOOClCOTfr-l •aXBiua^ ClOdCOCOlOCOCOtOCOO •9I«K g. •xaqran^ tOrHCli-irtiOQOdt'dt ” ’~'Jh PO .p li|ip IdCO-O^lOCOt-OOClOr-idCO-'*' STATISTICAL TABLES- 967 ii iiSi r-‘r-r ilii cfcf S22.*: I ill I 8 lililifc iJl ^ o 00 C5 o Table F— Part ll.—From 968 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. 9C0 Table F. — Part II. — From the United States Cchsws 0/ 1870— Continued. 970 REPORT OF THE COMMISSIONER OF EDUCATION. •UOT’I -n^Snipnpni ‘890jnos .I9q;0 •spnnj oqqud pm? uoiiBXBX •:;n9ni -.ii.opn9 •9IBni9^ •9IBH; •9XBUI0^ •9T«H ■j:9qtaiLsi; : O CX) CO CJ O Cl O O O oociciiooo^rococvoi ^«®Oi-iaoc?'^;ccoic:o O CO Cl t' £- Cl ioi-incir-iooci'5<»oro' cccit'iCTHGO"^ir5ccir''Oi ■mod • o o <35 o - o rp • o o 10 o ' o o o • o o • (M O GO • rH 00 • iO 00 .0 > CO Ci • GO CO 10 I C? ^ CO Cl ’noT'^i ■n^.§nrpnpai ‘S90Jiioe J9q;0 •spniij oqqnci puB UOliBXBX ■■^nara: ■Aiopua tnoj^ •apiiia^ •aiBpj; •aiBina^ •aiBK •jaqninjsi; 000 O Cl d O i> ccTcf O O Ci 000 GO O t- O O 000 000 O lO o' oT cf ' o d > O ' o ' irfco • C5 o I d a C o ^ *j3 ^ ^ o ^ c o O c^T ^’c § w- I J I • ^ 2 fl >5 03 ^ q H2c>PCC03ri5>C'f*P S'o_S ^ § o S 2 S ijj iu Q £ 543 33 O 6 r-< ® a rrl c_i d'l . ICl«'^ibC0l3Q0C5O — CIM' STATISTICAL TABLES, 971 III lO" r-T oT is i i ii 119 i CO o CO i ; s? -I \s3 8 :g : O 1 ill I .2 ^’5’“ 9 mmmsf rD ?5 c? CO Cl CO LO GO c: o Table F.~Pakt III.— From the United States Census of 1870, showing for each State and Territory the nuniber of schools of art and music, of asylums for the hlind, for the deaf and dumb, and for idiots, the nuniber and sex of instructors and pupils, and the income from various sources. 972 EEPORT OF THE COMMISSIONER OF EDUCATION. Asylums for the blind. Income. •uol:^T -a; guTpupui ‘saoanos aaq.)0 . o . I O ?> . o i'- i iro o • t-Tco*' I 008 ‘I ■ 00 . I tT I • • O • . o I I o' •spunj oqqud pun uotinxnx o . . O . 1 o • • ^ ; • • O O O O C7 O • O O O O C7 O • o o o c: ^ O o . L7 7? lO J> C7 O • rH 7« CO rH rH o o • O O I o o • 75 d • -H CO ; Ci o • • CO O * I c 1 cd o ■ • Cl • ' ) o I - • o . c ■ 00 ‘ c ■ d *7 • • c f I o 5 • o ■5.0 < ^ • o -; •2 ; CO •;uaiu -iVi-opua luoj^ • t 1 i 75 • * o ■ • 75'' • ■ ^ • . . o • • o • ' o ! ; m % P •axnraa^ O P- ' Ci rH • ! LO Hf< t- 7? 7i O . rH CO O O rH CO rf 1 75 CT: . 75 O i 1 -H • 1 • O • P . O • • . o P . CO •ainM O Ci i • O O CO O GO 7^ l-» • rH CO H}< Tt< CO rH rH CO • 75 GO 1 O 00 I I rr* 1 1 1 \ If 1 rH 1 ir i 1 2 ! P* ’ 2-0 02 © O C3 o H •axBcuaj Cl rH ; I 7^ 7^ lO C0_ ^ ■ 75 GO • LO I 1 • o I c^ 2 • O • rH •QUK Cl Cl I I d cc lO \ ^ 75 75 ^ I ■ CO I I 1 o - ir 2 I •jaqranjsi; rHrH ! . ^ ^ rH T-i rH rH rH rH i rH rH • i • d ■ r- 1 IrH Art and music. O a o o 0 M ‘UOT^^I -n; gntpnp'ui ‘eaaauos uaqto o o I O ^ 1 O GO . ; 4, 000 11, 440 8, 720 4, 550 58, 360 1,650 3, 600 7, 141 46, .500 61,465 loo ! • O O 1 . o o • 1 75 75 ; ! ia> I . 00 t • 75 I • d • • Ci j • o . iO • . o •gpunj oqqnd pun uoTjnxnx : j O » o • o • CO*' • ^ ; ’!jnaui -Avopua mojx m % P •ainniax O (71 • T-. J> . • CO Ci 00 • lO O tH • 71 71 rH c; C5 75 O CO 75 u- CO o CO -H i>* O rH 75 'O 75 r-T 75'' • o o • « O HT ‘ : ^ : i i • rH •aiuK L7 ^ ' cJ 1 • • LO ^ 75 • • 75 CO rH CO O O ^ 75 CO rH i- 75 rH CO rH • LO O • • rH • < o * ! o j • 75 . CO 02 i • CO CO LO rH O 00 rH 75 75 rH • TJ^ rH I • • 1 oo • 1 o • I GO ’ 1 \ •jaqum^ Cl 00 i ■ -H Cl rH Cl 75 O 75 O 75 rH - CO CO • . 1 ' 75 02 a i's ^ 9 o 5 .2 O ci tf) _ ^ ^ Ct p. S o.S" -IJO rxi _ =• ■ gs-3l a 3 a > 3 "S’ s S g a a 2-3 9 p; K 55-= > ^ ^ P <1 <1 6 o P M M W M ^ ^ ^ ^ ^ S ^ 12; ^ 25 K?; |5^ o o PM q as r-IC?CO’^iOOJ>GOOO^CiCO^OOt^COCiO^':>JCO'?t^i.^vCOU-OOC5 STATISTICAL TABLES, 973 TA15LE F.— Part 111.— From ihe United States 0/ 1870— Coiitiuucd. 974 REPORT OF THE COMMISSIONER OF EDUCATION TECHNICAL. Asylums for idiots. Income. I 'HOi;! ! -UT gntpnpui 1 ‘saoinos Jaq:).o ^ : : : : : i ! : : : : i 19, 156 31, 915 •spunj oqqnd puB UOriBXBX . . . . . ir: . . 1 . . . . . 0 * ox . ‘o . . • trf • cf * ^ • i •{j.uoni -AVOpUO lUOJ^ 1 8? is is ;i ! ; i i i i i i i ; : . . . I • I 1 1 1 1 1 • 1 t * I CO •oiupt 0 •••«•• 1 • 1 GO * < 1 i H UImNNN ■8FK i i ; i i i i i i i i •joquinj^ i i i i i i i i"^ i^ i’ : i Asylums for the deaf and dumb. i 8 -nor;! -n^^ Surpn^ouT ‘saoanos aaq^Q i il ll i i i ill : i; a j" : : : : i i : : i i§ i ii : S ^ i i i i i” i i"^ i g" •spun,; oqqnd pnu uoi^xjxHj^ sii ill ; i ills != gss I iili ii ill i i iSgf^' i^"' igia i 1 •;uaui -Aiopua raoj,q; 0 GO t t **u H N M i i M i J 1 m •aiBuia^ iss^ i i i|S2 ic 5 i-g3 ig i?S i 1 i i i i •apK is^ i i i|§o \l i ' i i I .=i 1 H •aXBuia^ 00 0 i I i 1 CO Tf< i C' ^ : cj rH th 1 r: ; c? -* ■ « • • « Cw i • CC i-H ' • i -s< C- — ( ic :> ii-lCCrH *0 Icoo • •aaquinjq Cl— <>— 1 iCl—l • • ifOT-Hr-l • 0 e s ; ; : : : States. Massachusetts . Michigan . Minne.sota . Mississippi . . . . Missouri . Nebraska . Nevada . New Hampshire . New Jer.sey . . New York’ . North Carolina . Ohio . Oroson . Rhode Island .... South CaT'oliua . Tennessee . Texas . A’^ermont . Virginia . . AYest Virginia . AV'isconsin . District of Columbia . Utah . Total . a luclucles statistics of the blind. - 6 Includes income of the asylum for the blind. Table F. — Pakt IV. — From Ihe United States Census of 1870, showing for each State ami Territory the numher of schools of dentistry, of mining, of other technical and of other private schools, the number and sex of instructors and pupils, and the income from various sources. STATISTICAL TABLES, 975 •noi^T -Ti^Sinpuiout saoaiios •spnnj pUU UOI^UXBX •!;u9ra -^OpUO . lUOJJ ;;;;;;;;;;;;;;; ! I 1 ; ; ! ; ; ^ ; I ; ; ; I i i ! i ! i i !!!!'.!!! o ' i i i i i o ! i i i 1 . I • . . . • I i i i o !• i i ! i c) ! i i ! i ■ I ;;;;;;;;;;;;; I I ........ ci ...... . ; I I ; ! ; 1 I 1 ; ! ! i ; i o ! I ■ i I ! i ^ i ! i i o : i i . . o ............ o .. . ............... a ............ o .. . !! I ! I !!.. I !!. I !»'!!!!!!!!.'!!! o' ! ‘ i I ! ! i I I I ! ! ! ! ! ! ; 1 o I i i I ! i ! i i i ..?< ! . I ‘ • rH • . . * • I • • I • • 1 * ■ I * • • • • * . . I I • I I I I I I I I I ; . I I . I I I . . . . I I T-i I J I I I 1 ! I i I I I I ! i::: I I!;: 1 : I I I I ; . ! ! ! ! I J I I . • . ' I I ! o I ! ! ; ! ! I ! ; • ^ J '-S • ‘ fj2.5.§9 • • • • ! '^5 & J =3 - 'COOrt 1 - •oiBpj; •aeqtnnj^ •nopt -ri!^ Smpiipni ‘e80.inos j;9i[40 "spunj oipncl puB uoriBSBj;, •!).i3ora -.iiopua raoj^ •a^Tua^ •apcao^ •9I«K •jaquinjq; i-HCir:'^in'^t-»xciOf-.cicc*^L^or-aoci0^ci ^T-,r-lT-lTH^THT-!T-lrlCIClCI m O TO 01 g H Tdot £ o.s o H ■ji; 75 » rt o S ^ o re o * T-H -r o ! O C7) Cl O O O O ce o ci rD O GO o o «'• ce ’ CO Cl Cl re Cl o Cl o r-< Cl o GO o — o -H C5 CO rG *e 1.0 07 00 o 00 — o c: Cl ^ Cl ^ 00 70 o 00 rc o 00 cc re ro — < o OG ci o o o 4- i- o o) T-'^^‘-crcrcT-Hcii.'-’^cccoc:oi'-r-ciccoc*^cco»-H‘jo»^70 70c-LO ' d c; T- r: r-^ c: o Cl 1- r-. •9ICK ^ i.C 00 Ci fc X) o rr* -H _ _ O O CC O C- 1-- CO d I.C d Cl 00 CO t-i o o C5ioc5 0—'0».'Or- - - - - - ^ r-H Cl o i- 1- X Cl i- 1-77—0 ^ ^ ^ q] S tj* ^*' ^ ^ •9X^019^ •9ICK I- X LO X C5 O O Cl to ' COl-tOCSCO ^ 1-t O Cl •joqmn^ : CO irs T~« o lO •noi;T -nx SnTX)nxo*ut ‘B90.IUO3 aaqxo •s[)iiiij OTxqnd \}U\) '^UOUI -Aioxiua cuojj •9XBni9^ •9X'BI\[ •9X13019^ •OITJTC; •jaqmnx , Cl r>^ L7 v= t- cc C-. o ^ 71 ^ ^ X o - g 1 Tj - g5 C. o - ^ G2 E TAliLte F. — Pakt IV. — From the United States Census of 1870 — Continued. 978 EFFORT OF THE COMMISSIONER OF EDUCATION. OTIIHU PRIVATE SCHOOLS. Income. •nopt -n:> “mpiiput ‘Booauos’ aoq’tO '.o ^ r: o ^7^ O GO 1--" i.-f cT cf o ^ 00 r^Il ooor^ouococoQoo o 0'roO'o^cco:^o rr o t'- ci* o i'- o C5 o to o fxT o" cc" o' gcT »rf — ! 1 LC r-4 O 1 2 II 344, 148 O o of o •epanj opqnd pun uoi'pxBj^ CO • < Cl • i -n- i- • < r ;■ 564,581 1 CC O O lO 1-1 r-i'yf' t-* tcT 1 00 1 ^ 1 o*' 1- •;u3tn -AVOpUO UIOJJ O • cc • ^ • s CO j j! I 15 Pupils. ojunioj SiiS rt of cf s S CO rS 8 1- 1 iS i ff 'OIBK 3,171 22, 180 H.'iT 1, 279 338,839 c^" cT i! Tf' 1 i £ i H ■oxBuia^ Ips 1 ll II 1 ■ 2 ■9l«K 1 QO-^OCCr-fOgCCO o ll I -T •joquinjij; i rf i i OTHER TECHNICAL. Income. •uopi -ux “aipnxont ‘saoTuos .loqt'o $4, 000 500 i s" 1 g g •gpnnj aifqnd puB uoipxBX S i § 1 i I''" paoui -Aiopua mojj 1 i a ; J'- 00 1 t- •oiBttta^ •opK s o r-r_ Teachers. •OXBIUO^ 0«r-l •aaqumjq .-.H a '1 States. > Virginia . . . West Virginia . i 1 a o 8 ^ Territories. Colorado . _ :.d 1 ! c i| i > 1 li Montn.nn _ _ No.w ATftxico _ _ _ _ _ j i £ 1 Pl i £ ;> > ID C 1 i Grand total . a The income of the several professional schools of the nniversity, except the dental, is included in that of colleges. b The statistics of this school are included in those of the agricultural school. Table F.— Part V. — From the United States Census of showing for each State and Territory the number of normal,and of other pnWw schools, and the number of schools of all classes, the sex and number of instructors and pupils, the income from various sources, the number of churches, the member of sittings, and the value of church irroperty. STATISTICAL TABLES. 979 OTHEU PUBLIC SCHOOLS. Income. -noTit -n; .onipnpui •fe'oojiios aoqio illSiillSIlsiiilss 1 1 " “ 1 1 3 12 1 S s' S SP f2 ii ■'■8 Ws m •epnnj oiiqnfl piiB uoii«xex Sisiliiiigiiiipgii piW-ii=¥iWilfi' inaxn r-Twef muamim ummm ro i-T ctj 00 i'.' -jivopuo tuojj]; Mm \M ; ;i :i isgs : i i !*' ¥ : : 1 Cl i :iiii :2 --T . cf . o" CC o" r-T . -T t 'optuoji; wmswmmmmm U 3 Si S ” ■“■‘”'1 2 1 S 1 2 S S 2 1 ? sisSisSliisii r ggpsiSsisiSiiisSii R K R ? "■'■"'1 S 1 SR' S' S' 5! g g Si saisgsislRiPis s' “■ "'s' s' s' s' 1 s' s 2 2 3 1 I H •opjcnoji; wmsrm.mmmmM _rr.r ^-.^-OT-Tr-r Tf-_ro'-^’'r-r mmrBMms cr cfcf^" cf cT igS|8SgS|3|£S||5|3 cfrH- Qo-Ort n c-f cf Il'siiSSSSSSK 'T' *-7 •aaqninj^ gSsiiiillilisSiigSStiis-iigIgiiSSi r-Tin O'CM'^'in efr-'-.-r^q TtT rt .-1 ^ NORMAL SCHOOLS. 1 1 •noi;i -n:j SdTpnpiii ’‘sao.inos .loqio iili i i i : i ill ; ¥ :::::: : :S A i • cT rn" . i g" ii •fipnnj OTjqnd puB nojiuxBj, ii I ill M jS MP ; H c-" > in (S • • • ©" . . o' cT I I 1 I ii'3 ; saf^i o gf ii 00" •{^Tiora; -Aiopuo rao.T^ : :§ : _ i : I cc iSig a 1 I- sisis-spiilsi i iili o T-r IS 1" I -aSS 3 cf is i 1 •aicnio^ Ct Ql CM O -r Cl O « SJ « « ^ ;2: A ^ 15 rr' ^ Ci ? O —1 •0[T3K r: rM (M rH LC -C — ' i d rl V-C -ir O O LC 3 rQ ro •joqtuiiij O rH — 1.C Cl -< Cl States. e 2.2 III at:-;: Connecticut . Delaware . Florida . (tcorijia . Illinois . Indiana . Iowa . Kansas . Kentnekv . Lonisiaua . ilaino . Mar^ land . Alassacbusctts . IMicliigaii . jSlinnesota . N-^ iii LI C t 1 1 5 C ) 1 ; ■ 1 W!i " : ? A.2 2 ■' V c z ^ c II ^ i •:=: . ill ■’5 a iccH TAin.i'j F.— I’art Y.—From the UiHted States Census of 1870, showing for each State and Tenifory ilie nuniher of normal schools — ConliiincJ. 980 EEPOET OF THE COMMISSIONEE OF EDUCATION. 1-1 L- » X c; o Table F.— Part Y—From the United States Census o/1870, showing for each State and Territory the number of normal schools, ^ c.- Continued. STATlSTIG.yu TABLES. 981 CIIUUCUES. •A:>.i3dojj[ ^ « g| lo — cT tjT lo" ~7 cf af cT rf '?*’ ^ •eSup^ig ls!ir:iiSiiiaiSge=Sig|iiii:|iss|s«ii5 r-T^- of Cl Cl •S90tfU?S[ T-TrH- dcOM'rH- of r-Trfrf^- ^“cf rfoof-j' O r-'^f •saoi^ezracSjo of>-r Cf-jr.rTcf of T-Tr-Prfof y-7n rfioofo « r-fco ALL CLASSES. Income. -uq. Snuio[oui ‘saojuos aaqio isssgSsiisgisiSiSiissSsiiisgiissIs ^ rf r-T.-o- T-r .-r r-r T-fo" .-f ,-r •spunj oqqnd puB UOpBXBX sgiiliiiii2lliSgl!l=l3sliissciigiii 5iftS-¥¥s¥i5i¥¥¥iiSiWf2^^^^^^ ^ iscin .-Tcoof CO" rfcT 00" l- •(jnoui -ji\.opaa uioj^ iisg igiiisiiiiigeiis ; iiigisiigii.ii |-‘S3|' i“S|SSS|S§5|S'' = S i jgsg-'p Jsss 2 Pupils. iSislisialilSisiiiiiiisISiiiiSiiig gW2s‘-¥2|pp'SSSp'Sp""aS|¥g2sSsK53 •9IBK lisSissiiiigiiiEllPSiaSesilsisiiii Teachers. •9[Bni3^ ISisiiisisiisisiSiiSsi-iiiigl’sSiHii rfof co'>:r"Lo",-rof rr"rH-o"o"r^" ro" « -“i" Risi2is5sgssiilliisSi=igsgi|ss||iS r-ro"-0"»" CO" Of-Tr-Tof --r>r." r-rOO"rfO QO" cf -f •jgqranx i£SsgfiisgiiSif!ssiSlig"sii2i6Esgs2| Ctr-Tr-rr^- .-T -'cT l-r-To" .^'•r-TLO'LO'of rf ’o" ^f .-‘coof States. Alabama . c . Arkaiisa.s . . . Caliloniia . Connecticut . Delaware . Plorida . tleorpia . Illinois . Indiana . Iowa . Kansas . Kentuckv . . l.ouisiana . Maine . iMaryland . Alassaclmsotts . ^lichisan . Minnesota . Mississiijpi . Missouri . Kebraska . Nevada . New Hampshire . New derse.y . New York . North Carolina . Ohio . Oregon . I’ennaylvania . Rhode Island . South Carolina . Tennessee . I'cxas . Vermont . Table F— Pabt Y—From the United States Census o/l870, showing for each State and Territorij the mimher of normal schools, tf-c.— Contiimed. 982 REPOKT OF THE COMMISSIOREE OP EDUCATION, I o sii 2 o i iiiiiiSiii S£3|2g'||SS n 4, 803, 800 s i s •sSumis T- CO o m i i 5f liiiSiiSii OSS'®” 1 I I i S •eaogtpa; ill S s I 1 s •suoi^nzmcSao Sii •’■ cT ^ Cl CO th Cl tH cc t- 1 O o" o o Cl ' o Cl cT r« o •joqrau^ o ^ o c-i lO r- o o Cfi-Tr-T 1 =2 1 S I o lO »c o Cl cc r5 o Cl o H3- o ro Cl 00 o Cl i-» o rH o s ocT o CD Tl o' CO 1.0 cf p > < p s o UD to A o Q •saranp^ 52, 781 1,700 38, 8G7 00 O 1 \ cT o o O O O O o o O O O _ CO o i- G < Cl Cl Cl O cT ^ rn" o' Cl r-l o ;0 O o" HT uoqranx; C l ?C Ci r-« CO !- t- HJ* rH rH 00 rH CO Cl Cl Benevolent and secret associa¬ tions. •soranjOTy si ■rr j i j GO 1 lO •joquin^ |5i i j i i! il CO Charitable and penal insti¬ tutions. •saiunp^ o C7 00 i 1 1 o j s •aoqninjq 1 a 1 Ci Ilistorical, liter¬ ary, and scien- tilic .societies. •sooimo^ Cl o cT rc o o O o i o o 1 o" ] lO- •joqran^ o i "o 5 •eoranjo^ cc c? au ih t-*" Cl t- rH ^ o o c^ o o o o o o o o o *.o 00 O C5 Cl Cl CO o o LO Cl" o »o o" lO o CO o •joqran^ Cl O O Cl^ ^ »o Cl « r-l M Cl CO 00 ■o o Q A "rt a Ifl •soranio^ CC — 7^ Cl o cT 0)1—0 o 1C 00 Cl ■30' , 1 LCOfCOOO^ClO a. LC i-c — 000-^0 OLCCOOCit^GCCCO o' cT r-T 00" Hr" r-T CO o 1 o CO o o' HT oo" •joqninx O Cl 00 1 f- o 1-0 0 ! ic lC cc cc Cl o O O CO -H C7 o Cl O O r-1 rH ».o Cl Cl o GO 1 lO fo" States. 1 Pi ■ i I Total of States . Territories. c ^ c II District of Columbia. . . . Td.abn _ _ _ Montana . New Mexico . . i i ip 5 i| 1^ s ! 5 Total of Territories. . Grand total . I a No feturn of private libraries from Conuecticut. Table IT. — Part I. — From the United States Census of 1870, showing for each State and Territory the nuniber and circulation of periodicals of all classes^ and the nnmher and circulation of technical and professional periodicals. STATISTICAL TABLES. 987 Tabi.e II. — Pabt I. — From the United States Census of 1870~Contiiiuod. 9S(S EEPORT OF THE COMMISSIONER OF EDUCATION. ALL CLASSES. Quarterly. •uoTiLqna.iTQ 1, 800 !§1 lr.| Mi 1 : 211,670 '.loqranyr | ^ > ; ; hi 1 H 2 •A[q;noa[-i(| .io([uiny[ j 1 : 1 1 h 2 g •uoi+upaaio 0 0 0000 0 0 0 X 0 Cl d ^ c> r- CO ci rH Cl Cl 0 CO to 000 ‘t 0 co" 0 0 ci LO Cl ; « 1 ! 1 i ! i 0 •aaquiuyi; X T- 0 CO Cl Cl to 0 rH (71 s Cl cb •A{j[OOAi. iq jaquinyj; tH r-l 01 cr to Cl ^V eckly . •noT4Binoji3 C'r 0 0 X 0 0 CJ 0 0 X 0 0 CO Cl ’-p 0 0 'O ».0 Cl tc ™ •.T' 0 t- rr 0 ! 0 1 0 h' OCO 01 00000 10 CO (U to »o 0 0 0 0 0 Cl 0 Cl lO to 0 0 Cl TP LO 'T- cT r-f r-T cf t-T X’' tp"' r-T i ^ X 10, 594, 04.3 •aaqranyr »c cr. cc c: X 0 X X x; 0 1 1 02 1 rPOCOClTpcOTPCOOTP tc LO »o Cl ! Cl •AiqaoAi-Tuios aaquinj^ t-h 0 X • CO • rH CO - Tp i 115 'A1qoaM.-t.14. .laquinjsL LO a? i> Cl Cl 0 107 Q •aoi4T?inoJio 0 0 0 Cl d 0 f 0 0 0 Cl c: to to uo — 0 c-i TP CO CO ucT CO CO Cl Cl CO to LO cf 0 0 c-i cf 24, 000 0 lO 0 0 0 X Cl 0 0 10 Cl d 0 t-i 0 to" cf LO X ?0 2, 601,547 •jaqran^;:; CO Cl CO 'O Tp 557 TP CO M T-l fO rH <71 LO Total. •aopuinoaTQ Cl CO 0 0 Cl 10 10 l.O Cl "rr CO X Cl Cl X X CO ifS LO CO** TP CO Cl 10 TP ijo ^ 0 cT 0 aP Cl 0 0 Cl 0 0 0 10 0 LO 0 X 0 10 0 10 X 0? 10 X 10 (M 0 TJ-* LO LO Cl i> Cl cf r-T cf oT r-T TP*' o' T-f X rH T-4 Cl Cl Cl i LO cf X 0" Cl •panest Apenauu saidoQ TP 0 CO X 0 0 0 0 t- 0 Cl X X CO LO T' Cl o' irf cT cf cf 0 1-H 0 — < T- to CO Cl 0 CO 0 1> X TP TP TJH 00 T-l TH d 1,491,748,036 OOTPOOOOOOO 000000 LO 000 LO to Cl X Cl to CO TP LO cc Tp" 0*' irf cf 0" 0" x* o' cc" rHClXClOOCCl^Cl'^ 1-H 0 c? X rH LO CO Cl i-f o" cf T-f Cl 0" ! X 1 tc" 1 i .1 1, 508, 548, 250 •aaqinnyi; 91 112 47 114 59 190 5,780 rH TP CO Cl 0 0 LO 0 Tp 0 tH Cl tH r-t rH Cl 5, 871 States. Tcuuesscc . Tex.ia . Vp.rninnt, . 1 Virstuia . West Virginia . Wisconsin . Total . .* . Territories. (yolomdo . Dakota . District of Columbia . Idaho . . . . . Montana . New Mexico . Utah . Washington . Total . Grand total . . . TP iTi X o Table IT.— Part l.—From the United States Census of 1870— Contiuued. STATISTICAL TABLES. 989 « J <; iq o 1 2 1 ! Quarterly. f •aon«ino.no il: : : ii i§ : : ; i ii i i i ;o ; : ; : : : : : i i i i ii i i ii i i i i : iS i i is i Moquinj^ 1'^ ; ; ; : cj : ri : 1 : : ; Cl : : : I i ! i i ‘ ' a o S S •aoniqnD.uQ Mil: i i iS : : ! i : i i : S i i i i i iS i§ i M . I . . . r-T . X" • •joqmn^ : : : -H . . . . . 1 i-H i ro ’■ a § •noTjrqtiojiQ : III i i: OQ- cL • ] iiliSi iiiiiiii cT cf is' • r-T .-T TO r-T ! i i i ill isiii 3 : : :”S •aaquinyr HTt.^ : I-- -i^OrHCJOt ■r-HTHt-OrH— 1» o ■ : ■' f-* -a : o -o ^ t8 5 a O 3 •uoi;T3xnojTO M M 1= Mi N M Ns M ii I ' I i i i ii ii i i i • • • • O • 1'-'' . . . Maqran^ ■' : : : : : lo • d :: : § •noT^ftjpojio :i§ ! : jr^of j : it N i i i i iSi i i • rf • . . . . . . o' Cl" ■ • i i i i is ii is i i i i i i"’ i°*" i" i •aaqmnyi; . rl rl . . : Cl : : : : : : > n y> : : I j j I I i-( 1 CO ■ -t* i 1 •noT^^rqnojTQ Mil ii i i N i i i i i i i i i i i ii i i i i i : : : : : : : : : •:t3qmnx ; ^ ; ; ; • rH I 1 • . . . • : : : : : i ; : : 3 O H •uoT:^rqno.iTO iis i is ;2;‘o' : ; CD CrT r-T cf o" i rH*' r-T .X* -T l; O • CO Oi G 1 i i ill iiisi 3 : : |g''>'‘s- •paussi Aquuuuu soicloo • c; >11 i ii :iiiii iiiiiiii fsgsse i=3ifE5'‘l .-r : 1 i i iii iiiii ; i i i-l isXf"' : : : =*“ •jaciuiuyi; H 50 • '• C- lOl'COClCl • : : States. d ? California . . . Connecticut . DcLnvaro . Florida . Illinois . Indiana . Iowa . Kansas . Xcntuclcy . Lonisi.ansi . Alaiuo . ilaryland . ]\Iassaebusetts . iMichijian . IMinnosota . Alississippi . i Mioufvnvi Xclnaska . Keva{la . Xew llain])slure . Xcw .Jersey . Xew Yoik' . Xorth Carolina . . Ohio . , Oretroii . Pennsylvania . Kliode Island . . . ; South Carolin.a . Taiile n. — Part I. — From ihe United States Census of 1870 — Coiitiiinod. 990 REPORT OF THE COMMISSIONER OF EDUCATION. TECHNICAL AND I’llOFESSIONAL. Qiiartoily. •nope[na.TTO 1 s 64, 120 'joqinuyi; o CO i S 3 •uoi:jeinojto 13, 050 13, 050 •aoqtHnyi; tA 2 n c •nope[no.uo 1,500 1 n 1 ii i o' 1 ■ S •joqrunyj; cri g cc CO 1 Semi-moDtlily. •uoT^Binojio OOl-'O^ 46, 400 •joqranj^ 1 Weekly. •uoT^bqnojio 141,150 i -T 11,500 I f •aaquinyT; Cl Cl § Daily. 3,250 3, 250 •j^qranx CO CO Total. 1,500 r:' i g 000 ‘LI 17, 000 § 5 'ponssT Anetiuue eopIoQ 18, 000 5 15,310,400 664, 000 i 15,974,400 •joqnm^ Cl 1 O lO 1 States. Tennessee . Texas . Vennont . .s ■S > i> r' 1 AVisconsin . Total . Territories. Arizona . Colorado . D.akota . District of Columbia . Idaho . Montana . New Mexico . Utah . . Wasbinc;ton . \\ ^ UlHllJg . Total . Grand total . r: r? ^ ^ CO c?r5'^o<;Dt-*a:)Cio Table II — Part II. — From the United States Census 0/ 1870, showing for each State and Tmitory the number and circulation of periodicals— illustrated, • literary, political, and religious. STATISTICAL. TABLES. 991 •noiiuinDjio uaci luu^Nf ill Cl cT i-T r-T CO irT ir7 V co rf ! lO O CO ro ^ rH rH rl CO LO uo « III ro M CO X) 'CO • CO c» o 115 cf cf c« •noT|tnno.xio §1151 S-SJS- Maquiuj^ ^ g 5 ^ S 32 g gf S 2 =^‘1 gf S ” ' ” ^ S § gJ r» S ^ S s •uoi|t:iu3aio gf gf 1 2 * I g I g g gS 1 1 g sf s'! =5 g I g * 1 S g g ^ •p3n!3et .fn« llUUUBOldOQ iiiiiliisiKiiisiiiSsiiiisiiiiiigi iifiiSlSiiSSgg|igigfliil52=2g|isi cT i-T co" lo” i-T CO o cT o ^ g ccT (o' of gc o" co* x x" lo" co Moqran^ •aonuinojto •jaqmux; ill 5 iiii T^fOr-r ii :i •noT^TJinoaio liii Siiii s-'s- isii 1511 f ” •joqiuux I -O' CO c» ■ 01 ^CXraoXC-. •aot^Binojio iiisiflig Moqrauj^ •r.'OCl^JCO^O^ ^ lO CO — ' ro • CO (7^ IT. mm'mfMMi o^'t-Tco'^-'^-' oofxoTr^- •not^uinojyo iiisgasi iiiiiSiiiiiPiisiislii n o' o' ^■' of .-■' o' rt" 0 cT ^ of of lo" oT o' _ 'pOTlBSt -f UUUTJSO moo iliiiiii ifssgg|g iifilgiiiiiiiiliiiiii "■ 3 et s 3 •aaquin^ 0> r." ox CO O X O O ”i-H£ ; : ; illili” i|l yi MliMMM-Fi'tttH I'ill i i 2 I. mmu im ill oxo-cooc-xoo;.-o;rooj:^xoo-^o-;oo^xo2-2i;i Table IT.— Part II. — From ihe United Slates Census o/1870 — Coiitiiuiecl. 992 REPORT OF TPIE COMMISSIONER OF EDUCATION. J < o i g Tri-weeLly. •noi}Ri no-no ill CO 1 3 2, 000 250 400 § i 145, 505 •aoqiunj^ t- CM CJ s O •aopRinojio iiii 1 1 I cf S' Cl iiili o' cf to CC § cf •jociuinyi; o r: s M tH C< rH d S 3 t o H •UOOL’IUOJIO ?ISi i oo'" 9, 450 1, 052 56, 400 2, 750 18, 580 1,325 11,900 3, 700 1,350 5 g GO 1'* CO' •ponssT Apt; -iiuuB sotdoo Iiii Ilfs i no*' crT rA cf cf T-r a o' I i g •joqrany[ 00 u- 1 OC0Tf*OO'5fi>Q0'^ s ILLUSTRATED, LITERARY, AND MISCELLANEOUS. j;' 3 O ■noT^Bliiojto il § i i i s Moqrauj^ lO -H ^ : A 5 O a •nonninojTO iilf? ^'rM- 01 i i r 1 i -r Moqninyi; tH I— I rH C* § § § •uoi|BinojTO ill oin i g ii cf §1111 i o' i S sf Moqranyr c? o 1 1-1 ro ^ ^ rs CJ i 1 o H •uonLqnojTO isil O If cf lilii .-r cf- 3 U-'' s 1 •a.' •ponssi AqR -uunBeoidoo isi.ii SSs° i 1 § ii S2 iliii tisszs I o 1 i 1 Moqranyr « O 00 o 1 -> cc i-i th Cl cc Cl cc i States. > \s>l i 5 ryj i 1 I : "" 1 il ie 5 il jr 1 1 c I i 5 1 i c; 1 i 1 j it a II Total Territories . Grand total United States . Table H. — Part II. — From the United States Census of 1870— Continued. STATISTICAL TABLES. 993 •noi(fT3ino.ii3 I ; ; ;i i ;i :i III (Jf ..H-r-r •noT^citiojto iiii iili "S'"'" §1 =1 r±. iiii •jaqcua^ •HOT^JUX’^OJ.TQ Maqninj^ 11 III g-ODof ill irt m -Cl •^OIC^BlnDJ^o Moqranj^ 11 iiii iiiiiii CO o CO Tf (n ro C3 : So cj M ” •aoi^^'cynoaiQ iiiii «f g-rfcf iiii iSiiili SS'I'S” s iiliiiiiiiii •ponssi Aq\3 •uua'B saidoo iiiii riis iiii ffiS §' 1=11111 iiiWi -To- of iiiiiiiiiili isisiis’siifi - § = s •jgqinn^ OJ T-l CS rH CO CO rH f- CO C CNOlOCOOClgCJC-OJUO •noip'BpiOJtO •jaqranx ii CO •ir@T^^];no.no iiisIsiiSsiSiSiiisiliiililgiiiisii $SW2>=igSgVs¥g|||S^‘|S"S2|B|^^ •jaqninj^ •noi^TJinoJiQ Maqran^ ,-r co‘ ocf th- I CO rH O •q' r-H ii tcToo' is s iPi jOO-.-- ii ii ^'co" iaSl 111 ■i , s ^ ^ ^ ^-S.S « O ® (B ® O- r-<0lC0-VO'-OC-0001Oj|^^M'r»q«t-;00Cl 63 E , S£ S ?, 55 S S5 S; S § Si S g? ?:5 ^ Table H. — Part II. — From the United States Census of 1870 — Coutinued. 994 REPORT OF THE COMMISSIONER OF EDUCATION. RELIGIOUS. Other. •nopRinojiQ 8.5, 400 85, 400 •joqmnt^ 1 GO Monthl.y. •tiOT^^RinoaiQ 16, 000 2, 800 7, 635 2, 122, 373 ?3 CO of 05 of Moqtnnjvi; PI M 1 Semi-weekly. •UOTI^RBrOJTQ o o o o o CO f- o cf cf i-T 1, 171, 250 1 1 1, 171, 250 •joqninyi; O o Weekly. •not^rpojTQ 16, 200 OOG‘9 1 1,385, 335 ■ 1, 385, 335 1 •aoqmnjq; CO ii GO O 05 Total. O O iO LO O CO O O CO o' o*' CO T-l 4, 704, 358 4, 764, 358 •pansei AqR -imaR eojdoQ 1, 090, 800 98, 400 465, 620 125, 959, 496 1 125, 9.59, 496 •joqoinj^ O CO CO 1 1 1! 1 o O i g j o Other. •noTiRtnoaiQ o 16, 870 1 i o r-» CO o' 1-H •joqranjq; - i 1 1 1 Weekly. •noTjRxnojTQ 54, 038 38, 990 243, 850 of 1 s o" 1 1 1 0 05 0000000 lOLOOOOOOOO 050'^OC5r-iOOOO t-" rH" o'* r-T r-T th' J-" CO" CO r-l 05 O CO Th' ! O 5, 886, 668 •loqninj^ GO O? CO io o 3, 487 ocoor-uncooicoo? y—i ^ OQ 3, 565 Semi-weekly. •uoptJtnojio 5, 500 6,850 CO 00 1 'o' o o o o 006 ‘5 3, 500 200, 364 •joqniiijsi; CO “! 1 n O O States. Virginia . Wftst Vi-rp-inifl, _ _ _ ^ _ WiseoDsiu . Total States . c s c i4:= ) p a 'c c V c ll ! a ip i I ) i c ! 1: lii : z I p II c .£ $ 1 fe > p > ) i ip p c t l"* < C! b 11 Aotal Territories . . . Grand total United States . CC CO ,T-«. g'S s-J -.Z _ fcc cj 1^ s O PI J^-g.ra o "S 4^ S g 03 5 •C^ O O ^ 4 4^ o H Table l.—From the TTnited States Census of 1870, showing the number of persons in the several States pursuing various learned, profe STATISTICAL TABLES. 995 •oisnra JO saoqoBOX 88 17 249 207 15 "r-T ” crT 9, 491 •Saijuiiid :y SatAicjp JO gjoqocox I-H i i o: r-t :o^« :co :ot jot^ot : : jot® j® :>o« i;!; j j j j j I 1 2 •poqpods joasj.3qoBOX iias§i2i3siiissiigiSsSiiKfiiiiii§is|3 CM- r-Tof rH'of aTrH'cr ^ Ql r-T of rt-“ li 2 1 2 •sjojdinog (M I ^ M rl joo jotgcooootc. j : jr-g jg. j ;o ^ ^ j *o j^ j cr. r I •eaoo§.ms cy saBTOiSi^qX 5iSiSi§ieii5isaiil3iSSsis§iiiiiiiiSes ,_r_r,-r r-rTtrco-r-r cf rn'ct-jf rH-^rH'Ttr TiT fffr-r of Pi s I s •siojurex ot jiogot :2 : j®®®*’ r S g •sjenujnjBX • CO O CO ®jq,HTK.HOl :OtWgja001®.-rHOtj;^OOl« :0®rHlO®rMOtO»^ i- •eaBiOTsnK cf 5a CO O o CO •sjstS : : 2 c:) 55 I s 1 iO •ga'BiJBiqtx 0? ■ O CO 1 j^iC®^^ jcO :^Ct®JO j^OrH®^; j • j^Ct j® r 1— 1 CNi— (r-Tr-t r-iTM CO lOOfc^ t-HtHtH 39, 921 815 •ejsqwujnox 5, 148 138 qiAio ‘sjooiiiS ug; is g T,<' i •iioru -sjqSuB jp •2y sjoaoisog •sjSTjaoa rH |i= I t- •uouiiSjoio CO^'.-r rH- ofr-r r-Tu-f CO CO r-T r-T .-T ?i 3 £ •ejsiiHoqo oto« : :®®0t2£o : :^.^ot j^- jo, j;^2ot j j^® j® • • t • * 1 o I • -F States. Alabama . Arkausas . California . Couiiecticut . Polaware . Florida . Georgia . Illinois . Indiana . Iowa . Kansas . Kentucky . Louisiana . Maine . Maryland . Massachusetts . . . Michigan . Alinnesota . Mississippi . Missouri . Nebraska . Nevada . New Hampshire . New Jer.sey . Now York . North Carolina .. Ohio . Oregon . PeniKsylvania .... Khode" Island .... South Carolina. . . Tennessee . Texas . Vermont . Virginia . West Virginia... Wisconsin . States . . Territories .... Grand total _ Table K. — From the United States Census of 1870, shoiving for each State and Territory the number of population, the number of paupers, and the number of criminals. 996 REPORT OF THE COMMISSIONER OF EDUCATION. CKIME. Number of persons in prison June 1, 1870. ' ’uSiajo^ r-r Cf 1 Native. •pa.Toxoo •aXRAi S2ii-Siisiiisi§sSli-iiisi^l2§s r^- Cf G-f •l«+ox »iisK5Ssiiiiisiiii"gs-3ii||£SS2| ,-r rJ rJ Gf Gf ^ •injox ilKisSgs|iSiiBiliSli§siiillsSSsl r-r rJ r-TGfrH- ■ rj .rT '0181 ‘X QHiir P8pn9 anoA Suuup po^^oiA -UOO SUOSTOd JO 'OJ^ ii§i38pigs3iisiiis5isSSieiisgiig rH- ^'■lO'r-TGf CG' t-T PAUPERISM. Receiving support June 1, 1870. •agia.10^ »«|| = 'o»|| = |2g||S||a|S!?,gSg"--S2||SS3 r-r OO- CG- 1 •paaopo gi” = S“§3£Sg5p|2S»|§ :''2s||o j|i?|3 r-TrH-GX fG- LG' •ItJaoj, glsgispgPiglaSiili'P-siSsisIlii r-r.-rGf r-r cg't-Tlg' ,-r ^-^■'irfr-rGi' ,^'r.r ■inoj. li|2SSliiiis|§aRiiiigsSiiiSsiisi r-! r-t CC CC rH O G"? t— 1 ci' t— i CO GO tH •j.iod -dns innuun jo jsoQ isSsiSiiisSpiiSiisgsiiasiiiiiiis Gl' rH •0181 ‘X ouup papua .inaA ot[X SuT.iux) paj.xod -dus suosaad jo "o^ iisfliiSsisSsiiSiiSillSsiiglisslii Gfr-r Gfco'^'r-r Gf 'IT^'oo'cg' Gf Gf Cg' r-T to" Jo'^'Gfr-T POPULATION. Foreign. r-r 1 , iSSsssiiSiiiiilisIpisiiSligiigii .-"r-Tcf Gf rJ Colored. iiliilS'iiisssiisiSigiPiiisiiiiS 2g''--giSfSS-S||"gS3 ?2 gJiss White. iSiiriiiJilSiillSiisiSSiiiaiiiisiS iWgPisiSsMisfSWiWgp^^^^ CT^t— (1— (T-* i-Hr-T T— ! TfC^CO Total. isgissiisiiissisiiSiisilggiiiiil ^•'C'frH'-r r-r ,-rrr' rn' Tfr'rn'Gf CG' r-T States. Alabama . Arkansas . California . Connecticut . Delaware . Florida . Georgia . Illinois . Indiana, _ . Iowa . Kansas . Kentucky . Louisia.na . Maine . Maryland . Massachusetts . Michigan . Minnesota . Mississippi . Missouri . Nebraska . Nevada . New IIami»shire _ New Jersey . New York! . North Carolina . Ohio . Oregon . Pennsylvania . Rhode Island . South Carolina . Tennessee . STATISTICAL TABLES. 997 130 48 12 16 203 i od' 1 j-jcocjoooico .1-0 8, 728 365 2 901 37 23 i t--'' ;0--« § ' i 1 1 iV CO 1 S 1 -o' isiSs rH~ 1 1 ii 2 3 732 193 1,244 191 418 i i i gf isieg rH~ s 5 1 i s' 1 Si — :;5-2 2 S ?! ro T-1 s cT ;§ : : _rHCI S 1 C5 3 5 oo . O CO GO :22 S 1 5 EiSii r-TcO i -vC 00 i I Mm rn'co rH- i s Ci ii''- i 2 21,219 178, 628 303, 081 80, 628 151, 181 1 i o' s iisi ;ii lo'o' S 2 1 I o' 204 2, 008 3, 890 1, 102 1, 553 era 2 :i-i S s o' 62,411 47, 155 13, 754 17, 091 364, 499 I f LO- iisaiiiiis iV o' iis-' o' C-' r-' in o' in n 1 s i s lo 756, 168 283, 396 1,211,409 424, 923 690, 171 3 i iillHiiiSi co' o' cT o' e-' cf o' o' »' o' 1 i 2 i Siil3 § i g|3|S|g2SS i ----- 1 3 I iiiis imm r-r 1 ^v-T ® 2' ^ s' S' i § ?[“ 2 Oi I i ??■ iSssi liWi 3 o '■•s'sss'ssssi^' 2 2 g 1 Texiia . Vermont . Virginia . West Virginia . Wisconsin . Total . Arizona . C i : 'S'- iU-i liilj y4i i H O CO « « ^ M . ■ 'v 'v I : ■ \ Ml?' INDEX Absenteeism : In Colorado, 309. In Connecticut. 33. In Maine, 143. In lihode Island, 308. (See also school attendance.) Academies: Courses of study in, xxxvii. College students fitted by, xxxviii. In Maine, 142. la New Hampshire, 221. In Oregon, 285. In Vermont, 336. In District of Columbia, 399. In New York, 250. In TViscon-sin, 358. Summary of statistics of, xxxvii. (See also'secondary instruction.) Academy, Naval. (See Naval Academy.) Academy, Military. (See Military Academy.) Academy of Natural Sciences, Philadelphia Muse¬ um of, Ivii. Africa. Algiers : School-organization, 541. Normal school, 542. Madagascar : State of education, 543. Sierra Leone : State of education, 543. Senegambia : State of education, 543. Agassiz, Professor, museum of, hvii. Opinion of, on superior instruction, xTiii. Agricultural colleges : In California, 17. In Florida, 60. In Louisiana, 134. In Maine, 145. In Maryland, 152. In Missouri, 209. In Nebraska, 214. In Ohio, 278. In Pennsylvania, 293. In Vermont, 337. Agricultural colleges, statistics of. (See Scientific Schools.) Alabama : School-fund, 3. Financial statement, 3. New school-code, 4. Teachers’ institutes, 4. State teachers’ association, 4, 6. University of, 4. Normal department, 4. School of Agriculture and Mechanics, 4. School attendance, 5. Number of schools, 5. Pupils in different branches, 5. Teachers, number of, 5. Teachers, pay of, 5. Peabody fund, 5. Peabody fund, in Ureensborough, Selma, and Montgomery, 6. Medical College of, 6. Medical lectures in, why free, 7. Talladega College, 7. Insane Ho.spital, 7. Spring Hill College, 7. Howard College, 8. Marion Female Seminary-, 8. Trrscaloosa Female College, 8. Florence Synodical FemMe College, 8. Alabama — Continued. Death of Dr. Mitchell, 8. Facts from Uuited States census, 8. ....List of school officials, 9. Algiers. (See Africa.) Alsace-Lorraine. (See Germany.) American Seaman’s Friend Society, libraries of, Ivi. Anderson, Dr. M. B., lectures by, xlvii. Article by, oir art-training, 603-607. Anhalt. (See Germany.) Argentine Bepublic. (See South America.) Arizona : Letter from Governor Safford, 365. Facts from United States census, 365, 366. Arkansas : Letter of Superintendent Smith, 11. Peabody fund, 11. Little liock schools, 11. Saint John’s College, 12. Deaf-mute Institution, 12. Blind Institute, 12. Industrial University, 12. Facts from Uuited States census, 12. List of superintendents, 13. Art-training : In American colleges, 603-607. Athenian culture, 603. Deficiency in modern education, 603. Knowledge of literature, 603. Necessarj" to culture, 603. Deficiency of art-culture, 604. Art-culture in colleges, 604. Laws of sound, 604. Laws of color, 604. Perspective and architecture, 605. Beauty an attribute of nature, 605. Art models, casts, and plans, 605. Arrangement of collections, 606. Art-lectures, 606. Advantage to the public, 606. Art and history, 606. Art-training economical and feasible, 607. How science was first taught, 607. Kemarks on, by Cammissioner Eaton, Ixxxiii. Asia: India: State of education in, 538. Japan : Educational divisions of, 539. School-administration, 539. Classes of schools, 539. Elementary schools, 539, Secondary schools, 540. Superior schools, 540. Normal schools, 540. Teachers, 540. Scholars and examinations, 540. General expenses, 541. Atkinson, Rev. George H., D. D., xxii. Attendance. (See school attendance.) Australasia, 560. Sandwich Islands. 560. Inspector-general, 568. Office of board of education, 568. Districts, 568. Teachers, 568. Attendance, 569. School-terms, 569. Supnort, 569. Studies and school-books, 569. Lahaiualuua Seminary, 569. Grhu College, 570. 1000 INDEX. Australasia— Continued. Other government schools, 570. Female seminaries, 570. Other institutions, 570. Concluding remarks, 571. Statistics,"571. Statement of M. Do Yariguy, 560. Austrian ilonarcliy, 439. Empire of Austria, 439. EeiJort of Stremayr, minister of public in¬ struction, 439. Effect of the new school-law, 439. Jirecek, minister of public instruction, 440. Mr. Stremayr again minister of public in¬ struction, 440. Statistics, 440. Jesuit gymnasia, 441. Deform of the real schools, 441. Agricultural schools for adults, 441. Teachers’ salaries, 441. Teachers’ societies, 441. Public distinctions conferred on teachers, 441. Meeting of the liberal G-erman party at Saint Pdlten, 441. Want of teachers, 442. lleligious exercises in schoals, 442. Education in Vienna, 442. Lower Austria, 443. Bohemia, 443. Upper Austria, 443. Moravia, 443. Styria, 443. Carinthia, 444. Tyrol, 444. Salzbiirgh, 444. Gallicia, 444. Kingdom of Hungary : Deport of Eotvos, late minister of public in¬ struction, 444. Action of Dr. Pauler, the new minister of public instruction, 445. Education of teacliers, 445. Education of adults, 445. Decent educational statistics and facts, 445. Teachers’ conference, 446. Educational intelligence in newspapers, 446. Educational museum, 446. Education in the city of Pesth, 446. Transylvania, 446.' Croatia, 446. Military frontier, 447. Baden. (See Germany.) Bancroft, Hon. George, gift to Harvard College by, lix. Bavaria. (See Germany.) Beard, Professor George P., on school-system, xxxii. Belgium : General remarks, 447. Parliamentary discussions, 447. Position of teachers, 447. Belgian teachers’ society, 447, Flemish language, 447. Luxemburg teachers’ society, 448. Appointment and dismissal of teachers in Luxemburg, 448. Olhcial report on primary schools, 448. Summary of public and private schools, 448. Communal schools, 448. Primary schools of a higher grade for girls, 448. Private subsidized schools, 448. Private schools under inspection, and entirely free private schools, 449. Course of instruction in primary schools, 449. Infant schools, 449. Schools for adults, 449. Charitable workshops and trade -schools, 449. Schools under the department of justice, 449. StatistiRS of illiteracy, 449. General statistics of primary schools, 450. ' Hormal schools, 450. Benefactions, table of educational, 894-909. Educational, general remarks on, lix. Summary of statistics of, Ixi. Instance's of, lx. Borges, Seuhor, interview with, Ixx. Blind asylums : In Arkansas, 12. Blind Asylums — Continued. In Colorado, 26. In Illinois, 102. In Indiana, 113. In Kansas, 123. In Kentucky, 127. In Maryland, 152. In Mississippi, 199. In Missouri, 209. In Hew York, 245. ^ In Horth Carolina, 266. ^ In Ohio, 279. In Pemisylvania, 297. In South Carolina, 315. In Virginia, 345. In Wisconsin, 359. -Blind, education of the, 433. History of education for the, 433. Convention of superintendents of the, 435. Statistics of asylums for, 910. Demarks on education of the, Ixxiii. Institutions for the, Ixii. Boston University, loss by fire, Ixxvi. Brace, J. P., obituary of, 45. Brace, C. L., book of^ noticed, Ixiv, (note.) Brazil.* (See South America.) Breckinridge, Dev. D. J., obituary of, ,130. Bremen. (See Germany.) Broel-Plater, Count de,' letter from, Ixviii. Brooks, Dev. C., obituary of, ISO. Brunswick. (See Germany.) Bureau of Education : Act founding, quoted, i. Steady i)rogress of, i. Growth of library of, Ixvi. Number of docume ts distributed by, Ixvii. Correspondence of, Ixvii. Work of, in connection with Vienna Expovsi. tion, Ixxiv. (See, also. Commissioner of Edueation.) Business Colleges : Statistics of, 711-715. Summary of statistics of, xxxiii. Demarks on, xxxiii. California: Financial statement, 14. Attendance, 14. Teachers, 14. School-districts and schools, 14. Progress of education, 14. Amended school law, 14. California Teacher, 15, Teachers’ institutes, 15. Compulsory education, 15. Salaries too low, 15, Education of the Chinese, 15. Chinese character, 15. Mission woi k among Chinese, 16. Indian schools, 16. Education of United States soldiers, 16. University of, 17. Prejiaratory classes, 17. Military discipline, 17. Lectures, special courses,* 17. Literary and art donations, 17. Agricultural College, 17. ■ Inaugural address of President Gilman, 18. State Normal School, 23. Private educational institutions, 23. California Military Academy, 23. MilLs’s Seminary, 23. University College, 23. Pacihe Methodist College, 24. Univer.sity of the Pacific, 24. Washington College, 24. California College, 24. St. Joseph’s Academy, 24. Hesperian College, 24. Sacramento Seminary, 24. Oakland Seminary, 24. Napa Ladies’ Seminary, 24. St. Mary’s College, 24. College'of St. Augustine, 24. Santa’ Clara College, . 24. St. Vincent’s College, 25. St. Catharine’s Academy,.25. Sacred Heart Convent, 25. St. Ignatius College, 25. St. Mary of the Pacific, 25. INDEX, 1001 California — Continued. San Francisco rheological Seminary, 25. Pacific Theological Seminary, 25. Medical colleges, 25. Charitable institutions, 25. Institution for Deaf and Dumb and Blind, 26. Mechanics’ Institute, 26. Public libraries, 26. San Francisco : Expenditures and building fund, 27. Consolidation of primary schools, 27. Course of study, 27. Conilitiou of schools, 27. Text-books, 27. Examinations of teachers, 27. Need of reform, 28. Life diplomas, 28. Evening Normal School, 28. Increased pay of teachers, 28. Evening schools, 28. Cosmopolitan schools, 29. Drawing, 29. Co education of the sexes, 29. Oakland : Growth of public schools, 29. San Jos6 : Public schools, 29. Death of Hon. Edward Tompkins, 29. Facts from United States census, 30. List of superintendents, 31. Canada. (See North America.) Census statistics of 1870 : Tables of, lor the United States, 942-997, Of Alabama, 8. Of Arkansas, 12. Of Arizona, 365. Of California, 30. Of Colorado, 369. Of Connecticut, 49. Of Dakota, 371. Of Delaware, 56. Of District of Columbia, 397. Of Florida, 61. Of. Georgia, 69, Of Illinois, 104. Of Indiana, 113. Of Iowa, 117. Of Kansas. 123. Of Kentucky, 130. Of Louisiana, 136. Of Maine, 147. Of Maryland, 154. Of Massachusetts, 182. Of Michigan, 187. Of Minnesota, 192. Of Mississippi, 200. Of Missouri, 211. ' Of Montana, 375. Of Nebraska, 214. Of Nevada, 216. Of New Hampshire, 222, Of New Jersey, 229. Of New Mexico, 376. Of New Dork, 257. Of North Carolina, 267. Of Ohio, 281. Of Oregon, 286. Of Pennsylvania, 300. Of Khode' Island, 310. Of South Carolina, 316. Of Tennessee, 325. Of Texas, 333. Of Utah, 379. Of V''ermont, 337. Of Virginia, 347. Of "Washington Territory, 381. Of West Virginia, 354. Of Wisconsin. 362. Of Wyoming Territory, 383. Centennial Exposition: Preparations for, Ixxv. Churches : Statistics of, 979. Circulars of Information: Demand for, Ixvi. Number of issued, Ixvi. Kesolution of National Teachers’ Association in regar d to, Ixvi, Cities : Kemarks on education in, xxii. Number of, xxiii. Aggregate poimlation of, xxiii. School attendance of, xxiii. Schoires, 312. Attendance, 312. Teachers and teachers’ pay, 312. School-districts and schools, 312. School -ho Uvses, 312. Condition of school-system, 313. School-funds, 313. Poll-tax, 313. Annual reports of county school-commission¬ ers, 313. Uniform system of sohool-i’ecords, 314. Distribution of text-books, 314. Teachers’ institutes, 314. State normal schools, 314. Peabody fund, 314. Educational Institute, 314. State Orphan Asylum, 314. Deaf, Dumb and Blind Institute, 315. University of, 315. AYoftbrd College, 315. Newberry College, 315. Greenvilie Baptist Female College, 315. Claflin University, 315. Furman University, 316. Southern Baptist Theological Seminary, 316. Facts from United States census, 316. School-oificials, 317. Spain : State of education, 520. Noble sentiment expressed by the King, 520. Statistics : Tiie record of national progress, i. Changes in character of, ii. Of intelligence in United States census, ii. Importance of educational, iii, iv. From Ninth Census, v-xii. For 1872 considered, xii-lxvii. Date of, xii. Method of tabulating, xii. School age and attendance fn different States compared, xiii. Receipts and expenditures, remarks on table of, xiv, XV. Superior instruction: Summary of statistics of, xxxix-xli. Condition of, xlii. Conditions of improvement in, xlii. Opinion of Professor Agassiz on, xliii. Superior instruction of females : Summary of statistics of, xlviii. Number of institutions for, in each State, xlviii. Denominations of, in each State, xlviii Supervision of education, Ixxxiv'-lxxxvi. Cost of, Ixxxiv. Necessary qualifications for, Ixxxvi. Sweden and Norway: Migratory schools, 520. Teachers and teachers’ .seminaries, 520. Salaries and tinauccs, 520. Statistics, 520. School-statistics of Stockholm, 520. I Switzerland: I Argovia, 521. Statistics, 521. Agricultural school at Muri, 521. Teachers’ conference, 522. A teachers’ jubilee, 522. Aiipenzell : Statistics, 522. (leueral teachers’ conference, 523. Basle : Basle, city of, 523. Statistics, 523. lOlG INDEX, Switzerland— Contiuaed. School-finances, 523. Teachers’ pensions, 523. School-hygiene, 523. Ba.sle, country: Draught of a new school-law, 523. Cantonal Teachers’ Union, 524, School -expenditure, 524. Illiteracy of conscripts, 524. Berne : General statistics, 524. Illiteracy of conscripts, 524. Teacher's’ Union, 524. School-expenditure, 524. Election of teachers, 524. The Victoria Institution, 524. Fribourg : ' Nonmal School at Hautenir, 525. Geneva : Proposed revision of the public-school law, 525. Glaris : School-expenditure, 525. Teachers’ pension-fund, 525. Grisons : School-expenditure, 525. Secondary instruction, 525. Lucerne : Statistics, 526. The new school-law, 526. Xeufchatel : Teachers’ salaries, 526, . Schaff hausen: Courses of instruction for teachers, 52’6, Schwyz : Gratuitous instruction, 526. Statistics, 527. Soleure : Expenditure for education, 527. Statistics of illiteracy, 527. Private educational establishment, 527. St. GaU : City of St. Gall, 527. Teachers’ salaries, 527. Tessin : Statistics, 527. Teachers’ seminary, 528. Thurgovia : Hew school -law, 528. Unterwald : Death of an eminent friend of education, 528. Uri : The cantonal school of Altorf, 528. Valais. (Ho report.) Vaud : Teachers’ seminary, 529. Zug: Statistics, 529. Zurich : Statistics, 529. Statistics of illiteracy, 530. Object-lessons, 530. Pestalozzi societies, 530. Female students at the university, 530. The Federal Polytechnic School, 530. General remarks, 530. Scholastic year, 530. Conditions of admission, 530. Fees, 531. Ditferent schools, 531. Statistics, 532. Federal action with regard to the Jesuits, 532. . Compulsory education, 532. Tanaka, Mr.'F., visit of, Ixx. Teachers’ associations, (See Conventions.) Teachers’ institutes : In Alabama, 4. In California, 15. In Colorado, 368. lu Connecticut, 34. In Georgia, 68. In Illinois, 75, 89. In Indiana, 110. In Kentucky, 126, 129. In Louisiana, 133. In Maine, 140. ^ In Maryland, 150. ' In Massachu, setts, 158. In Michigan, 185. Teachers’ institutes — Continued. In Minnesota, 190. In Mississippi, 197. In Missouri, 205, 208. In Hew Hampshire, 220. In Hew York, 233. In Horth Carolina, 263. In Ohio, 272, In Pennsylvania, 289. In Rhode Island, 305. In South Carolina, 314. In Vermont, 335. In Virginia, 343. In Wisconsin, 357. Technical schools in Europe, 535. Course of instruction in, 535. Schools of forestry, 535. Schools of veterinary surgery, 537. Schools of navigation, 537. Schools for nurses, 538. Tennessee : Reports of Hons. William Morrow and J. B. Killebrew, 318. Condition of educational interests, 318. Illiteracy, 318. Increase of, 318. Ignorance and crime, 318. necessity of public schools, 318. Prejudices to be overcome, 318. School-legislation, 319. County reports, 319. Peabody fund, 319. Central Teachers’ Association, 320. Dr. Shelton’s address, 320. Memphis : Condition of schools, 320. School- buildings, 321. Hashville : Condition of schools', 321, School-buildings, 321. Branches of study, 321. Address of Hou. William H. Stephens before the University of Hashville, 321. Institutions : Lookout Mountain School, 322. Freedmen’s Hormal Institute, 323. University of Hashville, 323, Montgomery Bell Academy, 323. East Tennessee University and State Agri¬ cultural College, 323. Fisk University, 324. Cumberland University, 324. West Tennessee College, 324. King College, 324. Maryville College, .324. East Tennessee Wesleyan University, 325. Mary Sharp College, 325. State teachers’ association, 325. Facts from the United States census, 325, 326. Texas : Report of Hon. J, C. De Gress, State superin¬ tendent of public instruction, 327. Permanent school-fund, 327. Available school-fund, 327. School-appropriation, 327. Sohool-stati sties, 327. Inauguration of free-school system, 328. Success of the system, .328. School-law, 328. School-lands, 328. School-fund, 328. School-tax, 329. Gradation of schools, 329, School-buildings, 329. Scholastic terms, 329. Scholastic census, 329. Supervisors, 330. School-directors, 330. Principals, 330. Examiners, 330. ‘ Teachers, 330. Equal compensation to male and female teach¬ ers, 331. Teachers’ conventions, 331. Text-books, 331. Languages in schools, 331, Hight-schools, 331. Private schools, 331. INDEX. 10J7 Texas —Continued. Education of the colored race, 331. Illiteracy, 332. Crime, 332. Compulsory education, 332. Sectarianism and politics in public schools, 332. Peabody fund, 332. Condition of schools at the close of the year 1872, 333. Facts from the United States census, 333, 334. School-officials, 334. Text- books : In Colorado, 368. In Florida, 59. In Illinois, 86. In Kansas, 119. In Maine, 140. In Mis.sissippi, 197. In Missouri, 205. In South Carolina, 314. In Texas, 331. In Utah, 373. , In Vermont, 336. In Washington Territory, 381. In West Virginia, 352. Thayer, S., obituary of, 182. Theological schools, table of, 810-813. Summary of statistics of, li. Denominations of, li. Kumber of, in each State, lii. Thompson, H. W., obituary of, 187. Thurin, Feodor, letter from, Ixviii. “Times fund ” for poor children, Ixxix. Tolstoi, Count D., letter from, Ixix. Tompkins, Hon. E., obituary of, 29. Toner, Dr. J. M., gift by, to found “Toner Lec¬ tures,” lx. On Public parks as sanitariums,” letter by, Ixxviii. Toole, J. E., letter from, Ixviii. Truancy. (See Absenteeism.) Turkey : Lectures on Turkish law, 533. Prizes for Turkish text-books, 533. The Imperial Lyceum, 533. Education in Servia, 533. American missionary colleges, 533. The Turkish press, 533. Turney, Eev. E., ob^uary of, 397. Tyndall, Professor J ohn, opinion of, on superior instruction, xliv. Upham, Rev. T. C., obituary of, 146. United States, 1870 : Area of, v. Population of, v. Races of population, v, vi. Foreigners in, vi. Wealth of, vi. Illiterates in, vi, vii. Actual illiteracy of population in, vii. Statistical charts of, viii. Professional men in, ix. Income of educational institutions in, ix. Instructors of same, x. Students of same, x. Libraries in, x, xi. Newspapers and periodicals in, xi. ^ Paupers in, xi. Criminals in, xii. Land-grantees, free-school policy for, xxii. Utah : Report of Hnn. Robert L. Campbell, territo¬ rial superintendent public instruction, 377. School-revenue, 377. Attendance, 377. Teachers, 377. School-districts and schools, 377. ^ Finances, 377. , * •**• Donations, 377. ^ Free schools, 378. ^ * * County superintendciffis, 378! • Tru8tee.s, 378. * , ** Teachers, 378. •. Text-books, 378. School-appaTjatus, 378. Normal scljoolt 378. ^ , ,, ,, Facts fr-jm Uiiit^d States census, 37flt . * •• School-offi'ciiils, 1580. » I !**• !** W Van Eiiren, General T. Th, IxxTv. Vermont : Report of Hon. John 11. French, secretary ol’ the board of education, 335. Teachers’ institutes, 335. Examinations of teachers, 35.5. Teachers’ associations, 335. Normal schools, 335. Uniformity of text-books, 336. The “town-system,” 336. Educational progress, 336. Recommendations of the secretary, 336, State Normal School, 336. State Noimal School at Castleton, 336. Lyndon Literary Institution, 336. Barre Academyj 337. Caledonia County Academy, 337. Episcopal Institute, 337. Norwich University, 337. Middlebury College, 337. State Universitv and Agricultural College, 337. Reform School, 337. Facts from United States census, 337, 338. Veterinary instruction : Need of, Ixxxi. Condition of, Ixxxii. Virginia : Report of Hon. W. H. Rutfner, State super¬ intendent of public instruction, 339. Financial statement, 339. Attendance, 339. Teachers and teachers’ pay, 339. School-districts and schools, 339. School-property, 339. Growth of public-school system, 339. Diminution in the proceeds of the State school- tax, 340. The literary fund, 340. Aid from Peabody fund, 340. Progress of public sentiment, 340. Law-abiding character of the people, 340. Improvement in school-houses, 341. Improvement in schools, 341. The colored people, 341. County superintendents, 341. School-trustees, 341. Local school taxes, 342. Proposed change in tax-law, 342. Cen.sus of schoiol-population, 342. Academies and colleges, 342. Alexandria : History of the public schools, 343. ' Condition of the schools, 343. Teachers’ institutes, 343. Institutions, notices of : University of Virginia, 343. Military institute, 344. Washington and Lee University, 344. Union Theological Seminary, 344. Roanoke College, 344. Randolph Macon College, 344. Richmond College, 344. Staunton Baptist Female Institute, 345. Roanoke Female College, 345. Loudoun Valley Academy, 345. Old Dominion Business College, 345. Deaf, Dumb, and Blind Institution, 345, Dr. Socrates Maupin, obituary of, 345. A. L. Coleman, obituary of, 346. State Educational Association, 346. Facts from United States census, 347. School-officials, 348, 349. Wales. (See Great Britain.)'' Ward, Professor H. A., inuseuiu of, Ivii. Letter of, Iviii. Washington Tenitory : , ‘iteport of Hon. N. Rojiuds, territori.'il super- * • ifiteiident public instruction, 381. * • • * SnIiaol-st